FACTORS AFFECTING THE EFFECTIVE IMPLEMENTATION OF BIOLOGY

CURRICULUM OF SENIOR SECONDARY SCHOOL IN GWARAM LOCAL GOVERNMENT

AREA

BY

ABBA KABIRU
EDU/19/BSC/01961

THIS RESEARCH PROJECT IS SUBMITTED TO THE DEPARTMENT OF BIOLOGY

EDUCATION, JIGAWA STATE COLLEGE OF EDUCATION GUMEL, (IN AFFLIATION
WITH BAYERO UNIVERSITY KANO) .IN PARTIAL FULFILLMENT OF THE
REQUIREMENTS FOR THE AWARD OF BACHELOR OF SCIENCE DEGREE (BSc. Ed.) IN
BIOLOGY EDUCATION

FEBRUARY, 2024
 CERTIFICATION
This is to certify that this research work was carried out by ABBA KABIRU with

Matriculation Number: EDU /19/BSC /01961 in the Department of biology Education,

Jigawa State college of education Gumel (in affiliation with BAYERO University kano,)

under my supervision.

___________________ _______________

MALLAM AWAISU N. SULAIMAN Date

Supervisor

____________________ _______________

MALLAM_ABBA SABO Date

Head of Department

____________________ _______________

MALLAM_AWAISU SULAIMAN Date

_____________________ _______________

External Supervisor Date

 PERSONAL ETHICS STATEMENT

By signing this statement, I am attesting to the fact that I reviewed the entirety of my

attached work and that I have applied all the appropriate rules of quotation and

referencing in use in my Departments as well as adhered to the antifraud policies outlined

in the Academic Regulations in the In Jigawa state college of education gumel in

affiliation with bayero University kano. .

NAME: ___________________________________________________________

(Surname)

MATRICULATION NO.:____________________________________________

DEPARTMENT: ________________________________________

SIGNATURE: _____________________________________________________
 DEDICATION

This research project is dedicated to Glory of God, the Almighty who Has given me the

strength and mental stability to start and complete this phase of academic pursuit. I return

the glory back to him alone.

I also dedicate this work to my Late Mother, Mrs. Olajide, Florence Oreoluwa.
 ACKNOWLEDGEMENTS

I am grateful to my God for His Divine assistance, protection and provision, the source of

all knowledge and understanding for helping me not only in completion of this project but

most importantly, to reach this stage of my educational career despite all resistance from

different sources.

I am also indebted to my amiable supervisor, malam awaisu who gave me the needed

assistance and constructive criticism in the course of my research.

I can not thank my immediate family enough starting from my lovely father, Alh kabiru

haladu, to my elder sister and brothers, uncle ismail Ibrahim, rabiu Ibrahim, khadija kabiru

, fiddausee kabiru , bilkisu kabiru , zalifa kabiru ,for standing by me throughout my

academic journey.

I can not but appreciate the effort of Alhaji labbi’ Family, smart Group by

Usman Abba and saminu garba who were there for me whenever I needed help.
My appreciation also goes to my ever friends Ayuba abubakar, sadik Abdullahi adam,

abubakar nafiu sabo, saifullahi kani , sulaiman Ibrahim, Dan aminu habibu, Abubakar

murtala , The Fantastic Four and May God Almighty rewards you for all the contribution

and impact rendered to me.

My heartfelt greetings and appreciation to all colleagues whose names I cannot finished

mentioning, your labour of love will not go without being appreciated. God will also

hearken to your cry whenever you call upon Him. Thank you
 ABSTRACT
The research work investigated the factors affecting the effective implementation of
biology curriculum of senior secondary school in educational district IV in Alimosho Zone
of Lagos State. The sample of the study was made of 260 respondents (10 teacher and 250
students) as participants of the study. Three research questions, hypotheses were raised
and formulated for this study respectively. A self-designed questionnaire titled
“Implementation of Biology Curriculum Questionnaire (IBCQ)” was used to collect data
from the participants of the study which was tested and found reliable using Kuder –
Richardson formula 21 and the reliability co-efficient of 0.86 was obtained to show that
the instrument was reliable. The formulated hypotheses were analyzed statistically using
Chi-Square statistical method at 0.05 level of significance. The result indicated that, there
is a significant relationship between teachers’ competencies and academic performance of
secondary school students in Biology; there is a significant relationship between absence
of educational facilities and academic performance of secondary school students in
Biology and there is significant relationship between teacher’s pedagogy and academic
performance of secondary school students in Biology. Based on this finding it was
recommended amongst others that; teachers’ entry into the teaching profession should be
strongly regulated; government should increase the national budgetary allocation for
education: and private schools should be supervised and monitored by education
regulatory bodies to ensure that they adhere to the standard and benchmark of the
education policy.
Keywords: Curriculum, Teachers Competency, Academic Performance, Educational
facilities, Pedagogy.
 TABLE OF CONTENTS

Title page i
Certification ii
Personal Ethics Statement iii
Dedication iv
Acknowledgment v
Abstract vi
Table of Contents vii

CHAPTER ONE: INTRODUCTION

1.1 Background to the Study 1
1.2 Statement of the Problem 5
1.3 Purpose of the Study 5
1.4 Research Questions 6
1.5 Research Hypotheses 7
1.6 Significance of the Study 7
1.7 Scope of the Study 8
1.8 Limitations of the Study 8
1.9 Definition of Operational Terms 8
CHAPTER TWO: REVIEW OF RELATED LITERATURE
2.0 Introduction 10
2.1 Concept of Curriculum 10
2.2 The Biology Curriculum 17
2.3 Implementation of Biology Curriculum 23
2.4 Theoretical Framework 25
2.5 Empirical Review of Literatures 31

CHAPTER THREE: RESEARCH METHODOLOGY

3.0 Introduction 34
3.1 Research Design 34
3.2 Population of the Study 35
3.3 Sample and Sampling Technique 36
3.4 Research Instrument and Instrumentation 36
3.5 Validity of the Instrument 37
3.6 Reliability of Instrument 37 3.7 Method of Data Collection 37
3.8 Method of Data Analysis 38

CHAPTER FOUR: DATA ANALYSIS AND PRESENTATION

OF RESULTS
4.1 Demographic Data 39
4.2 Test of Hypotheses 43
4.3 Discussion of Finding 45

CHAPTER FIVE: SUMMARY, CONCLUSION AND

RECOMMENDATIONS
5.1 Summary of the Study 47
5.2 Conclusion 49
5.3 Recommendations 50
5.4 Suggestion for Further Studies 51

REFERENCES 52 APPENDIX 59
CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

Over the years, Science education in Nigeria has faced various challenges. The school’s

Curriculum offers a child – centered teaching learning approach as student related course

(Yusuf and Afolabi, 2010). Curriculum, according to Obanya (2004) is the total package

of what is to be taught or learnt. He describes it as a process of translating national

educational objectives into a school do- ables and implementation according to Oxford

Advanced Learners’ Dictionary refers to its as putting into effect a plan already mapped

out. In Nigeria, the inclusion of science subjects in the school curriculum is to promote

national development as the nation adopts more science oriented policies and programs in

education (Oriahi et al. 2010). Poor performance of students in manly due to lack of

motivation for teachers; poor infrastructural facilities; attitude of students to learning ;

lack of teaching skills and competence by science teachers; and lack of opportunities for

professional development of science teachers (Braimoh and Okadeyi, 2001; Olaleye

2002). ‘Other factors include syllabus, teacher’s qualifications, workloads experience and

disposition, general lack of teaching skills and ineffective style of delivery of subject

matter are also identified as some of the causes (Adepoju, 1991; Salau 1996).

Scientific issues involve the teaching of biological concepts through technology so as to

develop science through interesting contexts. The inclusion of science – technology and

society (S-T-S) issues in the school curriculum (Osborne and Collins, 2000) will achieve

the engagement of students in problem solving activities. Ideal teaching refers to the

teaching and learning process as it is expected to take place in a classroom in an ideal

situation. Actual teaching is the teaching is the teaching and learning process that actually

takes place in the classroom in relation to the prevailing academic and environment

conditions.

Quality teaching is the process of continuously improving teaching and learning in order

to bring desirable education goals in the school system. It is the principal measure of the

effectiveness of education and the most attribute to suffer. Teaching and learning are

improved continuously and maintained to bring the desired goals (Aminu, 1995).

Quality teaching in biology is crucial for developing scientifically literary citizens and

improving economic productivity for sustainable developments. It enhances students’

achievement and strengthens public confidence in schools. Biology is the natural science

that studies life and living organisms, including their physical structure, chemical

processes, molecular interactions, physiological mechanisms, development and evaluation

(Adam et al., 2022). Quality teaching helps students to attain a deep conceptual

understanding. Quality teaching is characterized by an adequate knowledge of subject

matter; and recognizing individual students as learners as the teacher builds on learner’s

strength rather than trying to stamp out their weaknesses.

The students are encouraged to take up the science related subjects including biology,

which occupies a unique position in the school curriculum and is central to many science

(Adam et al., 2021). Quality teaching helps teachers to focus on the educational

improvement of learners through the integration of adequate knowledge of the curriculum

contents areas, functional pedagogic skills, critical reflective teaching, empathy and

commitment to the educational process and the acquisition of managerial competencies

within and outside the school context, Quality teachers of biology are knowledgeable

about biology, learning and they create an environment in which students are regarded
treated as active learners. Teaching and learning of biology involves teacher’s knowledge

of subject matter and teaching pedagogy (Ball and McDiarmids, 1990).

Intelligence, cognitive styles and personality are individual characteristics that play

important role in teaching and learning (Tella, 2007). Other variables such as motivational

orientation, selfesteem and learning approaches are important factors that influence

academic achievements. Motivation has gained more popularity amongst educational

psychologists in leading other variables that could be manipulated to improve academic

gains. Lack of interest by students in

Biology affects their listening to the teacher.

1.2 Statement of the Problem

The performance of the students in Biology has become worrisome. The poor performance

of the students in Biology could be attributed to poor teaching skills, inadequate teaching

materials, lack of modern laboratory for practical work, lack of competent Biology

teachers that will implement Biology Curriculum effectively, bad attitude of the students

towards Biology lesson and practical, insufficient time allocated for Biology on the school

time table. All these can hinder the effective implementation of Biology Curriculum.

1.3 Purpose of the study

The overall aim of this project is to identify the factors affecting effective implementation
of

Biology Curriculum in s o m e Senior Secondary School in Gwaram Local Government

Area jigawa state. The study also examined.

1. The relationship between the teachers’ competency and the performance of the
students;

2. The relationship between the absence of educational facilities and academic

performance of the students in Biology;

 3. The relationship between teachers’ pedagogy and the performance of students in
Biology.

1.4 Research Questions

The study seeks to provide answer to the following research questions;

1. Is there any relationship between the teachers’ and competency and the

performance of the students?

2. Is there any relationship between the absence of educational facilities and the

academic performance of students in Biology?

3. Is there any significant relationship between teachers’ pedagogy and the

performance of students in Biology?

1.5 Research Hypotheses

The following conjectures guide the study;

H01: Teacher competence has no significant relationship with the performance of

secondary school students in biology.

H02: The absence of educational facilities has no significant relationship with the

performance of the students in Biology.

H03: Teacher’s pedagogy has no significant relationship with the performance of

students in Biology.

1.6 Significant of the study

Practically, the findings of the study significant to the following groups: students, teachers,

Post Primary School Management Board, Ministries of Education, Teacher Training

institutions and other researchers.

1.7 Scope of the study

The scope involved ten (10) randomly selected Senior Secondary Schools in Education in

Gwaram Local Government with (2) teachers and per school.

1.8 Limitation if the study

This research work was made to identify the factors that affect the effective

implementation of Biology Curriculum in some Senior Secondary School in Gwaram

Local Government , but this have some challenges such as time and financial constrain.

1.9 Operational Definitional of Terms

Implementation: Oxford Advanced le arners’ Dictionary refers to it as putting into effect

a plan already mapped out.

Curriculum: According to Obanya (2004) curriculum is the total package of what is to be

taught or learnt. He describes it as a process of translating national educational objective

into within school.

Biology: is the natural science that studies life and living organisms, including their

physical structure, chemical processes, molecular interactions, physiological mechanisms,

development and evolution.

Ideal Teaching: Refers to the teaching and learning process as it is expected to take place

in a classroom in an ideal situation.

Actual Teaching: Is the teaching and learning process that actually takes place in the

classroom in relation to the prevailing academic and environmental conditions.

Quality teaching: Is the process of continuously improving teaching and learning in order

to bring desirable education goals in the school system.

CHAPTER TWO
 REVIEW OF RELATED LITERATURE

2.0 Introduction

This chapter reviewed related literatures on factors affecting the effective implementation
of

Biology curriculum. An integrative literature review was adopted past journal, seminar

works, National Policy of Education, and online materials. The chapter was sub-divided as

follows: introduction, concept of curriculum, historical development of the Nigerian

curriculum, the biology curriculum, and implementation of the biology curriculum,

theoretical framework, and appraised of reviewed literature.

2.1 Concept of Curriculum

The term “curriculum” has different interpretations among scholars. With different time

frame and social values, the society will have different comments on the term

“curriculum” Curriculum is “a plan for providing sets of learning opportunities to achieve

broad educational goals and related specific objectives for identifiable population served

by a single school centre.” (Saylor and Alexander, 1974) Kerr defines curriculum as “all

the learning which is planned and guided by the school, whether it is carried on in groups

or individually, inside or outside of school”. A good curriculum is the total environment in

which education takes place; that is the child, teacher, subject, content, the method, the

physical and psychological environment (Fafunwa, 1997). A curriculum is a program of

learning planned for a target group of learners for a specific period of time in order to

achieve certain predetermined educational goals (Dada, 1999). Braslavsky states that

curriculum is an agreement amongst communities, educational professionals, and the State

on what learners should take on during specific periods of their lives. Furthermore, the

curriculum defines “why, what, when, where, how, and with whom to learn” (Braslavsky,

2003).
Curriculum outlines the skills, performances, attitudes, and value pupils are expected to

learn from schooling. It includes statements of desired pupil outcomes, descriptions of

materials, and the planned sequence that will be used to help pupils attain the outcomes.

Curriculum is the total learning experience provided by a school. It includes the content of

courses (the syllabus), the methods employed (strategies), and other aspects, like norms

and values, which relates to the way the school is organized. Curriculum is the aggregate

of courses of study given in a learning environment. The courses are arranged in a

sequential order to make learning of a subject easier. In schools, a curriculum spans

several grades.

Onwuka (2004) defined curriculum as a series of planned and unplanned learning

activities which a child is exposed to in the course of his development. The aim of which

is to make him develop fully his potential so as to function effectively in the community.

The author continued by saying that curriculum is the instructional document with which

the school uses in educating young people. It is the systematic and planned attempts made

by the schools to change the behaviour of members of the society in which it situates. The

author says that curriculum is never static, rather it is dynamic. When analysed, the

intended objectives, the learning experience, the method of instruction, the method of

evaluation, all parts of or steps in curriculum development have continued to change.

Offorma (2004) defined curriculum as a deliberately systematically planned attempt to

change the behaviour of the young and inexperienced and also to enable them to gain the

insight that will enable them to build a better society. Thus curriculum is a continuous

process of a series of activities undertaken by the school to improve upon the life of the

individual and society. Offorma (2004) sees curriculum as the sum total of the school

planned programme of the studies or learners both in and outside its premises. The author

continued by saying that curriculum varies from society to society because it is influenced
by existing elements in each society. Offorma (2004) listed the major elements that

influence type of curriculum offered by schools and the extent of its implementation to

include:

1. The nature of the society

2. Philosophy of education

3. Psychology of learning

4. Subject specialist

5. The learners

6. The teachers

7. Examinations

8. Economy of the society

9. Resources and

10. Values

Curriculum is defined by Akudolu (2004) as an organized knowledge presented to learners

in a school, embedding every element in the learning environment. Curriculum is all the

experience children have under the guidance of teachers. In line with the above, Ali

(2006) sees curriculum as a sequenced contents or course of instruction needed by the

learner who is expected to demonstrate some objectives or behavioural change. This is

done following instruction and experience in some content provided by schools (teachers

and administrators) and based on a structured form of continuing evaluation. From this

definition, new concept here includes content.

Something to teach the students represents the content. Content according to Olaitan and

Ali (2007) is described as the knowledge, skills, attitudes and values to be learnt in a

course, subject or lesson. Content is the totality of what is to be taught to and learnt by
pupils. The authors continued by saying in addition to being useful to students to organize

their learning content, also serves as a vital tool to the teacher in guiding him in his

teaching. They see curriculum content in terms of how it relates to the national and

individual objectives in a course rather than its effects. Learning of content may not result

in achieving an objective if both content and objectives are not closely related.

2.1.1 Misconception of Curriculum

The following are some common misconceptions that people or even scholars have about

what curriculum is:

1. Curriculum is syllabus: Syllabus merely specifies what topics must be understood

and to what level a particular grade or standard can be achieved.

2. Curriculum as only course of studies, which students must fulfil in order to pass a

certain level of education.

3. Curriculum as list of courses of specific discipline. Curriculum as the courses

required in order to receive one’s diploma.

4. Curriculum in terms of the subjects that are taught. This can be explained in terms

of taking the curriculum as a list of school subjects. For example, Physics, Basic

Science, etc. and as set out within the sets of textbooks.

5. Curriculum as Scheme of Work. Scheme of Work is only the breakdown of the

syllabus into instructional units based on the number of periods.

6. Curriculum as lesson note. This only explains what is done during instructional
process.
2.1.2 Characteristics of a Curriculum

Dada (1999) extracted from the list of definitions what one would regard as the most

essential characteristics of a curriculum.

1. A curriculum is an educational proposal. This means that it is a plan of an educational

programme. Most people would see it as a written document of some sort.

2. A curriculum contains a programme of studies (the syllabus or a list of subject matter

to be learnt), a programme of activities (what learners would in order to acquire

knowledge or develop skills, etc.) and a programme of guidance (what teachers

would do to help learners become useful to themselves and the society).

3. A curriculum is rooted in a given society. That means that the learning program

reflects the needs of society and many factors in the society have to be considered in

drawing up the programme.

4. A candidate is the responsibilities of the school. This means that although there can

be other agents in the society that contribute to the making of a curriculum, the school

is held responsible for the outcome of the programme.

5. A curriculum takes into account the total environment of the learner – physical,

psychological, social, and homes, etc.

2.2 The Biology Curriculum

Biology is the study of living things and their vital processes (Sarojini, 2010). Sarojini

explained that it is the study of life, alongside Physics and Chemistry. Biology is one of

the largest and most important branches of science. Because biology covers such a broad

area, it has been traditional to separate the study of plants (botany) from that of animals

(zoology), and the study of structure of organisms (morphology) and that of

microorganisms (microbiology). As contented by Sarojini

(2010), each field of biology mentioned above has contributed to mankind or the Earth’s

wellbeing in numerous ways. According to Sarojini; the most prominent support is that of

botany to agriculture: zoology to livestock and protection of ecologies, and microbiology

to the study of disease and ecosystem in general. The teaching and learning of science in

general and biology in particular in Nigeria has a lot of problems that needs re-appraisal

resulting in science education policy that will positively affect the attitude, aptitude and

temperament of students and teachers. For Nigeria to realize accelerated development in

the 21st century, she needs qualitative science education in our schools especially in senior

secondary schools. Over the last two decades, there have been repeated calls for reforms

and innovations aimed at improving science education in Nigeria. This suggests that there

are issues in science education in Nigeria that needs to be improved upon.

According to Onwuka (2004), the educational system of any country should be based on

the needs and demands of the people. In line with this, Akujieze (2007) noted that the

attempt to base the education of Nigeria, especially science education on the needs and

demands of Nigeria people has culminated series of commissions, committees and

conferences. Notable among these are the

Phelps Strokes Commission of 1920, the Ashby commission of 1950, the Alvan Ikoku

conference on curriculum. All these conferences, committees and commissions were

geared towards providing a functional science education programme in Nigeria.

According to Idika (2008), the different commissions, conferences and committees were

set up at different staged of development of science education in Nigeria. In other words, a

new commission, committee or conference arises as a result of a new need or problem in

the country, or as a result of criticism on the preceding one. These various commissions,
committees and conferences have effects on the development of science education in

Nigeria. Onyeokoro (2003) opined that the effect of the Ashby report was seen among

others in diversification of senior secondary science curriculum.

The importance of the national conference on curriculum development to Nigerian

education system is evidenced in the fact that this conference was instrumental to the

setting out of educational goals and the formulation of the National Policy on Education

(NPE) in Nigeria.

According to Iwunwah (2004), the conference formulated these National Philosophy on

Nigeria Education:

1. The inculcation of the right type of values and attitudes for the survival of the

individual and the society.

2. The training of the mind in building valuable concepts generalization and

understanding of the world around us

3. The acquisition of appropriate skills, abilities and competency both mental and
physical.

4. Equipping the individual to live in the society.

5. The acquisition of a relevant and balanced knowledge of facts about local and

world phenomena.

As a result of the philosophy for Nigeria education and other development in Nigeria, both

the federal and state ministries of education put up a draft for a National Policy on

Education (NPE) and a seminar to make proposals for NPE was held. Among the issues

considered in the seminar are:

1. A curriculum review with emphasis on science and technology.

2. The role of the teachers, the parents and local communities.

The result of this seminar was the publication of the NPE in 1977. The new NPE became

effective as from 1982. The aim of the introduction of the NPE in 1981 (FRN, 2004) is to

make education functional and responsive to the societal needs and problems. In order to

achieve the goals of the NPE, the federal government introduced new curricula syllabuses

for primary, secondary and tertiary institutions in the country.

Since the introduction of the NPE in 1982, according to available literature, no review or

amendments have been made on the education policy. Also research findings by

Onyeokoro (2003) Iwunwah (2004) and Idika (2008), shows that the education policy has

not made appreciable impact on our secondary school system. According to the authors,

some states in Nigeria for some reasons appear indifferent to the education policy, while

others showed mere lip-service to it. The Nigerian Educational Research and

Development Council (NERDC, 2005) listed the objectives of secondary school biology

curriculum in Nigeria as follows:

i. To enable the children to appreciate how their environment are related to them and

how they are related to their environment.

ii. To prepare the students for higher education and to have interest in biology career,

e.g. medicine iii. To enable the individual understand their body, their functions e.g.

circulation of blood, respiration, excretion etc.

iv. To enable the children acquire scientific skills. These include laboratory and field
skills.

v. To enable the individual understand certain key biology contents, necessary for a

successful living.

vi. To inculcate the habit of critical observation.Every educational programme should

be monitored periodically to assess the extent to which the vii. To enable the
 individual question some superstitious beliefs.objectives of such a programme

have been achieved. Hence the motivation of the present viii. To illuminate the

problem of sex, reproduction, population, growth, pollution, disease researcher to

evaluate the NCSSB in jigawa State in terms of:

control, health, food production for the benefit of the society.

ix. To make room for technological advancement

x. To increase the aesthetic appreciation of nature.

i. Its relevance to the national goals for secondary school education ii. Its attainability

by the students with respect to the students’ level of physical and mental maturity.

In summary, efforts have been made by Nigerian government evolve a clear-cut science

education programme which will identify priority areas and give direction as to the

national needs. The question now is to what extent are the current science education

practices in Nigeria relevant to the Nigerian environmental needs?

2.3 Implementation of Biology Curriculum

Curriculum implementation entails putting into practice the officially prescribed

courses of study, syllabuses and subjects (Chikumbi and Makamure 2000). Putting the

curriculum into operation requires an implementation agent. The teacher is identified

as an agent in the curriculum implementation process. Curriculum implementation

therefore refers to how the planned or officially designed course of study is translated
by the teacher into syllabuses, scheme of works and lessons to be delivered to

students. Implementation is said to take place when the teacher-constructed syllabus,

the teacher personality, the teaching materials and the teaching environment interact

with the learner. Implementation further takes place as the learner acquires the planned

or intended experiences, skills, knowledge, ideas and attitudes that are aimed at

enabling the same learner to function effectively at the society. The learner is therefore

seen as the central figure of the curriculum implementation process. Obanya (2004)

defined implementation of curriculum as day-to-day activities which school

management and classroom teachers undertake in the pursuit of the objective of any

given curriculum. Obanya (2007) contends that effective curriculum is the one that

reflects what the learner eventually takes away from an educational experience, which

he termed ‘the learned curriculum’. Obanya noted that in many cases, there would be

a gap between the intended curriculum and the learned curriculum, and defined

effective curriculum implementation as concerned with narrowing such a gap as much

as possible, the teacher, the teaching method, and infrastructural facilities are reviewed

to see how they influence curriculum implementation in Nigeria secondary education.

2.4 Theoretical Framework

Models of Educational Evaluation

Models are useful in programme evaluation because they provide a set of steps that

could be followed in carrying out a proposed evaluation (Okoro, 2000). When

appropriate evaluating models are used, they yield useful information for programme

improvement. According to Idoko (2001), an evaluation model or framework may be

regarded as a set of steps or a system of thinking which if followed or implemented

will result in the generation of information which can be used by decision-makers in

 the improvement of educational programmes. Evaluation models are of great help to

evaluators because they provide a general guide which can be adopted or modified to

each specific programme being evaluated. Idoko (2001) outlined what a sound

principle of evaluation should aim at. These are that:

i. Evaluation must be based on goals and objectives of the education programme

being evaluated.

ii. All personnel of the institutions concerned and other individuals connected with

programmes must be committed in the evaluation process.

iii. Evaluation should be comprehensible.

iv. All group of individuals who can contribute must be involved e.g. teachers,

administrative and industrial personnel, parents and external experts.

v. It should have a system of recording all information and data obtained. It is a

scientific problem solving process therefore; data obtained should be objectively

recorded and analyzed.

vi. Evaluation process should result in judgement about programmes by the evaluators

or inform outside.

A number of factors should guide evaluators in determining which of the model to adopt

in carrying out evaluation purpose, type and scope of the evaluation among others.

Stufflebeam

(1971) recommended the steps or procedure of evaluation as follows:

i. Identification of objectives of educational activities.

ii. Definition of the kind of data needed in making these decisions.

iii. Data collection iv. The criteria for determining the quality of the matter evaluated.

v. Analysis of data in terms of criteria above

and vi. Providing data for decision-makers.

Elaborating on the step, the author stated that the objectives of the curriculum when

determined or identified will enable the evaluator know what should be evaluated. Based

on this, the evaluator should determine the specific form of information needed to make

about curriculum. This will be followed up by evolving strategies for collecting the data

processing to make the desired decisions. This also means determining the specific form

of information needed to make about curriculum.

This will be followed up by evolving strategies, for collecting the data necessary to make

the desired decisions. This also means determining the methods or instruments that will be

used for evaluation. Then the level of acceptable performance should be analyzed after

deciding on the criteria for determining the quality of the matter being evaluated.

According to Ijeobu (2000), a model is a way of representing and testing an idea which

may otherwise be difficult to communicate in words. Evaluation model is an evaluation

framework or strategy which is meant to provide a sense of direction and magnitude to the

evaluation design and implementation. Okpala and Onoche (2004) stated that evaluation

model is expected to provide answers to the questions stated below:

i. How best should evaluation be defined? ii. What should be the

purpose of evaluation? iii. What should be the duties, authorities

and responsibilities of an evaluator? iv. What is the relationship between

evaluation and decision- making?

v. What types of evaluation are to be involved?

vi. What criteria are used in judging evaluation studies?

To prevent unnecessary drift programme evaluation, there is need to design evaluation

programme within the confines of some evaluation models. The major models of

evaluation useful I education are concerned with:

 i. Ascertaining the achievement of desired

outcomes; ii. Assessment of merit; iii. Decision-

making.

The purpose of the evaluation should guide the evaluation in determining the appropriate

statistical analytical procedure and tool to be employed. In the end, the result of the

evaluation will be used to improve the quality of the curriculum. This process is similar to

that suggested by Olaitan and Ali (2007) that the curriculum evaluation involves making a

value judgement about the effectiveness of the curriculum after comparing the degree of

achievement of goals, objectives and aims with set standards especially after schooling.

The discrepancies between what it should be (standard) and what it is (degree of

achievement) are identified and proposals made for improvement of the curriculum. The

aim of evaluation should, to a large extent determine the process to be adopted in carrying

out.

Okoro (2000) stated that it should not just describe programmes but indicate it is good and

bad aspects and may even include suggestions on how to improve the programme. The

author suggested that evaluation process should take the following steps:

i. Focus the evaluation which means the definition of evaluation and types of data,

who would use the data etc.

ii. State how information will be collected.

iii. Sequence and schedule of evaluation specification of how the information

gathering activities will be carried out as well as time limit.

iv. Identification of individuals and groups who should be involved.

v. Definition of system or theories for the analysis of data that will be collected.
 vi. Definition of system or theories for reporting evaluation findings or conveying

finding s to decision makers and to those who would make use of the finding.

vii. Specifying system for monitoring the execution of evaluation activities.

In selected evaluation models to use, the evaluator should according to Okoro (2007)
consider;
i. The appropriateness of the model, can it yield adequate information?

ii. The complicity of the model, can it be effectively applied by the evaluator taking

into consideration the experiences, cost of implementation and other related

factors?

2.5 Empirical Reviewed of Literature

In educational research, the experience of evaluating students’ performance has been

tremendous. In all intents and purposes, continuous assessment is no less than

summative or product evaluation when considered from the point of view of

curriculum development. This is because it is essentially concerned with the students’

changes in behaviour in the light of the curriculum objectives.

For effective teaching and learning of biology to take place, there must be use of

instructional materials. For effective teaching to take place, the sinful teacher needs to

use many different methods and techniques at his/her command. The use of

instructional materials in teaching biology is of vital importance. Instructional

materials are designed to enhance the teachers’ art of communication. In this regard, to

make science more meaningful to the students, material that can be handled and

manipulated should be used.

Some teachers’ emphasize that the use of instructional materials enhances teacher

effectiveness in the teaching of biology. Evaluating the effect of resource material

types on retention, among other independent factors in integrated science, Nworgu

(2006) used 420 junior secondary one (JSS I) students drawn randomly from four

schools in Nsukka urban.

Teachers’ knowledge of the subject is also greatly determined by the qualification of

the teacher. Some research studies such as Ezike (2006) and Agorua (2006) showed

that some biology teachers are incompetent in the knowledge of subject matter area of

biology. As a result, such teachers shy among from teaching such areas. Agreeing with

this, Idoko (2001) carried out a study on evaluation of the implementation of the

primary education core curriculum in Enugu State found among other things, that

most of the teachers possess NCE as their highest educational qualification and very

few of the teachers studied science subjects during training; that the teachers lack

some of the professional competencies necessary for the execution of instruction but

have all those required for planning and evaluation of instruction; that the teachers are

not competent to implement the PESCC, hence they agreed that certain measures

should be taken to enhance its effective implementation.

According to Offorma (2004) the teacher is very crucial in both curriculum planning

and development. His education and professional preparation must be taken into

consideration in his recruitment. It demands that a biology teacher must be diligent,

creative and resourceful, patient, friendly fair and firm. Teachers generally and

biology teachers in particular must have regular opportunities to continue to improve

upon themselves. Unskilled and unqualified biology teachers in the school create a big

problem. The resultant effect is that biology teaching continues to be traditional,

 concentrating on “role learning” rather than on encouraging students to develop an

understanding of basic principles of biology.

CHAPTER THREE

RESEARCH METHODOLOGY

3.0 Introduction

This chapter describes the procedures that was adopted in carrying out the research. It

provided a detailed information on the research design, population, sample and sampling

technique, research instrument and instrumentation, reliability and validity of instrument,

method of data collection and method of data analysis. Each of this above mentioned are

discussed in details below:

3.1 Research Design

The research design that was adopted for this study is a descriptive survey design.

According to Aaker, Kumar, and Day (2007), descriptive research design involves direct

contact with a population or sample that has the characteristics, personality, qualities,

attitudes which are relevant to the specific investigation. It enabled the researcher to

obtain the opinion of a representative sample of the target population in order to cover the

perception of the entire population. Furthermore, descriptive survey design is a research

method which concerns itself with the present phenomena in terms of conditions, practices

beliefs, processes, relationships or trends. Lending his voice to the discourse, Aggarwal

(2008) opined that descriptive survey research is devoted to the gathering of information

about prevailing conditions or situations for the purpose of description and interpretation.

We can therefore surmise that this type of research method is not simply amassing and

tabulating facts but includes proper analyses, interpretation, comparisons, identification of

trends and relationships. The research design is appropriate for this study as it seeks to

examine the prevailing circumstances that describes the factors affecting the effective

implementation of biology curriculum of senior secondary school in Gwaram Local

Government of
Jigawa state by sampling opinions and attitude of respondents within the scope of the

sample that makes up the study.

3.2 Population of the Study

The population of this study comprised of all Senior Secondary Schools Biology students
and

Biology teachers in Education Gwaram Local Government Lagos State.

3.3 Sample and Sampling Technique

Systematic random sampling technique was used to select five senior secondary schools in

Gwaram Local Government of jigawa State. Therefore, two teachers and 50 students were

selected from each school using simple random sampling technique. Thus,

260 participants formed the sample of the study.

3.4 Research Instrument

The instrument that was used to elicit opinions and attitude from the sampled respondents

was a self-constructed questionnaire titled, “Implementation of Biology Curriculum

Questionnaire (IBCQ)”. The instrument comprised of two main sections. Section A was to

obtain respondents demographic information ranging from gender, class, age range and

type of school, educational qualification of teachers and years of experience of teachers.

While section B comprised 30 items from which ten items were raised from research

hypotheses 1, 2, and 3. The responses were rated on a four points rating scale ranging

Strongly Agreed = 4, Agreed = 3, Disagreed = 2, Strongly Agreed = 1

3.5 Validity of the Instrument

To ensure validity of the instrument, copy of drafted questionnaire was given to the

researcher’s supervisor and other professional researcher within the faculty of education

for face and content validity. The observations, comments, criticism and suggestions of

the researcher’s supervisor served as a guide for modifications of items in the instrument.

3.6 Reliability of the Instrument

The test re-test method was used to determine the reliability of the instrument. The

instrument was administered to 10 teachers and 10 students who were not part of the study

population. Data collected was analyze using Kuder- Richardson Formula 21 and the

reliability co-efficient of 0.86 was obtained to show that the instrument was reliable

3.7 Method of Data Collection

The researcher visited each of the five randomly selected senior secondary schools that

made up the study schools in person after obtaining a written permission from the school

administrators to conduct the study. The researchers administered the instruments to the

respondents (250 students and 10 teachers) and clarified any misconceptions the

respondents might have. The instruments distributed and collected the same day to reduce

the fatality of the instruments.

3.8 Method of Data Analysis

Frequency and simple percentages were used to analyze the demographic data of the

respondents while the data gathered from the section B of the questionnaire were analyzed

using Chi- Square statistic method at 0.05 level of significance to test the formulated

hypotheses.
 CHAPTER FOUR

DATA ANALYSIS AND PRESENTATION OF RESULTS

This chapter described and analyzed the data collected from the sample used in the study.

A total of 260 questionnaires were distributed and retrieved.

4.1 Demographic Data

Table 1: Distribution of Respondents by Gender

Gender Frequency Percentage

Students Male 107 42.8

Female 143 57.2

Total 250 100.0

Teachers Male 4 40.0

Female 6 60.0

Total 10 100.0

Source: Field Survey, 2023

Table 1 revealed the overall gender of students and teachers participants. 107 male

representing 42.8% of the students’ respondents and 143 female representing 57.2% of the

students’ respondents, Also, four male teachers representing 40% of the total teachers’

respondents and six female representing 60% of the total sampled teachers’ res pondents.

Table 2: Distribution of Respondents by Age

Age Frequency Percentage
 14 – 15 years 170 68.0
65
16 – 18 years 32.5

Students 19 years above 15 7.5

Total 250 100.0

19 – 21 years 1 10.0

Teachers 22 – 24 years 2 20.0

25 – 30 years 4 40.0

31 years and above 3 30.0

Total 10 100.0

Source: Field Survey, 2023

Table 2 revealed the overall age of students and teachers respondents. 170 respondents

representing 68% of the students’ respondents were between age of 14 – 15 years, 65

respondents representing 32.5% of the students’ respondents were between age of 16 – 18

years, 15 respondents representing 7.5% of the students’ respondents were between age of

19 years and above. Also, I respondent representing 10% of the teachers’ respondents

were between age of 19 – 21 years, 2 respondents representing 20% of the teachers’

respondents were between age of 22 – 24 years, 4 respondents representing 40% of the

teachers’ respondents were between age of 25 – 30 years, while 3 respondents

representing 30% of the teachers’ respondents were between age of 31 years and above.

Table 3: Distribution of Respondents by Teachers’ Educational Qualification

Highest Qualification Frequency Percentage
 NCE 2 20.0

HND 1 10.0

BSC/B.ED 5 50.0

Valid M.SC/M.ED 1 10.0

PGDE 1 10.0

Others 0 0.0
100.0
Total 10

Source: Field Survey, 2023

Table 3 revealed the overall educational qualification of the teachers. 2% of the

respondents had NCE, 1% of the respondents had HND, 5% of the respondents had

BSC/B.ED.,1% with M.SC/M.ED., 1% had PGDE while 0% were with others certificate.

Table 4: Distribution of Respondents by Teachers’ Year of Experience

Year of Experience Frequency Percentage

Less than 5 years 2 20.0

6 – 10 years 2 20.0

Valid 11 – 15 years 4 40.0

16 years and above 2 20.0

Total 10 100.0
Source: Field Survey, 2023

Table 4 shows that 20% of the respondents have less than 5 years in experience, 20% fell

between of 6 – 10 years, 40% were between of 11 – 15 years, while 20% were have 16

years and above teaching experience.

Table 5: Distribution of Respondents by Class of Students

Class of Students Frequency Percentage

SSS One 91 36.4

Valid SSS Two 29 11.6

SSS Three 130 52

Total 250 100.0

Source: Field Survey, 2023

Table 5 revealed the class of the students in the study. The data gathered showed that 91

(36.4%) students are SSS One, 29 (11.6%) students are in SSS Two while 130 (52%)

students are in SSS

Three.

Table 6: Distribution of Respondents by Type of School

Gender Frequency Percentage

Students 187 95.9

Teachers 8 4.1
195
Public Total 100.0

Students 63 96.9

Private Teachers 2 3.1

100.0
Total 65
Source: Field Survey, 2023

Table 6 revealed the representation of students and teachers with respect to their type of

schools. A total of 187 (95.9%) students and 8 (4.1%) teachers are sampled from public

schools while 63

(96.9%) students and 2 (3.1%) teachers are sampled from private schools.
4.2 Test of Hypotheses

Hypothesis One

There is no significant relationship between teachers’ competencies and academic

performance of secondary school students in Biology.

Table 7: Relationship between Teachers’ competencies and Academic Performance of

Secondary School Students in Biology
Variables N df x2Cal x2 Tab Decision

Teachers Competencies 260 3 26.58 7.82 Rejected

Academic Performance

Table 7 shows a calculated x2 value of 26.58 while the critical x2 value was 7.82 which is

lesser than the calculated value. Hence, the null hypothesis (H O) is thereby rejected. This

means, there is significant relationship between teachers’ competencies and academic

performance of secondary school students in Biology

.hypothesis two . There is no significant relationship between absence of educational

facilities and academic performance of secondary school students in Biology.

Table 8: Relationship between Absence of Educational Facilities and Academic Performance

of Secondary School Students in Biology

Variables N df x2Cal x2 Tab Decision

Absence of Educational Facilities 260 3 12.10 7.82 Rejected

 Academic Performance

Table 8 shows a calculated x2 value of 12.10 while the critical x2 value was 7.82 which is

lesser than the calculated value. Hence, the null hypothesis (H O) is thereby rejected. This

means, there is a significant relationship between absence of educational facilities and

academic performance of secondary school students in Biology.

Hypothesis Three

There is no significant relationship between teachers’ pedagogy and academic

performance of secondary school students in Biology.

Table 9: Relationship between Teachers’ Pedagogy and Academic Performance of

Secondary School Students in Biology
Variables N df x2Cal x2 Tab Decision

Teachers’ Pedagogy 260 3 35.97 7.82 Rejected

Academic Performance

Table 9 shows a calculated x2 value of 35.97 while the critical x2 value was 7.82 which is

lesser than the calculated value. Hence, the null hypothesis (H O) is thereby rejected. This

means, there is a significant relationship between teachers’ pedagogy and academic

performance of secondary school students in Biology.

4.3 Discussion of Findings

Hypothesis one revealed that there is a significant relationship between teachers’

competencies and academic performance of secondary school student in Biology. This is

line with Ezike, 2006;

Agorua, 2006; Idoko, 2001; and Eze, 2007. They opined that teachers’ competency which

is often a reflection of their certification and in-service training determines their ability to
understand and influence the learning process of the students in the classroom. Also, Eze

(2007) stressed that when teachers are competent i.e. they are qualified in all ramification,

they significantly impact the students learning process as they are seen as role in the

classroom as they able to use varying psychological principles to foster a positive

classroom atmosphere that will enable a students to benefit immensely from the teaching

and learning process.

Also, hypothesis two revealed that there is a significant relationship between absence of

educational facilities and academic performance of secondary school students in Biology.

This is in consonance with Lawanson and Gede (2011) who opined that it is of outmost

importance that the availability of teaching facilities will duly contribute to the successful

implementation of school program also, Adeboyeje (2000) adds that learning facilities are

mandatory in order to make the school a pleasant, safe and comfortable centre that will

increase students’ attendance, motivation and willingness to participate adequately in both

curricula and co-curricular activities.

Lastly, hypothesis three revealed that there is a significant relationship between teachers’

pedagogy and academic performance of secondary school students in Biology. The

findings of the study is in line with the outcome of previous study which have

demonstrated that teachers choice of pedagogy influence students’ academic

performance as some teaching method are more appropriate and learned centred than the

other (Okoh, Iwuozor & Obioma, 2011).

 CHAPTER FIVE SUMMARY, CONCLUSION AND RECOMMENDATIONS

This chapter presents summary of findings from the study, draws conclusion and deduce
make appropriate recommendations.

5.1 Summary of the Study

The aim of this study is find out factors affecting the effective implementation of biology
curriculum of senior secondary school in educational Gwaram Local Government Area
jigawa State. The chapter one of this study laid emphasis on the problem and factors
militating against the full implementation of the Biology curriculum. IT highlights the
rationale behind the study, the research questions, hypotheses and the significance of the
study.

Chapter two reviewed various literatures on the subthemes that centers on the overall
purpose of the study. The various literatures revealed that some of the problems plaguing
the implementation of the Biology curriculum as cited in the various reviewed studies
ranges from poor certification of the teachers, poor assessment or evaluation of the
students, lack of in-service training for teachers and poor implementation and funding of
the curriculum.

Chapter three examined the research methodology adopted by the researcher. The
descriptive research design was adopted for the study. The researcher sampled a total of
260 respondents comprising of 250 students and 10 teachers using a self-constructed
questionnaire. The questionnaire was tested for validity and reliability using Kuder-
Richardson Formula 21. The research hypotheses were analyzed using Chi-square
statistical method.

Chapter four presents the data analyzed and the accompanied interpretation of the
analysis. The demographic data of the respondents were analyzed using descriptive
statistics (frequency count and percentage) while the hypotheses were tested using Chi-
square statistical method. The outcome of the analyses revealed that teachers’ competence
has a significant relationship with the performance of the secondary school students in
Biology; the absence of educational facilities has a significant relationship with the
performance of students in Biology, and teachers’ pedagogy has a significant relationship
with the performance of students in Biology.
That is, based on the analyses and the interpretation given to it, the following are the
summary of the findings:

Hypothesis One: Teacher’s competence has a significant relationship with the

performance of secondary school students in Biology.

Hypothesis Two: The absence of educational facilities has a significant relationship with
the performance of students in Biology.

Hypothesis Three: Teacher’s pedagogy has a significant relationship with the

performance of students in Biology.

5.2 Conclusion

From the results obtained from examining factors affecting the effective implementation
of biology curriculum of senior secondary school in State, it was found out that:

1. Teachers’ qualification and competency plays a major role in the delivery of

instructional content which invariable affect the academic performance of the
students.
2. Educational facilities which ranges from learning, teaching and other facilities
affect the academic performance of the students as presence or absence of this
facilities either foster or deprive the students from meaningful and worthwhile
learning experience.
3. Teachers’ choice of pedagogy significantly influences the learning outcomes of a
given instructional process.

5.3 Recommendations

Based on the findings of this study, and their implications, the following recommendations
were made:

1. Teachers’ entry into the teaching profession should be strongly regulated using the
most extreme measures as unqualified teachers create “the not good enough
students”.
2. Government should increase the national budgetary allocation for education as the
educational sector is poorly funded and this has resulted into poor infrastructure
and dilapidated educational facilities.
 3. Teachers should be trained on innovative and contemporary teaching techniques
that are learners centred and will bring about meaningful learning.
4. Private schools should be supervised and monitored by education regulatory
bodies to ensure that they adhere to the standard and benchmark of the education
policy.

5.3.1 Suggestion for Further Studies

The researcher suggested that a more robust study should be done with larger sampled on
the same topic with the whole of Lagos State. Also, studies should be conducted to
determine the effect of cognitive apprenticeship on the academic performance of
undergraduate Biology students.
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APPENDIX LAGOS STATE UNIVERSITY OJO, LAGOS STATE

DEPARTMENT OF SCIENCE AND TECHNOLOGY

(BIOLOGY EDUCATION UNIT)

 IMPLEMENTATION OF BIOLOGY CURRICULUM QUESTIONNAIRE (IBCQ)

Dear Respondent,

This research instrument is designed to collect relevant data on Factors Affecting the
Effective Implementation of Biology Curriculum in Education District IV in Alimosho
zone of Lagos State.

This questionnaire is designed for research purpose and I would be very grateful if you in
your honest opinion provide answers to the following questions. Your unbiased answer
will be treated in utmost confidentiality.

Thank you.

Yours sincerely,

_________________________ OLAJIDE MODUPE SARAH

SECTION A: BIO – DATA

Kindly place a tick√ or write where applicable your candid opinion on the space provided.

Gender: Male ( ) Female ( )

Age range: 19 – 21yrs ( ) 22 – 24yrs ( ), 25 – 30yrs ( ) 31

years and above ( )

Class of Student: SSS One ( ) SSS Two ( ) SSS Three ( )

Highest Qualification: NCE ( ), B.Sc. ( ), ND ( ), HND ( ), PGD( ), Others:
________________

Years of Experience: 0 – 5 years ( ), 6 – 10 years ( ), 11 – 15 years ( ), 16

years and above ( )

Types of School: Public ( ), ( )

SECTION B: Please tick the appropriate column to show the degree of your agreement to
each of the statement below.

KEY:

SA - Strongest Agree A - Agree

D - Disagree SD - Strongly Disagree

S/N SA A D SD
 Teachers Instructional Method
The teachers
1 Uses student centered teaching method
2 Uses cooperative method
3 Uses lead conversations
4 Uses lecture method
5 Uses field trip teaching method
6 Uses practical mode of teaching
7 Uses improvised instructional materials
8 Are willing to learn from the students
9 Allow students to have an original idea
10 Foster learning through various games and rewards
Educational Facilities
My school have and uses the following facilities effectively for
Biology teaching
11 Magnetic board
12 Microscope
13 Projector
14 Well-labelled botanical nomenclature chart
15 Well-labelled zoological nomenclature chart
16 Dissection kit
17 Cholorofum and other chemical reagent
18 Instructional materials for each topic
19 Chairs, table and laboratory safety gears
20 Air conditional, lightning and electric fan
Level of Competence
The teachers
21 Employ ranges of 21 st century tools in their content delivery
22 Are capable of using various pedagogical process
23 Are all with a minimum of bachelor degree certificate
24 Grade immediately after an assessment
25 Provide feedbacks immediately to student after assessment
26 Receive training on a monthly basis
27 Are closely supervising by the evaluation team
28 Are all approachable to the students
29 Approach all learning from the students’ view
30 Have all at a point receive at least one award of outstanding service
 LAGOS STATE UNIVERSITY, OJO
FACULTY OF EDUCATION
DEPARTMENT OF LANGUAGE, ARTS AND SOCIAL SCIENCE EDUCATION
EVALUATION OF STUDENTS’ PROJECT REPORTS
Name of Student:
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Matric No:
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Programme:
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Course Code:
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Topic:
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Supervisors and other evaluators of students’ project reports are requested to grade the
reports as here-under
S/N CRITERIA GRADE SCORE
1. Background Aspects: Description of background the problem 20
of the study; review of related literature

2. The Investigation: Description of (Instruments) used (if any); 20

procedure for selection of sample and / or materials;
methodology/ procedure for the investigation or study

3. Presentation of Results: Appropriate, clear, relevant, correct 15

(including) tabulation and figures where necessary)

4. Interpretation and Discussion of Results and conclusions: 25

Clear, appropriate, logical relevant and valid

5. Language and Style: Clear, suitable, grammatically correct. 10

6. Format: General Impression of the arrangement of content, 10

typing, binding etc.

7. Total (%) 100

SUPERVISOR’S NAME AND SIGNATURE …………………………….

DATE
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HOD’S SIGNATURE ……………………………………………………………

DATE
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S DATE ……………………………………………………………………………
DATE …………………………......