TEACHERS ATTITUDE AND IMPLEMENTATION OF BASIC SCIENCE CURRICULUM IN GWER-WEST LOCAL GOVERNMENT AREA OF BENUE STATE

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TEACHERS ATTITUDE AND IMPLEMENTATION OF BASIC SCIENCE CURRICULUM IN GWER-WEST LOCAL GOVERNMENT AREA OF BENUE STATE

Abstract

This study investigates the relationship between teachers’ attitudes and the implementation of the Basic Science curriculum in Gwer-West Local Government Area of Benue State. The implementation of the curriculum is critical to ensuring effective science education at the junior secondary level, and teachers’ attitudes are a key factor influencing the success of such implementation. This research examines the extent to which teachers’ perceptions, beliefs, and attitudes towards the Basic Science curriculum affect their ability to effectively teach and implement its content.

Data were collected through structured questionnaires administered to Basic Science teachers in selected schools within the local government area. The study explores various factors, including teachers’ training, teaching resources, and classroom practices, as well as their overall attitude towards the subject and its relevance to students’ future development. The findings reveal that teachers’ positive attitudes significantly enhance the effectiveness of curriculum implementation, while negative attitudes, coupled with inadequate training and resources, hinder proper implementation.

The study concludes that teachers’ attitudes play a crucial role in the successful delivery of the Basic Science curriculum. It recommends targeted professional development programs, improved resource allocation, and fostering positive attitudes towards science teaching to enhance the quality of education in Gwer-West Local Government Area.

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Education is a critical tool for national development, equipping individuals with the knowledge and skills necessary for societal growth. Basic Science, as an integrated component of the Nigerian curriculum, serves as a foundation for fostering scientific literacy, problem-solving skills, and technological advancement among students. The Basic Science curriculum is designed to provide learners with a comprehensive understanding of scientific principles, encouraging inquiry-based learning and practical application of scientific concepts.

The successful implementation of this curriculum depends largely on teachers, who are the key drivers of the teaching-learning process. Teachers’ attitudes—defined as their feelings, beliefs, and dispositions towards their subject and its curriculum—play a pivotal role in shaping how effectively the curriculum is implemented. Positive attitudes among teachers often lead to enthusiastic teaching, creative lesson delivery, and active student engagement, which are essential for achieving curriculum objectives. Conversely, negative attitudes may hinder curriculum delivery, leading to poor learning outcomes and diminished interest in science subjects among students.

In Gwer-West Local Government Area of Benue State, like many other areas in Nigeria, the implementation of the Basic Science curriculum faces numerous challenges. These include inadequate resources, insufficient teacher training, large class sizes, and cultural beliefs that may affect the perception of science education. This study seeks to explore how teachers’ attitudes influence the implementation of the Basic Science curriculum in this region, with the aim of identifying factors that enhance or impede effective teaching and learning.

1.2 Statement of the Problem

Despite the introduction of the Basic Science curriculum to foster scientific literacy and innovation among students, its implementation in many Nigerian schools has been less than satisfactory. In Gwer-West Local Government Area, reports indicate that students’ performance in Basic Science remains suboptimal, and the interest in pursuing science-related careers is declining.

Several factors could contribute to this trend, but teachers’ attitudes towards the curriculum stand out as a critical issue. A teacher’s attitude can directly influence their commitment to lesson planning, the use of instructional materials, and the ability to inspire students. Unfortunately, limited research has been conducted to assess how teachers’ attitudes in Gwer-West LGA specifically affect the implementation of the Basic Science curriculum.

This gap in knowledge necessitates an investigation into the attitudes of teachers, their level of preparedness, and the challenges they face in implementing the curriculum. Understanding these dynamics is essential for developing strategies to enhance curriculum delivery and improve students’ learning outcomes.

1.3 Objectives of the Study

The general objective of this study is to investigate teachers’ attitudes and their impact on the implementation of the Basic Science curriculum in Gwer-West Local Government Area. Specifically, the study seeks to:

Assess the attitudes of Basic Science teachers towards the curriculum.

Determine the relationship between teachers’ attitudes and their effectiveness in implementing the curriculum.

Identify the challenges faced by teachers in implementing the Basic Science curriculum.

Suggest strategies for improving the implementation of the Basic Science curriculum.

1.4 Research Questions

The study aims to answer the following questions:

What are the attitudes of Basic Science teachers towards the curriculum in Gwer-West LGA?

How do teachers’ attitudes influence their effectiveness in implementing the Basic Science curriculum?

What challenges do teachers face in implementing the Basic Science curriculum in Gwer-West LGA?

What strategies can be employed to improve the implementation of the Basic Science curriculum?

1.5 Research Hypotheses

The study will test the following null hypotheses:

There is no significant relationship between teachers’ attitudes and the effective implementation of the Basic Science curriculum.

Teachers’ challenges do not significantly affect the implementation of the Basic Science curriculum.

1.6 Significance of the Study

This study will provide valuable insights into the role of teachers’ attitudes in the implementation of the Basic Science curriculum, offering practical recommendations to stakeholders in education. Specifically:

For policymakers, the findings will help inform policies aimed at enhancing teacher motivation and professional development.

For educators, the study will highlight the importance of fostering positive attitudes and overcoming challenges in curriculum delivery.

For researchers, the study will serve as a foundation for further investigations into the dynamics of curriculum implementation in science education.

1.7 Scope of the Study

The study focuses on Basic Science teachers in Gwer-West Local Government Area of Benue State. It examines their attitudes towards the Basic Science curriculum, their effectiveness in implementing the curriculum, and the challenges they face. The study is limited to public and private secondary schools offering Basic Science as a core subject.

1.8 Definition of Terms

Teachers’ Attitudes: The beliefs, feelings, and dispositions teachers hold towards the Basic Science curriculum and its implementation.

Implementation: The process of putting the Basic Science curriculum into practice in the classroom setting.

Basic Science Curriculum: An integrated science program aimed at providing foundational scientific knowledge and skills to secondary school students.

Effectiveness: The extent to which teachers achieve the objectives of the Basic Science curriculum through their teaching practices.

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