Publication Details
Abstract
This study assessed the influence of some selected variables on the implementation of science curriculum in Upper Basic Schools in Taraba state, Nigeria. The study adopted descriptive survey design. The population of the study consisted of 987 Basic Science teachers which comprises of 612 males and 375 females from the 359 public secondary schools in Tabara state. A sample of 278 Basic Science teachers was selected using convenience sampling technique. Basic Science Curriculum Implementation Questionnaire (BSCIQ) was used for data collection. The questionnaire was validated by two experts in Curriculum and Instruction, two experts in Science Education and one expert in Measurement and Evaluation from Faulty of Education, Taraba State University, Jalingo. The BSCIQ was trial tested on 40 Basic Science teachers in Adamawa state which is outside the study area. The responses obtained from BSCIQ was subjected to Cronbach Alpha internal consistency test which yielded a reliability coefficient of 0.83. The data collected in the study were analyzed using both descriptive and inferential statistic. The research questions were answered using mean and standard deviation, while the hypotheses were tested using Chi square. at 0.05 level of significance. The study found that there is significant influence of teachers’ qualification on implementation of Basic Science curriculum in Upper Basic schools in Taraba state, Nigeria (2 = 2577.594a, df = 3, p < .000). There is significant influence of teachers’ teaching experience on implementation of Basic Science curriculum in Upper Basic schools in Taraba state, Nigeria (2 = 1380.223a, df = 3, p < .000). Based on the findings of the study, it was concluded that the implementation of the Science curriculum in Upper Basic schools in Taraba State is influence by teachers’ qualification and experience. The study recommends among others that teachers should be giving the opportunity to obtained higher qualification.