Implementation of Primary School Science and Mathematics Basic Education Curricula in North Central Nigeria: Implications on National Development
Journal Title: International Journal of Educational Science and Research (IJESR) - Year 2018, Vol 8, Issue 2
Abstract
The research probes the Implementation of Primary School Science and Mathematics Curricula in North Central Nigeria and its implications on National Development. Five (5) research questions were answered. A survey design was adopted and one hundred and seventy-seven (177) respondents were sampled. Three validated questionnaires were used for data generation. The results revealed that the present state of Science and Mathematics learning environment in primary schools were wholesomely inadequate; there was inadequate financial support, haphazard inspection of schools and non-provision of structured opportunities by the government for Science and Mathematics teachers to develop on the job. Also, most school administrators were highly committed at ensuring proper implementation of Science and Mathematics curricula, nonetheless financial constraints probably hampered their efforts at ensuring composite furnished staff rooms that could boost teachers’ morale to implementing Science and Mathematics curricula curiously. It was recommended that: curriculum planners working for and with the government should expose science and mathematics teachers to uniform procedural rudiments of the curricula in a nationwide workshop and substantial and adequate infrastructure and facilities should be provided by the government to schools for the implementation of science and mathematics curricula and such should be utilized and managed with a positive mindset
Authors and Affiliations
AKPOKIERE UGBEDE ROSELINE, AROWOLO JACOB GBEMIGA, DANGANA ABUBAKARDRISI, NIYI OLORUNSOLA ORIOLA, HARUNA SANNI
Keywords
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- EP ID EP344320
- DOI 10.24247/ijesrapr20185
- Views 108
- Downloads 0
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