Assessing the correspondence of the basic science curriculum across the different classes with core curriculum specifications in Ebonyi State, Nigeria

Abstract

This study examines how the basic science curriculum in various classes in Ebonyi State, Nigeria, corresponds with the specification of the core curriculum. The study utilized a quantitative research approach and document analysis as part of a descriptive research design. A non-proportional stratified sample of 30 schools (15 public and 15 private) was selected from among the 583 secondary schools (343 private and 240 public). The data for the study were collected from the Ebonyi State Secondary Education Board’s Basic Science curriculum and the Federal Ministry of Education’s core curriculum. The degree of correspondence of the curriculum between JSS1, JSS2, and JSS3 was analyzed using descriptive statistics. The results show that the second term of JSS1 achieved a 100% level of correspondence, while the first and third terms revealed mixed levels, indicating a significant difference in curriculum correspondence. Also, there was a significant difference between JSS2’s three terms, and in JSS3, there is a high level of correspondence between the taught syllabus and the core curriculum. Based on the findings, it is therefore recommended that educational stakeholders look into the correspondence of the curriculum to improve its effectiveness in secondary schools in Nigeria for a better learning outcome.