ABSTRACT
This study evaluated the Integrated Science and Introductory Technology
curricula contents as well as their implementation in secondary schools in
Benue State. Twelve research questions were answered and six hypotheses
tested in this study. The study employed a survey design and six instruments
were used to collect data from 50 secondary schools selected from 246 schools
in the State using the Probability Proportionate to Size (PPS) sampling
technique, 10 experts each in the fields of Integrated Science and Introductory
Technology using the purposive sampling technique and all the Integrated
Science and Introductory Technology teachers in the selected schools. The
instruments were Classroom Observation Schedule (COS), Programme
Evaluation Instrument for Teachers (PEIT), Introductory Technology Resource
Assessment Checklist (ITRAC), Integrated Science Resources Assessment
Checklist (ISRAC), Integrated Science Curriculum Contents Evaluation
Instrument (ISCCEI) and Introductory Technology Curriculum Contents
Evaluation Instrument (ITCCEI). Descriptive Statistics like frequency counts and
simple percentages were used to answer the research questions while t-test for
independent samples was used in testing the hypotheses.
The study established that the Integrated Science and Introductory Technology
curricula had a number of defects such as irrelevance of some topics in the
curricula to students range of experience and ability, low level of integration of
the different disciplines that compose the programmes, little or no attention to
new developments and current issues in the fields of science and technology,
defective balance in the contents of the disciplines that compose the
programmes. The programmes were also confronted with such problems as
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inadequate provision of resources, dearth of qualified manpower and
ineffective teaching strategies among others. The study offered no evidence to
establish a significant difference in the mean scores of Integrated Science and
Introductory Technology as well as in the provision of Integrated Science and
Introductory Technology resources between urban and rural schools. There was
evidence to establish a significance difference in the mean scores of male and
female students in the programme. The study further recommends that for
these programmes to have their impact on the student and the society at large
the Integrated Science and Introductory Technology curricula have to be
reviewed with a view to removing these defects and urgent steps need to be
taken by all stakeholders in the education sector towards finding lasting
solutions to the problems confronting the effective implementation of these
programmes.
Edu, F (2021). Evaluation of The Integrated Science And Introductory Technology Programmes in Secondary Schools Benue State. Afribary.com: Retrieved April 20, 2021, from https://afribary.com/works/evaluation-of-the-integrated-science-and-introductory-technology-programmes-in-secondary-schools-benue-state
Frontiers, Edu. "Evaluation of The Integrated Science And Introductory Technology Programmes in Secondary Schools Benue State" Afribary.com. Afribary.com, 08 Apr. 2021, https://afribary.com/works/evaluation-of-the-integrated-science-and-introductory-technology-programmes-in-secondary-schools-benue-state . Accessed 20 Apr. 2021.
Frontiers, Edu. "Evaluation of The Integrated Science And Introductory Technology Programmes in Secondary Schools Benue State". Afribary.com, Afribary.com, 08 Apr. 2021. Web. 20 Apr. 2021. < https://afribary.com/works/evaluation-of-the-integrated-science-and-introductory-technology-programmes-in-secondary-schools-benue-state >.
Frontiers, Edu. "Evaluation of The Integrated Science And Introductory Technology Programmes in Secondary Schools Benue State" Afribary.com (2021). Accessed April 20, 2021. https://afribary.com/works/evaluation-of-the-integrated-science-and-introductory-technology-programmes-in-secondary-schools-benue-state