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Structure of the Revised Basic Science and Technology Curriculum
Source publication
Theory upholds curriculum development as a dynamic and cyclic process, meaning that school curriculum is to be constantly revised to accommodate societal changes. Consonance with this thought, the National Educational Research and Development Council (NERDC) periodically undertakes a review of school curricula in Nigeria. Recently, NERDC reviewed t...
Context in source publication
Context 1
... new Basic Science and Technology Curriculum, like the preceding one, is organized around themes as the integrating threads. The structure is as presented in Table 1: The revised Basic Science and Technology Curriculum (NERDC, 2012) is a product of the restructuring and integration of four subject curricula previously taught at primary and junior secondary schools (JSS) namely Basic Science, Basic Technology, Physical and Health Education, and Computer Studies/Information Communication Technology (ICT). According to NERDC (2012) the integration of these science curricula became necessary for the following reasons: ...Citations
... This was expected to meet the needs of the Nigerian child through the relevance and functionality of its contents, method, processes and application. (Ukor & Agbidye, 2015) [20] maintained that the overall objectives of the curriculum re-alignment and restructuring in line with the UBE general objectives were to enable the learners to: develop interest in science and technology, acquire basic knowledge and skills in science and technology, apply their scientific and technological knowledge and skills to meet societal needs, take advantage of the numerous career opportunities offered by Basic Science and Technology, including being prepared for further studies in science and technology. To achieve these objectives, the use of the model for evaluation of science textbooks with the following indices: Topical Coverage Index (TCI), Learning Activity Index (LAI), Study Question Index (SQl) and Chapter Summary Index (CSI) becomes necessary as the approved Basic Science and Technology textbooks are written by varied authors. ...
... [12] intimated that the inadequacies in our curriculum are glaring at both the curriculum development and implementation stages as a result of a seeming lack of engagement of teachers and students who are major stakeholders in the educational process. Some of the gaps observed in our curriculum are associated with efforts to align obtainable contents and pedagogies with our multifaceted developmental needs [19,16]. This has led to duplication of contents, academic overload, content redundancy, and in some cases, over schooling [13,20]. ...
ABSTRACT
This paper examined the relationship between overloaded curriculum, excessive daily academic activities and the learning effectiveness of Junior secondary school students. The study was guided by two specific objectives and two null hypotheses. The population of the study comprised all JSS 3 students in public secondary schools in Uyo Education Zone. A researcher designed instrument titled “Overloaded Curriculum Questionnaire, OCQ”, and an adapted version of Kirkpatrick’s Learning Effectiveness Scale was used for data collection. Cronbach alpha was used in calculating the reliability of the instruments. Reliability scores of 79 and 87 were yielded for the OCQ and KLES respectively. The findings of the study indicated that duplication of learning contents and academic overload have significant relationship with learning effectiveness of young learners. The recommendations made based on the findings include that curriculum planners should use curriculum mapping to reduce redundancies inherent in our overloaded curriculum.
... [12] intimated that the inadequacies in our curriculum are glaring at both the curriculum development and implementation stages as a result of a seeming lack of engagement of teachers and students who are major stakeholders in the educational process. Some of the gaps observed in our curriculum are associated with efforts to align obtainable contents and pedagogies with our multifaceted developmental needs [19,16]. This has led to duplication of contents, academic overload, content redundancy, and in some cases, over schooling [13,20]. ...
This paper examined the relationship between overloaded curriculum, excessive daily academic activities and the learning effectiveness of Junior secondary school students (JSS). The researchers used the ex-post facto research design to carry out the study. The study sought to determine the relationship that exist between overloaded curriculum, excessive daily academic activities and the learning effectiveness of JSS 3 students in public secondary schools in Uyo Education Zone. A sample of 220 JSS 3 students was randomly selected from the 36 public secondary schools in Uyo Education Zone. Data were collected using a researcher-designed instrument titled "Overloaded Curriculum Questionnaire, OCQ" and an adapted version of Kirkpatrick's Learning Effectiveness Scale. Cronbach alpha technique was used in calculating the reliability of the instruments. Reliability scores of .79 and .87 were yielded for the OCQ and KLES respectively. Data collected were analysed using Pearson Product Moment Correlation, PPMC. The findings of the study indicated that duplication of learning contents and academic overload have significant relationship with learning effectiveness of young learners. The recommendations made based on the findings include that curriculum planners should use curriculum mapping to reduce redundancies inherent in our overloaded curriculum.
