An Investigation Into Nigerian Teachers Knowledge Of Primary Science Curriculum Content And Involvement In Practical Activities: Implications For The UBE Scheme

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Ayodele. O. Ogunleye


Primary science curriculum, science activities, manipulative skills, science objectives


The study was designed to find out the extent of Nigerian teachers’ knowledge of primary science curriculum content and their involvement in the participation of their pupils in science activities. Furthermore, the study sought to find out teachers ranking of primary science objectives. The subjects were 60 primary school teachers randomly selected from both urban and rural primary schools in Lagos State. A questionnaire constructed by the researcher, whose coefficient of internal validity was 0.85, was used for data collection. The findings of the study show that a significant proportion of primary school teachers experience difficulty in teaching many of the topics of the primary science curriculum. Further findings of the study were discussed with regards to qualification, Sex and experiences of teachers. The implications of these findings for the Nigeria Universal Basic Education (UBE) scheme were also highlighted.


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