ASSESSMENT OF CHEMISTRY CURRICULUM IMPLEMENTATION IN SENIOR SECONDARY SCHOOLS IN IFE CENTRAL LOCAL GOVERNMENT AREA OF OSUN STATE

Abstract

The study assessed the implementation of chemistry curriculum in
senior secondary schools in Ife Central Local Government. The
study adopted descriptive survey research design. The population
consisted of senior secondary schools Chemistry teachers in Ife
Central Local Government Area. The researcher used two
instruments namely Questionnaire on the Assessment of
Chemistry Curriculum Implementation (QACCA) and Chemistry
Instructional Resources Observation Checklist (CIROC). The
QACCA was used to elicit information from the teachers about
their qualification and level of compliance with the appropriate
teaching method recommended for use while Chemistry
Instructional Resources Observation Checklist (CIROC) was
used to find out the availability of the resources put in place to
implement Chemistry curriculum. Data collected were analyzed
using appropriate descriptive statistics mean, frequency
distribution and percentages. The result revealed that majority of
the teachers (85.7%) implementing the Chemistry curriculum
hold a Bachelor's degree in Education (B.Sc. Ed), while a smaller
proportion (14.3%) possess advanced degrees such as M.Sc.,
M.Ed., or equivalent. The analysis of the availability of
instructional resources indicates that while basic and essential
resources like ammeters, beakers, Bunsen burners, and
volumetric flasks are generally available (mean < 1.5), there are
notable deficiencies in more advanced and safety-related
equipment. Resources such as calorimeter, fire extinguishers, and fume cupboards were marked as unavailable, with mean scores
above 1.5. This disparity in resource availability could hinder the
comprehensive implementation of the Chemistry curriculum,
particularly in conducting advanced experiments and ensuring
safety during laboratory sessions. The findings suggest a
significant reliance on student-centered methods such as the
Discovery Method, which was frequently used by 71.4% of the
teachers. This preference for active learning methods is supported
by contemporary educational research, which advocates for
strategies that promote critical thinking and student engagement.
The study concluded that teachers implementing Chemistry
curriculum are well qualified with adequate experience to anchor
the subject effectively. Also, most materials needed for Chemistry
curriculum implementation are readily available but not
adequate. Finally, it was revealed that teachers adhere with the
instructional strategies specified in the curriculum which are
learner centered.