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Alignment of Teaching Facilities, Staff Qualifications and Instructional Practices with the National Basic Science Education Curriculum in Ebonyi State, Nigeria

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Title: Alignment of Teaching Facilities, Staff Qualifications and Instructional Practices with the National Basic Science Education Curriculum in Ebonyi State, Nigeria
Language: English
Authors: Lucy Aja (ORCID 0009-0004-7031-5750), Okechukwu Sunday Abonyi (ORCID 0000-0002-7501-738X), Tukur Muhammad (ORCID 0000-0003-1343-2884), John Iruka Elom
Source: Curriculum Journal. 2026 37(2):230-246.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 17
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Educational Facilities, Teacher Qualifications, Educational Practices, Teaching Methods, National Curriculum, Science Curriculum, Science Education, Alignment (Education), Foreign Countries, Secondary School Science, Secondary Schools, Core Curriculum, Curriculum Implementation, Check Lists, Reliability, Validity, Science Laboratories, School Libraries, Storage, Furniture, Class Size, Teacher Student Ratio, Student Evaluation, National Standards
Geographic Terms: Nigeria
DOI: 10.1002/curj.344
ISSN: 0958-5176
1469-3704
Abstract: This study employs a descriptive correlational study design to examine the alignment of teaching facilities, staff qualifications and instructional practices with Ebonyi State, Nigeria's National Basic Science Education Curriculum. The study includes all 583 public and private secondary schools in the state, with 30 schools selected using a non-proportionate stratified sampling technique (15 public and 15 private) among three educational zones. The instruments used to collect data are the Basic Science Core Curriculum Implementation Checklist and the Basic Science Instructional and Evaluation Procedure Schedule. Following expert assessment, the instruments' reliability was validated with high indices. Direct school visits were used to gather data for facilities and document inspections, and a standardized process was used to assess observations. The Federal Ministry of Education provided descriptive statistics benchmark for the analysis. The results show that, although basic amenities such as science labs, libraries, lockers and stools are sufficiently available, there are still numerous problems, especially in overcrowded classrooms. In Basic Science Education, the student--teacher ratios are extremely high, which compromises the quality of education and has a detrimental effect on student engagement and academic achievement. According to the report, teaching methods primarily rely on the Chalk Talk Approach, with limited use of other approaches, such as field trips and the Discovery Method. With little use of project-based and peer assessments, assessment processes also largely favour traditional techniques like tests and assignments. The study concludes that informed policy and practice are crucial for improving educational outcomes in Ebonyi State, highlighting the urgent need for reforms in bringing educational resources and processes into line with national standards.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1503394
Database: ERIC
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  Data: Alignment of Teaching Facilities, Staff Qualifications and Instructional Practices with the National Basic Science Education Curriculum in Ebonyi State, Nigeria
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  Data: <searchLink fieldCode="AR" term="%22Lucy+Aja%22">Lucy Aja</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0004-7031-5750">0009-0004-7031-5750</externalLink>)<br /><searchLink fieldCode="AR" term="%22Okechukwu+Sunday+Abonyi%22">Okechukwu Sunday Abonyi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7501-738X">0000-0002-7501-738X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Tukur+Muhammad%22">Tukur Muhammad</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1343-2884">0000-0003-1343-2884</externalLink>)<br /><searchLink fieldCode="AR" term="%22John+Iruka+Elom%22">John Iruka Elom</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Curriculum+Journal%22"><i>Curriculum Journal</i></searchLink>. 2026 37(2):230-246.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Educational+Facilities%22">Educational Facilities</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Qualifications%22">Teacher Qualifications</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22National+Curriculum%22">National Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Curriculum%22">Science Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Education%22">Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Alignment+%28Education%29%22">Alignment (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Science%22">Secondary School Science</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+Schools%22">Secondary Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Core+Curriculum%22">Core Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Implementation%22">Curriculum Implementation</searchLink><br /><searchLink fieldCode="DE" term="%22Check+Lists%22">Check Lists</searchLink><br /><searchLink fieldCode="DE" term="%22Reliability%22">Reliability</searchLink><br /><searchLink fieldCode="DE" term="%22Validity%22">Validity</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Laboratories%22">Science Laboratories</searchLink><br /><searchLink fieldCode="DE" term="%22School+Libraries%22">School Libraries</searchLink><br /><searchLink fieldCode="DE" term="%22Storage%22">Storage</searchLink><br /><searchLink fieldCode="DE" term="%22Furniture%22">Furniture</searchLink><br /><searchLink fieldCode="DE" term="%22Class+Size%22">Class Size</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Ratio%22">Teacher Student Ratio</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22National+Standards%22">National Standards</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Nigeria%22">Nigeria</searchLink>
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  Data: 10.1002/curj.344
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  Data: 0958-5176<br />1469-3704
– Name: Abstract
  Label: Abstract
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  Data: This study employs a descriptive correlational study design to examine the alignment of teaching facilities, staff qualifications and instructional practices with Ebonyi State, Nigeria's National Basic Science Education Curriculum. The study includes all 583 public and private secondary schools in the state, with 30 schools selected using a non-proportionate stratified sampling technique (15 public and 15 private) among three educational zones. The instruments used to collect data are the Basic Science Core Curriculum Implementation Checklist and the Basic Science Instructional and Evaluation Procedure Schedule. Following expert assessment, the instruments' reliability was validated with high indices. Direct school visits were used to gather data for facilities and document inspections, and a standardized process was used to assess observations. The Federal Ministry of Education provided descriptive statistics benchmark for the analysis. The results show that, although basic amenities such as science labs, libraries, lockers and stools are sufficiently available, there are still numerous problems, especially in overcrowded classrooms. In Basic Science Education, the student--teacher ratios are extremely high, which compromises the quality of education and has a detrimental effect on student engagement and academic achievement. According to the report, teaching methods primarily rely on the Chalk Talk Approach, with limited use of other approaches, such as field trips and the Discovery Method. With little use of project-based and peer assessments, assessment processes also largely favour traditional techniques like tests and assignments. The study concludes that informed policy and practice are crucial for improving educational outcomes in Ebonyi State, highlighting the urgent need for reforms in bringing educational resources and processes into line with national standards.
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        Value: 10.1002/curj.344
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 230
    Subjects:
      – SubjectFull: Educational Facilities
        Type: general
      – SubjectFull: Teacher Qualifications
        Type: general
      – SubjectFull: Educational Practices
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: National Curriculum
        Type: general
      – SubjectFull: Science Curriculum
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      – SubjectFull: Science Education
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      – SubjectFull: Alignment (Education)
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Secondary School Science
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      – SubjectFull: Secondary Schools
        Type: general
      – SubjectFull: Core Curriculum
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      – SubjectFull: Curriculum Implementation
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      – SubjectFull: Furniture
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      – SubjectFull: Class Size
        Type: general
      – SubjectFull: Teacher Student Ratio
        Type: general
      – SubjectFull: Student Evaluation
        Type: general
      – SubjectFull: National Standards
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      – SubjectFull: Nigeria
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      – TitleFull: Alignment of Teaching Facilities, Staff Qualifications and Instructional Practices with the National Basic Science Education Curriculum in Ebonyi State, Nigeria
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