Evaluation of the implementation of senior high school biology curriculum in South-Dayi district of Volta Region

Abstract

This study aimed at evaluating the implementation of senior high school biology curriculum in South-Dayi District of Volta Region. The study adopted descriptive survey design using Stufflebeam‟s CIPP model which involved the evaluation of the Context, Input, Process and the Product aspects of the Programme and Stake‟s countenance Antecedent Transaction Outcome model. Samples of 10 third year biology teachers were purposively selected from four public secondary schools in South-Dayi District of Volta Region for the study. Four research questions were raised and answered in the study. The instruments developed and deployed for collecting data were: Teachers Questionnaires and observation guidelines on Teacher effectiveness in Classroom Teaching and observation guidelines on physical facilities and resources available in the studied schools that would aid in the implementation of biology curriculum. Frequency count, percentage, mean and standard deviation were the statistics used to analyse the data collected. The study revealed that all the teachers were academically and professionally qualified and experienced to teach biology in the studied schools. The biology teachers were not utilizing the available instructional materials for teaching biology. The common evaluation techniques used by teachers in assessing their students were quizzes and assignments. The teachers were not complying with the recommended teaching methods suggested for use in the biology curriculum. Inadequate laboratory facilities and inadequate number of trained biology teachers were the problems militating against the implementation of the senior high school biology curriculum. In conclusion, the biology curriculum was not well implemented in the study schools. The study recommended, among other things, that government through Ghana Education Service should provide and extend more laboratories, equipment and facilities for science teaching to secondary schools in the District and get more involved in teacher professional development programmes either directly or in partnership with other stakeholders.