Description
Abstract
This project is on Secondary school science teachers perception of reforms in science education. This research work empirically explored secondary school science teachers’ perception of reforms in science education. The objectives of this study were to examine secondary school science teachers’ perception on major reforms in science education, examine secondary school science teachers’ perception on major reforms in science education curriculum. The scope of the study is all secondary schools of Nigeria making use of teachers of some selected secondary schools, the behavioral theory was used as a framework. The research design used for this study is survey, the population targeted for this study consists of all secondary schools in Nigeria, a total of 50 schools from FCT was used as sample size consisting of 300 questionnaires administered to teachers and cluster sampling technique was applied. Instrument used for this study is the questionnaire. Data collected were collected from primary sources. From the analysis of the data, the findings shows that the method used in teaching science student are learners-centered and well-structured due to reform, there was a need to reform science education curriculum. Following the findings, it was recommended that science education reforms should be done consistently, science education curriculum should be updated to current standard in all schools. The study concludes that science education reform should be done properly, regularly and according to standard. Keyword: science education, teachers’ perception, secondary school, educational system.
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