August 15, 2025

Alignment of teaching facilities, staff qualifications and instructional practices with the National Basic Science Education Curriculum in Ebonyi State, Nigeria

LALucy AjaKampala International University OAOkechukwu Sunday AbonyiFunai Electric (Japan)TMTukur MuhammadKampala International University

Key Points

High student-teacher ratios negatively affect engagement and academic achievement in Basic Science Education.
Despite adequate teaching facilities, there are significant issues like overcrowded classrooms observed across schools.
Analysis includes direct assessments of facilities and instructional methods implemented in sampled schools.
The reliance on traditional teaching methods indicates a critical need for innovative approaches in educational practices.

Abstract

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.

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