Comparative assessment of Basic Science Curriculum Content alignment and Resource adequacy in public and private secondary schools in Ebonyi State, Nigeria

This study reviews the alignment of basic science core curriculum content and resource adequacy in secondary schools in Ebonyi State, Nigeria, based on school ownership through a program evaluation model known as the context, input, process, and product (CIPP) evaluation model, with a focus on two broad areas of context and input. The study population included the 583 public and private secondary schools in Ebonyi State. The sample of thirty secondary schools comprised five publics and five private schools from each of the three educational zones so total of ten schools per zone. Tools. A Basic Science Core Curriculum Implementation Checklist was employed. Frequencies, ratios, percentages, averages, and standard deviations were utilised to answer research questions one, two, and three. Hypotheses one, two, and three were tested by chi-square analysis. Reliability of the Basic Science Core Curriculum Implementation Checklist was determined using Kendall’s W. The indices obtained were 0.93, 0.85, and 0.92 for Sections A – C of the instrument, which deal with curriculum content, facilities, and instructional materials, respectively. It was discovered that the material provided in private and public secondary schools is in line with the core science curriculum. Also, Private secondary schools had better facilities and instructional materials for teaching basic science when compared to those found in public schools. In conclusion, the investigation carried out in Ebonyi State contributes to growing proof that with the right regulations, private and public schools can provide similar curricular content. A few recommendations include providing more instructional facilities and materials.