An assessment of vertical continuity of chemistry-related topics in the revised Junior Science Curriculum and the new Basic Science Curriculum in Nigeria

Assessment of the new curriculum in Nigeria

Abstract

In Nigeria, the attention of stakeholders is often focused on how the implementation of the lower basic science curriculum influences the students’ learning outcomes at the upper basic level. The question unanswered in the recent past is how sufficient the curriculum being implemented at the basic level prepare students for science learning at the post-basic level over the years. This is critical given the changes that the curriculum of science at the basic level in Nigeria has gone through over the years. Hence, this study determined if the changes in the chemistry-related topics in the revised basic science and technology curriculum affected the vertical continuity of chemistry concepts. The two curricula analysed were the old integrated science and the revised basic science and technology. The study concluded that the revision of the Basic science and technology curriculum had led to a reduction in the representation of chemistry-related concepts and the chemistry content represented has insufficient depth of coverage, which is in turn affecting the preparedness of the pupils for chemistry at the post-basic level.  Hence, there is a need to develop a new curriculum that ensures that chemistry content is adequately covered in the Basic science and technology curriculum.