Dilemmas Faced by Teachers in Implementing the Science Curriculum in Public Basic Schools in Makurdi Metropolis
DOI:
https://doi.org/10.63561/fnas-jmse.v7i3.1169Keywords:
Basic Science, Curriculum Implementation, Basic Science Curriculum, Teachers’ DilemmasAbstract
Dilemmas faced by teachers in implementing the Basic Science curriculum in public basic schools in Makurdi metropolis was studies using a descriptive survey design and guided by three research questions. A simple random sample of 64 Basic Science teachers was drawn from the 38 public basic schools in Makurdi Metropolis during the 2025/2026 academic session. Data were collected using the researchers-designed Teachers’ Dilemmas in Science Curriculum Implementation Questionnaire (TDSCIQ), validated by experts and yielding a Cronbach alpha reliability of 0.83. Data were analysed using mean and standard deviation with a 2.50 benchmark for decision-making. Findings revealed that teachers face multiple dilemmas, including large class sizes, inadequate administrative support, low pupils’ participation, insufficient instructional time, limited resources for hands-on activities, poor motivation, low qualifications, insufficient content knowledge, language barriers, and difficulty handling pupils’ misconceptions. These dilemmas negatively influence curriculum implementation by reducing syllabus coverage, limiting practical activities, weakening classroom management, and diminishing pupils’ conceptual understanding and interest. All proposed mitigation strategies were accepted, including reducing class sizes, increasing administrative support, providing adequate time and laboratory equipment, continuous professional development, using constructivist strategies, simplifying instruction with suitable aids, improving teacher welfare, and assigning only science-oriented specialists to teach Basic Science. It was concluded that the identified dilemmas be timely checked; if not, the goals of Basic Science education can hardly be achieved.
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