THE DEVELOPMENT OF A PRIMARY SCIENCE CURRICULUM PACKAGE FOR THE NOMADIC PASTORAL FULBE IN NIGERIA

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dc.contributor.authorGHADJHAAM, VON ARDO
dc.date.accessioned2014-02-18T08:34:06Z
dc.date.available2014-02-18T08:34:06Z
dc.date.issued1991-01
dc.descriptionTHIS THESIS SUBMITTED BY GHADJHAAM VON ARDO IS IN PARTIAL FULFILMENT OF THE REQUIREMENT FOR THE DEGREE DOCTOR OF PHILOSOPHY OF THE AHMADU BELLO UNIVERSITY ZARIA, NIGERIA. JANUARY, 1991en_US
dc.description.abstractWith the aid of a synthetic research methodology the study was set out to develop a culturally relevant primary science curriculum for the nomadic pastoral Fulbe. After an ethnographic study was carried out a cognitive preference test called Science Cognitive Preference Test Before Treatment (SCPTBT) was designed to map out the science cognitive preferences of the nomadic pastoral Fulbe children. Mundane Scenarios which are familiar to the child in the environment were used to form the contents of the SCPTBT. This test was used to achieve two objectives: (1) to test the homogeneity of the group and (,2) to use the cognitive preferences as a guide to the process of curriculum development. After the analysis of variance (ANOVA), the preferences of practical Application and Critical Questioning were found to be dominant. The least preferred preference was Recall of Facts. These dominant preferences were thought to be desirable in the learning of science, particularly in the present dispensation of the developing nations. Consequently, they were reinforced in the new Curriculum. The selected instructional materials and the cultural method of teaching earmarked from the ethnographic study were combined with the discovered learner-characteristics of cognitive preference to design and develop a new and culturally relevant curriculum referred to in this study as 'TSTP Curriculum' (Teaching Science Through Pulaaku). The curriculum was designed on the five seasons of the nomadic pastoral Fulbe Calendar. The themes from the national syllabus were chosen in accordance with the activities prominent in each of the seasons. The entire framework of the curriculum was built on a traditional story telling strategy of teaching. The main characters are two little girls TUMBA and her sister GENO. Through experimentation, the 'TSTP' curriculum was compared with the curricular materials already in use through out the country. These curricular materials are referred to in this study as- 'TSTM' (Teaching Science Through Traditional Method). Another cognitive preference test referred to as Science Cognitive Preference Test After Treatment (SCPTAT) was administered to the two groups. After the analysis of variance (ANOVA), the TSTP group scored significantly higher mean scores in the Practical Application and Critical questioning scales whereas, the'TSTM' group scored significantly higher means in the Recall scale. There was no significant difference between the two groups in the scale of Fundamental Principles. A test, Primary Science Achievement Test (PSAT) was developed and the two groups were accordingly tested. After the test analysis, it was found out that the TSTP group performed significantly better in seven out of ten tests. Their mean scores were also higher in nine out of ten tests. From the results obtained in the study, similar approach to curriculum development and renewals in other subjects was recommendeden_US
dc.identifier.urihttp://hdl.handle.net/123456789/1820
dc.language.isoenen_US
dc.subjectDEVELOPMENT,en_US
dc.subjectPRIMARY SCIENCE,en_US
dc.subjectCURRICULUM PACKAGE,en_US
dc.subjectNOMADIC,en_US
dc.subjectPASTORAL FULBE,en_US
dc.subjectNIGERIAen_US
dc.titleTHE DEVELOPMENT OF A PRIMARY SCIENCE CURRICULUM PACKAGE FOR THE NOMADIC PASTORAL FULBE IN NIGERIAen_US
dc.typeThesisen_US
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