A STUDY OF THE EFFECTIVENESS OF THE PRIMARY EDUCATION IMPROVEMENT PROGRAMME (SCIENCE) IN CLASSES ONE AND TWO OF SELECTED SCHOOLS IN NORTHERN NIGERIA

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dc.contributor.authorBROWN, DESMOND,
dc.contributor.authorPATRICK
dc.date.accessioned2014-02-24T08:51:33Z
dc.date.available2014-02-24T08:51:33Z
dc.date.issued1978
dc.descriptionDEPARTMENT OF EDUCATION AHMADU BELLO UNIVERSITY ZARIAen_US
dc.description.abstractABSTRACT Under the Primary Education Improvement Project, work on science materials for the primary school began in 1970. Two teachers' guides entitled Primary Science One and Two and workbooks for the children had been produced in published form by 1975. Some formative evaluation had taken place during the writing of these materials but this was not as thorough as it should have been because of staff shortagese No study had been made of the effect the programme was having on the childrenc "This study involved evaluating the attainment of the science objectives in terms of the children's ability to practice process skills. It also attempted to measure children's interest, active participation and understanding of the lessons, as well as the availability of materials and ease of preparing and teaching the lessons for the teachers." Data was collected by means of teacher opinionnaires and a children's test to measure the attainment of process skills. The teachers who completed the opinionnaires rated the programme as successful in terms of all the measured criteria. The study revealed that some teachers were not teaching science because of lack of science competency and a shortage of science materials. Children in PEIP and non-PEIP schools were tested with iii the process test and their performances were compared. The results indicated that there were some significant differences in total test scores in favour of the children in PEIP schools after one year of primary school, but none after two years© Girls in PEIP schools seemed to profit more than the boys in terms of an improved ability to practice process skills. It was recommended that greater attention be given to the proper training of PEIP teachers and to supplying adequate science materials to the schools, as these two factors seemed to be the main limitations on the programme's success.en_US
dc.identifier.urihttp://hdl.handle.net/123456789/2375
dc.language.isoenen_US
dc.subjectSTUDY,en_US
dc.subjectEFFECTIVENESS,en_US
dc.subjectPRIMARY,en_US
dc.subjectEDUCATION,en_US
dc.subjectIMPROVEMENT,en_US
dc.subjectPROGRAMME,en_US
dc.subject(SCIENCE),en_US
dc.subjectCLASSES,en_US
dc.subjectONE,en_US
dc.subjectTWO,en_US
dc.subjectSELECTED,en_US
dc.subjectSCHOOLS,en_US
dc.subjectNORTHERN,en_US
dc.subjectNIGERIAen_US
dc.titleA STUDY OF THE EFFECTIVENESS OF THE PRIMARY EDUCATION IMPROVEMENT PROGRAMME (SCIENCE) IN CLASSES ONE AND TWO OF SELECTED SCHOOLS IN NORTHERN NIGERIAen_US
dc.typeThesisen_US
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