PREPAREDNESS AND IMPLEMENTATION OF COMPULSORY SCIENCE CURRICULUM IN PUBLIC SECONDARY SCHOOLS IN BUKOBA DISTRICT COUNCIL, TANZANIA

Abstract

This study investigated the problem of preparedness and implementation of compulsory science curriculum in public secondary schools in Bukoba District Council (BDC), Tanzania. It was guided by four research question: 1. To what extent is the supply of learning/teaching materials adequate for the implementation of compulsory science curriculum in BDC? 2. What is the attitude of education stakeholders on the preparedness and the implementation of compulsory science curriculum in BDC? 3. What are the challenges affecting the preparedness and implementation of compulsory science curriculum in secondary schools in BDC? 4. What are the strategies for effective preparedness and implementation of compulsory science curriculum in secondary schools in BDC? Mixed methods design, a combination of cross sectional survey and phenomenology, was used to collect data. Stratified and purposive sampling techniques were used to sample ten schools. Data was obtained from 260 respondents. Ten heads of schools and 9 HoDs of the sampled schools were automatically involved. Nineteen science teachers were determined by simple random sampling procedures. Two hundred and eleven Form III students and 10 parents -members of BoM- were purposively sampled for the study. Research instruments included questionnaires, interview guides and observation schedule. Validity for qualitative instruments was determined by content validity, source triangulation, method triangulation and pilot testing. Cronbach‘s Alpha was used to test quantitative instruments‘ internal consistence reliability. Trustworthiness of qualitative instruments was ensured by: triangulation, rich-thick description and peer review and debriefing. Quantitative data were analysed by SPSS and summarized using descriptive statistics. Results were presented by tables and pie charts. Qualitative data were examined and analysed by breaking them into manageable units; looking for patterns among variables to establish accuracy, usefulness and completeness. Findings were discussed and presented in form of narrative and direct quotes by thematic analysis. Key results: some teaching/learning resources were adequately available in some schools. Most of the teaching/learning materials and laboratories were inadequate. Shortage of basic ICT hardware and software for management and for instruction was rampant. Most students were unhappy with the way science was taught. Majority of teachers, though overloaded with teaching lessons, were willing to teach. Parents neither followed up their children nor encouraged them to study science. Shortage of competent science teachers, lack of motivation and overcrowding in classrooms/laboratories posed strong challenges. The study recommends that the Ministry of Education, Science and Technology constantly update itself on the condition of the schools and address their problems accordingly. Preparation of school budgets should be realistic and must involve heads of schools in order to cater for the actual needs of the schools. School Managements must ensure good conditions for the teachers‘ basic welfare.