Assessment of Basic Science Teachers' Competencies for the Implementation of Inquiry-based Science Education in North-East Nigeria

Abstract

The recommended approach for delivering science instruction in Nigerian classrooms at the basic level of education is the inquiry approach. It is assumed that the use of this approach will enable the teacher assist the learner to lay a concrete foundation in science education which will in due course bring about the much needed scientific and technological development the country is in dare need of. It is based on this recommendation that this study was carried out with the aim of assessing the conditions necessary for the implementation of Inquiry-based science education in North-east Nigeria. The study was carried out in Gombe, Taraba and Yobe states of Nigeria on 349 basic science teachers. The instrument for the study was a structured questionnaire containing 25 items, and developed by the researcher. Data obtained was analyzed by the use of regression .Result of the study revealed that basic science teachers are very much aware of inquiry- based science education, the classroom condition warrants the implementation of inquiry-based science education among others. It was recommended among others that basic science teachers especially the newly employed and should be encouraged to go for regular In-service training in other to maintain the standard at hand.