This study aimed at evaluating the implementation of the national curriculum for secondary school Biology in Taraba State. The evaluation model used were the Context, Input, Process, and Product (CIPP) and Curriculum Objective models. The population for the study was 156 Biology teachers and 15,427 Biology students. A sample of 1110 respondents which consists of Biology teachers and Biology students was drawn using a multistage random sampling technique. A structured response questionnaire which was validated by experts was used to collect data. The internal consistency of the instrument was determined using Cronbach Alpha. The reliability estimate for BIEQT was 0.74. Three research questions and two null hypotheses were tested at a 0.05 significant level. Descriptive statistics were used to answer the research questions. One-way Analysis of Variance (ANOVA) was used to test hypotheses. Among the major findings of the study were that: Teachers’ qualifications, aims, and objectives of the National Curriculum, and evaluation techniques used by Biology teachers significantly influence the implementation of the Biology curriculum in secondary schools in Taraba State. It was thus recommended among others that, adequate Biology teachers should be employed; the Biology content should be monitored periodically to assess the extent to which the objectives are being achieved; and the Ministry of Education monitoring unit should ensure that Biology teachers use the recommended evaluation techniques in assessing their students.
Evaluation, Curriculum Implementation, Teachers’ Qualification, Aim and Objectives of Biology, Evaluation Techniques
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