EVALUATION OF THE STRENGTHENING MATHS AND SCIENCE EDUCATION PROGRAM IN OYO STATE PRIMARY SCHOLS, NIGERIA

Abstract

The Federal Government of Nigeria introduced the Strengthening Maths and Science Education (SAMSE) Program for re-trianing primary schol Instructors in Nigeria with a view to updating Instructors’ knowledge and skills at all the three levels of government (national, state and local). Studies have evaluated the effectiveness of the SAMSE program in empowering secondary schol Maths and science Instructors with limited attention with regard to the extent to which the program has achieved its objectives in primary Schols in Oyo State as a result of its being a maiden program in the State. Hence, this study was designed to evaluate the effectiveness of the SAMSE program in Oyo State primary schols, considering the teacher variables (qualification, experience, age, pedagogy, knowledge of program objectives and perception of SAMSE program) and learners’ disposition and achievement in Maths. The moderating effects of gender and schol location were investigated. The Kirkpatrick 4-level evaluation model was adopted while causal-comparative design of expo-facto research type was used. The proportionate to size sampling was employed to select 10 local government areas from the existing three senatorial districts in Oyo State. Schols were stratified into urban and rural, and SAMSE and non-SAMSE. Twenty schols, 20 primary V Maths Instructors and 25 learners were randomly selected from each of SAMSE and non-SAMSE schols, making a total of 40 schols, 40 Instructors and 1000 learners (40 x 25learners). The instruments used were: Learners’ Maths Achievement Test (r =0.77), Instructors’ Knowledge and Perception of SAMSE Program Questionnaire (r=0.82), SAMSE Program Instructors’ Questionnaire (r=0.75), Instructors Disposition towards Maths Questionnaire (r= 0.74), Learners’ Disposition towards Maths Questionnaire (r=0.88) and SAMSE Observation Scale (r=0.82). Data were analysed using descriptive statistics, t-test and analysis of variance at α = 0.05. Majority of the SAMSE Instructors (95%) had the knowledge of the program’s objectives and SAMSE program improved their skills acquisition. The SAMSE Instructors complied with the objectives of the SAMSE program (70%). There was significant difference between Maths achievement and disposition of learners taught by SAMSE (t(995)) = 2.90 and non-SAMSE Instructors (t(995) = 2.05). The taeching effectiveness of SAMSE Instructors was also significantly better than the non-SAMSE Instructors (t(38)=7.78). There was a significant difference between SAMSE and non-SAMSE learners’ performance in and disposition towards Maths in urban and rural areas (F(1,995) = 32.36). However, based on gender, no significant differences existed between SAMSE and non-SAMSE Instructors and learners’ performance, and disposition towards Maths. Also, no significant attitudinal difference existed between the SAMSE and non-SAMSE Instructors in terms of qualification, taeching experience and age. The Strengthening Maths and Science Education Program was effective in improving Instructors’ knowledge of the subject and their learners’ achievement in, and disposition towards Maths in Oyo state primary schol. The program should be continued and regularly organised for Instructors’ improvement. Also, adequate in-service trianing opportunities for Maths Instructors should be made available.