| Concern regarding declining performance in secondary biological science education prompted the need to re-examine the content of the biology curriculum and determine how it is taught, using the American biology curriculum as the standard for evaluation. A comparison of the two curricula was used to determine the conditions and common practices that exist in high schools in Imo State of Nigeria.;To ascertain the range of existing discrepancies, comparisons were made at three categorical levels, namely, the stated elements of biological literacy, instructional methodology, and instructional support.;The formal American biology curriculum was determined through the use of guidelines established by the Biological Sciences Curriculum Study, National Research Council and other biology educational research and development organizations. The Nigerian secondary biology syllabus constituted the formal curriculum of Nigeria. The questionnaire, administered to 100 teachers in 46 schools along with personal interviews of 10 teachers, 6 classroom observations and examination of the secondary biology syllabus, provided the data.;Findings of discrepancies at the categorical levels of comparison indicate that pedagogy is dominated heavily by teacher-centered instruction with limited emphasis on the investigative process of scientific inquiry. Laboratory work is infrequent and the stated elements of biological literacy are not organized under unifying principles associated with major concepts. Integration of appropriate technologies is not in evidence in the system. Moreover, students' assessment depends on the traditional evaluational practices, namely, written examinations. Additionally, certain adverse conditions impede implementation of good biology program such as overcrowded classrooms, deficient funding for supplies, equipment or facilities, inadequate instructional time and materials, and high rate of teachers' attrition induced by lack of incentives.;Using a research methodological triangulation strategy that included a survey, classroom observations, interviews, and examination of the biology syllabus, this research qualitatively and quantitatively characterized and delineated the status of biology education in Imo State.;Recent reform efforts that challenge the traditional biological science teaching call for change. This report discusses the implications of these findings and proposes recommendations to improve and enhance high school biology education. |
