Skip to main content
Science EducationESUT · Faculty of Education
Research ArticleOpen Access

Competency-Based Curriculum Reform in Nigerian Secondary Science: Policy Intent and Classroom Reality

Ifeoma Ugwu1*

  1. 1Enugu State University of Science and Technology, Enugu, Nigeria

* Corresponding author: [email protected]

Abstract

Nigeria's shift toward competency-based curricula promises learner-centred science instruction, but implementation depends on what teachers actually do. Drawing on classroom observation in 30 schools and document analysis of curriculum guides, this study finds a persistent gap between stated competency outcomes and examination-driven classroom practice. The paper identifies assessment reform as the binding constraint on curriculum change.

Keywords

Full text available as PDF

The complete article, including figures, tables and references, is available for free download.

Publication history

Received
2 March 2025
Revised
14 June 2025
Accepted
25 July 2025
Published
30 September 2025

Competing interests

The author declares no competing interests.

Copyright & licence. © 2025 the author(s). This is an open access article distributed under the terms of the CC BY 4.0 licence, which permits unrestricted use, distribution and reproduction in any medium, provided the original work is properly cited.

Related articles

Research ArticleVol. 3, No. 2 (2025)

Effects of Inquiry-Based Laboratory Instruction on Senior Secondary Students' Achievement in Chemistry

Ngozi A. Eze, Chidiebere Nwachukwu

This quasi-experimental study examined the effect of inquiry-based laboratory instruction on the academic achievement of senior secondary school students in chemistry. A sample of 214 SS2 students drawn from six secondary schools in Enugu State was assigned to experimental and control groups. Students taught using the inquiry-based approach achieved significantly higher post-test scores than those taught by conventional demonstration methods, and the effect was more pronounced among female students. The findings support wider adoption of guided inquiry in Nigerian chemistry laboratories, even where equipment is limited.

JSER1 December 2025pp. 1–184171,284
Research ArticleVol. 3, No. 2 (2025)

Digital Simulations and Conceptual Understanding of Mechanics Among Pre-Service Physics Teachers

Emeka Okafor

Pre-service physics teachers frequently enter the classroom carrying the same misconceptions about mechanics as their future students. This study investigated whether interactive digital simulations could shift conceptual understanding more effectively than textbook-based tutorials. Using a pre-test/post-test control group design with 96 undergraduates, simulation-supported instruction produced significantly larger conceptual gains on the Force Concept Inventory. Implications for teacher education curricula in low-bandwidth environments are discussed.

JSER1 December 2025pp. 19–39288903
Research ArticleVol. 3, No. 2 (2025)

Assessment Literacy Among Secondary School Biology Teachers in Enugu State: A Mixed-Methods Study

Obinna Anyanwu, Amina Bello

Classroom assessment shapes what students ultimately learn, yet teacher assessment literacy remains under-examined in Nigerian secondary education. This mixed-methods study surveyed 178 biology teachers and conducted follow-up interviews with 22 of them. While teachers reported confidence in constructing objective tests, analysis of their instruments revealed heavy reliance on recall-level items and limited use of formative feedback. The paper proposes a school-based professional development model targeted at assessment design.

JSER1 December 2025pp. 40–62195641