TEACHERS’ PERCEIVED EFFECT OF SCHOOL-BASED PLANNING (SBP) ON CHEMISTRY ACHIEVEMENT IN KANO METROPOLIS SECONDARY SCHOOLS, NIGERIA

Abstract

This study investigates the teachers’ perceived effect of School-Based Planning (SBP) on chemistry achievement in Kano metropolis, Nigeria. Having adopted a descriptive survey design, 2,267 teachers of the 176 schools selected constituted the study population. Three hundred and forty teachers (340) Chemistry teachers were sampled via the multistage sampling technique, using the Taro Yamane (1980)’s formula of sample size determination. The researchers’ designed instrument entitled; Teachers’ Perception of SBP on Chemistry Achievement (TPSBPCA) was used to collect data for the study. The instrument was validated by 3 experts in: Science Education, Educational Administration and Planning, as well as Test and Measurement respectively. The reliability coefficient of the instrument “r” was established to be 0.88 using the Test-re-test method and Pearson’s Product Moment Correlation Coefficients (PPMCC). Simple percentage was used to answer research questions. The t-test of independent variables was used to test the hypotheses at 0.05-level of significance. The study revealed that irrespective of gender, school types and location, there is a positive teachers’ perception of SBP in Students’ Academic Achievement Chemistry in the selected secondary schools in Kano State. It is hereby recommended that SBP should be integrated into the teacher's training programme to enhance the implementation of Chemistry Curriculum towards academic achievement.