Enhancing Quality Assurance in Biology Education Programme: Strategies for Effective Implementation of NCCE Benchmark in Colleges of Education
Department of Science Education, Enugu State University of Science and Technology
Department of Science Education, Enugu State University of Science and Technology
Department of Biology Education, Federal College of Education Technical
Abstract
This study investigated the extent of implementation of NCCE benchmark in Biology Education Programme in Colleges of Education in Ebonyi State, Nigeria. Using a descriptive survey research design, 394 respondents (86 academic staff and 308 students) were sampled from two Colleges of Education. A structured questionnaire validated by three experts with reliability index of 0.85 was used for data collection. Data were analyzed using mean, standard deviation, and t-test at 0.05 significance level. Findings revealed that both academic staff (x̄ = 2.77) and students (x̄ = 2.78) agreed to a high extent that colleges comply with NCCE benchmark for Biology Education Programme, though benchmarks are primarily observed during accreditation. Challenges hindering effective implementation include insufficient laboratory space and equipment, shortage of qualified lecturers, failure to update curriculum, and insufficient assessment tools. The study concludes that while there is general compliance with NCCE benchmarks, challenges remain in fully implementing quality assurance measures. Recommendations include encouraging compliance, government recruitment of lecturers, teaching safety practices, reviewing programs to include adequate laboratory instructions, and making laboratory safety a compulsory course.
Keywords
Introduction
Education is highly cherished by all nations as an agent of transformation that gives all-round development to students and society. The quality of a nation's educational system depends largely on the relevance of objectives, adequacy of curriculum contents, and effective implementation at various education levels. The National Commission for Colleges of Education (NCCE) was established in 1989 to supervise tertiary education in Nigeria, with a mandate to lay down minimum standards for all teacher education programs and accredit their certificates. Biology is one of the important science subjects taught in both secondary schools and higher institutions in Nigeria, designed to produce individuals who may or may not pursue biological studies professionally. The minimum benchmark for teacher educators in colleges of education defines what educators should know, be able to do, and their expected dispositions toward their work for career progression.
NCCE Biology Programme Objectives
The objectives of the NCE biology programme according to NCCE are to produce teachers who will be able to: view biology as a process of inquiry into the living world; critically analyze the activities of living things in their environment; demonstrate practical skills in handling scientific apparatus; demonstrate excellence and professional competence in teaching biology; include positive scientific attitudes and values in society and promote positive disposition towards biological science; apply concepts and methods acquired in new areas of study and everyday situations; make a successful career in biology teaching; and successfully qualify to undertake B.ED/B.Sc (ED) degree programs. However, the extent to which these objectives are attained annually by college products is in doubt, as many science teachers in secondary schools have inadequate training in science disciplines, including biology.
Statement of the Problem
The training program of prospective teachers should be comprehensive with fusion between content knowledge and pedagogical knowledge. Teachers who possess subject matter expertise and ability to present subject matter to students usually engage them in activities that facilitate understanding of curriculum content. In contrast, teachers with weak subject matter knowledge rely heavily on textbooks as the primary source of content, which invariably affects science learning. Many lecturers are unable to assess all domains of learning in students, leading to doubts about the genuineness of internal class assessment marks. The perception teachers have on assessment explains the quality of assessment in colleges of education. This study examined the implementation of NCCE benchmark of Biology Programme in Colleges of Education in Ebonyi State, specifically investigating the extent of compliance and factors hindering effective implementation.
Methodology
The study employed a descriptive survey research design, considered appropriate because it focused on obtaining information and analyzing data from a group of biology lecturers and students considered representative of the entire population. The study was conducted in Ebonyi State, located in South Eastern Nigeria, chosen because it is home to several tertiary institutions including Colleges of Education that play a crucial role in the state's educational system. The population comprised 3,942 respondents (862 academic staff and 3,080 students) from two Colleges of Education in Ebonyi State. The sample size consisted of 394 respondents (86 academic staff and 308 students). The instrument for data collection was a structured questionnaire titled "Implementation of NCCE benchmark of Biology Science Education Programme in Colleges of Education Questionnaire (INCCEBSEPCEQ)," validated by three research experts and tested for reliability using Cronbach alpha statistics, yielding a reliability index of 0.85. Data were analyzed using mean and standard deviations for research questions, while t-test statistics tested null hypotheses at 0.05 alpha level.
Results
Research question one revealed that both academic staff (x̄ = 2.77, SD = 0.83) and students (x̄ = 2.78, SD = 0.83) agreed to a high extent that Colleges of Education in Ebonyi State comply with the NCCE benchmark for Biology Education Programme. The overall mean score of 2.78 with standard deviation of 0.83 confirms this general agreement. Findings showed that colleges follow NCCE benchmark in Biology practical (x̄ = 3.02, SD = 0.80), NCCE benchmarks are only observed during accreditation (x̄ = 2.99, SD = 0.81), and colleges adhere to NCCE benchmark in Biology. The t-test analysis showed no significant difference between academic staff and students' ratings (t(392) = 1.758, P = .080). Research question two revealed that academic staff (mean = 2.97, SD = 0.82) and students (mean = 2.97, SD = 0.82) agree to a high extent on challenges hindering effective implementation. Four out of five items were rated "High Extent," including insufficient laboratory space and equipment, shortage of qualified lecturers, failure to update curriculum, and insufficient assessment tools. Only inadequate funding was rated "Low Extent" (mean = 2.42, SD = 0.81). The t-test showed no significant difference between groups (t(392) = 1.235, P = .218).
Discussion of Findings
The results revealed that almost all colleges of Education in Ebonyi State follow NCCE benchmark in Biology practical only, with NCCE benchmarks primarily observed during accreditation. Approximately 80 percent of colleges adhere to NCCE benchmark in Biology, though few colleges do not fully engage in complying with the benchmark and some manage to adhere only to simple NCCE benchmarks. This aligns with Offorma's (2024) description of NCCE implementation as all activities and experiences of teaching and learning directed at realizing curriculum objectives to bring changes in learner behavior. The findings showed that insufficient laboratory space, equipment, and materials hinder practical sessions and hands-on learning experiences. A shortage of qualified lecturers with relevant degrees and teaching qualifications impacts instruction quality and mentorship. Failure to update curriculum and teaching methods to align with current trends and best practices hinders program effectiveness, and insufficient or ineffective assessment tools make it challenging to measure student learning outcomes. These findings concur with Olorukooba (2017), who noted that many science teachers have inadequate training in science disciplines, and that training programs should be comprehensive with fusion between content knowledge and pedagogical knowledge.
Conclusions
Biology lecturers in Colleges of Education generally comply with NCCE's recommended course content for NCE Biology curriculum by using various evaluation techniques, including tests, class work, homework, assignments, projects, and examinations, though there's a need for standardization. In some cases, colleges may struggle with providing adequate facilities and equipment and maintaining qualified staff for effective program implementation. Recent reforms allow Colleges of Education to offer degree programs independently, enhancing their capacity to train teachers. The study concludes that while there is general compliance with NCCE benchmarks, challenges remain in fully implementing quality assurance measures. The objectives of NCCE in colleges of Education Biology Science Education aim to produce teachers who can view biology as a process of inquiry, critically analyze living things' activities, demonstrate practical skills, demonstrate teaching excellence, and promote positive scientific attitudes.
Recommendations
Lecturers and students in Colleges of Education in Ebonyi State should be encouraged to comply with the NCCE benchmark for Biology Science Education Programme. Government should help in recruiting lecturers to avoid challenges and obstacles that hinder effective implementation of NCCE benchmark. Students should be taught safety practices and the importance of implementing these practices not as compulsion but as a lifestyle. Heads of institutions should review the nature of programs to include enough laboratory instructions to prepare student teachers for the profession and organize seminars on safety practices for teachers, laboratory technicians, and students. Curriculum planners should introduce and make laboratory safety course a compulsory subject for all Biology students in tertiary institutions irrespective of their level. The safety of all biology laboratory users should be treated as a priority to ensure quality assurance in biology education programs.