CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
In Nigeria, physics is taught as one of the science subject at the senior secondary school level, in order to familiarize them with the trend of modern developments which can be achieved if the physics syllabus is implemented effectively according to Ben Yunasa (2000) Therefore, objective of any level of education cannot be achieved if the planned programme for such level of education is not well implemented. Observing this, Onyeachu (2008) asserted that” no matter how well a curriculum of any subject is planned, designed and documented, implementation is important”. This is because the problem of most progamme arises at the implementation stage. Recognizing this, Babalola (2004) and Mkpa (2005) remarked that it is at the implemention stage that many excellent curriculum plans and other educational policies are marred without any trace.
According to Ohuhe (2001), if curriculum is not well implemented, all effort expended in the planning is waste.Also Shaaaba (2002) submitted that the success of any curriculum depends on how it is implemented. He also added that no matter how well a syllabus is designed if there is no proper implementation the question success will be a mirage. Having known that curriculum is the vehicles through which education is attained (Offorma 2005). Several authors has noted that national policy on education was well structure and the content were adequately defined but the implementation calls for question (Babafemi 2007;Dike 2009). Therefore, the judicious implementation of
Physics syllabus contribute immensely to attaining technology advancement NPE (2004).
Concept of curriculum implementation
The term Curriculum implementation has been defined in different ways by different Scholars. Mkpa (1987) defines curriculum implementation as “the task of translating the curriculum document into the operating curriculum by the combine efforts of the students, teacher and others concerned. Garba (2004) viewed curriculum implementation as “putting the curriculum into work for the achievement of the goals for which the curriculum is designed.
Okebukola (2004) described curriculum implementation as:” the translation of the objectives of the curriculum from paper to practice.” Ivowi (2004) defined curriculum implementation in a nut shell as “the translation of theory into practice or proposal into action. Onyeachu(2008) view curriculum implementation as the process of putting all that has been planned as curriculum document into practice in the class room through the combine effort of the teacher, leaner, school administrators, parent as well as interaction with physical facilities, instructional materials psychological and social environment.
Implementation issues in secondary education curriculum