DEVELOPING A MODEL FOR COMMUNITY-ENGAGED SCIENCE EDUCATION IN ANAMBRA STATE TO ENHANCE STUDENT LEARNING AND LOCAL DEVELOPMENT

Abstract

The paper worked on a model of community-engaged science learning in Anambra State, Nigeria to improve the learning outcomes of secondary school students and help develop their state. Although the world has benefited immensely through community-engaged learning towards the achievement of experiential education and civic responsibility, science education in Nigeria has been too theoretical with little practical application in real life problems like environmental sustainability and community health care. This study will contribute to the current body of research by applying the mixed-methods research design to evaluate science teaching and learning in four secondary schools located in the four senatorial zones of Anambra State involving 200 students, 40 teachers and 20 community leaders. Data came directly by questionnaires, interviews and document analysis, which were interpreted quantitatively with the SPSS and qualitatively with NVivo. The results indicate a curriculum with high focus on theory instruction, and with minimum practical applications or involvement of the community. Barriers are that there is lack of sufficient teacher training, poor community academia linkages whereas the opportunity exists in making use of local knowledge and community projects. This paper suggests a framework of how community-based initiatives may be assimilated in science curriculum so that education can be aligned with economy and environment of Anambra. Policy recommendations focus on the professional development of teachers, support within institutions, and collaboration amongst the stakeholders. This model develops competencies within students, develops civic participation and promotes sustainable development within the state of Anambra.