Cara Mengutip
Abstrak
Regional insecurity and recurring sit-at-home directives in South-East Nigeria have disrupted school activities and threatened effective curriculum implementation. This study examined their impact on Biology curriculum coverage, instructional practices, and students’ examination preparedness. A convergent mixed-methods design was adopted involving 247 Biology teachers across five South-East states, complemented by 20 interviews and 10 classroom observations. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were subjected to thematic analysis. Findings revealed that 78.5% of teachers covered no more than 60% of the prescribed Biology curriculum, with an overall mean coverage rate of 54.2%. A strong negative correlation existed between sit-at-home frequency and curriculum coverage (r = ?0.72, p < 0.001). Practical laboratory activities were severely affected, with most teachers reporting minimal or no practical sessions. Common adaptation strategies included lesson compaction, assignment-based instruction, and the use of WhatsApp for content delivery. The study concludes that persistent insecurity significantly undermines Biology education and recommends blended learning, curriculum restructuring, and community-supported safe-school initiatives to sustain learning during crises.
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