Collaborative Curriculum Design through Engineering Research and Innovation in Science Education

Abstract

This article analyses collaborative curriculum design through engineering research and innovation in science education in rural and urban secondary schools in Delta. The descriptive survey design was used with two research questions and one hypothesis. The population consists of classroom teachers from rural and urban public secondary schools from 425 public secondary schools from 25 Local Government Areas (L.G.A) in Delta State, Nigeria. A sample of two teachers per school was extracted from 58 schools bringing the total to 116 teachers randomly sampled. Frequency, percentages, and means, (based on a four-point scale) were used for the research questions, and one-way Analysis of Variance (ANOVA) for the statistical significance of the research hypothesis, based on a reliability test coefficient of 0.86 at 0.05 level of significance. The study submits that classroom teachers were being confined and restricted not to teach outside the curriculum for grading and examination purposes and that only to a low extent does the classroom teacher influence or model the curriculum through engineering research and innovation to direct learning outcome of the students in science education in rural and urban secondary schools in Delta State.