Abstract:
The study was designed to evaluate the Undergraduate Chemistry Education Programme in the Nigeria Universities. Specifically, the study tried to determine the quality of Undergraduate Chemistry Education Programme in the Universities in North Central Education Zone in Nigeria as well as the problems facing the implementation of the programme. The study was guided by eight research questions and four hypotheses. The researcher employed an evaluation research design. The research was based on the ClPP model of programme evaluation. The population of the study comprised all the Chemistry Teacher Educators (290) and all the Chemistry Student Teachers (21 1) in the Universities that offer Chemistry Education Programme in North Central Education Zone in Nigeria namely; Benue State University, Makurdi, Federal University of Agriculture, Makurdi, Federal University of Technology, Minna, Nasarawa State University. Keffi University of Abuja, Abuja and University of Jos, Jos. The entire population for the study constituted the sample for the study. Five instruments were used for data collection: Chemistry. .'Education Programme Teaching Resources Observation Schedule (CEPTROS), Chemistry Education Programme Classroom Teaching - Learning Observation Schedule (CEPCTLOS), Chemistry Education Programme . implementation Questionnaire 1 (CEPIQI), Chemistry Education Programme implementation Questionnaire 11 (CEPIQI 1) and documents. The validity of the instruments was established. Cronbach Alpha reliability was established for CEPIQ. Research Questions 4, and 7 were answered using percentages, while means and standard deviations were used to answer research questions 2, 3 , 5, 6 and 8. The hypotheses were tested using t-test statistic. All the hypotheses were tested at 0.05 level of significance. The result of the study showed, among others, that over 50% of the recommended teaching resources for the Implementation of Undergraduate Chemistry Education Programme in the Universities were either not available or not adequate. Secondly, the major problem facing the implementation of Undergraduate Chemistry Education Programme in the Universities was poor Chemistry background of the Chemistry Student Teachers. Thirdly, there was no significant difference in the mean responses in the utilization of available instructional materials between experienced and inexperience Chemistry Teacher Educators. Based on these findings, the researcher recommended among others, that Governments in conjunction with the University Administrations should source fund in order to provide adequate number of the recommended teaching resources. Secondly, the Departments of Chemistry in conjunction with Faculties of Education should organize refresher courses in chemistry for first year Chemistry Student Teachers, in order to strengthen their Chemistry background to ensure quality.
