Evaluating Teacher's Qualification and Availability of Instructional Materials for Basic Science Curriculum Implementation among Universal Basic Education Schools in Benue State, Nigeria

Abstract This study evaluates the implementation of the Middle Basic Science Programme within Universal Basic Education (UBE) schools in Benue State, Nigeria. It focuses on two key areas: the qualifications of Basic Science teachers and the availability and utilization of instructional materials. A survey research design was employed, gathering data through structured questionnaires administered to Basic Science teachers across urban and rural schools in Benue State. The study utilized descriptive statistics and hypothesis testing to analyze the collected data. Findings reveal a significant shortage of qualified science teachers, with only a small percentage meeting the necessary requirements, while the majority lack specialized training. Additionally, the study highlights a severe lack of instructional materials, particularly in rural schools, which hampers effective science teaching and learning. The under-utilization of available resources further compounds these challenges. The research concludes that improving teacher qualifications through targeted recruitment and professional development, alongside better resource provision and utilization, is critical for enhancing Basic Science education in Benue State. Keywords: Basic Science, Teachers’ Qualifications, Instructional Materials & Curriculum Implementation.