THE IMPACT OF OMITTED LESSON PORTIONS ON CONSECUTIVE HIGHER EDUCATION AND NATIONAL DEVELOPMENT

The study was conducted in 20 selected Secondary Schools to investigate the uncovered omitted portions of the prescribed phase-out and phase-in biology textbooks of grades nine and ten as per the school academic calendar and the curricula. The purpose of the study was to assess the range of completed portions in comparison with the omitted ones and investigate the loss or educational wastages with their continuing impacts on the academic performances of students in the consecutive higher institutions. The strategic tools used for gathering data are classroom observations (lesson plans and delivery interactions) assessments of the covered and the omitted portions of each unit of each grade of the phase-out and phase-in textbooks of biology and exercise books of the students. In view of that, both qualitative and quantitative data were collected; descriptive, evaluative and data analyzing methods were used. The omitted prescribed portions of the phase-out biology of grades nine and ten values accounted for 65.5% and only 34.5% of the prescribed portion values were covered. Similarly, the omitted prescribed portions of the phase-in biology of grades nine and ten values accounted for56% and only 44% of the prescribed portion values were covered. The total average of the educational wastage (loss) of both phase-out and phase-in prescribed portion values of biology textbooks accounted for 60.25% and only 39.75% of the values were covered. Educational wastages negatively influenced the academic and professional skills of students, affected the quality of higher education by which many students end up with academic dismissals or remain jobless due to incompetency as the record is now and timely increasing. It shows failures in the academic succession of learner in the continuing professional and skill development as well as the determinant of the growth of the country.