| Sumario: | The classroom behaviours of 20 selected Junior Secondary School (J.S.S.) science teachers and their pupils were observed. The observed behaviours were then matched with the curriculum prescriptions of the J.S.S. science programme to determine the degree of alignment (agreement). Five null hypotheses were formulated. It was found that on the average, the degree of alignment was low (25%). Chi-square analyses showed non-significant differences between five categories of teachers whose classroom behaviours were compared in the study. The study found that not only were one-fifth (20%) of the teachers untrained but mat two-fifth (40%) of them did not specialise in science. On the whole, the findings indicate that contrary to expectations, the instructional processes of the J.S.S. science programme are not being fully adhered to in the schools. Reprinted by permission of the publisher.
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