The Senior Secondary School (SSS) chemistry curriculum has been in use in the Nigerian secondary school system for the past 26 years. Over these years, the performances of students in chemistry have been persistently low. Various techniques have been used to solve this problem but have not yielded the desired result. In order to achieve the objectives of the curriculum, the curriculum emphasized the use of the guided discovery method in the teaching and learning process and the adequate provision of human and non-human resources to effectively implement the curriculum. This study therefore evaluated the Nigerian Senior Secondary School (SSS) chemistry curriculum in Bayelsa State which covered the relevance of the objectives, the adequacy of the content and the implementation process. The study adopted the ex-post facto descriptive design and Stufflebeam’s context, input, process and product (CIPP) evaluation model. The sample of the study consisted of 36 chemistry teachers, 20 chemistry laboratory assistants and 1171 chemistry students WAEC results for the years 2009 and 2010, making a total sample of size of 1227, from 20 Senior Secondary Schools in four Local Government Areas of Bayelsa State. Purposive sampling technique was used to sample the schools and all the chemistry teachers, chemistry laboratory assistants and chemistry students’ WAEC results in years 2009 and 2010 were used. Four validated research instruments that were found to be reliable were used for data collection for the study. The instruments and their reliability values were; Chemistry Teachers Questionnaire (CTQ), 0.72, Chemistry Laboratory Assistant’s Questionnaire (CLAQ), 0.86, Chemistry Laboratory Inventory Scale (CLIS), 0.89 and WAEC Chemistry Results in years 2009 and 2010. Six research questions were posed and answered and two hypotheses were tested for significance at 0.05 alpha level. Data collected were analyzed using frequency counts, percentages, means and standard deviation for the research questions and t-test for testing the hypotheses. The findings revealed that the teachers perceived the objectives of the SSS chemistry curriculum to be relevant. However, the teachers perceived that the content of the SSS chemistry curriculum had some inadequacies. The observed inadequacies were that the content was overloaded, and had some difficult concepts. Also, that the content was too wide with much theoretical work which had made it difficult to be covered within the stipulated period of time. The findings also identified some constraints that affected the effective implementation of the SSS chemistry curriculum, which were that 33.3 xv percent of the chemistry teachers were not professionally qualified. Forty percent of the schools had only one chemistry teacher. Chemistry laboratory assistants in all the schools were inexperienced having only SSCE without any form of in-service training. Teachers were mostly using the conventional method of teaching instead of the recommended guided discovery method. The schools studied had no adequate facilities and resources. The achievement of the students in the sampled schools was low. The result further revealed that male and female chemistry students did not differ significantly in their mean achievement scores in chemistry. Also the years 2009 and 2010 sets of students did not differ significantly in their mean achievement scores in chemistry. In the light of the above findings, it was recommended that government should employ more qualified chemistry teachers and science laboratory technologists. The existing chemistry teachers and chemistry laboratory assistants should be trained and re- trained. Adequate facilities and resources should be provided for the schools. Teachers should use the recommended teaching method in the teaching and learning process.

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