Evaluation of Science Education Programme Outcomes in College of Education in Kaduna State

This study evaluated the outcomes of the Science Education programme in a College of Education in Kaduna State, Nigeria. Colleges of Education are the primary institutional producers of Nigeria's basic and junior secondary science teachers, and a systematic evaluation of programme outcomes is essential for ensuring that graduates are adequately prepared for classroom demands. A programme evaluation design incorporating the CIPP model was employed. Data were collected from 200 final-year Science Education students, 40 lecturers, 30 school-based supervising teachers, and 20 graduates currently employed as classroom teachers. Instruments included a Programme Outcomes Assessment Questionnaire, a Graduate Teaching Competence Rating Scale, and focus group discussion guides. Reliability was established at 0.82. Mixed-methods analysis was applied. Findings indicated that programme outcomes in content knowledge were rated satisfactory, while competencies in laboratory instruction, classroom management, and ICT integration were rated below standard. Graduate teachers reported feeling underprepared for practical teaching in under-resourced environments. Recommendations included restructuring practicum requirements to extend field exposure, updating curriculum to incorporate digital science teaching competencies, and establishing an alumni feedback mechanism as a routine programme improvement tool. Keywords: Science Education programme, college of education, programme evaluation, Kaduna State, teacher preparation.