Theory-Building Study of Science Education Reform Implementation Dynamics in Nigerian Secondary Schools: A Grounded Theory Approach

This study developed a grounded theory of science education reform implementation dynamics in Nigerian secondary schools, using data from schools across the North Central and South South geopolitical zones. Despite numerous reform initiatives in Nigerian secondary science education over the past decade, the processual mechanisms through which reforms succeed or fail at the school level remain theoretically underdeveloped. A constructivist grounded theory design was employed. Forty-five schools across Plateau, Benue, Kogi, Rivers, Delta, and Bayelsa States participated. Data were gathered through theoretical sampling using 80 interviews with science teachers, department heads, principals, and state education officers, alongside document review and six school-level ethnographic observations. Constant comparative analysis and systematic coding were used. A substantive theory of Negotiated Science Reform Enactment emerged, comprising four core categories: reform translation, resource activation, resistance management, and adaptation institutionalisation. The model proposes that reform sustainability depends on dynamic negotiation at the department level rather than top-down administrative compliance. This original theoretical contribution fills a significant gap in Nigerian science education policy research. Recommendations include establishing school-level science reform committees and using the proposed model as a framework for reform evaluation. Keywords: grounded theory, reform implementation, science education, Nigerian secondary schools, school change.