Abstract:

The study aims to see the relevancy of the science curriculum with the cognitive domain taught at the secondary school level. This is a descriptive study where all students enrolled in secondary schools constituted the population of the study that was (N = 46774, including 27840 male and 18934 female). The total numbers of (n = 400) respondents (200 boys and 200 girls) were taken as a sample of the study through a simple random sampling technique to get the data of the study. Self-constructed valid and reliable tests were applied which were constructed in three sections by taking each from Biology, Chemistry, and Physics from the 10th class course books. These tests were administered for validation purposes. Its consistency was ensured by applying the Cronbach Alpha value. The collected data was analyzed via descriptive statistics (simple percentage) and inferential statistics. The inferential statistics, t-test and ANOVA were used to find the difference between the means of gender and districts. The study concluded that students’ cognitive domain was found better at primary three-levels knowledge, comprehension and application but as the sub-levels proceed to the advanced levels, the students’ achievements went down both in male and female students.

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