AN ASSESSMENT OF THE FACTORS CONTRIBUTING TO THE INEFFECTIVE IMPLEMENTATION OF CURRICULUM IN NIGERIAN SECONDARY SCHOOLS
- Project Research
- 1-5 Chapters
- Quantitative
- Chi-Square
- Abstract : Available
- Table of Content: Available
- Reference Style: APA
- Recommended for : Student Researchers
- NGN 5000
Background To The Study
Since the advent of western education in Nigeria, several efforts have been made to develop policies aimed at improving educational practice. The problems confronting educational institutions at all levels are not those of policy formulation, but of policy implementation. Despite the substantial curriculum invested in developing new curricula, some of these endeavors have failed. According to Alade (2011), the primary cause of failure is a lack of knowledge of the school culture by both outside specialists and educators inside the school system. Effective curriculum implementation needs an awareness of power dynamics, traditions, and the roles and responsibilities of people within the school system. The term "implementation" refers to the process of operationalizing a well-articulated and well-intentioned theory. Thus, to implement is to bring actionable ideas or hypotheses to fruition. Mezieobi (1993) defined "implementation" as the process of carrying out an agreed-upon plan, decision, proposal, idea, or policy. It is the foundation for the success or failure of any strategy. It is the driving force behind every strategy; without it, a plan is nothing more than a well-intentioned desire or purpose. On the other hand, in a formal context, the school "curriculum" refers to the scheduled learning experiences delivered to students. Esu, Enukoha, and Umoren (2004) defined "curriculum" as "all of a child's learning experiences under the supervision of a teacher." Garba (2004) defined curriculum implementation as the process of putting the curriculum to work in order to accomplish the objectives for which it was created. Similarly, Okebukola (2004) defined curriculum implementation as the process through which the curriculum's goals are transferred from paper to practice. In a nutshell, Ivowi (2004) views curricular implementation as the process by which "theory" or "proposal" is transformed into "practice." In a similar line, Afangideh (2009) defines curricular implementation as learners' active participation in scheduled learning opportunities. The curriculum outlines the actual implementation of social norms and/or government policy.
Additionally, curriculum experts have stated that developing, designing, implementing, or reforming a curriculum requires the participation of essential stakeholders if it is to be relevant, meaningful, and appropriate to satisfy the requirements of the people for whom it was created (Charlice, 2012). That is, a curriculum is defined as the learning activities that comprise a certain educational system. Ackerman (2008), in his assessment of cognitive development theory, details how the curriculum is sequenced in schools. In Nigeria, for example, the secondary school curriculum is meant to help all students develop their spiritual, intellectual, and social potential, as well as an appreciation for the value of education in their everyday lives (Charles, 2009). It is critical to remember that developing or designing a curriculum is one thing; properly implementing it is another. The objectives of any level of education cannot be met if the program for that level of education is not executed effectively. According to Onyeachu (2008), implementation is critical regardless of how effectively a program is developed, created, and recorded. In light of the above, this study aims to examine the factors limiting the successful implementation of the curriculum in secondary schools in Nigeria.
1.2 Statement Of The Problem
Due to obstacles encountered by educators such as limited resources, budgetary restrictions, and inadequate training, curriculum implementation has been challenging for the culture of teaching and learning in many Nigerian schools (Ikejari, 2013). As a result, if left unaddressed, these shortcomings will have far-reaching repercussions not just for the education sector, but also for the sort of competent learners generated and the country's economic development (Dayor, 2011). Currently, some of the teachers in our schools are expatriates who were neither taught or orientated in terms of the NCS. In addition, several of the local educators who are now hired as temporary instructors were not orientated on the execution of the NCS (Tunde, 2015). Any curriculum, however wonderfully crafted it may be, will be of no importance if it is not executed. It is consequently crucial that the curriculum be adequately executed. An implementation process will begin with a careful assessment of all ways of making it function. Mkpa (2005) shows that the applied curriculum influences the amount to which educational goals are attained. Curriculum implementation is thus a serious undertaking whose success depends entirely on the shoulders of the classroom teacher (Afangideh, 2009). Therefore, the secondary school education curriculum in Nigeria has remained far from reality because of some of the implementation issues it is dealing with. However, it is in the researcher's best interest to look at the variables that make it challenging for secondary schools in Nigeria to implement the curriculum properly.
1.3 Objectives Of The Study
The general aim of this study is to critically examine the factors affecting effective implementation of curriculum in Nigeria secondary schools. Hence, the study will be channeled to the following specific objectives;
- Ascertain whether lack of teachers’ involvement in curriculum development affects effective implementation of curriculum in Nigerian secondary schools.
- Determine whether inadequate resources contribute to the ineffective implementation of curriculum in Nigerian secondary schools.
- Ascertain whether mismanagement of allocated funds contributes to the implementation of curriculum in Nigerian secondary schools.
- Ascertain whether lack of proper training of teachers contributes to the implementation of curriculum in Nigerian secondary schools.
1.4 Research Questions
This study will be guided by the following questions;
- Does lack of teachers’ involvement in curriculum development affect effective implementation of curriculum in Nigerian secondary schools?
- Does inadequate resources contribute to the ineffective implementation of curriculum in Nigerian secondary schools?
- Does mismanagement of allocated funds contribute to the ineffective implementation of curriculum in Nigerian secondary schools?
- Does lack of proper training of teachers contribute to the ineffective implementation of curriculum in Nigerian secondary schools?
Related Project Materials
The Use of Digital Media in Promoting Entrepreneurship Among Women in Takum Local Government Area, Taraba State
Chapter One: Introduction
DESIGN AND CONTRUCTION OF AUTOMATIC PHASE SELECTOR
BACKGROUND
The intelligent phase selector is a system that is capable of comparing three phases and switching automatically to any of the...
A STUDY OF THE KNOWLEDGE AND PERCEPTIONS OF STUDENTS ON THE ISSUE OF THE MENACE OF BROWN ENVELOPE SYNDROME
ABSTRACT
The issue of brown envelope syndrome has become a serious ethical challenge posing threat to the image of journalism practice in...
Investigation into the Effectiveness of AI-Driven Career Counseling in Secondary Schools in Damaturu LGA, Yobe State
Background of the Study
The rapid advancement of artificial intelligence (AI) has brought about significant changes in vari...
Quantitative Analysis of IFRS and Investor Confidence in Nigerian Firms
Background of the Study
Investor confidence plays a crucial role in the growth and stability of financial markets, particularly in emergi...
THE ROLE OF CITIZENS IN COMMUNITY POLICING
ABSTRACT
This research was initiated to assess the role of citizens in community policing in Dutsin-ma Local Government...
Investigating the Impact of Agricultural Modernization on Economic Development in Nigeria
Background of the Study
Agriculture has traditionally been the backbone of Nigeria’s economy, providing livelihoods...
THE ROLE OF COMMERCIAL BANKS IN THE PERFORMANCE OF SMALL SCALE ENTERPRISES IN NIGERIA
ABSTRACT
This study examined the role of commercial banks in the performance of small scale enterprises in Nigeria. The...
Investigation into the Use of Big Data Analytics in Predicting Student Academic Trends: A Case Study of Bayero University, Kano (Gwale LGA, Kano State)
Background of the Study
The use of Big Data analytics in higher education has gained significant traction as institutions seek to harness va...
An Appraisal of the Role of Local Governments in Improving Food Security in Biu Local Government, Borno State
Chapter One: Introduction
1.1 Background of the Study
Food security remains a pressing issue in many rural areas in Nigeria, pa...
