Dr (Mrs.) Flora M. Monity, Dr Iwuala Patricia Ebere, and Dr Uwe, Uduak Edet
CURRICULUM CONTENT AND ITS IMPLEMENTATION
IN SECONDARY SCHOOLS IN CALABAR SOUTH LOCAL
GOVERNMENT AREA, CROSS RIVER STATE, NIGERIA
https://doi.org/10.83151/ffee-e748
This study investigates curriculum content and its implementation in secondary schools in Calabar South LGA, Cross River State. Two hypotheses were formulated to give direction to the study. A sample of 245 teachers was selected through simple random sampling, and the Curriculum Content and Implementation Questionnaire (CCIQ) was used to collect data. The hypotheses were tested using linear regression analysis. The results showed a significant relationship between teacher training and curriculum implementation, and a significant discrepancy between curriculum content and the skills required for the 21st-century workforce. Based on the findings, it was recommended that the Cross River State Ministry of Education should provide regular training and support for teachers to enhance their capacity for effective curriculum implementation. The curriculum content should be reviewed and updated to reflect the changing needs of society and the skills required for the 21st-century workforce. The study's findings have implications for curriculum reform and implementation in Nigeria, and highlight the need for a more dynamic and responsive approach to curriculum development and implementation.
Keywords: Curriculum content, implementation, secondary schools, Calabar, Cross River State.
Dr (Mrs.) Flora M. Monity, Dr Iwuala Patricia Ebere, and Dr Uwe, Uduak Edet
CURRICULUM CONTENT AND ITS IMPLEMENTATION IN SECONDARY SCHOOLS IN CALABAR SOUTH LOCAL GOVERNMENT AREA, CROSS RIVER STATE, NIGERIA https://doi.org/10.83151/ffee-e748
This study investigates curriculum content and its implementation in secondary schools in Calabar South LGA, Cross River State. Two hypotheses were formulated to give direction to the study. A sample of 245 teachers was selected through simple random sampling, and the Curriculum Content and Implementation Questionnaire (CCIQ) was used to collect data. The hypotheses were tested using linear regression analysis. The results showed a significant relationship between teacher training and curriculum implementation, and a significant discrepancy between curriculum content and the skills required for the 21st-century workforce. Based on the findings, it was recommended that the Cross River State Ministry of Education should provide regular training and support for teachers to enhance their capacity for effective curriculum implementation. The curriculum content should be reviewed and updated to reflect the changing needs of society and the skills required for the 21st-century workforce. The study's findings have implications for curriculum reform and implementation in Nigeria, and highlight the need for a more dynamic and responsive approach to curriculum development and implementation. Keywords: Curriculum content, implementation, secondary schools, Calabar, Cross River State.