scholarly journals Assessment of Economics Curriculum Implementation in Colleges of Education and Secondary Schools in Oyo State

2020 ◽  
Vol 7 (6) ◽  
Keyword(s):  
Secondary Schools ◽  
Curriculum Implementation ◽  
Colleges Of Education

Teachers Characteristics, Related factors and Environmental Education Curriculum Implementation in Secondary Schools in Cross River State, Nigeria

GIS Business ◽  
2020 ◽  
Vol 15 (2) ◽  
pp. 136-158
Author(s):  
Eneji Chris-Valentine Ogar ◽  
Petters Janet Sunday ◽  
Onnoghen Usang Nkanu ◽  
Asuquo Edung Etim
Keyword(s):  
Regression Analysis ◽  
Environmental Education ◽  
Secondary Schools ◽  
Classroom Management ◽  
Curriculum Implementation ◽  
Education Curriculum ◽  
Related Factors ◽  
Significance Level ◽  
Cross River ◽  
Cross River State

This study assessed the influence of teacher’s characteristics and other related factors in the implementation of Environmental Education curriculum in secondary schools in Cross River State, Nigeria. Two research designs were used, survey inferential and Expost facto research design. The study is located in the department of Environmental Education, University of Calabar, Nigeria. Two research questions converted into two hypotheses were formulated for the study.  A sample of three hundred (300) respondents were selected using the multistage random sampling technique comprising of twenty five (25) lecturers and two hundred and seventy five (275) postgraduate and final year undergraduate students in the department of Environmental Education, University of Calabar. Data was collected using a structured questionnaire, the instrument administration was done by the researchers and same were collected 100%. Pearson Product Moment Correlation Analysis and regression analysis were used to test the hypotheses at 0.05 significance level and 298 and 290 degrees of freedom respectively. The result shows that teacher’s characteristics do significantly influence Environmental Education curriculum implementation in secondary schools. The regression analysis also shows that 6 factors listed impedes the implementation of Environmental Education curriculum, while four were not significant factors influencing Environmental Education curriculum in secondary schools. It was however recommended that teachers with competence in pedagogic knowledge of Environmental Education with classroom management skill should be employed to drive the process, while arrangement should be put in place to make Environmental Education a subject for students to offer and write in final senior secondary school examination among other.

scholarly journals An Evaluation of the Implementation Synergy between NCE-Integrated Science and the 9-Year Basic Science Curricula in Nigeria

2018 ◽  
Vol 7 (2) ◽  
pp. 55
Author(s):  
Rachel O. Atomatofa ◽  
Andrew E Avbenagha ◽  
Stella E Ewesor ◽  
Okpako C Abugor
Keyword(s):  
Science Teachers ◽  
Basic Science ◽  
Curriculum Implementation ◽  
Science Curriculum ◽  
National Commission ◽  
Colleges Of Education ◽  
Integrated Science ◽  
Research Questions ◽  
Science Curricula ◽  
High Level

The Curriculum of the Nigeria Certificate in Education (NCE) has implications for the Curriculum of the 9-yearBasic Education (BEC) programme in Nigeria. Hence the National Commission for Colleges of Education (NCCE)came up with a vision of producing well motivated teachers with high professional integrity and competence. Boththe in-service and pre-service teachers need to be conversant with the content of the 9– year Basic EducationCurriculum (BEC). Are there implementation synergies in the topics, laboratory exercises and nature of assessmentin the NCE integrated Science and the 9-year basic science curricula as perceived by the in-service and pre-serviceteachers who are recipients of the NCE-integrated science curriculum and who also implement the 9-year basicscience curriculum? 4 research questions and 4 research hypotheses guided this study. A sample of 180 pre-serviceand in-service basic science teachers who are recipients of the new 2012 NCCE Curriculum in Integrated-sciencefrom the South – South Geo-political zones in Nigeria were used. A 4-point Likert scale ’24-item questionnaire’called the Curriculum Implementation Synergy Questionnaire was used to obtain data. A cronbach alpha reliabilityco-efficient of 0.75 was obtained. Results showed that a larger proportion of both pre-service and in-service teachersagreed that there was high level of synergy in both curricula. It is recommended that the few topics and laboratoryexercises not found in both curricula should be added and the present basic science teachers who are not recipient ofthe present curriculum should be trained in line with the present curriculum.

Development of the Curriculum Implementation Model of Basic Education for the Secondary School

2012 ◽  
Vol 2 (1) ◽  
Author(s):  
Kanokrat Kongthai
Keyword(s):  
Secondary Schools ◽  
Character Education ◽  
Balanced Scorecard ◽  
Core Curriculum ◽  
Basic Education ◽  
Curriculum Implementation ◽  
Group Discussion ◽  
Writing Skills ◽  
Academic Administration ◽  
Implementation Model

The academic administration for secondary schools according to the basic education core curriculum A.D.2008 faced the important problem that teachers lacked of the understanding to use the curriculum so that they cannot achieve the goal designed by the curriculum. This study aimed to improve the curriculum implementation model for the secondary schools in the Office of the Basic Education Commission area 41 by creating the Focus Group Discussion (FGD) method, Multi-Attribute Consensus Reaching (MACR) method and assessed the result by using Balanced Scorecard (BSC) method. The result was considered in two perspectives; the students’ perspective considered the character education, the achievement and, reading, thinking, analyzing, and writing skills. Another one was the teachers’ perspective considered the practice of teachers’ commitment by testing the curriculum implementation model in Klongklungratrangsan School, Kamphaeng Phet province in semester 2, 2011. The samples were 310 students and 55 teachers. The result found that the model has 4 main parts; the principle, goal, procedure, and assessment. For applying the new model in this school it was found that character education, achievement, reading, thinking, analyzing, and writing skills of students and the practice of teacher’s commitment were better than using the old model. Keywords - Curriculum development, MACR Method, Balanced Scorecard, teachers' commitment

scholarly journals Parental Involvement in Secondary School Curriculum Implementation: The Case of East Wollega Zone, Ethiopia

2019 ◽  
Vol 9 (1) ◽  
pp. 28-45
Author(s):  
Dereje Mengistu Tuli ◽  
Wudu Melese Tarekegne
Keyword(s):  
Parental Involvement ◽  
Secondary Schools ◽  
Curriculum Implementation ◽  
Good Governance ◽  
School Facilities ◽  
School Curriculum ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Parent Teacher Association ◽  
Secondary School Curriculum

This study assesses the practices of parental involvement in curriculum implementation in East Wollega Zone in Ethiopia. To this end, a cross-sectional survey was designed. The data were collected from randomly selected teachers, students, Parent-Teacher Association (PTA) members, school principals, parents and supervisors through questionnaires and interview. Then, the quantitative data were analyzed and interpreted through frequency and mean score and the qualitative data were coded and narrated thematically. The findings indicated that the involvement of parents in general secondary schools curriculum implementation in East Wollega Zone was found to be low. However, efforts of the PTAs in having parents for planning and decision-making of curriculum implementation was high. The major challenges were inadequate school facility, inadequate training, parent’s lack of awareness, lack of good governance, and the unwillingness of teachers. To increase parental involvement, general secondary schools, woreda and zone education offices may train stakeholders, allocate adequate budget and schools should design an income-generating mechanism to fulfil school facilities and making parents active in curriculum implementation.

Assessment of the Impact of Religious Organizations on the Implementation of Curriculum in Public Secondary Schools in former Western Province of Kenya

2020 ◽  
Vol 7 (10) ◽  
pp. 89-108
Author(s):  
Amugune A. Aggrey
Keyword(s):  
Data Collection ◽  
Secondary Schools ◽  
Curriculum Implementation ◽  
Religious Organizations ◽  
Policy Framework ◽  
Religious Leaders ◽  
Validity And Reliability ◽  
Western Province ◽  
The Impact ◽  
Directors Of Education

The impact of religious organizations on curriculum implementation in Kenya is perceived differently by stakeholders. The first secondary schools in colonial Kenya were established by Christian missionaries. Their participation has been viewed by stakeholders as either positive or negative. The objective of the study was to assess the impact of religious organizations on implementation of curriculum in public secondary schools in former Western province of Kenya. The study was conducted in Bungoma, Busia, Kakamega and Vihiga counties of former Western province of Kenya. The study is based on Ludwig Von Bertalanffy Theory of General Systems from which the Systems Approach in the learning process is derived. The study adopted a descriptive survey design. The target population included: four County Directors of Education, twenty two Sub-County Education Officers, principals and teachers in secondary schools, religious leaders and students. Of the twenty two (22) sub-counties, the researcher used purposive sampling to carry out the study in ten sub-counties. This gave a total of 621 students, 120 teachers, 60 principals of secondary schools, 5 Islamic leaders, 10 church leaders, 2 County Directors of Education, 4 Sub- county Education Officers and 1 curriculum developer. This gave a sample size of 823 respondents. The instruments for data collection were questionnaires for principals, teachers, students and interview schedule for religious leaders as well as Education Officers. Focus Group Discussion and Observation Schedule were also used. To establish validity and reliability, the instruments for data collection were assessed by subject experts from the Department of Curriculum and Instruction. The questionnaires were also piloted and the anomalies were corrected before the researcher went to the field.   Presentation and analysis of data was based on the objective of the study and was put in form of tables, bar-graphs, pie-charts and descriptions. The findings were that religious organizations have an impact on curriculum implementation in secondary schools. Sadly some of the religious organizations cause divisions in the schools they sponsor by recommending the transfer of teachers as well as antagonizing the principals who do not profess the same faith as the sponsor.  From the above findings the conclusions made were that religious organizations have an impact on curriculum implementation in schools as they complement efforts of the Government of Kenya in provision of education. The policy framework given to religious organizations is not strong enough to take care of curriculum needs in the present day school environment. It was therefore recommended that religious organizations revisit their initial role in matters curriculum. There should be clear policy guidelines on the impact of religious organizations on curriculum implementation in secondary schools which should go beyond spiritual nourishment, guidance and counseling and teaching of Religious Education in schools in public secondary schools in Kenya.

scholarly journals How do Teaching Strategies that Teachers Employ in the Secondary Schools Raise Students’ Level of Motivation to Learn Effectively?

2021 ◽  
pp. 1-13
Author(s):  
Pema Rinzin
Keyword(s):  
Secondary Schools ◽  
Teaching Strategies ◽  
Qualitative Approach ◽  
Colleges Of Education ◽  
Motivation To Learn ◽  
Teacher Trainees ◽  
Hands On ◽  
Teaching Learning ◽  
Level Of Motivation ◽  
The Relationship

The researcher carried out the study to find out, “How teaching strategies that teachers employ in the secondary schools raise students’ level of motivation to learn effectively.” The research explored the relationship between teaching strategies used and motivation affecting the effective teaching-learning process in our schools.  Researcher was guided by epistemological assumption and anchored on a social constructivist worldview. Being a novice researcher I employed a qualitative approach with the use of phenomenology as research design. This choice has facilitated the researcher to gain hands-on experiences of the participants in the field. For data collection researchers employed interview (semi-structured) and observation as research tools involving two schools for the study. Researchers invited six teachers (all male) and eight students (4 boys and 4 girls) as the research samples. The data collected from the field was presented, thoroughly discussed and critically analyzed. The study revealed that our existing system of teaching lacks the blend of motivation in the teaching strategies utilized, resulting in minimal learning to our students due to lack of motivation. One of the main recommendations is there is a need for the ministry to look into the possibility of offering courses on motivation compulsorily to all the teacher trainees in the two Colleges of Education.

Sign in / Sign up

Export Citation Format

Share Document