Evaluation of the Nigerian Senior Secondary Education Mathematics Curriculum Implementation

International Journal of Research and Scientific Innovation (IJRSI) | Volume VII, Issue XII, December 2020 | ISSN 2321–2705

Evaluation of the Nigerian Senior Secondary Education Mathematics Curriculum Implementation

Zalmon Ibaan Gogo, Daso Peter Ojimba, Uranta God’sfavour Adauko
Department of Mathematics/Statistics, Faculty of Natural and Applied Sciences, Ignatius Ajuru University of Education, Port Harcourt, Nigeria

Abstract:- This research study evaluated the Nigerian senior secondary education Mathematics curriculum implementation in Obio/Akpor local government area of Rivers State using the Stufflebeam’s Context Input Process Product (CIPP) evaluation model. Evaluation survey design was adopted for the study with a population of 18,087 senior secondary school students and 72 Mathematics teachers from the 20 public senior secondary schools in the area. Simple random sampling technique was used to select 390 students and 60 Mathematics teachers making 450 samples with the aid of Taro Yamane formula. The researchers developed Context, Input, Process and Product Curriculum Evaluation Model Questionnaire (CIPPCEMQ) was the instrument for data collection. The CIPPCEMQ has a reliability coefficient of 0.71 obtained by test-retest method. The study was guided by four research questions and four hypotheses. Mean and standard deviation were used to answer the research questions while regression analysis was used to test the hypotheses at 0.05 level of significance. The findings of the study revealed that the Government, private individual, cooperate group and the community were involved in the implementation of the senior secondary education Mathematics curriculum in the area but available input variables and the quality of the instructional process did not significantly contribute to the effective implementation of the senior secondary education Mathematics curriculum as the curriculum objectives (product) were not being achieved. Also, the joint contribution of the context, input and process variables did not contribute significantly to the effective implementation of the Mathematics curriculum. The study therefore recommended adequate provision of the learning resources and improvement in the quality of the instructional process to guarantee effective implementation of the senior secondary education Mathematics curriculum in the area.

Keywords: Evaluation, senior secondary education, Mathematics, curriculum, implementation

Introduction

Mathematics which is the study of numbers, algebra, geometry, statistics and calculus is very relevant to the modern society following its role in the development of science, technology, engineering and economics. Mathematics has been recognized as the mother of all learning and the queen of all sciences. It is essential in almost every field such as science, technology ,engineering, arts, banking and finance, economics, fashion and design, carpentry and many more. In acknowledging the place of Mathematics in nation building, the Federal Republic of Nigeria made Mathematics education compulsory in the senior secondary education level (Federal Republic of Nigeria, 2014). Mathematics is one of the compulsory curriculum subjects taught at the basic and post basic education levels in Nigeria.
The term curriculum has been defined differently by different people. However, a more modest definition of curriculum according to Achuonye and Ajoku (2013) was given by

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