Implementation of Innovative Techniques in Educational Curriculum for Effective Student Leadership Skills Acquisition in Nigeria

International Journal of Research and Innovation in Social Science (IJRISS) | Volume V, Issue X, October 2021 | ISSN 2454–6186

Implementation of Innovative Techniques in Educational Curriculum for Effective Student Leadership Skills Acquisition in Nigeria

Dr. Beatrice Dute Iwowari
Department of English and Literary Studies, Faculty of Arts, Niger Delta University, Wilberforce Island

Abstract: This study evaluated the implementation of innovative techniques in educational curriculum in Nigerian classrooms. Using the convenience sampling technique, the study adopted 150 public and private secondary school teachers in Port Harcourt as its sample size from which data were collected using a well-structured questionnaire on a 5 point Likert rating scale. Of the distributed 150 questionnaires, 138 were retrieved and analysed using SPSS. The results from the data analysis infer that an aggregate application of visualisation technological tools is to the tone of 20.4% whereas the application of learner’s autonomy is to the tone of 20.6%. This goes to show the slow rate at which the Nigerian educational system is embracing innovative techniques in offering educational services in the Nigerian classrooms. Therefore, the study recommends that innovative methods be utilised by teachers in the course of teaching as stipulated by the Federal Ministry of Education.

Keywords: Innovative techniques, Practical application, Curriculum, Nigerian classrooms.

I. INTRODUCTION

Over the past decade, the way and manner in which education is given and acquired has gone through series of re-evaluation and changes to meet the demand for knowledge and skill sets peculiar to the present dispensation. In developing nations, Nigeria in particular, efforts and attempts to upgrade and implement practically innovative techniques in classrooms have produced minimal results. This is due to the fact that the effort of the Ministry of Education and other bodies responsible for the Nigerian educational system has been confronted with several challenges. One of which is the commitment to traditional/conventional instead of contemporary instructional methods. Alison (2019) noted that instructional methods ensure greater efficiency and effectiveness in the acquisition of knowledge or skills by learners. Also, Offorma, and Obiefuna, (2017) lamented that 21st century teachers are still found applying grammar translation method, the lecture method, note dictating and copying, and other teacher-oriented methods in Nigerian schools.

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