Assessment of Government Teacher’s Awareness of Quality Assurance Guidelines in Curriculum Implementation in Secondary Schools in Nsukka L.G.A, Enugu State

Vitalis Ikechukwu Ugwu; Patricia Nwamaka Aroh

doi:10.53103/cjess.v3i6.196

Authors

Vitalis Ikechukwu Ugwu University of Nigeria, Nigeria
Patricia Nwamaka Aroh University of Nigeria, Nigeria

DOI:

https://doi.org/10.53103/cjess.v3i6.196

Keywords:

Quality Assurance, Government, Curriculum Implementation, Teaching Experience, and Location

Abstract

The study investigated the extent to which Government teachers are aware of the quality assurance guidelines for effective implementation of Government subject in senior secondary schools. The study was guided by three research questions and two hypotheses tested at 0.05 level of significance. The study employed a descriptive survey research design. The sample consists of 39 Government teachers from Nsukka Education Zone. The instrument used to collect data was a questionnaire. Research questions were answered using mean and standard deviation while hypotheses were tested using independent t-test statistics. The findings of the study showed that Government teachers were aware of the quality assurance guidelines for effective teaching of Government in secondary schools to a high extent and that teaching experience and location had a significant influence on teachers’ awareness of the quality assurance guidelines for effective implementation of senior secondary school Government curriculum. Hence, the problem with the achievement of the objectives of Government at secondary school could be as a result of other factors not directly related to teachers such as social, environmental or student-related factors. However, the study recommended, among others, that workshops and seminars be organized by the Ministry of Education regularly for teachers to keep them abreast of innovative teaching strategies for effective curriculum implementation in secondary schools.

Downloads

Download data is not yet available.

References

Adebile, R. F. (2009). Curriculum implementation and re-training of teachers in English Language: Pre-conditions for functional Nigerian educational system. An International Multi-Disciplinary Journal, Ethiopia, 3(2), 287-295. Retrieved from https://www.ajol.info/index.php/afrrev/article/viewFile/43629/27152

Afolabi, O., Olufunmilayo, I., & Adeola, O. (2019). Youth engagement in Nigerian politics: age and gender differentials (as Perceived by Ijebu-Ode Community). Вестник Российского университета дружбы народов. Серия: Политология, 21(3), 421-429.

Agbo-Egwu, A.O., Adadu, C.A., Nwokolo-Ojo, J., Enaboifo, M. A. (2017). Teachers’ teaching experience and students’ academic performance in Science, Technology, Engineering and Mathematics (STEM) programs in secondary schools in Benue state, Nigeria. World Educators Forum 9(1), 1-16

Akanni, A. A. (2013). Impact of school environment on teachers’ productivity in secondary schools in Akinyele local government, Oyo state, Nigeria. (B. Ed thesis, University of Ibadan). Retrieved from https://www.academia.edu/

Dash, B. U., & Barman, P. (2016). Teaching effectiveness of secondary school teachers in the District of Purba Medinipur, West. IOSR Journal of Humanities and Social Science (IOSR-JHSS), 21(7), 50-63. DOI: 10.9790/0837-2107075063

European Commission (2018). Quality assurance for school development: Guiding principles for policy development on quality assurance in school education. Retrieved from https://www.schooleducationgateway.eu/downloads/Governance/2018-wgs2-quality-assurance-school_en.pdf

Ewetan, T. O., & Ewetan, O. O. (2015). Teachers’ teaching experience and academic performance in Mathematics and English Language in public secondary schools in Ogun State, Nigeria. International Journal of Humanities Social Sciences and Education (IJHSSE), 2(2), 123-134

Ezeadi, S. O. & Asiegbu, N. D. (2000). Government for senior secondary schools and tertiary institutions (Rev. ed.). Onitsha, Nigeria: Tabansi Press.

Federal Ministry of Education, FME. (2015). National education quality assurance handbook for basic and secondary education in Nigeria. Abuja: Federal Inspectorate Service.

Graham, L. J., White, S. L., Cologon, K., & Pianta, R. C. (2020). Do teachers’ years of experience make a difference in the quality of teaching? Teaching and teacher education, 96, 103190. https://doi.org/10.1016/j.tate.2020.103190

Harris, D. N. & Sass, T. (2007). “Teacher training, teacher quality and student achievement.” (Center for Analysis of Longitudinal Data in Education Research, March 2007). Retrieved from http://files.eric.ed.gov/fulltext/ED509656.pdf

Igbokwe, U. L. (2009). Classroom management for curriculum implementation. In U. L. Igbokwe, & U. N. Eze (Eds.), Classroom management for curriculum implementation: Applying psychological principles (pp. 31-50). Enugu: Timex

Kini, T. & Podolsky, A. (2016). Does Teaching Experience Increase Teacher Effectiveness? A Review of the Research. Retrieved from https://learningpolicyinstitute.org/sites/default/files/product-files/Teaching_Experience_Report_June_2016.pdf

Maekae, J. (2013). The role of education in national development: Nigerian experience. European Scientific Journal, 9(28). Retrieved from https://core.ac.uk/download/pdf/236408123.pdf

Martin, N. K., Yin, Z., & Mayall, H. (2006, February). Classroom management training, teaching experience and gender: Do these variables impact teachers’ attitudes and beliefs toward classroom management style? Paper presented at the Annual Conference of the Southwest Educational Research Association, Austin, TX. Retrieved from ERIC database. (ED494050)

Mkpa, M. A. (2007). Curriculum development. Owerri: Totan publishers Ltd.

Nworgu, B. G. (2015). Educational research: Basic issues & methodology (3r ed.). Nsukka: University Trust Publishers.

Obanya, P. (2007). Thinking and talking education. Ibadan: Evans Brothers Ltd

Ogar, O. E., & Opoh, F. A. (2015). Teachers perceived problems of curriculum implementation in tertiary institutions in Cross River state of Nigeria. Journal of Education and Practice, 6(19), 145-151

Okoth, O. J., Maneno, R., & Amuka, L. A. (2018). Education quality assurance and standards in Kenya: overseeing curriculum implementation and delivery in secondary schools –A case of Taita Taveta. African Journal of Education and Practice, 3(2),30 – 41

Olsson, U. (2017). Teachers’ awareness of guidelines for quality assurance when developing MOOCs. International journal of media, technology and lifelong learning, 13(1), 55-64

Onche, A. (2014). Meeting the challenge of accessibility and utilization of modern instructional materials in rural secondary schools in Nigeria. International Journal of Multidisciplinary Studies (IJMS), 1 (2), 39-47. Retrieved from https://pdfs.semanticscholar.org/47c7/92ff0b3ed8e5653487b2029b2edd94bfbfbe.pdf

Owolabi, O. T., & Adedayo, J. O. (2012). Effect of teacher’s qualification on the performance of senior secondary school Physics students: Implication on technology in Nigeria. English Language Teaching 5(6), 72-77. Retrieved from http://www.ccsenet.org/journal/index.php/elt/article/view/17467

Taiwo, A. E., & James, A. (2015). Teacher variables and school effectiveness in Ekiti State, Nigeria. International Journal of Humanities and Social Science, 5(7), 95-101

Vite, B. N., Stephen, E. B., Gbimoiye, N. S., & Kabee, K. (2020). Youth Political Participation in Nigeria: A Theoretical Synthesis. US-China Education Review, 10(4), 155-166.

Yusuf, K. (2023, March 5). Analysis: Trend of low voter turnout continues in Nigerian elections. Retrieved from https://www.premiumtimesng.com/news/top-news/586193-analysis-trend-of-low-voter-turnout-continues-in-nigerian-elections.html