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 University of Nigeria, Nigeria
  • Patricia Nwamaka Aroh University of Nigeria, Nigeria



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


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.


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How to Cite

Ugwu, V. I., & Aroh, P. N. (2023). Assessment of Government Teacher’s Awareness of Quality Assurance Guidelines in Curriculum Implementation in Secondary Schools in Nsukka L.G.A, Enugu State. Canadian Journal of Educational and Social Studies, 3(6), 80–93.