Evaluation of the Nigerian Senior Secondary Education Mathematics Curriculum Implementation

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

International Journal of Research and Scientific Innovation, 2020, vol. 7, issue 12, 138-147

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.

Date: 2020
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