The Systematic Investigation Into Challenges of Curriculum Implementation in Nigeria
CHAPTER ONE
OBJECTIVES OF THE STUDY
The main objective of this study is to investigate the challenges faced during curriculum implementation in Nigeria. So as to conclude with a valid result the specific objectives of the study is:
- To investigate the challenges faced while formulating the curriculum
- To find out the problems faced by stakeholders involve in implementing the curriculum
- To proffer solution the problem of curriculum implementation in Nigeria
CHAPTER TWO
REVIEDWED OF RELATED LITERATURE
INTRODUCTION
To support the purpose of this qualitative case study, an analysis of the literature from current, peer-reviewed studies and articles was conducted to provide further information on the topic. The related literature substantiates the problem and highlights perspectives for understanding the barriers to complete implementation of new curricula and how teachers view available systems for curriculum support. The conceptual framework for the proposed study is the CBAM (AIR, 2016). The concept or phenomenon grounding the study within the CBAM includes a resistance to change and perceived barriers to organizational change or innovation. The choice of this framework developed from the value placed on preparing educators for change through organized methods of data gathering and an action plan for support during the process. Hall and Hord (2015) developed the CBAM to address concerns about the implementation of major changes in an organization. The history of the CBAM began in 1965 when the US Elementary Secondary Education Act (ESEA) passed, which called for educational reform (Hall, 2015). In developing the CBAM, Hall and Hord (2015) emphasized that educators should be helped to weather changes by proactively addressing their concerns and fears before the onset of any innovation, challenge, or change (such as curriculum implementation), which is a similar approach to that used in the current study. The constructs of this research-based framework include innovation configuration, stages of concern, and levels of use. Innovation configurations provide administrators with detailed directions necessary for teachers to achieve optimal implementation strategies. This stage resembles a map or path that features the steps necessary to reach the goal of high-quality implementation of the new curriculum. The various stages of concern consist of a process that allows administrators to discover teachers’ attitudes, beliefs, and values about a new curriculum. In the current study, a questionnaire, several interviews, and various open-ended statements gave teachers the opportunity to share their concerns and any perceived barriers connected to the implementation of the new curriculum. Finally, levels of use are the actions and monitoring components necessary to determine implementation success as well as the remediation of barriers based on data from the stages of concern. Al-Shabatat (2014) and Derrington and Campbell (2015) used the CBAM for the assessment of teacher concerns for improving change integration. Using the Stages of Concern Questionnaire (SoCQ) and subsequent interviews, Al-Shabatat (2014) determined which factors concerned teachers within the six stages. Staff within stage 0 (Awareness) expressed the desire to know more about e-learning, whereas many teachers in stage 2 (Information) felt uninformed and required more clarity on the procurement of resources to see such implementation success. Information revealed from both studies provided administrators the direction necessary to address concerns proactively. For this study, the focus was narrowed to stages of concern (see Table 1; Appendix A) to determine what concerns existed in connection to new curricular implementation. The choice of this framework is appropriate because this study centers on the need to identify the reasons that teachers are prevented from successfully implementing the new phonics curriculum; this identification occurred through the constructs of the CBAM (AIR, 2016). Logical connections among the key elements for this framework emphasize the need to understand and identify the barriers, practices, and concerns teachers experience when implementing a new curriculum, all of which serve as the purpose of this study.
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
In this chapter, we described the research procedure for this study. A research methodology is a research process adopted or employed to systematically and scientifically present the results of a study to the research audience viz. a vis, the study beneficiaries.
RESEARCH DESIGN
Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled. According to Singleton & Straits, (2009), Survey research can use quantitative research strategies (e.g., using questionnaires with numerically rated items), qualitative research strategies (e.g., using open-ended questions), or both strategies (i.e., mixed methods). As it is often used to describe and explore human behaviour, surveys are therefore frequently used in social and psychological research.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
INTRODUCTION
This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of eighty (80) questionnaires were administered to respondents of which only seventy-seven (77) were returned and validated. This was due to irregular, incomplete and inappropriate responses to some questionnaire. For this study a total of 77 was validated for the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain the systematic investigation into challenges of curriculum implementation in nigeria. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the systematic investigation into challenges of curriculum implementation in nigeria
Summary
This study was on the systematic investigation into challenges of curriculum implementation in nigeria. Three objectives were raised which included: To investigate the challenges faced while formulating the curriculum, to find out the problems faced by stakeholders involve in implementing the curriculum and to proffer solution the problem of curriculum implementation in Nigeria. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from selected secondary schools in Ndokwa East local government area in Delta state.. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
In conclusion, the systematic investigation into challenges of curriculum implementation in Nigeria has revealed a range of issues that need to be addressed if the country is to achieve its educational goals. The study found that inadequate funding, poor teacher training, and a lack of resources were some of the major obstacles to effective curriculum implementation. Additionally, political interference and administrative bottlenecks were identified as significant challenges that impede the smooth execution of curriculum policies.
Furthermore, the study suggests that there is a need for a significant overhaul of the Nigerian education system, with a focus on the development of appropriate curriculum policies that are sensitive to the needs of the country’s diverse population. This would require the involvement of all stakeholders in the education sector, including policymakers, teachers, parents, and students.
It is evident that Nigeria has the potential to achieve significant improvements in its education sector if these challenges are addressed. Therefore, it is essential for the government to take proactive measures to address the identified issues to ensure that the country’s education system is equipped to meet the needs of its citizens and contribute to the development of the nation.
Recommendation
Conduct a comprehensive needs assessment: It is important to conduct a needs assessment to identify the specific challenges facing curriculum implementation in Nigeria. This can involve surveying educators, administrators, and other stakeholders to identify the root causes of the challenges and possible solutions.
Strengthen teacher training and professional development: Teachers are the primary implementers of the curriculum, and their capacity to deliver quality instruction is crucial. Therefore, there is a need to improve teacher training and professional development programs to provide them with the necessary skills and knowledge to deliver effective instruction.
Increase funding for education: Nigeria’s education sector requires significant investment in infrastructure, materials, and human resources. Therefore, increasing funding for education can help address some of the challenges of curriculum implementation in Nigeria.Involve stakeholders in curriculum development: There is a need to involve stakeholders, including educators, parents, and students, in the curriculum development process to ensure that the curriculum meets their needs and is relevant to their context.
Monitor and evaluate curriculum implementation: Monitoring and evaluating curriculum implementation can provide useful information on the effectiveness of the curriculum and identify areas that require improvement.
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