CURRICULUM MANAGEMENT STRATEGIES AND EFFECTIVE IMPLEMENTATION OF UNIVERSAL BASIC EDUCATION IN NIGERIA

Nimota Jibola Kadir Abdullahi

Abstract


The main goal of this research was to investigate how curriculum management strategies affected the successful implementation of Universal Basic Education. Total of 712 participants were chosen using proportional random sampling from the sampled primary and junior secondary schools in North-west, Nigeria. The findings of the study demonstrated that students’ mastery goal, effective classroom instruction and evaluation all helped to improve the effectiveness  of UBE implementation.  Pearson product moment correlation coefficient and linear regression analysis were used to test the hypotheses. Thus, it was recommended that school managers should  encourage students' mastery goal so as to help learners to better engaged in the learning process. Likewise, school managers should strive to create effective classroom instruction to help in engaging learner with concepts and process for learning. Furthermore,  evaluation of curriculum and learners activities should be done frequently in order to determine learners’ competence before, during and after instruction toward effective implementation of curriculum.              

 

 

Keywords: students' mastery goal; effective classroom instruction, evaluation; self-efficacy; curriculum.


Full Text:

PDF

References


Abdullahi, E. O. (2016). Principle of classroom evaluation. In A. A. Adegoke, R. A. Lawal, A. G. A. S. Oladosu & A. A. Jekayinfa (eds.). Introduction to teaching methodology. Haytee Press and Publishing Company Nigeria Ltd, Ilorin Kwara State, Nigeria.

Abdullahi, N. J. K. (2020). Human resource development and management of tertiary education for global competitiveness in Nigeria. Journal of Arts and Social Sciences, 7(1), 75-88

Abdullahi, N. J. K. (2021). Managing functional basic education for job creation through emerging technologies and innovation in Nigeria. Journal of Business Studies, 42(1&2), 36-56.

Abdullahi, N. J. K. (2020). Managing teaching approach in early childhood care education towards skill development in Nigeria. Southeast Asia Early Childhood Journal, 9(1), 59- 76.

Adesugba, A., & Temitope, T. (2019). curriculum development multi-cultural education in the Nigerian educational system. Journal of Scientific Research and Studies, 6(4), 46-53.

Agbor, C. A. (2019). Determinants of effective implementation of Universal Basic Education programme in Ikom education zone of Cross River State, Nigeria. Global Journal of Educational Research, 18, 9-13.

Alexander, S. Y., Rhoda, G. G., & Gurvinder, K. (2014). Influence of mastery goal and perceived competence on educational outcomes. An Australian Journal of Educational and Developmental Psychology, 14, 117-130.

Asiyai, R. L. (2011). Classroom management techniques and secondary school effectiveness. An International Multi-disciplinary Journal, 5(1), 282-291.

Bell, E., Bryman, A., & Harley, B. (2007). Business research methods (5th ed.) New York: Oxford University Press.

Benita, M., & Matos, L. (2021). Internalization of mastery goal: The differential effect of teachers’ autonomy support and control. Frontier Psychology, 11-59. Doi: 103389/fpsyg.2020.599303.

Christian, S. U., Isaac, I. A., Chenedu, I. O., & Ekwutosi, M. N. (2021). Appraisal of the implementation of the Universal Basic Education programme in Ogoja education zone: Implication for curriculum implementation. Journal of Critical Review, 8(2), 106-118.

Chris, I. A., & Isaac, J. K. (2013). An assessment of stakeholders perception of the implementation of Universal Basic Education in North-central political zone of Nigeria. Journal of Education and Practice, 4(3), 158-165.

Choy, L. T. (2014). The strengths and weaknesses of research methodology: Comparison and complimentary between qualitative and quantitative approaches. Journal of Humanities and Social Sciences, 19(4), 99-104

Cohen, L., Mainion, L., & Morrison, K. (2000). Research methods in education (5th ed,). London: Routledge Falmer.

Creswell, J. W. (2015). A concise introduction to mixed methods research. Thousand Oaks, California: SAGE.

Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative and mixed methods approach, USA: Sage Publication

Diamantopoulos, A., Marko. S., Chrisoph, F., Petra, W. & Sebastian, K. (2012). Guideline for choosing between multi-item and single-item scales for construct measurement: A predictive validity perspective. Journal of the Academy of Marketing Science, 40(3), 434- 449.

Dike, S. (2014). Opening remarks presented at the training, the trainers workshop on the use of the revised 9 years basic education curriculum held at Rock view Hotel, Abuja Nigeria, 5-9th August.

Dillman, D. A., Jolene, D., & Leah, M. C. (2014). Internet, phone, mail and mixed mode surveys: The Tailored design method (4th ed.). Hoboken, NJ: John Wiley.

Eze, K. O., Ugwua, C. S., & Okeke, C. I. O. (2020). Extent of the upper basic education french language curriculum content-delivery with technologies in Nigeria secondary schools. International Journal of Mechanical and Production Engineering Research and Development, 10(4), 311-318.

Florah, K., & Denis, K. (2020). head teachers’ administrative skills and curriculum development in universal secondary education schools in Kiruhura district, Uganda. Teacher Education Curriculum Studies, 5(3), 81-93. doi: 10.11648.j-tecs20200503.16.

Gay, L. R., Mills, G. E., & Airasian, P. (2009). Educational research: Competencies for analysis

Hesse-Biber, S. & Leavy, P. (2011). The practice of qualitative research. Thousand Oak, CA:

Idehen, C. O., & Izevbigie, T. I. (2000). Implementation of Universal Basic Education programme: The way forward. In J. A. Aghenta and D. Awanbor (Eds). The Nigerian Academy of Education. Benin City: Ambik Press Ltd.

Igbokwe, C. O. (2015). curriculum reforms at the basic education level in Nigeria aimed at catching them young to create change. American Journal of Education Research, 3(1), 31-37.

Joseph, M. F. & Alyssa, G. (2011). How do student’s mastery and performance goals relate to math anxiety? Eurasia Journal of Mathematics Science and Technology Education, 7(4), 227-242.

Karani, N. N. (2018). Self-efficacy evaluation survey on Chinese employee: Case of electronics Limited company “X1” (Shenzhen) and investment company Limited “X2” (Beijing). International Journal of E-Education, E-Business, E-management and E-learning, 8(1), 51-57.

Mayer, A. (2013). Introduction to statistics and SPSS in psychology (1st ed.) England: Pearson Education Limited.

Miller, V. D., Poole, M. S, Seibold, D. R., Myers, K. K., Hee Sun, P., & Monge, P. (2013). Advancing research in organizational communication through quantitative methodology. Management Communication Quarterly, 25(1), 4-58.

Mkpa, M. A. (2005). challenges of implementing the school curriculum in Nigeria. Journal of Curriculum Studies, 12(1), 9-17.

Mugenda, A., & Mugenda, O. (2013). Research methods: Qualitative and quantitative approaches. Nairobi: ACTS Press.

Neuman, W. L. (2013). Social research methods: Qualitative and quantitative approaches. USA: Pearson Education.

Nolan, J. (2016). growing mastery in New York curriculum. PhiDelta Kappan, 98(3), 41-48.

Okunola, J. L., Ocheho, T., & Akinselure, O. P. (2017). management of accounting curriculum and contemporary business environment: A study of selected tertiary institution in Nigeria. International Journal of Economics, Commerce, and Management, 5(7), 421- 429.

Omosidi, A. S., Oyeniran, S. & Murtala, A. T.(2017). Assessment of school development planning on the implementation of Universal Basic Education programme in Kwara State, Nigeria. Kiu Journal of Social Humanities, 2(1), 61-69.

Owolabi, H. O. (2016). Evaluation in the practice of teaching. In A. A. Adegoke, R. A. Lawal, A. G. A. S. Oladosu & A. A. Jekayinfa (eds.). Introduction to teaching methodology. Haytee Press and Publishing Company Nigeria Ltd, Ilorin Kwara State, Nigeria.

Patton, M. Q. (2002). Qualitative research and evaluation methods. 3rd Sage Publications: Thousand Oaks, CA.

Philomena, I. A., & Temitope, O. O. (2019). Effective teaching and classroom management: A tool for quality education in Nigeria. BSUJEM, 1(2), 1-12.

Research Advisor (2006). Sample size table. http://WWW.reseach-advisor.com

Saurayi, I. D. (2020). monitoring, evaluation and certification of the Universal Basic Education programme. In J. A. Aghenta and D. Awanbor (Eds). The Nigerian Academic of Education. Benin city: Ambik Press Ltd.

Uga, M. O., & Fanan, A. G. (2019). management and administration of Universal Basic Education in Nigeria: Challenges, prospects and suggestions. BSUJEM, 1(2), 116-123.

Wali, U., Mati, U., Rahim, K., Zahid, U., & Abdulshahab, K. (2019). Impact of curriculum management heads on public and private secondary school performance in Khyber Pakhtunkhwa. Science International Journal, 31(3), 431-434.

Yilmaz, K. (2013). Comparison of quantitative and qualitative research traditions: Epistemological, theoretical, and methodological differences. European Journal of Education, 48(2), 311-325.




DOI: http://dx.doi.org/10.26418/ijli.v4i2.54001

Refbacks

  • There are currently no refbacks.


International Journal of Learning and Instruction (IJLI) is published by the Faculty of Teacher Training and Education in Universitas Tanjungpura.

ISSN 2656-0763 (print) ISSN 2714-6847 (online)

 

 

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.