EVALUATION OF THE IMPLEMENTATION OF MATHEMATICS CURRICULUM IN JUNIOR SECONDARY SCHOOLS IN ENUGU STATE

Abstract

While the study evaluated the implementation of Mathematics curriculum in junior secondary schools in Enugu State, it used Stufflebeam’s Context Input Process Product (CIPP) evaluation model. Six objectives and six research questions guided the study. The study adopted an evaluation survey design. The population of the study consisted of 30,154 students and 786 teachers. A sample of 400 students and 20 Mathematics teachers was randomly selected for the study. The instrument for data collection was validated by three experts. The instrument was Evaluation of the Implementation of Mathematics Curriculum in Junior Secondary Schools Questionnaire (EIMCJSSQ) and Mathematics Teachers Compliance Questionnaire (MTCQ). Cronbach Alpha Method was adopted to obtain the reliability coefficient of 0.81 for EIMCJSS and 0.75 for MTCQ. Data were analyzed using frequency counts, mean and standard deviation. Findings of the study revealed that the aims and objectives of mathematics curriculum were achieved to a high extent; the contents of mathematics curriculum have been covered very exhaustively by the teachers in junior secondary schools in Enugu State; teachers in Enugu State possess the required qualifications to teach Mathematics in junior secondary schools as stipulated in the curriculum. It is also found that the instructional materials/facilities necessary for teaching and learning mathematics were satisfactorily used; teachers sometimes complied with the use of appropriate teaching methods for teaching mathematics in junior secondary schools; teachers often used the various necessary evaluation techniques in the implementation of mathematics curriculum in junior secondary in Enugu. The study recommended that all stakeholders in the education sector should be actively involved in the junior secondary mathematics curriculum implementation because the promotion of mathematics education is the responsibility of all. Vice principals’ academics and principals should ensure that mathematics teachers very often adopt the teaching methods specified in the mathematics curriculum. Seminars and workshops geared towards effective teaching and learning should be organized for mathematics teachers, so as to enhance teachers’ use of appropriate teaching methods, and evaluation techniques to ensure maximum results