Evaluation of the Implementation of Senior Secondary School History Curriculum in Enugu State

Abstract

This study aimed at evaluating the implementation of the senior secondary school history curriculum in Enugu state. Enugu state is made up of six education zones; Agbani, Awgu, Enugu, Obollo-Afor, Nsukka and Udi. The evaluation model used was Context, Input and Process (CIP) model, which is a modified Stufflebeam’s Context, Input, Process and Product (CIPP) model. Five (5) research questions were posed to guide the study with five corresponding hypotheses. The study adopted evaluative survey research design. The population comprised all the History teachers and students in senior secondary classes. Two questionnaires, ‘Teachers Questionnaire on the Evaluation of the Implementation of History Curriculum (TQEIHC) and Students Questionnaire on the Evaluation of the Implementation of History Curriculum (SQEIHC) developed by the researcher were used for data collection. The Instruments were face validated by three experts. Two from Arts Education Department of University of Nigeria, Nsukka and one from Measurement and Evaluation Unit of Science Education Department of the same university. The questionnaire was trial tested on ten (10) teachers and twenty (20) students in Anambra state and reliability was established using Cronbach Co-efficient Alpha Formula. Means and Standards deviation were used to answer the research questions while t-test statistics was used to test the hypotheses at 0.05 level of significance. The findings showed that the aims and objectives of the History curriculum for senior secondary school have been achieved to a high extent. The finding further showed that the available input factors such as teaching resources and materials are utilized by History teachers to a low extent among others. Based on the findings, recommendations were made which included that teachers should ensure that all the contents of History curriculum in senior secondary schools are covered to a very great extent to ensure maximum students’ performance in both internal and external examinations. Teachers should employ method that appeal to all the senses of students in teaching and learning as this could enhance the effective implementation of History curriculum in Nigeria. Also, the ministry of education should ensure that teachers are well equipped with relevant instructional resources for the implementation of History curriculum.