THE EFFECTIVE IMPLEMENTATION OF THE NEW SENIOR SECONDARY SCHOOL CURRICULUM IN THE REALIZATION OF EDUCATIONAL OBJECTIVES

THE EFFECTIVE IMPLEMENTATION OF THE
NEW SENIOR SECONDARY SCHOOL
CURRICULUM IN THE REALIZATION OF
EDUCATIONAL OBJECTIVES
BY
Bayo Soneye, NCE, B.Sc. Ed, M.Ed, Ph.D (in view)
Lecturer, Diploma Programme
Redeemer’s University
Lagos, Nigeria
+2348034971806
bayosoneye2010@gmail.com
Rose Agbonluare (Miss), NCE, B.Sc. (in View)
Teacher, Civic Education
Lagos, Nigeria
Rose.agbonluare@facebook.com
+2348132767244
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ABSTRACT
This study was on the effective implantation of the New Senior Secondary
Curriculum in the realization of educational objectives. This study population comprised
(10) ten secondary school in Ogun State, Nigeria. These secondary schools are five
public secondary school and five secondary school. Fifty subjects were randomly selected
from the population. However related literatures were reviewed form textbooks, journals
and post researches. The research instruments were questionnaire which was statically
analyzed with contingency table while the hypotheses were both tested at 0.05 level of
significance using the mean statistic. It was discovered that there is a significant
relationship between the new senior secondary school curriculum and the realization of
educational objectives. Therefore, the finding reveals that the federal and state
government should make it a point of duty to build infrastructure facilities including
functional workshops in all the senior secondary school across the nation with adequate
provision of workshop equipment, instructional materials and tools to make teaching and
learning of trade subjects entrepreneurship (furniture making, cosmetology, marketing,
tourism And GSM maintenance etc) meaningful Thus, students will be expose to
varieties of opportunities and to engage in practical works, which is the major aspect of
the New Senior Secondary Curriculum.
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TABLE OF CONTENTS
Page
Title Page
Certification i
Dedication ii
Acknowledgement iii
Abstract iv
Table of Content v
CHAPTER ONE: INTRODUCTION
1.1 Background to the Study 1
1.2 Statement of Problem 4
1.3 Purpose of Study 5
1.4 Significance of Study 6
1.5 Research Questions 6
1.6 Research Hypotheses 7
1.7 Scope of Study 7
1.8 Definition of Terms 8
CHAPTER TWO: REVIEW OF RELATED LITERATURE
2.1 The Concept and Meaning of Curriculum 9
2.2 National Policy on Education:
Secondary Education Section 12
2.3 The Concept of Vocational and Technical Education 14
2.4 Nigeria Secondary Education Goals and Objectives 17
2.5 Curriculum for Wealth Creation and Self Employment 22
2.6 Secondary Education Implementation in Nigeria
2.7 Functional Curriculum Theory 31
2.8 The New Senior Secondary School Curriculum 35
2.9 Summary of the New Senior Secondary Curriculum 38
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Design of the Study 42
3.2 Population of the Study 42
3.3 Sample and Sampling Procedure 43
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3.4 Research Instrument 43
3.5 Validation of Instrument 43
3.6 Reliability of the Instrument 44
3.7 Administration of Instrument 44
3.8 Methods of Data Collection 45
3.9 Problems Encounter during Data Collection 45
CHAPTER FOUR: DATA ANALYSIS AND DISCUSSION OF RESULTS
4.1 Introduction 46
4.2 Research Questions/Hypotheses Analysis and Results 46
4.3 Discussion of Result 49
4.4 Summary of Findings 52
CHAPTER FIVE: IMPLICATION, RECOMMENDATION, SUGGESTIONS
5.1 Introduction 54
5.2 Implication of Study 54
5.3 Recommendation 55
5.4 Suggestions for Further Research 57
5.5 Conclusion 57
Appendix
References 59
Questionnaire 62
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CHAPTER ONE
INTRODUTION
1.1 BACKGROUND OF STUDY
In this era of globalization and technological revolution, education is considered
as a first step for every human activity. It plays a vital role in the development of human
capital and it linked with an individual well being and opportunities for better living.
Thus, it ensures the acquisition of knowledge and skills that enable individual to increase
their productivity and improve their quality of life. Nigeria, having realized the
effectiveness of education as a powerful instrument for national progress, development
and continuously adjusting her educational philosophy and methodology to march the
ideals and challenges of changing economic and social structure of modern society.
If secondary education is properly planned, executed and encouraged, it could be
used to develop innate genius in the youth and enhance their capacity to stand by
themselves. Thus, secondary education could be used as investment that could yield rich
productive dividends in a very near future, which could have far reaching effects on
national development. Paradoxically, access to secondary school in Nigeria over any
other kinds of education created a pool from which the firms recruit staff largely and paid
them better than other groups. To push pen behind an office desk became the dream of an
educated Nigerian on completion of secondary school and anything else became
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derogatory human dignity. The attitude on a wider base was an educational policy that
kept the nation under developed. The whole truth is that secondary school education from
the onset till today, appeals colonial dependent.
Secondary education would have prepared an individual with courage and sound
mind not too easily deflected by emotion of the moment. Majority of Nigerian youths are
idle and some are involved in various vices due to unemployment. They do not have the
required skills to either fit into many type of jobs that are available or create jobs. The
Ministry of Education noted that the poor quality of graduates is worrisome.
The Federal Government has said that the introduction of the new senior
secondary school curriculum was to include subjects such as information technology,
woodwork, craft Art, and more which in a sense, should guarantee development, self
employment and professionalism among secondary school leaver in the nearest future.
Buttressing the government’s announcement, the public relations officer, Ministry of
Education Mr. Kabio Mammud disclosed that the new curriculum was fashioned by the
Nigeria Educational Research and Development Council {NERDC} to ensure a gradual
phasing out of the current curriculum. Mammud stressed that the need for a new
curriculum was a question that Nigeria needed not to go far to get the answer. According
to him the standard of education in the country had gone down. Adekoya (1999) claimed
that for the Nigeria youth to be empowered economically they should be given the
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necessary skills acquisition and for this to be done the curriculum should be effectively
implemented. To ensure a positive future Nigeria, the youth who are believed to be the
future for leaders of the country ought to be well equipped with basic skills to drive the
economy.
Curriculum is a vehicle through which education is attained. The secondary
school curriculum as presently implemented is far from achieving the goals of secondary
educational system. Several authors have noted that the national policy on education was
well structured and the contents were adequately defined but the implementation calls for
question investigation gathered shows that students potentials are not properly channeled
as schools lack basic infrastructural facilities necessary for effective curriculum
implementation, there are inadequate specialist teachers, and where available focus more
on theoretical aspect leaving out the practical component. This situation calls for
effective implementation of the new senior secondary school curriculum in order to
identify the root cause of the problem as well as gaps needed for reformation.
The announcement by the Federal Government that it would launch a new senior
secondary school curriculum has sparked debates about what the curriculum is expected
to achieve. There are also questions about the value of the new curriculum at time when
the existing curriculum has not even been implemented to satisfactory level. Yet there are
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people who argue that a new senior secondary school curriculum does not hold the key to
Nigeria’s social and economic transformation.
The idea that secondary school graduate would be equipped with relevant skills in
communication technology deserve national support. One objective of the new
curriculum is to generate secondary school graduates who are sufficiently equipped for
tertiary education. The students are expected to possess, at the end of their studies
practical knowledge and professional skills that could be usefully applied to the socio-
economic development of the nation. The executive secretary of the Nigeria Educational
Research and Development Council (NERDC) professor Godwill Obioma, said student
would be required to study five compulsory courses including English language, general
mathematics, computer studies and information and communication technologies as well
as one trade or professional subject from list of 34 official trade subjects. He also said
that the introduction of 34 vocational subjects marked a radical departure from the
subsisting curriculum in which accent was not placed on professional skills acquisition.
To achieve the lofty objectives, set out in the new curriculum, it is important to make
technologies widely accessible to secondary students and teachers.
1.2 STATEMENT OF PROBLEM
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The effective implementation of the new senior secondary school curriculum in the
realization of educational objectives. Therefore the problems which the research intends
to verify are:
i. Students who have completed the secondary education wish to continue with
higher education.
ii. Students do not have necessary skills to empower themselves.
iii. Secondary education seems inadequate to make school leavers competent and
self-reliant.
iv. The possible solution to the unemployable youth can raise the economic
productivity of the country.
v. The impact of the new senior secondary school curriculum on education.
1.3 PURPOSE OF STUDY
The overall aim of the study is to assess the effective implementation of the new
senior secondary school curriculum in the realization of educational objectives with the
view to identify the root cause of the problem on curriculum implementation.
Specifically, the aims are to:
i. Determine the appropriateness of the new senior secondary curriculum in terms of
the goals, content, method in meeting the philosophy of Nigeria secondary
educational system.
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ii. Find out type of training method used in implementing the curriculum in Nigeria
secondary schools.
iii. Determine number of skill based subjects taught in secondary schools
iv. Asses infrastructural facilities available in Nigeria senior secondary schools.
v. Asses availability of specialist teachers in senior secondary schools.
1.4 SIGNIFICANCE OF STUDY
This study is significant in many ways. Most importantly it will sensitize policy
makers, educational administrators and curriculum planners on the need to plan toward
effective curriculum implementation in Nigeria secondary schools. This will go a long
way in minimizing the rate of unemployment among young secondary school leavers
thereby marking them well adjusted individual who will raise the economic productivity
of the country. The findings and recommendations of this study will provide point of
reference to ministries of education and the Nigerians Educational Research and
Development Council (NERDC) will find the result of the study valuable particularly in
the current government effort towards implementation of the new senior secondary
curriculum.
1.5 RESEACH QUESTIONS
i. Does students who have completed the secondary education wish continue with
higher education?
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ii. Does students have necessary skills to empower themselves?
iii. Does secondary education seem inadequate to make school leavers competent and
self-reliant?
iv. Does the possible solution to the unemployment youth raise the economic
productivity of the country?
v. Does the new senior secondary school curriculum has impacts on education?
1.6 RESEACH HYPOTHESES
Ho There is no significant relationship between the effective implementation of
the new senior secondary school curriculum and the realization of education objectives.
Hi There is a significant relationship between the effective implementation of the
new senior secondary school curriculum and the realization of educational objectives.
1.7 SCOPE OF STUDY
This study is limited to some selected senior secondary schools in Obafemi Owode local
government Area of Ogun state, Nigeria.
A total of ten secondary schools comprising both public and private were drawn from
Obafemi Owode Local Government Area of Ogun State, Nigeria.
i. Community High School Ibafo
ii. Adesan Olu Community High School Mowe
iii. Ofada Comprehensive High school Ofada
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iv. Owode Community High School Owode
v. Orile Igbore Community High School Orile Igbore
vi. Christ Tower International college Ibafo.
vii. Hebron College Mowe
viii. Redeemer’s High School Mowe.
ix. Trinity College Ofoda
x. Champions International Schools Magboro
1.8 DEFINITION OF TERMS
Effective: It means producing the result that was wanted or intended.
Implementation: It is refers to as putting into effect a plan already mapped out.
Realization: It refers to the act of achieving what one had planned, hoped or aimed for.
Skilled based subjects: As used in the study, these are designed to teach students skills
which will empower them for job creation and self reliance.
Educational objective: It is a statement of learner outcomes of an education activity that
is measurable and achievable within the designated time frame.
Entrepreneurial skills: Skills that will enable individual to create employment or start up
business.
Curriculum: is the total package of what is to be taught or learnt.
Entrepreneurial Skills: skills that will enable individual create employment or start up
business.
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Learner: it is used in the study to refer to secondary school students.
Youth: It is identified in this study as young people between the ages of 10-24 years of
age.
CHAPTER TWO
LITERATURE REVIEW
In this chapter relevant conceptual and empirical literature are reviewed under the
following dimensions:
1. The concept and meaning of curriculum
2. National policy on education: Secondary Education Section
3. Concept of vocational and Technical Education
4. Nigeria Secondary Education Goals and Objectives
5. Curriculum for wealth creation and self Employment
6. Secondary Education Curriculum implementation
7. Theoretical Framework – Functional Curriculum Theory
8. The New Senior Secondary School Curriculum
9. Summary of the New Senior Secondary School Curriculum
2.1 THE CONCEPT AND MEANING OF CURRICULUM
The encyclopedia of educational research (1969) gives the following definitions
of curriculum as all the experience a leaner has at school under the guidance of the
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teacher. To him the teacher plays a vital role in translating curriculum objectives. The
dictionary of education defines curriculum as the total learning activities or educative
experience offered by an institution through its total institutional programmers designed
to achieve the prescribed objectives. Historically, the word curriculum was derived from
the latin root currus which means a race course or a chariot. Currus originates from word
currer’s (to run). This the term curriculum in its original context means runaway or
racecourse. Offorma (2005) sees curriculum as a planned leaning experience offered to a
learner in school, adding that it is a program of studies made up of three components
program of studies, program of activities and programme of guidance. Hence the
meaning of the term curriculum has also been changed to meet the needs of education of
different courses of studies. Curriculum is an organized plan of course outlined with the
objectives and learning experience to be used for achievement of these objectives. In a
wider perspective, it is a way of preparing individuals to become productive citizens and
useful member of the society to which they belong. Thus, curriculum is a tool of
education to educate and humanize the whole man.
Modern interpretation sees the curriculum as all the knowledge and experience
got by a child in and out of the school walls, either on the time table or outside it i.e. the
experiences the learner has regardless of when or how they take place (Moronkola
Akinsola & Abe 2000) curriculum means a written description of what happens in the
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course. Prescriptive view of a curriculum is defined as a plan for action or written
document that include strategies for achieving desired goals or ends.
FUNCTIONAL CURRICULUM THEORY
Jackson (1992) defines curriculum as:
a) A course especially a specified fixed course of study in a school or college as one
of leading to a degree.
b) The whole body of courses offered in an educational institution or by a
department thereof curriculum is the knowledge which, organized ordinarily along
subject matter lines, ultimately must be masters by students.
Bobbit defined curriculum in two ways:
1) It is the entire range of experience both undirected and directed concerned in
unfolding the ability of the individual or
2) It is a series of consciously directed training experience that the schools use for
completing and perfecting the unfoldment. The curriculum expect primarily is viewed as
a principal He is concerned with the teacher’s role in planning and implementing the
curriculum at three levels i) classroom ii) school (iii) district.
The teacher should be involved in every phase of curriculum making including
the planning of specific goals, materials, content and methods. Teacher should have a
curriculum coordinating body to unify their work and develop relationship with
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supervisors and other teachers. Curriculum has attracted a lot of competing definitions
because of the different angles of which writers see it Elizabeth valiance write:
The curriculum field is by no means clear as a discipline of study and as a field of
practice curriculum lacks clear boundaries (quoted in Oliva 1992).
The functions of the school described in the proceeding section should already
have affirmed the importance of curriculum. Curriculum is more than the textbooks. Its is
more than a course of study. It is a situation through which teachers and school
administrators effect behaviouaral changes in all those who pass through the school. The
school performs its functions through the combination of operation or experiences which
it designs to achieve societal ends.
Curriculum needs to be seen as the reconstruction of knowledge and experience,
systematically developed with the guidance of the school or relevant agencies which will
enable the learner to have better mastery of learning experience for the learner’s and the
society’s well-being.
2.2 NATIONAL POLICY ON EDUCATION: SECONDARY EDUCATION
SECTION
Education has been universally accepted as a major indication of a community’s
social well being standard of living and social justice. In an attempt to define and
measure levels of living on international scale, the United Nations research institutes for
social development recognize eight variables in addition to education as social indication.
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In an attempt to use education for the benefit of all citizen in Nigeria, in term of its
relevance to the needs of the individual and desired society the Federal Government in
1973 summoned a seminar of distinguished educational experts under the chairmanship
of chief S.O Adebo to deliberate on all aspects of all aspects of a national policy on
education. The recommendations of this seminar formed the twelve section of the
national policy on education first published in 1977 and revised in 1981, 1998, and 2004.
The broad aims of secondary education within the overall national objective as contained
in section 4 subsection 18 of the policy (1981, p 16) are:
a) Provide an increasing number of primary school pupils with no opportunity for
education of a higher quality, irrespective of sex or social, religious and ethnic
background.
b) Diversify its curriculum to cater for difference in talents opportunities and roles
possessed by or open to students after their secondary school course.
c) Equip students to live effectively in our modern age of science and technology.
d) Develop and project Nigeria culture art and language as well as the world’s
cultural heritage.
e) Raise a generation of people who can think for themselves, respect the dignity of
labour and appreciate those values specified under our board national aims and
live as good citizens
f) Foster Nigeria unity with an emphasis on the common lies that unite use in our
diversity.
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g) Inspire its students with a desire for achievement and self improvement both at
school and in late life.
Since the national policy on education came into operation, it has became
universally accepted as the reference point for the development of secondary education in
Nigeria. Acceptable though the expression “able” and “willing” used in relation to those
the expected to enter senior secondary school needs modification in order that the policy
implementation would being a greater degree of social justice and equal educational
opportunity to ensure the identification and development of talent vital to the
requirements of a highly complex technological society. Questions need to be asked
whether equality of educational opportunity and selective senior secondary school can go
together.
Secondly, the expression “able” and “willing” for those going to senior secondary
appears equally questionable in a policy which aims to minimize, if not completely
remove drop outs.
2.3 THE CONCEPT OF VOCATIONAL AND TECHNICAL EDUCATION
Vocational and technical education is that aspect of education that gives its
recipients an opportunity to acquire practical skills as well as some basic scientific
knowledge (Nigeria national policy on education 1981). Oni (2007)
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Quoted pudding (1994) who defined vocational technical education as that type of
education which fits the individual for gainful employment in recognized occupation as
semi skilled worker or technicians or sub – professionals.
Vocational education could be regarded as that aspect of education which
provides the recipients with the basic knowledge and practical skills needed for entry into
the world of work as employees or as self employed (Oni 2007).
Vocational education nurtures skills that are necessary for agricultural, industrial,
commercial and economic development and thus builds a self – reliant nation Oni (2007).
Quoted Adeyemi (1997) who depicted vocational education as that aspect of the total
education process that focuses on individual occupation, while Olaitan (2007 explained
vocational education as that type of education, which is considered with the development
of skills knowledge and attitude necessary for success to any occupation. Vocational
education according to Oni (2007) includes technical education. While vocational
education provides for the training or retraining designed to prepare individuals to enter
into a paid employment in any recognized occupation, technical education is composed
of theoretical and practical instruction. Such instruction is said to be usually given to
those who need to be employed in commerce and industry or in any type of enterprise
which involves the use of tools and other machinery for their operational services.
Two of the aims of vocational education as stated in the Nigeria national policy on
education (NPE, 1981, P.28) are: to give training and impact necessary skills leading to
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the production of craft men. Technicians and other skilled personal who will be
enterprising and self – reliant and to enable Nigeria young men and women to have an
intelligent understanding of the increasing complexity of technology. The above aims of
vocational technical education were stated three decades ago. Today according to Oni
(2007),
The nation skill lacks quality vocational technical education programmes in
technical institution. He however suggested the need to establish good vocational and
technical institution to provide the required training and impact the necessary skills
leading to production of craftmen, technical and skilled personal who will be enterprising
and self reliant. Quality vocational technical education is also essential in Nigeria
institution to sustain the nation’s population where quality of life is still very poor. The
united nation educational scientific and cultural organization (UNESCO) noted that
revitalizing this important sector is among the ways to improve economic opportunities
for the youth.
According to Dike (2009) vocational and technical education is designed to
develop occupational skills to give individuals skills to live, learn and work as productive
citizen in a global society. Oni further agrues that vocational and technical education
holds the key to national development. For Aina (2009), it is an education for skill
building and skill identity which ultimately becomes a means of live hood. According to
Obanya (2007) vocational and technical education is part of integral development of the
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three Hs: the head, the heart and the head which must not be neglected, as doing that will
amount to a denial of individual’s integrated personality development, further adding that
any meaningful programme of technical / vocational education is to be predicted on a
sound general education
2.4 NIGERIA SECONDARY EDUCATION GOALS AND OBJECTIVES
The broad aims of secondary education within the overall Nigerian education within the
overall Nigerian educational policy are
1. Preparation for useful living within the society
2. Preparation for higher education.
Education is described as the totality of life experience that people acquire and
which enable them to cope with and derive satisfaction from living in the world
(Babafemi 2007).This is said to enable people achieve social competence and optimum
individual development. It is on this premise that it is believed that the quality of a
nation’s education is proportional to the level of its prosperity. Economically advanced
nations of the world are distinguished by the excellence of their educational system.
Following the political independence of Nigeria, there was a realization that the
type of education our colonial masters left with us needed a critical re- examination of the
worth of content, objectives, relevance, methods, administration, evaluation and so forth.
According to Ezeobata (2007), this period saw a state of affairs in Nigeria education
where every subject had to prove its usefulness. After affirming the federal government’s
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recognition of education as “an instrument par excellent for effecting national
development” as well as “a dynamic instrument of change” the document reiterated the
five main national objectives as stated in the secondary national development plan.
These objectives are the building of:
1) A free and democratic society
2) A just and egalitarian society
3) A united, strong and self – reliant nation
4) A great and dynamic economy
5) A land of bright and full opportunities for all citizens.
It further spelt out the values it believes Nigerian education should inculcate in its
recipients. They include:
1. Respect for the worth and dignity of the individuals
2. Faith in man’s ability to make rational decisions
3. Moral and spiritual values in interpersonal and human relations
4. Shared responsibility for the common good of society
5. Respect for the dignity of labour and
6. Promotion of the emotional, physical and psychological health of all
children.
Its usefulness to retain a place in the school curriculum. This was said to have led then
National Educational Research (NERD) to convey a historic curriculum conference at
Lagos in 1969. This conference recommended new set goals and provided direction for
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major curriculum revision upon which the national policy on education of 1977and
revised policy in 1981 and 2004 were based. Against this background of national
aspirations, an educational system commonly referred to as the 6-3-3-4 system of
education emerged. The system consisted of six years of primary school education, three
years of junior secondary school (JSS), three years of senior secondary school (SSS) and
four year of post secondary education (Omotayo, Ihebereme and Maduewesi 2008).
The implementation of the 6-3-3-4 education system began in 1982 and brought
many reform into the educational system in Nigeria. Among the innovations is the
vocationalization of the secondary school curriculum in Nigeria. At the junior secondary
level prevocational subject were introduced into the senior secondary level. The focus
of the prevocational was to expose student at the junior secondary school level to the
world of work through exploration. Such exposure would enable students at the junior
secondary school make intelligent career choice and also intelligent consumption
patterns. Among the prevocational subject are practical agriculture, home economics, and
business studies introductory technology is an integration of components of wood work
metal work, basic electronics, applied electricity, water flow technology, airflow
technology, food preservations, automobile technical drawing, physics. Rubber
technology, chemistry plastics, basic building technology and ceramics. While business
studies has typewriting, shorthand, bookkeeping office practise, commerce and computer
science as components Fafunwa (2002) stated that specific objectives of the junior
secondary school education are to develop in the students manipulation skill (manual
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dexterity invention respect for dignity of labour and above all healthy attitude towards
things technical.
At the senior secondary level, recommended vocational / technical subjects
include: Agricultural science, clothing and textile, home management, food and nutrition,
Typewriting and shorthand, principle of accounts commerce, woodwork technical
drawing, Basic electronics, building construction, applied electricity and auto mechanics
(senior secondary curriculum).
The most significant aspect of the national policy on education as noted by Dike
(2009) is the new focus it gives to Nigerian educational system, the need for the
industrialization of the nation in which technical and vocational education play crucial
roles and realization to change from white collar job oriented educational system to
science, vocational and technical oriented educational system which prepares individual
to be self – reliant and useful to the society. This is said to have informed the federal
government to lay emphasis on technical education. Dike (2009) further noted that the
five national goals cannot be realized without developing technical or vocational
education, a well rooted technical education that will definitely transform the economic,
social and political life styles of our nation from the third world to be the first world
class.
According to Ajala (2002) the new national policy on education has all the
necessary ingredients for landing Nigeria into the future technologically, socially and
morally adding that the policy if the nation to launch itself among the great nation’.
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Babafemi (2007) sees the 6-3-3-4 system of education as a step in the right direction
toward the technological development of the nation describing it as laudable programmes
capable of ushering in educational revolution in Nigeria, he however remarked that the
current situation on ground is far from this ideal as the system seems to be suffering from
poor and shoddy implementation.
In more specific terms the secondary school is intended, among other things to
raise a generation of people (youth) who can think for themselves, respect the views and
feelings of other, respect the dignity of labour and appreciate those values specified under
broad national aims and live as good citizens (National Policy on Education(1998).
In line with the above Akande (1999) in study titled “present Nigeria secondary
school curriculum and goals of Nigeria secondary education” formulated hypothesis on
the influence of secondary school curriculum on goal of Nigeria education. Akande used
120 students as sample for the study and further applied the independent t-test statistical
tool at 0.05 alpha level, to check whether a significant influence of secondary school
curriculum on the goals of Nigeria secondary school education exists. At the end of the
analysis, it was found that there is a positive influence of the curriculum on the goals of
Nigeria secondary education. This in any case implied that the present Nigeria secondary
school curriculum meets the goals of Nigeria’ education.
Uyanya (1989) stated that the most important thing the ever happened to Nigeria
is the 1981 national policy on education, which emphasize the acquisition of vocational
skill and self – reliance. Puyate (2004) quoted sower (1971) who observe that vocational /
25

technical education is a means towards industrialization of Nigeria. Olaitan (2007)
defines vocational or technical education as the aspect of education which is a skill
acquisition oriented form of training, based on application of mathematics and scientific
knowledge in specific field for self actualization and development.
The 6-3-3-4 system of education in Nigeria is job oriented. It place premium on
manual activities, technical proficiency, respect for dignity of labour and economic
efficiency it is to provide the child with basic tools to prepare him for job creation and
wealth generation. Anwuka (2005) summarized the secondary education curriculum as
immense and profound for teaching and learning.
2.5 CURRICULUM FOR WEALTH CREATION AND SELF EMPOLYMENT
Curriculum development is vital to educational success and nation building.
Nations expend vast amounts of time and resources on designing what ought to be
learned in schools in order to elevate social consciousness and improve economic
viability. Nigeria is no exception. Since its independence in 1960, Nigeria has struggled
with designing and implementing a sustainable educational curriculum that adequately
prepares its children for adulthood. Several years later, the country faces the rising tide of
an educated but unemployable workforce, as Nigerian students graduate from secondary
and tertiary institutions without essential work place skills. Based on inarticulate policies,
inadequate research and poor planning, curriculum implementation has become
ineffective and lacks any useful feedback mechanism anchored in review, analysis and
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redesigned processes. School curriculum is expected to equip learners with skills that will
make them self reliant, prepare them to enter into jobs and progress in them. Recognizing
the importance of this the Phelps stoke commission of 1925 and the national curriculum
conference of 1968 advocated for vocational as well as technical education as a way of
advancing entrepreneurial education in the country. The extent to which extent to which
this has been achieved is however questionable as evidence from various studies show
that there is no link between our school system and entrepreneurship education (Offorma)
2005. The diversity and wealth of its human capital provides Nigeria a unique
opportunity to position itself as a regional and international contender in global
economics and development. Does not adequately prepare students for the demands of a
competitive, talented workforce. Despite meaningful public policy created to address the
needs of Nigeria students, there remains systemic shortcomings that fail to realize
government goals.
The curriculum is expected to prepare people for entrepreneurship. It should
prepares people to be self employed for entrepreneurship. In various enterprises (Offorma
2005). There is growing dependence of our youth on white collar jobs which are difficult
to come by these days. Job employers do not emphasize certificate but what one can do
and urged youth to seek self reliance through self employment.
Adekoya (2004) examined influence of practical skill acquisition and socio
economic empowerment of youth in Nigeria, using random sample of 150 students. The
finding revealed that youth practical skill acquisition significantly influence their socio-
27

economics empowerment in the larger society. This implied that the joblessness of the
Nigerian youth today stems from their non-acquisition of skills. This has further
aggravated the youth negative behaviour in the society as most of the problems of youth
violence, armed robbery, thuggery and ethnic-political clashes in Nigeria where youth are
found in large numbers could be traced to the high rate of unemployment.
The Nigeria educational system is expected to attend to the challenge of
equipping the youth with skills for self employment and wealth creation. This can be
achieved through effective implementation of vocational and technical curricular.
2.6 SECONDARY EDUCATION CURRICULUM IMPLEMENTATION
IN NIGERIA
Many educationists have discussed the issue of curriculum implementation in
Africa identified as the major setback for attaining goals of education in Africa (Obanya
2007).
Curriculum implementation entails putting into practice the officially prescribed
courses of study, syllabus and subjects (Chikumbi and Makamure 2000). Putting the
curriculum into operation require an implementation agent. The teacher is identified as
the agent in the curriculum implementation process. Curriculum implementation
therefore refers to how the planned or officially designed course of study is translated by
the teacher into syllabus, scheme of work and lessons to be delivered to students.
Implementation is said to take place the teacher constructed syllabus the teacher
28

personality, the teaching environment interact with the learner implementation further
take place the learner acquires the planned or intended experiences, skills, knowledge,
ideas and attitudes that are aimed at enabling the same learner to function effectively at
the society. The learner is therefore seen as the central figure of curriculum
implementation process. Obanya (2004) defined implementation of curriculum as day to
day activities which school management and classroom teachers under-take in the pursuit
of the objective of any given curriculum. Obanya (2007) contends that effective
curriculum is the one that reflects what “the learner” eventually takes away from an
educational experience, which he termed curriculum Obanya noted that in many cases,
there would be gap between the intended curriculum and the learned curriculum and
defined effective curriculum implementation as concerned with narrowing such a gap as
much as possible.
The teacher teaching method and infrastructural facilities are reviewed to see how
they influence curriculum implementation in Nigeria secondary education
The teacher: The importance of teacher in curriculum planning, development and
most importantly implementation cannot be over emphasized. Teacher most times are not
involved during policy formulation even through they are expected to implement this
curriculum. A major setback in effective curriculum implementation is the problem of
unqualified teachers especially specialist teacher in area like vocational and technical
subjects. In recent times, curriculum is designed up to implementation without adequate
manpower to translate these documents into reality. Sofalahan (1998) noted at junior
29

secondary school level, due to shortage of teachers the requirements of two Nigeria
languages are no longer strictly observed. In addition introductory technology, creative
and cultural arts, local crafts which are manifested in the poor implementation of the
curriculum. Ajibola (2008) also pointed out that most of the teachers are not qualified to
teach the subject introduced in the curriculum.
Amugo (1997) studied the relationship between availability of expert teacher and
implementation of secondary school curriculum in Nigeria. Her simply consisted of 50
secondary school teachers who were randomly selected from the population of teachers in
Lagos and Imo state. She hypothesized that there will be no significant relationship
between availability of teachers and curriculum implementation in Nigeria and that
available specialist teacher only use theory methods in their classroom work without the
practical aspect. The result of the study shows there exists a significant relationship
between the availability of subject teacher and implementation of skilled based secondary
school curriculum in Nigeria. Amugo, therefore concluded that quality and quantity of
teachers in Nigerian schools significantly affect the implementation of curriculum in
Nigeria schools, especially at the secondary school level.
Teaching method:
The primary goal for teaching vocational and technical education is to teach students both
practical and theoretical of the subject matter but unfortunately, this is said not to be so in
our school (omo-ojugo and Ohiole Ohiweri 2008). Several authors have identified factors
causing this problem to include the lack of adequate instructional materials or poor
30

ineffective teaching method. Kiboss(2002) has singled out the expository approach said
to be the dominant teaching method commonly used for instruction in schools. The
expository approach, according to him is instruction in which the teacher stands most of
the time giving verbal explanations in the form of talk and chalk while the students listen
and write notes from the board. Kiboss describe such teaching method as inadequate and
limited that tend to negatively affect the learner’s views of practical concepts and
associated methods. Kiboss and Oguniyi (2003) opine that unless urgent measures are
taken to curb the problem, the poor attitude toward vocational and technical education in
Nigeria educational system will continue to persist.
Traditional, teacher-centered method of teaching to little to advance conceptual
understanding and critical thinking. In Nigeria, however evidence shows that this is the
dominant pedagogical mode. Oduolowu (2007) mentions that among other outdated
instructional techniques, rote learning, which focuses on the ‘memorization and
regurgitation of facts” is still in use. Ajibola (2008) points out that this form of instruction
and learning hampers creativity and does little to faster innate abilities for problem
solving and decision making. He calls for the need to incorporate child centered
approaches in curriculum development. These approaches faster co-operation, tolerance,
self reliance and self expression. According to Ajibola, when teaching and learning is
directed toward the needs of the child, there is an accompanying tendency to make sure
that he fully understands the material he is being taught. The focus is no longer on how
much a student can remember, but how he understand what meaning he makes of his
31

understanding and whether he can apply the knowledge and meaning in real world
situations. This is the measure of an effective educational system. Amuseghan (2007), in
discussing English language instruction at the senior secondary school (SSS) level points
out the most teachers are “ more concerned with disseminating facts, information and
principles on how to do this or that … than teaching language skills or allowing students
to do and learn, practice and engage in language activities aimed at acquiring
communicative skills or competence”
Akuezuilo ((2007) stated that the basic science and technology curriculum,
including vocational is very practical in nature and should ideally be taught through
methods that maximize the active participation of the learner but lamented the lack of
facilities in schools. Lack of specialist teachers, according to Akuezuilo equally hinders
the curriculum whose key implementers are not well trained and oriented to the teaching
of such curriculum.
Aloa (2001) carried out a study on the effective implementation of Nigeria
secondary school curriculum. Two hundred (200) sample were used to respond to
questionnaires constructed in other to find out whether the Nigeria secondary school
system is well implemented or not. The response showed that 160 of the sampled
students teachers were of the opinion that the curriculum of Nigeria secondary school
lacks effective implementation, while 40 respondents agreed that the curriculum is
effectively implemented. This result corresponds with the assumptions widely held by
Adams and Onyene (2001) that the Nigeria secondary school curriculum implementation,
32

which is the focal point in curriculum design, does not give the students the necessary
skills to earn a living in the society.
In support of the above finding Adeleke (2006) believes that one of the problem
of Nigeria secondary school curriculum content is effectively finishing of a product
(implementation) Adeleke opined that the poor implementation of the secondary school
curriculum in Nigeria has caused the missing link between the goals of Nigeria education
and the achievement of the goals.
Offorma (2005) quoted Nwagwu (2003 as noting that the vocational and technical
subject are not effectively implemented as most of the subject are not offered due to lack
of teachers, workshops for practical works and further notes that where there are teachers
the delivery is usually theorized because of lack of competence on the pat of the teacher
or due to lack of equipment, thus students graduate without any hands on experience.
Mohammed (2005) opined that their has been tremendous expansion of education in
Nigeria in terms of numbers but regretted that the growth has not matched with quality in
the type of education being delivered to Nigerians and further observed that there are
many computer ‘s science graduates who are computer “illiterates” as they cannot use
the computer effectively.
On the factors that can be attributed to the cause of poor implementation of
Nigeria curriculum at the secondary school level, Anyanwu (200) tested a hypothesis
which stated that there will be no significant relationship between teaching method and
implementation of Nigeria secondary curriculum 150 participants were involved in the
33

study and the Pearson product moment statistic was used to check if there is a significant
relationship between the methods applied teachers in the class the consequent
implementation of the school curriculum. The result a positive relationship between
teaching method and curriculum implementation. The implication of this result is the
teacher as one of the main stakeholders of the school curriculum do not seen to promote
the effective implementation of Nigeria secondary school curriculum due to many factors
ranging from lack of specialist teachers to lack materials and non – availability of
equipments in the school.
In analyzing the above result, Uzodinma (2004) posited that implementation has
been the bane of curriculum designed in Nigeria. According to him, Nigeria has a very
good curriculum based on the lefty ideas embedded in the 6-3-3-4 system of education in
Nigeria, which youth are to be educated and employed in for stages depending on their
levels of cognition and skills. Uzodinma observed that 6-3-3-4 education system fails
because it was not duly implemented in Nigeria due to faulty of teaching that is centered
n theory only.
From the foregoing, it is apparent that Nigerian secondary school teachers use
theoretical method in the teaching and learning process and pay less attention to the
practical aspect meant to empower the youth for posterity and for wealth creation. In
order for Nigerian students to meet the demands of Nigerian society and global realities,
curriculum development must involve appropriate method of teaching and learning
Infrastructural facilities:
34

Ajayi (1999) in a study on “relationship between infrastructure availability and
curriculum implementation in Nigeria secondary schools and curriculum implementation
in these schools. But in a review of this study Anyakogu (2002)opined that a relationship
did exist between the availability of school facilities and implementation of school
curriculum. As he put it without the availability of functional infrastructures in the
schools the skilled based curriculum will not be effectively implemented in Nigeria,
youth would lack skill acquisition and economics in Nigerians youth would lack skill
acquisition and economic empowerment. This is because youth lack the ability to carry
out some meaningful work due to lack of acquisition of basic skills that promote effective
work performance.
It is also noted most of the equipments, tools and workshop facilities are either
broken down or damaged or dilapidated and they are not replaced neither renovated
(Puyate 2006)
2.7 FUNCTIONAL CURRICULUM THEORY
Theory connotes interpreting established knowledge that is real and factual i.e. it
is practical, valuable but not speculative and not something we can refer to as common
sense. A valid educational theory is one of morally acceptable assumption about aims,
correct and checkable assumptions about knowledge and verified assumption about the
effectiveness of methods.
35

The theoretical framework of the study is hinged on Obanya ‘s (2004) functional
curriculum theory which it can contribute to the world pool of knowledge, ideals
inventions, human and financial capitals and become fully participating member of the
global economy, it has to embrace a curriculum that is tripartite in nature and practical.
This could be done following these goals setting:
a) Developing the deepest sense of pride in being African through a deep
understanding of the pride of Africa, the mother tongue or community language, the
African world view, Africa’s contribution to world view, Africa's contribution to world
civilization over the ages, the nature and literature of Africa, past and present
contemporary
African’s plan for its future in the emerging global community.
b) Access to a wide world of people, knowledge, techniques, ideas and practices, the
official language and their literature mathematics, science and technology, information
tools and methods of social analysis western and orient philosophies and religion.
c) Personal development for contribution to social transformation and vocational
activities, entrepreneurship, creativity communication and interpersonal conduct, self
awareness etc.
These three goals should be pushed simultaneously from the beginning with their
horizons broadcasting in responses to the level of maturity of the learner. Elements from
any of the goals can also be utilized to inject functional value to existing programmes.
According to Obanya, functional content education simply says that the situation in
36

which the child is growing and the one she/he is going to live in should determine the
way education is carried out, including what is taught and how it is be taught and learned.
The school is concern with the survival and advancement of the society it serves
and which maintains it. The experience which it plans must be acknowledge as very
important operations in five respects.
First, the determination of educational directions is very vital very many
experience are upon to human beings in any community some are worthwhile; others are
not. Being aware of these experience and selecting the ones that should be offered to
learners is a primary function of curriculum development. The first exercise also involves
determining the type of society people expect and the type of experience that will prepare
the individual member to build the expected environment for growth.
The second function of curriculum is to help determine the principle and
procedures which will help educators in selecting and arranging instructional
programmes.
The third function is the application with a view to bringing about the expected
goals. The fourth function of curriculum is to examine and determine what change have
been brought about as a result of the educational effort and whether or not these have
been along the expected ends or goals. If efforts are not to be wasted, it is helpful, at
every stage to determine how much of the expected condition has been attained.
The fifth function which is the determination of what action should, in the light of
what has been attained, and should be taken next.
37

These functions of curriculum represent the basic components in the sequence of
curriculum development. Curriculum development is process of implementing the
theoretical plan to attain educational ends.
Functional education state that the purpose of education is acquire skills of
adapting to it and acting to influence it thereby contributing to its development. The later
functions require specific skills which education should seek to inculcate. According to
Obanya (2004). The nation of functional skills education has already been applied to
various aspects of education. In basic literacy programs, it refers to the application of
reading and writing to solving day to day problems including the improvement of ones
living conditions. In the education of people with disabilities, it refers to the skills
required to overcome disabilities required to consolidate the habits of scientific behavior.
In the training of teachers, its means the aptitudes and abilities needed to promote
learning to get the best out of learner.
The conceptual framework of the present study was to show the symbiotic
relationship between curriculum package, its implementation. The youth acquires skills
for self employment and becomes economically empowered leading to self improvement
and the growth of the economy and national development. This is represented in figure
below:
38

(Independent Variable) (Dependent Variable)
Intervening
Input Variables 1st
Output 2nd
Output
Effective
implementation
of curriculum
package
*Learner
ability
*Learner
interest
*Learner
responsiveness
*Learner
talent
Skill
acquisition
for self-
employment
and socio-
economic
empowerment
of youth
Growth of the
economy and
national
development
2. 8 THE NEW SENIOR SECONDARY SCHOOL CURRICULUM
The announcement by the federal government that it would launch a new senior
secondary school curriculum effective from September 2011 has sparked about what the
curriculum is expected to achieve. There are also questions about the value of a new
curriculum at a time when the existing curriculum has not even been implementation to a
satisfactory level. And yet there are people who argue that a new secondary school
curriculum does not hold the key to Nigeria’s social and economic transformation. The
vanguard edition of Monday 14 March 2011 reported that one objective of the new
curriculum is to generate secondary school graduates engaging in jobs that help to reduce
poverty, create employment opportunities and therefore generate national wealth.
The executive secretary of Nigeria educational research and development council
(NERDC) professor Godwill Obiema, said student would be required to study five
compulsory courses including English, mathematics, computer studies, information and
39

communication technologies as well as one trade or professional subject from a list of 34
official trade subjects. He said “by June 2014, graduates from the SSCE are expected to
posses relevant ICT skills and enterprises culture and become well prepared for their
world of work or higher education as may be applicable.”
Secondary school must be exposed to new technologies if they have to learn how
to use the technologies after graduation. Teacher must also be trained in order to equip
them with the skill necessary to train the students. A major obstacle is how to remove
institutional and situational barrier that prevent students and teachers from accessing new
technologies. In Nigeria there are serious barricades to communication technology use in
educational and socio economic contexts these obstacles reflects problems associated
with lack of infrastructure support lack of access to technologies, lack of training
opportunities and skill development and the overall perception of technologies as status
symbols. Can we really equip secondary schools with computers for example, when we
cannot guarantee stable electricity supply? The assumption seems to be that if
government acquire a couple of desktops and laptop and distributes these in schools, we
could be right on the way to technological transformation.
Some people have agued that there is no need to change the existing secondary
education curriculum. They believe that significant improvements should be made to the
level of funding and infrastructure support provided to schools both of which should help
to advance teaching and learning in secondary schools.
40

Other critics of the new curriculum also point to factors that could undermine the
objectives of the new curriculum such as poor salaries and allowances that are paid to
teachers, disruption in the academic calendar changes of education ministers which do
not provide sufficient time for planning and implementation of new programmes. Lack of
could undermine the new secondary education curriculum.
Secondary school education in Nigeria should be driven by a curriculum that
makes it compulsory that primary and secondary schools must offer some basic course in
computer appreciation. Getting school students exposed to new technologies getting
school them to appreciate the basic applications of new technologies should engage the
attention of education planners. Many students at primary and secondary school level of
education do not know how to use computer because they don’t have them in their
schools and at home.
If the essence of the new curriculum is to get students to learn specific trades and
professional skills that there are good grounds to support the construction of new
secondary education curriculum. Educational curriculum at any level must be deemed to
be relevant of it undergoes revision that are designed to identity solution to nation’s
problems.
Nigeria is a part of global community. We cannot isolate ourselves from the rest
of the world. Communication technologies are now the basic tools for survival in this
century and beyond. Secondary schools ran start by teaching students basic computer
appreciation courses. It should be an accelerated computer education programme that
41

targets the young ones. Computer appreciate clubs could be formed in schools. The
primary role of the clubs will be to teach students the essential elements of computer
awareness and understanding. The public needs a lot of education and enlightenment
about the values of communication technologies.
2.9 SUMMARY OF THE NEW SENIOR SECONDARY SCHOOL
CURRICULUM
The Federal Ministry of Education has introduced new curriculum for senior
secondary school students starting with 2011/2012 SS1 students.
The curriculum is broadly divided into three categories as: compulsory cross-
cutting core subjects, field of specialization and elective. There are four fields of
specialization as follows: Humanities, Science & Mathematics, Business Studies and
Technology. Subjects under each of the fields are as follows:
42

Core subjects Humanities Science/
Math’s
Business studies Technology
1. English 1.Nigerian
Language.
1. Biology 1. Accounts 1. Technical
drawing
2. Mathematics 2. lit- in eng 2. chemistry 2. Store
management
1. 2. basis
2. electricity
3.
3. Trade 3. Geography 3. Physics 3.Office
practice
3. Metal work
4. Computer
studies
4.government 4. Further
math’s
4. Insurance 4. Electronics
4. 5. Civic
5. education
5. CRS 5. Agriculture 5. commerce 5. Mechanics
6. IRS 6. Physical
education
6. building
Construction
7. History 7. Health
education
7. wood work
8. visual art 6. 8.Home
7. management
9. music 9. food &
Nutrition
10. Arabic 10. clothing
& textiles
11. French
12. Economics
Implementation/Strategy
1. The new curriculum takes effect from September 2011. However, the old SS
curriculum is to be phased out systematically over a period of three years i.e.
September 2011 to June 2014.
2. All students are to offer all 5 core compulsory subjects
43

3. Students are to choose 3 or 4 subject from their field to specialization i.e.
humanities, science / math’s business studies or technology.
4. Students are to choose their compulsory entrepreneurship from the available list
of 35 trades.
5. Student may choose one selective subjects outside their field of specialization
provided that the total number of examinable subjects is not more than nine (9)
6. In summary, student must offer 5-core subject, 3-4 subjects from field of
specialization and one selective subject. Thus, the researcher advise student to
choose from the list of subject combination below:
Humanities Science/ math’s Business studies
Core subject 1. English Lang
2. Mathematics
3. Trade
4. Computer/Ict
5. Civic Edu.
1. English lang.
2. Mathematics
3. Trade
4. Computer
5. Civic Edu.
1. English lang.
2. Mathematics
3. Trade
4. Computer
5. Civic Education
Specialization 6. Yoruba / French
7. Lit-In- English
8. Government
9. Geo/Agri/F&N
6. Biology
7. Physics
8. chemistry
9. Further math’s
6. Account
7.Insurance
8. Commerce
9. Further math’s
Elective 10. CRS/eco/ v.art
Music
10. Td/F&N / agric 10. Economics
The entrepreneurship: According to the new curriculum, every student must
choose one trade from a list of 35 trades. However, after much consultation, the school
44

has carefully selected two trade from which every student can make a choice. These are:
Carpentry & Joinery and Garment making.
The researcher, sincerely hope that this summary notes would go a long way to
give a brief explanation of the new curriculum as well as the view of the school.
45

CHATER THREE
RESEARCH METHODOLOGY
INTRODUCTION
This chapter deals with the method used in carrying out this research work that is
the effective implementation of the new senior secondary school curriculum in the
realization of educational objective (A case study of some selected senior secondary
school in Obafemi Owode local government area of Ogun state).
3.1 DESIGN OF THE STUDY
A descriptive research was used in carry out this study a descriptive research is
one that give a vivid description of a situation and event or an area of interest. To achieve
this the research employs the use of questionnaire with a view of obtaining adequate
information from the respondents.
3.2 POPULATION OF THE STUDY
For the purpose of this study, the researcher made use of ten selected senior
secondary schools in Obafemi /Owode local government area in Ogun state. Ten teachers
from each school were randomly selected to give a total of hundred respondents
46

3.3 SAMPLE AND SAMPLING PROCEDURES
For the facts that it is not possible to give questionnaire to all the teachers of the
ten selected secondary school, one hundred teachers were randomly selected ten (5) from
each school. That is out of the total population of each school five teachers represented
the total population.
3.4 RESEACH INSTRUMENT
The research instrument use for the purpose of this study is the questionnaire. It is
made up of 20 items this instrument was chosen by the researcher to be able to get
effective implementation of the new senior secondary school curriculum (NSSSC) in the
realization of educational objectives.
The rating scales were:
Agreed (A)
Strongly Agreed (A)
Disagreed (D)
Strongly Disagreed (S.D)
3.5 VALIDATION OF INSTRUMENT
The questionnaires were well constructed and were distributed to the teachers of
the 10 selected secondary schools. The teachers were adequately questionnaire was
administered. Therefore this instrument is valid for this study. Five (5) students were
47

selected from each of the five schools to give a total number of fifty (50) teachers in all.
Hence it is believed that the response of this teacher should be able to determine the
effective implementation of the new senior secondary school curriculum (NSSSC) in the
realization of educational objectives.
3.6 RELIABILITY OF THE INSTRUMENT
This research instrument is questionnaire, it is reliable because the research
question were well constructed to suit the topic and also it deals with the effective
implementation of new senior secondary school curriculum (NSSSC) in the realization of
educational objectives.
Hence with the response of all the fifty (50) teacher from the selected secondary schools,
it is assumed that the effective implementation of secondary school curriculum and its
realization on educational objective will be adjudged.
3.7 ADMINISTRATION OF INSTRUMENT
In administrating the research instrument, the following steps were taking; the
researcher visited the various schools on different occasions. This is to familiarize herself
with the teaching staff before administering the questionnaire to them
The questionnaire were strictly administered among the senior secondary school teachers
of each of the selected school in Obafemi Owode local government area of Ogun state.
48

3.8 METHOD OF DATA COLLECTION
The instrument used is questionnaire. The teacher who answered the question
were randomly selected from their classes. The teachers also took part in distributing and
administering the questionnaire to other teachers. They were educated on the purpose of
the research report and how to fill the questionnaire. They were further told to work on
their own and be honest, fair and also to give the right information about themselves this
measure enable the teacher to provide accurate information to be reliable.
3.9 PROBLEM ENCOUNTERED DURING DATA COLLECTION
The researcher encountered some problems during data collection. The first visit
to school was fruitless because that day was the mid term break, money and time was
wasted. Another problem is that, at first class teachers were busy during the distribution
of the questionnaire; they do not know what to do. The researcher had to consult the head
teacher for them to suspend their lesson that period to fill the questionnaire and continue
the lesson later.
49

CHAPTER FOUR
DATA ANALSIS AND DISCUSSION OF RESULTS
4.1 INTRODUCTION
This chapter presents the results of data collected from respondents, with different
table showing the responses of the respondents.
4.2 RESEARCH QUESTION / HYPOTHESES ANALSIS AND RESULTS
Table 1: Students who have completed the secondary education wish to continue with
higher education.
X 4 3 2 1
F 35 45 70 50 200
Fx 140 125 140 50 455
x 2.27
The above table revealed that the calculated x value of 2.27 is less than the table
value of 5.0. Therefore, the null hypothesis that there is no significant relationship
between the new senior secondary school curriculum and students who wish to continue
with higher education is rejected. This implies that there is a significant relationship
between the new senior secondary school curriculum and students who wish to continue
higher education.
50

Table 2: students do not have necessary skills to empower themselves
X 4 3 2 1
F 40 78 36 46 200
Fx 160 234 72 46 512
x 2.56
The above table revealed that the calculated x value of 2.56 is less than the
decision rule value of 5.0 therefore, the null hypothesis that there is no significant
relationship between the new senior secondary school curriculum and students who do
not have necessary skills to empower themselves is rejected. As a result of this, there is a
significant relationship between the new senior secondary school curriculum and students
who do not have necessary skills to empower themselves.
Table 3: Secondary education seem inadequate to make school leavers competent and self
reliant
X 4 3 2 1
F 30 51 51 68 200
Fx 120 153 102 68 443
x 2.21
Since the calculated x value of 2.21 is less than the decision rule of 5.0 therefore,
the null hypothesis that there is no significant relationship between the new senior
secondary curriculum and the significant relationship between the new senior secondary
51

school curriculum and the secondary education which seems inadequate to make school
leavers competent self reliant is rejected. As a result of this there is a significant
relationship between the new senior secondary school curriculum and secondary
education which seems inadequate to make school leavers competent and self reliant.
Table 4: The possible solution to the employable youth can raise the economic
productivity of the country.
X 4 3 2 1
F 61 13 34 32 200
Fx 244 219 68 32 563
x 2.82
The above table revealed that the calculated x value of 2.82 is less than decision
rule value of 5.0 therefore, the null hypothesis that there is no significant relationship
between the new senior secondary school curriculum and the solution to the
unemployable youth that can raise the economic productivity of the country is rejected.
This indicates that there is significant relationship between the new senior secondary
school curriculum and the solution to the unemployable youth that can raise the economic
of the country.
Table 5: Does the new senior secondary school curriculum has impact on education
52

X 4 3 2 1
F 87 59 19 35 200
Fx 348 177 38 35 598
x 2.99
The above table shows that the calculate x value of 2.99 is less than 5.0 value of
the decision rule. The null hypothesis that there is no significant relationship between the
new senior secondary school curriculum and it’s impact on education is rejected. Thus
there is significant relationship between the new senior secondary school curriculum and
its impact on education.
4.3 DISCUSSION OF RESULT
This section aims at discussing the result of the finding of the research with one
view of giving meaningful interpretation to them. Consequently, each hypothesis is
discussed in relation to the data presented with a view of accepting or rejecting such
hypothesis.
HYPOTHESIS ONE
This finding indicates that the new senior secondary school curriculum could be
more relevant with students who have completed the secondary education and wish to
continue with higher education. This is probably because with the effective
53

implementation of the new senior secondary curriculum students who completed the
secondary education would have acquire more skill appropriate for them to continue with
higher education. My finding support Obanya (200) who contends that effective
curriculum is the one that reflects what the learner eventually from the educational;
experience, which he termed “the learned curriculum” and that infrastructural facilities
are viewed to see how they influence curriculum implementation in Nigeria secondary
education.
HYPOTHESIS TWO
The finding revealed that students do not have necessary skill to empower
themselves. The new senior secondary curriculum could enhance learner ability and
interest in order to inculcate in them the skill acquisition for self employment and socio
economic empowerment. There are many desirable attributes of the new senior secondary
school curriculum which are concerned with students who do not have necessary
Skill to empower themselves. There is a symbiotic relationship between the curriculum
package, the implementation and the youth who acquire skill for self employment and
becomes economically empower leading to self improvement and the growth of the
economy and national development
HYPOTHESIS THREE
54

This finding indicates that the new senior secondary school curriculum could be
relevant in making school leavers competent and self reliant. It was found out that the
purpose of education is to acquire skills of adapting to it and acting to influence it thereby
contributing to its development (Obanya 2004). Therefore the relationship between the
new school leavers is to enhance competency and self reliant. The new senior secondary
school curriculum is therefore advised to be implemented to put up more programmes to
facilitate competency and self reliant.
HYPOTHESIS FOUR
This finding shows that the new senior secondary school curriculum could be
used to provide solution to the unemployed youth who can raise the economic
productivity of the country. Adekoya (2004) examined the influence of practical skill
acquisition and socio economic empowerment of youth in Nigeria. This implies that the
joblessness of the Nigeria youth stems from their non acquisition of skills. In the new
senior secondary school curriculum, student are expected to possess at the end of their
studies, practical knowledge and professional skills that could be usefully applied to the
socio – economic development of the nation.
HYPOTHESIS FIVE
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This finding indicates that the new senior secondary school curriculum could have
impact of Nigeria education. The new curriculum is to make secondary school graduates
sufficiently equipped for tertiary education, and also to make technologies widely
accessible to secondary school students and teachers. The effective implementation of the
new curriculum could lead to the secondary school leavers engaged in jobs that help to
reduce poverty and create employment opportunities.
4.4 SUMMARY OF FINDINGS
This study is the effective implementation of the new senior secondary school curriculum
in the realization of educational objectives.
The findings of this study include the followings:
1) There is a significant relationship between the new senior secondary school
curriculum and students who wish to continue with higher education.
curriculum and students who don’t have necessary skills to empower themselves.
curriculum and the secondary education which seems inadequate to make school
leaver competent and self – reliant.
curriculum and the solution to the unemployable youth that can raise the
economic productivity of the country.
56

5) There is significant relationship between the new senior secondary school
curriculum and its impact on education
CHAPTER FIVE
5.1 INTRODUCTION
57

This chapter summarizes the implications of the study, recommendation and suggestions
for further studies.
5.2 IMPLICATION OF THE STUDY
The implication of this study include the following:
1) Since this study found positive relationship between new senior secondary school
curriculum and students who wish to continue with higher education, therefore, students
should have clear knowledge of the concept of the new curriculum, then take greater
delight in it and make it more functional in their respective schools
2) Another interesting aspect of my finding is that positive relationship was found
between the new senior secondary school curriculum and students who do not have
necessary skills to empower themselves. It is therefore mandatory to implement the new
curriculum in other to provide adequate opportunity for skill learning and practical
experience needed for self-employment.
3) It was also revealed that there was a positive relationship between the new senior
secondary school curriculum and the secondary education which seems inadequate to
make school leavers competent and self-reliant. Each school is required to include a
range of skill based subject to cater for individual differences and designed to make
students competent and self-reliant.
58

4) This study found that the new senior secondary school curriculum might be the
possible solution to the unemployable youth that can raise the economic productivity of
the country, if it is well implemented.
5) This study found a significant relationship between the new senior secondary
curriculum and its impact on education. Therefore private and public schools should
work hand in hand to foster growth in Nigeria education by ensuring proper development
of students potentials and providing conducive learning environment necessary for
achieving the goals of the new curriculum.
5.3 RECOMMENDATION
Results of the research study reveled several remarkable findings based on the findings,
the following recommendation were made:
1) The Federal and State Government should make it a point of duty to build in
fractural facilities including functional workshops in all senior secondary schools across
the nation with adequate provision of workshop equipment, instructional materials and
tools to make teaching and learning of skill based trade subject meaningful. This way
students will have the opportunity to engage in practical works, which is the major aspect
of the curriculum.
59

2) Students should be encourage to have interest in the skill based (vocational and
technical) subjects, hence should be accorded appropriate recognition. There is need for a
change in the mind set of youth to see self employment as an option and be prepared
psychological and emotionally for it. This will enable them to be more motivated in
identifying entrepreneurial opportunities.
3) With the recent emphasis on the need the youth self employment, the Federal
Government is equally expected to create the enabling environment that will promote
entrepreneurship by ensuring constant power supply in the country, without this youth
will become discouraged and return to idleness
4) The best of theories in education has opined that no educational system could rise
above the level of quality of its teachers. Vocational and technical teacher must be highly
trained and acquire enough skill to be able to communicate their skills to students
effectively.
5) It is a known fact that society accord inferior status to vocational and technical
education. Therefore, the negative attitude of many parents toward vocational and
technical education should be changed. Adequate enlightenment campaigns should be
carried out to emphasize their importance in light of the prevailing economic
circumstance of the nation and the unemployment rate which is on the increase.
6) Practical projects work in technological subjects should be made compulsory for
SSS3 students as part of their requirements for graduation. Each student is to produce
60

marketable product or service and such product should be put up for exhibition. This will
further create motivation for entrepreneurship.
7) Teacher should be supported through continuing professional development and
motivation to enable them prepare the youth for success in the competitive global
economy.
8) Parents, teachers, Principals, policy makers and other education stakeholders
should be made aware of the findings of this study, during such fora as parent teachers
association (PTA) meeting, town hall meeting, seminars, conferences and workshops.
5.4 SUGGESTIONS FOR FURTHER RESEACH
The finding of this study have opened up several noteworthy areas for future
research some of which include:
1. Research on technical & vocational institution to asses their training programmes
2. Research on suitability of Nigeria environment for entrepreneurship.
3. Determines of link between skill acquisition and desire for self employment.
5.5 CONCLUSION
The finding of the study revealed that the formal Nigeria secondary school
curriculum is fairly but not effectively implemented. Evidence yielded by the study
revealed the following factors as the root cause of the problem: theory based teaching
method, insufficient specialist teacher, lack of infrastructural facilities and workshop for
61

practical work lack of entrepreneurial knowledge. Further evidence yielded by the study
suggest there is seemingly gradual progression toward achieving the goals of secondary
education system, however the fundamental challenges as highlighted in the study should
be effectively addressed for the curriculum to fully equip the youth with the necessary
entrepreneurial knowledge, skills value and attitude for them to live as competent
member of the society and contribute to nation building.
However, the old senior secondary school curriculum which has phased out in
2011 to be replaced with the new senior secondary school curriculum(NSSSC) with
strong emphasis on the need for skill acquisition, job creation and wealth generation,
among other objectives.
This study is considered timely and useful in providing the much needed data that
will assist the federal government of Nigeria through its curriculum development agency,
Nigeria Educational Research and development council (NERDC) to gauge the level of
success of current implementation and better able to plan towards an implementation that
will instill basic skill in Nigeria youth to ensure their socio-economic empowerment and
the realization of educational objectives.
REFERENCES
62

Adekoya, M.N., 2004, The Importance of Communication in Curriculum
Implementation, Lagos: University Press
Adeleke, M.H., 2006, An Appraisal of Curriculum Implementation in Nigeria, Lagos:
Macus Publication
Ajayi, S.N., 1999, Evaluation of Nigeria’s Educational Goals, Lagos: Memphis
Publishers
Ajibola, M.A., 2008, Innovations and Curriculum Implementation for Basic Education in
Nigeria: Policy Priorities and Challenges of Practices and Implementation, Research
Journal of International Studies. Issue 8 (November, 2008) pp 51-58
Alao, N., 2001, Problems of Curriculum Content Implementation in Nigeria, Ibadan:
University Press
Anyanwu, S.O., 2000, Effective Curriculum Content Implementation and Nigeria
Educational Goals, Ibadan; University Press
Babafemi, T.O.A., 2007, An Assessment of the Implementation of the 6-3-3-4 System of
Education in Nigeria: A Case Study of Ilorin, Kwara State.
Chikumbi T.J. and Makamure, R., 2000, Curriculum Theory, Design and Assessment:
The Commonwealth of Learning, Module 13, www.col.int/stamp/module13.pdf
(Accessed 17 August, 2009)
Dike, V.E., 2009, Technical and Vocational Education: Key to Nigeria’s Development,
http://www.nigeriavillagesquare.com/articles/victor-dike/technical-and-vocational-
education-ket-to-nigerias-development.html (Accessed 20 June, 2009)
63

Ezeobata P.A., 2007, An Evaluation of the Religious Knowledge Programme of Teacher
Training College in Anambra State, Onitsha, Nigeria: Department of Education,
University of Nigeria, Nsukka
Fafunwa, A.B., 2002, History of Education in Nigeria, Ibadan: NPS Educational
Publishers Ltd
Nigeria Educational Research and Development Council, The New Senior Secondary
School Curriculum Structure at a glance September 2011
Federal Republic of Nigeria, 1981, National Policy on Education, Abuja: 2nd
Edition
Federal Republic of Nigeria, 2004, National Policy on Education, Abuja: 4th
Edition
Obanya, P., 2007, Thinking and Talking Education, Ibadan: Evans Brothers (Nigeria
Publishers) Ltd
Obanya, P., 2004a, The Dilemma of Education in Africa, Ibadan: Heinemann Educational
Books Nigeria Plc
Obioma, G., 2009, The New 9-year Basic Education Curriculum and the newly approved
Senior Secondary School Curriculum Structure Speech Delivered by Executive Secretary
Nigerian Educational Research and Development Council (NERDC) at the Sensitization
and Advocacy Workshop organized for Civil Society Organisation and the Media,
Lagos, March 9-11
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Ofoha D., Uchegbu C.N., Anyikwa B and Nkemdirin M, (2009) A Critical Appraisal of
Mode of Implementation of Nigerian Secondary School Curriculum: Towards Socio-
Economic Empowerment of Youth (Published Research Work)
Oni, C.S., 2007, Developing Vocational Education through Computer Literacy in
Nigerian Junior Secondary School,
http/www/ncsu.edu/meridian/simmer2007/oni/index.htm (Accessed 14 September, 2009)
Puyate, S.T., 2008, Constraints to the Effective Implementation of Vocational Education
Programme in Private Sec. Schools in Port-Harcourt Local Government Area, Asia-
Pacific Journal of Cooperative Education, 9 (2), 59-71
Urevbu, A.O., 2005, ‘The Quality of Primary Education in Nigeria: Problems and
Prospect for the 21st
Century’, Paper Presented at the Curriculum Organisation of Nigeria,
University of Benin
Uyanya,, R.E., 1989, Teachers’ Motivation and Work Ethics, Nigerian Journal of
Technical Education, 6(1), 10-15
Uzodinma, M.U., 2004, Can Nigerian Effectively Implement her Curriculum Content?
Owerri: Uzor Press Ltd
QUESTIONNAIRE
65

Tai Solarin College of Education,
Omu-Ijebu (Ibafo campus),
Ogun State.
Dear Respondents,
REQUEST FOR COMPLETION OF PROJECT QUESTIONNAIRE
I am a final year students of the above named institution. I am undertaking a
research on the “Effective implementation of the New Senior Secondary School
Curriculum in the Realization of Educational Objectives”.
It is on this note that I request you to answer the attached questionnaire. This
exercise is solely for academic purpose. I therefore guarantee that the information
supplied will be treated confidentially and used only for this study.
Thanks for your co-operation
Yours faithfully,
Agbonluare Rosemary.
66

QUESTIONNAIRE ON THE EFFECTIVE IMPLEMENTATION OF THE NEW
SENIOR SECONDARY SCHOOL CURRICULUM IN THE REALIZATION OF
EDUCATIONAL OBJECTIVES
SECTION A
Please tick () where appropriate.
1. Name of School: _______________________________________________
2. Sex: Male Female
3. Position: Principal Vice Principal H.O.D.
Subject Teacher Class Teacher
4. Qualification: M.Ed/M.Sc Ed B.Ed/B.Sc Ed
NCE Others
5. Years of experience: 21 – 30 11-20 1 – 10
SECTION B
The instrument below is a Likert rating scale questionnaire. It is designed in a four points
rating scale, viz:
SA = Strongly Agree = 4
A = Agree = 3
D = Disagree = 2
SD = Strongly Disagree = 1
67

Please tick as you deem appropriate in the column below
S/N STATEMENT SA A SD D
1. Students who have completed the secondary education do
not wish to continue with higher education
2. Students preferred to stop at secondary school level
3. Students acquired more skills appropriate for life-time in
secondary school
4. Secondary education is the foundation for higher
education
5. Students do not have necessary skills to empower
themselves
6. Students are more expose to skills empowerment subjects
7. Secondary school students are taught vocational subjects
8. More students lose interest on vocational subjects
9. Secondary education seems inadequate to make school
leavers competent and self-reliant
10. Secondary education is self-reliant
11. Secondary education can build a self-reliant nation
12. Secondary school leavers are competent in nations
building
13. Unemployment youth cannot raise the economic
productivity of the country
14. Youth that are unemployed influence the socio-economic
development of the country
15. Unemployable youth are not skilled to empower
themselves
16. More youth are self-reliant through self-employment
17. The new senior secondary curriculum has impact on
educational objectives
18. The new senior secondary school curriculum does not
68

hold key to Nigeria socio-economic transformation
19. Secondary school students are exposed to new
technologies
20. The new senior secondary school curriculum will change
the Nigeria educational system
69

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