PERCEPTION OF TEACHERS ON THE IMPLEMENTATION OF SECONDARY SCHOOL ECONOMICS CURRICULUM IN ENUGU EDUCATION ZONE OF ENUGU STATE
IJEER-Vol 1, Issue 1 pp 15-27
DR MAXWELL O. EDE
DEPARTMENT OF EDUCATIONAL MANAGEMENT, MICHAEL OKPARA UNIVERSITY OF AGRICULTURE UMUDIKE, ABIA STATE.
Curriculum is the function of the changes in society. In other words, changes in the economy are regularly being reflected in the economics curriculum contents for students to learn. This has led to what is considered by the teachers (the curriculum implementers) as curriculum content overload. This study determined the perceptions of the teachers on the implementation of secondary school Economics in Enugu state. The study adopted a descriptive survey research design. The study was carried out in Enugu-east education zone of Enugu state which is one of the six education zones of the state. The zone is made up of three local government areas namely Isi-uzo, Enugu east and Enugu north. Purposive sampling technique was used to select eight schools from each of the three local government areas of the zone. In doing that, efforts were made to accommodate four each of public and private schools as well as four each of urban and rural schools respectively in every local government area in the zone. That gave a total of 24 sampled schools for the study. All the 38 Economics teachers in the 24 selected secondary schools were used for the study. A 23-item researcher developed a questionnaire titled Teachers Perceived Curriculum Implementation Questionnaire (TPCIQ) was used as the instrument for data collection. The instrument was validated by two experts in measurement and evaluation as well as one expert in economics education for face and content validation respectively. A test-retest method was used to determine the reliability of the instrument which yielded a coefficient of 0.78 indicating high reliability. Mean and Standard deviation were used to answer the four research questions postulated for the study while t-test statistics was used to test the four null-hypotheses posed for the study at 0.05level of significance. The findings revealed among others that teachers agreed that economics curriculum is poorly implemented while the over-loaded curriculum contents, lack of in-service training, inadequate lesson periods are some of the impending challenges of effective implementation of economics curriculum. It was recommended among others that there should be a summit of experts who should look into the curriculum to remove obsolete and abstract concepts so as to reduce curriculum content overload and for easy curriculum implementation.
Keywords: Perception, Implementation, Curriculum, Economics, Content.