Evaluating the Implementation of Physics Curriculum in Senior Secondary Schools in Kafanchan Municipal, Kaduna State, Nigeria

Nuhu Yohanna Abot, Mangut Mankilik, Isa Shehu Usman

Abstract


This study assesses the implementation of the senior secondary school Physics Curriculum in Kafanchan Municipal, Kaduna State, Nigeria. It employs both Evaluation and Descriptive Survey Research Designs. The target population consists of physics teachers and SS3 students studying physics in Kafanchan Municipal. Using a multistage sampling procedure, 20 physics teachers and 50 SS3 students were selected. Three research instruments were used for data collection: the Teachers’ Evaluation of Physics Curriculum Implementation Questionnaire (TEPCIQ), the Students’ Evaluation of Physics Curriculum Implementation Questionnaire (SEPCIQ), and the Physics Resources Observation Checklist (PROCL). A five-point Likert scale, ranging from Strongly Agree (SA) to Strongly Disagree (SD), was used, with a grand mean score of 3.0 as the threshold for evaluation. Five experts validated the instruments. Reliability testing using the split-half method produced coefficients of 0.85 for TEPCIQ and 0.89 for SEPCIQ, while the inter-rater method established a reliability index of 0.93 for PROCL. Data were analyzed using percentages, frequency counts, descriptive statistics (mean and standard deviation), and inferential statistics, including independent samples t-test and ANOVA. The findings revealed a significant difference in implementing performance objectives in the physics curriculum based on teachers’ qualifications. In conclusion, the study recommends employing qualified physics teachers to ensure effective curriculum implementation in senior secondary schools.


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References


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