EVALUATION OF THE JUNIOR SECONDARY EDUCATION MATHEMATICS CURRICULUM IMPLEMENTATION USING CIPP MODEL

Mathematics

The study evaluated the junior secondary education Mathematics curriculum implementation in Akuku-Toru local government area of Rivers State using Stufflebeam’s Context Input Process Product (CIPP) evaluation model. The study adopted an evaluation survey design. The population of the study consisted of 612 students and teachers. A sample of 243 students and Mathematics teachers was randomly selected for the study. The instrument for data collection was Mathematics Curriculum Evaluation Questionnaire (MCEQ). Test-retest method and Pearson’s product moment correlation were adopted to obtain the reliability coefficient of 0.65 for MCEQ. Four objectives, four research questions and one null hypothesis guided the study. Mean and standard deviation were adopted to answer the research questions while regression analysis was used to test the null hypothesis. Findings of the study revealed that the context of implementing the curriculum, the extent of available learning resources and the quality of instructional delivery did not significantly contribute to the effective implementation of the junior secondary education Mathematics curriculum. The study recommended that private individual, cooperate groups and the communities should support the government and religious body in implementing the junior secondary education Mathematics curriculum by providing learning resources. Teachers and students should effectively utilize available learning resources for teaching and learning of junior secondary Mathematics.

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