Investigating Teacher Related Factors Affecting the Effective Implementation of Chemistry Curriculum in Secondary Schools
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This study investigated the factors affecting the effective implementation of Chemistry curriculum in secondary schools. The study adopted a causal comparative research design. Four research questions and four hypotheses guided the study. The population of the study consist of all the 186 (84 male, 102 females) public senior secondary school students in the Nsukka Education zone. Census sampling technique was used to select all the teachers used for the study. The Chemistry Curriculum Implementation Questionnaire (CCIQ) instrument comprising 20 items was used for data collection. Three experts in the field of education validated the instrument. An internal consistency reliability index of 0.89 was obtained using Cronbach alpha method. Mean and standard deviation were used to answer the research questions while the hypotheses were tested using t-test and ANOVA at 0.05 level of significance. The results of the study revealed that chemistry teachers` gender, school location, years of teaching experience and academic qualifications are not significant factors that affect the effective implementation of chemistry curriculum in senior secondary schools. Based on these findings, it was recommended among others that continuous efforts should be made by the government and relevant stakeholders to ensure continuous and strict compliance with the guidelines in chemistry curriculum to ensure its effective implementation.
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