The purpose of this study was carried out to investigate the challenges to implementation of every child curriculum by teachers in Kwara State. The target population for the study was teachers. A 20-item questionnaire constructed by the researcher, validated and tested for reliability was administered to 250 respondents. The sample was chosen through random sampling technique. The data collected was analyzed using chi-square statistical to test the hypotheses formulated at 5% significant level. The result shows that all the challenges identified were faced by the teachers in the implementation of Every Child Counts Curriculum. Also, it was gathered that there is no significance difference on inadequate funding of ECCC based on gender and educational qualification of teachers. Likewise, there is no significance difference on inadequate infrastructure for implementation of Every Child Counts Curriculum based on years of experience. Based on these findings, it was recommended that: Schools in Kwara State should be visited by representatives of the Ministry of Education to find out more of the challenges being faced the teachers in the implementation of Every Child Counts Curriculum with the motive of solving them.
TABLE OF CONTENTS
Title Page i
Certification ii
Dedication iii
Acknowledgments iv
Abstract v
Table of Contents vi
List of Tables ix
CHAPTER ONE: INTRODUCTION
Introduction 1
Background to the Study 1-10
Statement of the Problem 10
Purpose of the Study 10-11
Research Questions 11
Research Hypotheses 11-12
Significance of the Study 12
Definition of Operational Terms 12
CHAPTER TWO: REVIEW OF LITERATURE
Introduction 13
The meaning and scope of curriculum 13-16
History of Curriculum Development and Implementation 16-20
Curriculum Implementation Models 20-25
History of Every Child Counts Curriculum in Kwara State 26-35
Challenges of Curriculum implementation 35-38
Appraisal of Reviewed Literatures 38-39
CHAPTER THREE: RESEARCH METHODOLOGY
Introduction 40
Research Design 40
Population, Sample and Sampling Techniques 40-41
Instrumentation 41
Reliability 41
Procedure used for data collection 41-42
Method of Data Analysis 42
CHAPTER FOUR: DATA ANALYSIS, RESULT AND DISCUSSION 43-53
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
Summary of Findings 54-55
Conclusion 55-56
Recommendations 56-57
REFERENCES 58-65
APPENDIX 66-67
LIST OF TABLES
Table 4.1 Respondents’ Local Government Areas
Table 4.2 Respondents’ Gender
Table 4.3 Respondents’ Qualifications
Table 4.4 Respondents’ Years of Service
Table 4.5 Challenges encountered by Teachers in the implementation of Every Child Counts Curriculum
Table 4.6 Significance of Gender on Challenges encountered by Teachers in the implementation of Every Child Counts Curriculum
Table 4.7 Significance of qualifications on Challenges encountered by Teachers in the implementation of Every Child Counts Curriculum
Table 4.8 Significance of years of service on Challenges encountered by Teachers in the implementation of Every Child Counts Curriculum
Introduction 40
Research Design 40
Population, Sample and Sampling Techniques 40-41
Instrumentation 41
Reliability 41
Procedure used for data collection 41-42
Method of Data Analysis 42
CHAPTER FOUR: DATA ANALYSIS, RESULT AND DISCUSSION 43-53
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
Summary of Findings 54-55
Conclusion 55-56
Recommendations 56-57
REFERENCES 58-65
APPENDIX 66-67
LIST OF TABLES
Table 4.1 Respondents’ Local Government Areas
Table 4.2 Respondents’ Gender
Table 4.3 Respondents’ Qualifications
Table 4.4 Respondents’ Years of Service
Table 4.5 Challenges encountered by Teachers in the implementation of Every Child Counts Curriculum
Table 4.6 Significance of Gender on Challenges encountered by Teachers in the implementation of Every Child Counts Curriculum
Table 4.7 Significance of qualifications on Challenges encountered by Teachers in the implementation of Every Child Counts Curriculum
Table 4.8 Significance of years of service on Challenges encountered by Teachers in the implementation of Every Child Counts Curriculum
