89 
 

 

 

 

 

Contextual Determinants Of Effective Curriculum 

Implementation In Nigeria 
 

Joseph Olusola FEHINTOLA, PhD 

 

Dept. of Counselling & Human Development Studies, 

University of Ibadan, Ibadan, Nigeria 

E-Mail: jof677@yahoo.com/joseph.fehintola@gmail.com/fehintola.j@dlc.ui.edu.ng 

Telephone Number: 08162023919 

 

ABSTRACT 

Curriculum as the impetus for knowledge and skill acquisition occupies a central position in the school's 

academic activities. This study investigated the contextual determinants of effective curriculum 

implementation in Nigeria. The study adopted a descriptive research design of correlational type. Five 

hundred and forty-one (541) participants in the Southwest geopolitical zone of Nigeria, aged 37 ± 24.5 

years (M = 48.41, SD = 3.75), were selected through a stratified random sampling technique. The 

research instrument employed was a standardized questionnaire consisting of the demographic section 

and measures of quality and quantity of teachers, and students; infrastructural facilities, teaching methods, 

and availability of appropriate and relevant teaching and learning materials for effective curriculum 

implementation in Nigeria. The instrument reliability coefficients are 0.76 for contextual variables and r = 

0.73 for criterion variable respectively. The study answered three research questions using statistical tools 

like Pearson Product Moment Correlation and Regression analysis. The research questions are: (i) what is 

the relationship between contextual factors and effective curriculum implementation? (ii)  would there be 

any significant joint contribution between contextual factors and effective curriculum implementation? 

and (iii) would there be any significant relative contribution of the contextual factors and effective 

curriculum implementation? The findings revealed significant relationships between the Contextual 

determinants (quality and quantity of teachers, quality, and quantity of students, infrastructural facilities, 

teaching methods, availability of relevant textbooks on relevant subjects) and Effective Curriculum 

Implementation indicators (availability of infrastructural facilities (r = 0.390, P < 0.05), relevant 

textbooks (r = 0.258, P < 0.05), method of teaching (r = 0.210, p <0.05) followed by quality of teachers ( r 

= 0.183, p < 0.05), followed by a number of teachers (r = 0.196, p < 0.05) followed by quality of students 

( r = 0.313, p < 0.05 and finally quantity of students (r = 0.134, p < 0.05). Also, there was a significant 

joint contribution (R = 0.648, p < 0.05). It further revealed that 40.8% (Adj R2 = 0.408, p < 0.05) of the 

quality and quantity of teachers, quality and quantity of students, infrastructural facilities, teaching 

methods, and availability of relevant textbooks on relevant subjects to effective curriculum 

implementation among the participants used in Southwest geopolitical zone of Nigeria. The effective 

curriculum implementation was due to the prediction of the independent variables (availability of 

infrastructural facilities (β = 0.194, t = 3.494, p < 0.05); relevant textbooks (β = 0.109, t = 1.966, p > 

0.05), teaching method (β = 0.118, t = 3.341, p < 0.05), quality of teachers (β = 0 .107, t = 2.816, p < 

0.05), quantity teachers (β = 0.189, t = 2.479, p < 0.05) followed by quality of students (β = 0 .345, t = 

5.948, p < 0.05) and finally followed by a quantity of students (β = 0.724, t = 3.948, p < 0.05). Based on 

this, it is concluded that the quality and quantity of teachers, quality and quantity of students, 

infrastructural facilities, teaching methods, and availability of relevant textbooks on relevant subjects are 

the determinants of effective curriculum implementation. Therefore, the study recommended that the 

government should provide the infrastructural facilities needed to enable the curriculum to be imparted 

International Journal of Innovative Education Research 11(2):89-97, April-June, 2023 

    © SEAHI PUBLICATIONS, 2023    www.seahipaj.org       ISSN: 2354-2942 

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easily by the teachers. Also, it recommends that trained and qualified teachers must be employed to 

facilitate the interpretation of the curriculum. And finally that teacher should endeavor to be student-

centered in interpreting the curriculum by utilizing various teaching methods to the understanding of the 

learners. 

Keywords: Availability of teachers, Effective implementation, Contextual factors, Curriculum.  

 

INTRODUCTION 

As the impetus for knowledge and skill acquisition, curriculum occupies a central position in school's 

academic activities. Curriculum can further be expressed as the organization and content of education for 

the development of the learners. Whichever curriculum, it needs to reflect the needs of society as society 

is not static but, a dynamic organism that changes as innovation and diffusion occur. Therefore, a 

curriculum should be constantly refreshed/reviewed in order to meet the dynamic needs, yearnings and 

aspirations of the people it is meant to serve. 

Curriculum implementation entails putting into practice the officially prescribed courses of study, 

syllabuses, and subjects (Moris, 2002). The process involves helping the learner acquire knowledge or 

experience. It is vital to note that curriculum implementation cannot take place as the learner acquires the 

planned or intended experiences, knowledge, skills, ideas, and attitudes that are aimed at enabling the 

same learner to function effectively in a society (Ackerman, 2008). The curriculum is the way content is 

designed and developed. The process includes the structure, organization, and balance of the materials 

(Onyeache, 2008). According to Esu, Enukoha and Umoren (2004), curriculum implementation refers to 

how the planned or officially designed course of study is translated by the teacher into syllabuses, 

schemes of work and lessons to be delivered to learners. Its procedures for designing learning 

programmes were complex and sophisticated (Afangideh, 2009). This was partly due to the poor and 

over-hasty introduction of the new curriculum into schools, without teachers being sufficiently prepared 

for outcomes-based pedagogy, including continuous assessment. Teachers underwent in-service training 

to equip them, but this was even inadequate. Because of the lack of capacity in the zones in most schools 

to implement major changes as proposed. Because of these flaws and inadequacies, a review committee 

was established to look at the possibilities of refining the curriculum in 2005, and this led to the 

introduction of the National Curriculum Statement (NCS), which was a refined version of outcomes-

based education (Dehghani, 2009)). Implementing the new curriculum did not merely involve the direct 

application of plans. It was a dynamic organizational process shaped over time by interactions between 

projects, goals, methods, and the institutional setting (Gultig, Suarez-Orozco, & Oin-Hilliard, 2002). 

However, this author observes that teachers still use the traditional teaching method. Teachers must be 

willing to apply the new approach and must be able to articulate their ideas to make a meaningful 

contribution to the new curriculum implementation. Morris (2002) indicates that for educators to be self-

motivated and committed to their objectives, the mutual relationship between teachers should be 

promoted, all stakeholders should be involved in planning the curriculum, and there should be 

opportunities for growth and more innovative and effective teaching methods. What becomes clear is the 

need for teacher education and for educators to grasp the challenges and opportunities to assert their 

power over shaping the curriculum process that will produce competent and confident teachers. 

Curriculum experts have argued that curriculum making either at the development, design, 

implementation, or reformation level needs the input of critical stakeholders to be relevant, meaningful, 

and adequate to meet the needs of the people for whom it has been put together. The curriculum is being 

construed as learning activities that make up a particular education system. Ackerman (2008) in his 

examination of cognitive development theory explained in detail how the curriculum is sequenced in 

schools. In Nigeria, for instance, the secondary school curriculum is designed to encourage all students to 

achieve their spiritual, intellectual and social potential and to understand the relevance of learning in their 

daily lives. It is important to note that it is one thing to develop/design a curriculum. It is another thing to 

implement it effectively. Objectives of any level of education cannot be achieved if the planned program 

for such a level of education is not well implemented. Onyeachu (2008) observed that implementation is 

important no matter how well a curriculum of any subject is planned, designed and documented. 

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The issues of policy clarity, content gap, and resource constraints are a cause for concern to the effective 

implementation of the curriculum. According to Mahomed (2004), “the more you know, the more you can 

be specific about what else you need training on.” If there is a content gap, it would be difficult for a 

teacher to identify an area in which he/she needs development. Other teachers prefer more structure and 

guidance; some are even more rigid in their approach and thus need greater support (Smit, 2001). 

Many researchers (Smit, 2001; Mahomed, 2004; Onyeachu, 2008; Okebukola, 2004; and Afangideh, 

2009) have worked on problems confronting the implementation of the curriculum in our various 

educational settings without consideration for the combined predictive effects of teachers' quality, 

teachers' quantity, availability of infrastructural facilities, students' quality, students' quantity, availability 

of relevant textbooks and teachers' teaching methods. Therefore, this study intends to look at these factors' 

effectiveness as determinants of Nigeria's curriculum implementation. 

Due to contextual challenges experienced by educators (such as teachers’ quality, teachers’ quantity, 

students’ quality, students’ quantity, lack of infrastructural facilities, lack of relevant textbooks and 

method of teaching) on curriculum implementation has proved problematic to the Culture of teaching and 

learning in schools in Nigeria. If left unaddressed, these matters will have far-reaching consequences not 

only for our education system but also for the human resource development and national development as 

well. Currently, some of our schools' teachers are not trained or oriented in terms of the national 

curriculum studies nor oriented on the implementation of the national curriculum studies. No matter how 

beautifully planned it may be, any curriculum will be of no relevance if it is not implemented. It is, 

therefore, important that the curriculum be duly implemented. An implementation process will begin with 

a critical consideration of all means of making it work. Therefore, the education curriculum in Nigeria has 

been far from realization because of some of the implementation challenges it is faced with. Therefore, 

this study is interested in determining the challenges faced while implementing the Nigeria curriculum. 

Purpose of the study 

This study aims to establish the contextual determinants of effective curriculum implementation in 

Nigeria. These contextual determinants were observed by the researcher as a result of accumulated 

experiences at curriculum delivery at work. The specific objectives of the study are to: 

i) Establish the pattern of relationships between the contextual factors and effective curriculum 

implementation in Nigeria. 

ii) Determine the composite contribution of the contextual factors on effective curriculum 

implementation in Nigeria. 

iii) Determine the contextual factors' relative contribution to effective curriculum implementation in 

Nigeria. 

Research questions 

1: What is the relationship between contextual factors and effective curriculum implementation? 

2: Would there be any significant joint contribution between contextual factors and effective curriculum 

implementation? 

3: Would there be any significant relative contribution of the contextual factors and effective curriculum 

implementation? 

 

METHODS 

Research design: The study utilizes a descriptive research design of the correlational type to investigate 

the contextual factors as determinants of effective curriculum implementation among education 

stakeholders in Nigeria. The design is suitable for this study since the researcher need not manipulate any 

variable in the study but observe the variables in their naturalness. 

Population: The population of the study comprised all teachers in various categories from primary 

schools, secondary schools, colleges of education, polytechnics, and universities across Nigeria. 

Sample and sampling technique: A stratified random sampling technique was used for the selection of 

the participants for the study. This is because of the heterogeneity of their place of primary assignment 

and the type of students they come across in their chosen professions. Based on this, an inference was 

drawn, and a generalization was made on the study population. The participants of this study are teachers 

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across the country, Nigeria. In all, five hundred and forty-one participants (541) were selected for the 

study. The sample size was determined by using the sample size determination formula of Samog. The 

sample consists of male and female teachers in the ratio of 1:3 and ratio of 2:1 for the elementary and 

tertiary institutions, respectively. The ratio occurred as results that in Nigeria there are more female 

teachers than the male teachers in the elementary school and vice-versa. 

Instrumentation  

The researcher designed the instruments used to collect data: The quality and quantity of teachers' Scale 

(QQTS): It has 22 items, 12 were measured the quality of teachers, while the remaining ten items 

measured the number of teachers. The Psychometric properties of the instruments were determined, and 

the reliability and content validity coefficient was 0.78.  The response format was 4- a point scale of 

Strongly Agree (SA), Agree (A), Disagree (D), and Strongly Disagree (SD). The quality and quantity of 

students Scale (QQSS): It was also constructed by the researcher to measure the students' quality and 

quantity and was found relevant for this study. It has a reliability coefficient of 0.86. The response format 

was 4 - a point scale of Strongly Agree (SA), Agree (A), Disagree (D), and Strongly Disagree (SD). This 

scale has 13 items, but seven were used to measure the quality of the students, and the rest six were used 

to measure the students' quantity. The items have internal validity of 0.76 and a reliability coefficient of 

0.73. The Availability of infrastructural amenities Scale (AIAS): The researcher developed this scale to 

assess the availability of teaching materials in various disciplines across the school. It has ten items. It has 

a reliability coefficient of 0.79, and a 4-point response format of Strongly Agree (SA), Agree (A), 

Disagree (D), and Strongly Disagree (SD). On methods of teaching, the scale used is the Method of 

Teaching Scale (MTS): This was developed for this study by the researcher on various methods that the 

teachers perceived could be used to impart knowledge. It has eight items and it was used for this study. 

The reliability coefficient of MTS is 0.72 using the test-retest method. It has 4 point response format of 

Strongly Agree (SA), Agree (A), Disagree (D), and Strongly disagree (SD). Section 'E' tapped 

information on the availability of relevant textbooks, and (ARTBS) was used to measure this factor with a 

checklist of 15 items and has a reliability coefficient of 0.81. Finally, an instrument on Curriculum 

Implementation Problem Scale (CIPS) was used to measure the challenges faced in implementing 

curriculum in schools (which is the criterion variable). Apart from section A, each section of the scale 

adopted 4-point response formats ranging from strongly agree (SA), agree (A), disagree (D), and strongly 

disagree (SD). The reliability coefficient of the instrument was determined and found to be 0.79 using 

Cronbach alpha. 

Procedure for the administration of instruments 

The researcher visited the schools and distributed the questionnaire on factors considered to impede 

effective curriculum delivery in schools in Nigeria. This was done after the researcher explained the 

study's purpose to the participants in selected schools to get permission for data collection. The 

instrument was administered with the assistance of trained research assistants. This ensured that adequate 

information was passed across to the teachers on its purpose, while confidentiality was also assured. 

Method of Data Analysis: The data collected for this study were analyzed using inferential statistics of 

Pearson Product-Moment Correlation (PPMC) and Multiple Regression analysis. The data were analyzed 

using SPSS Version 21Statistical Software package. The research questions were answered taken α = 0.05 

level of significance. 

 

 

 

 

 

 

 

 

 

 

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RESULTS 

Research Question One: What is the pattern of relationships among the independent variables (quality 

and quantity of teachers, quality and quantity of students, infrastructural facilities, teaching methods, 

availability of relevant textbooks on relevant subjects) on effective curriculum implementation in Nigeria? 

Table 1: Descriptive Statistics and Correlations among the variables 

S/N 1 2 3 4 5 6 7 8 Mean SD 

Infrastructure 1        29.85 7.10 

T Books .010 1       30.77 5.62 

T Method .160** -.080 1      33.91 6.93 

Qlty Trs .220** -.108 .086 1     35.30 6.24 

Qnty Trs .301** -.110** .104 .447** 1    43.48 10.47 

Qlty Lnrs .050 .413** .095 .042 .019 1   20.54  2.50 

Qnty Lnrs .200** .174** .127** .071 .036 .395** 1  23.68  3.04 

Qlty Lnrs/Curr .390** .258** .196** .183** .210** .313** .134** 1 67.02  3.25 

 
1- Infrastructure, 2 – relevant textbook, 3 – method of teaching 4 – the quality of teacher, 5 – quantity of 

teachers 6 – the quality of students, 7 – quantity of students and Curriculum implementation  

 

Table 1 shows the variables' mean, Standard Deviation, and zero-order correlation. It was observed that 

there was significant relationship between the independent variables and the dependent variable 

(curriculum implementation). All the variables are significantly correlated with effective curriculum 

implementation in this study an indication that they are potent determinants of effective curriculum 

implementation. 

Research Question Two: What is the joint contribution of teachers’ quality, teachers’ quantity, students’ 

quality, students’ quantity, infrastructural facilities, teaching methods, availability of relevant textbooks 

on relevant subjects on effective curriculum implementation in Nigeria? 

Table 4.2: Joint contribution of the independent variables 

 

R = 0.439 R – Square = 

0.192 

Adj. R Square = 0.176  Std. Error of the Estimate = 4.50979 

                                            Regression ANOVA Table 

Variables Sum of 

Squares 

Df Mean 

Square 

F Sig 

Regression 1433.476  7 204.782 18.164 0.000 

Residual 6020.115  534  11.274   

Total 7453.591  541    
a. Predictors: (Constant), quality and quantity of teachers, quality and quantity of students, infrastructural 

facilities, teaching methods, availability of relevant textbooks on relevant subjects  

b. Dependent Variable: Curriculum implementation 

 

Table 2 shows that there was the joint contribution of the independent variables (quality and quantity of 

teachers, quality and quantity of students, infrastructural facilities, teaching methods, availability of 

relevant textbooks on relevant subjects of curriculum implementation among school teachers in Nigeria; 

R = 0.439, p < .05. The table further reveals 17.6% (Adj. R2 = 0.176) of the variance in the curriculum 

implementation among teachers in Nigeria were accountable for by the linear combination of the 

independent variables. The ANOVA results from the regression analysis show a significant contribution 

of the independent variables on the dependent variables; F (7, 534) = 18.164, p < 0.05. It implies a joint 

contribution of the independent variables on curriculum implementation among teachers in Nigeria. 

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Research Question Three: What is the relative contribution of teachers’ quality, teachers’ quantity, 

students’ quality, students’ quantity, infrastructural facilities, teaching methods, and availability of 

relevant textbooks on relevant subjects on effective curriculum implementation in Nigeria?  

Table 3: Relative Contribution of the Independent Variables on the Dependent Variable 

Model  Unstandardized Coefficients Standardized 

Coefficients 

 t Sig  

 B Std Error Beta   

Constant 13.326 2.369  5.625 0.000 

Infrastructure 0.185 0.053 0.194 3.494 0.001 

Textbooks  0.136 0.023 0.109 1.561 0.120 

Teaching methods 0.123 0.068 0.118 3.341 0.033 

Quality of teachers 0.107 0.059 0.107 2.966 0.045 

Quantity of teachers 0.184 0.057 0.089 1.479 0.140 

Quality of students 0.115 0.019 0.345 5.948 0.000 

Quantity of students 0.531 0.071 0.274 3.924 0.000 

 

a Dependent Variable: curriculum implementation 

Table 3 above shows that all seven independent variables significantly contribute to curriculum 

implementation among the teachers or participants used for the study in Nigeria. The variables include the 

following: availability of infrastructural facilities (β = 0.194, t = 3.494, p < 0.05); relevant textbooks (β = 

0.109, t = 1.966, p > 0.05), teaching method (β = 0.118, t = 3.341, p < 0.05), quality of teachers (β = 0 

.107, t = 2.816, p < 0.05), quantity teachers (β = 0.189, t = 2.479, p < 0.05) followed by quality of 

students (β = 0 .345, t = 5.948, p < 0.05) and finally followed by a quantity of students (β = 0.724, t = 

3.948, p < 0.05). It was observed that the availability of infrastructural facilities was the most potent 

contributor to curriculum implementation among the selected teachers for the study in Nigeria, while the 

number of students was the least. It implies a relative contribution of the independent variables to the 

dependent variable. 

 

DISCUSSION  

This study aimed to determine the challenges of curriculum implementation among the major education 

stakeholder viewpoints in primary school, secondary school, colleges of education, polytechnics, 

monotechnics, and universities in Nigeria. Seven factors were considered: teachers' quality, quality, 

quantity, quality, quantity, infrastructure facilities, teaching methods, and availability of relevant 

textbooks on relevant subjects on curriculum implementation were estimated by the participants. Based 

on the study results, the major problem is the unavailability of infrastructural facilities to teach the 

curriculum at various levels of education and the lack of teachers’ quality and quantity. 

This study's findings reveal a significant relationship between the Contextual Determinants (effective 

curriculum implementation of the teachers teaching in various school settings in Nigeria. Thus, it could be 

said that teachers' quality, teachers' quantity, students' quality, students' quantity, infrastructural facilities, 

teaching methods, and availability of relevant textbooks on relevant subjects are crucial to effective 

curriculum implementation in Nigeria. The finding supports Garba (2004), which noted that before the 

curriculum implementation can be successful and accomplish the required objectives, the education 

stakeholders would have to see to the challenges that are facing the effective curriculum. He also noted 

that effective curriculum implementation depends on teachers' quality, quantity, content mastery, and 

teaching methods. It requires that teachers believe in their ability to solve problems and use modern-day 

equipment to teach the learners. This is in line with NTI (2000), which stated that a teacher's ability to use 

infrastructural amenities such as machine tools, computers, etc is a way to eliminate challenges of 

curriculum implementation and the subjective norm. 

Afangideh (2009) found a similar result. According to Afangideh (2009), it can be said that when teachers 

are asked to implement a curriculum, they select the topics or parts of the curriculum based on their 

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content knowledge, preferences, and personal views. This results in some personally preferred and non-

qualified assignments, which are the origin of serious problems, especially frequent unexpected 

curriculum changes. While the assigned teachers may have expected competencies, their assignment for a 

position requiring other competencies than the current teachers has worsened the status. Previous research 

showed that incorrect and personal preferences in recruiting teachers (Alade, 2011), together with 

frequent and tremendous changes of teachers due to poor remuneration (Morris, 2002), have caused 

inefficacy of teaching in Nigerian education. Singh (2012) found that correct teaching skill background 

and previous experience have main roles in selecting and recruiting competent teachers.  
Also, this finding corroborates the finding of Gultig, Suarez-Orozco and Oin-Hilliard (2002) who 

discovered that curriculum implementation involves the daily classroom activities that the teacher is 

involved in, that monitor students' progress and evaluate the performance of the students. Teachers are 

responsible for implementing the newly introduced curriculum and deciding if it has the desired effect on 

student learning. According to Gultig, Suarez-Orozco, and Oin-Hilliard (2002), to perform the assigned 

tasks, teachers rely upon the curriculum materials, the teaching methodology, content knowledge of the 

curriculum and their experiences. 

The study further reveals that there was a joint contribution of the independent variables (teachers' 

quality, teachers' quantity, students' quality, students' quantity, infrastructural facilities, teaching methods, 

and availability of relevant textbooks on relevant subjects) on effective curriculum implementation among 

teachers and education stakeholders. The finding is in tandem with Esu, Enukoha, and Umoren (2004), 

who discovered that the challenges of curriculum implementation could shape the Nation's development. 

The Nation's development will be further facilitated by his/her ability to effectively provide logistics in 

implementing curriculum implementation. This could enhance human accomplishment and well-being in 

numerous ways. Also, Cardno (2003) stressed further that the challenges of curriculum implementation 

would provide the foundation for human motivation, well-being, and personal accomplishment. It is also 

supported by Kyahurwa (2013), who posited that Nation progresses when curriculum implementation 

challenges are reduced or completely eliminated. 

This study revealed that teachers' quality, quantity, students' quality, quantity, infrastructural facilities, 

teaching methods, and availability of relevant textbooks on relevant subjects significantly contribute to 

effective curriculum implementation among teachers and education stakeholders. It was observed that the 

availability of relevant textbooks was the most potent contributor, followed by teaching methods and 

availability of teaching infrastructural facilities to effective curriculum implementation among teachers 

teaching in our national education sector, while self-quantity of the students was the least. The findings 

from research question three showed that the relative contribution of the independent variables on the 

dependent variable was significant. The availability of relevant textbooks and teaching methods has been 

found to influence teachers' effective curriculum implementation. The findings of this study were in line 

with that of Gultig, Suarez-Orozco, and Oin-Hilliard (2002), who posited that improved teaching methods 

and availability of relevant textbooks are factors serving as challenges to effective curriculum 

implementation among teachers in Nigeria. 

Implication of the study 

This study established the contextual determinants of effective curriculum implementation in Nigeria 

educational system and successfully added to the body of knowledge by developing a statistical tool that 

is useful for measuring impediments to effective curriculum implementation in Nigeria. Therefore, the 

implication is that curriculum developers need to take cognizance of effective curriculum implementation 

in Nigeria educational system. Poor implementation of curriculum will not allow the Nigeria graduates to 

compete favourably with their counterparts elsewhere. 

 

CONCLUSION 

The major problems confronting curriculum implementation in this country are of three types: the 

problem of infrastructural facilities, the quality and quantity of teachers, and students. If a curriculum 

meets the yearning and aspiration of a country and there is no infrastructure to back it up, then there is no 

curriculum. Also, if there is the availability of infrastructural facilities and there are not enough quality 

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and quantity teachers to interpret it, there is no curriculum. Finally, suppose there is the availability of 

infrastructure and quality and quantity. In that case, teachers are also available, but there are no quality 

and quantity students to be taught there is no good curriculum. The reason is that the effect and impact of 

the curriculum cannot be felt without the interaction of the triune. Therefore, for effective curriculum 

implementation, the availability of infrastructural facilities, the quality and quantity of teachers and the 

quality and quantity of students are under must. 

 

RECOMMENDATIONS 

Based on the findings of this study, it was clear that the teachers who participated in the study were fully 

aware of the challenges confronting curriculum implementation in Nigeria. I, therefore, provide the 

following recommendations to serve as means of awareness to education stakeholders to work upon that: 

1) The government should provide the infrastructural facilities needed to enable the curriculum to be 

imparted easily by the teachers. 

2) Trained and qualified teachers must be employed to facilitate the interpretation of the curriculum. 

3) Teachers should endeavor to be student-centered in interpreting the curriculum by utilizing 

various teaching methods to understand the learners. 

4) Enough qualified teachers must be employed to lower the burden and overloaded on the parts of 

few available teachers. 

5) Admission into schools must be based on merit, not other factors, to be educable students. 

6) The government must provide relevant textbooks relevant to the curriculum in use in schools. 

Limitations 

The sample consisted randomly of selected teachers from primary school to university level in Nigeria 

which may limit the generalization of the results. In the sense that some of the participants are not ready 

to disclose the challenges they are facing in the course of implementing curriculum for fear of being 

witch-hunted by the government.  

 

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