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The impact of digital tools on curriculum delivery in public and private secondary schools in Awka south local government area Nkolika, Chukwuka Judith
Bulletin of Educational Management and Innovation Vol. 3 No. 1 (2025): Bulletin of Educational Management and Innovation
Publisher : Rafandha Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56587/bemi.v3i1.107

Background: With the increasing reliance on technology in education, it is crucial to assess how these tools enhance or hinder teaching effectiveness. This is because, integration of digital tools in education can transform curriculum delivery in secondary schools, influencing teaching methodologies and learning outcomes. Employing a descriptive correlational design, the study explored the extent of digital tool integration in teaching and its effects on curriculum delivery. Method: The sample consisted of 118 teachers from both public and private schools, selected using a purposive sampling technique. Data were collected through a structured questionnaire, which included both closed-ended and Likert-scale items, assessing the integration of digital tools and teachers' perceptions of their effectiveness. The questionnaire was administered via an online survey for accessibility and timely data collection. Statistical analysis, including regression analysis, was used to determine the relationships between variables such as school location, school type, and gender, and their effects on the use of digital tools. Findings: Results indicated that while school location significantly influenced digital tool integration, there is a moderate use of digital tools in lesson delivery (mean: 3.41) and communication (mean: 3.03), but limited support for personalized learning (mean: 1.81). Digital tools enhance student engagement (mean: 3.02) and curriculum delivery (mean: 3.32). Regression analysis indicates that location (B = 2.806, t = 4.716, p < 0.001) significantly affects integration, while school type and gender do not. The findings highlight the importance of location in shaping digital tool utilization, offering valuable insights for policymakers and educators seeking to enhance curriculum delivery through technology.

Assessing The Role of Continuous Professional Development in Curriculum Adaptation Among Secondary School Teachers in Awka South Local Government Area Nkolika, Chukwuka Judith
Journal of Education and Teacher Training Innovation Vol. 2 No. 2 (2024): Journal of Education and Teacher Training Innovation (JETTI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/jetti.v2i2.120

In today’s rapidly evolving educational system, the ability to adapt curricula to meet different student needs is more important than ever. Continuous Professional Development (CPD) has been suggested as a key factor in empowering teachers to enhance their curriculum adaptation skills. Hence, this study assessed the role of Continuous Professional Development (CPD) in enhancing curriculum adaptation among secondary school teachers in Awka South Local Government Area. Using a descriptive correlational research design, the study surveyed 117 teachers from both public and private schools, with a balanced representation of gender. Data was collected through a structured questionnaire, which was validated by three experts and tested for reliability using Cronbach’s Alpha (0.87). The data analysis method began with descriptive statistics, which included calculating the variables for gender, sample size (N), mean, standard deviation (Std. Deviation), and standard error of the mean (Std. Error Mean). The hypotheses testing method employed involved conducting an Independent Samples t-test, preceded by Levene's Test for Equality of Variances. The findings revealed that CPD significantly influences teachers’ ability to adapt the curriculum, providing them with innovative strategies, updated knowledge, and practical tools. The study highlighted that CPD plays an important role in addressing challenges faced by teachers, such as diverse student needs and curriculum changes. It concluded that CPD is essential for curriculum innovation and teacher professional growth. The study recommends continuous investment in CPD programs to enhance curriculum adaptation practices in secondary schools.

Pedagogical Challenges Encountered by Teachers in Some Content Areas of the Reintroduced History Curriculum in Junior Secondary Schools in Awka Education Zone Nkolika, Chukwuka Judith
Indonesian Journal of Innovative Teaching and Learning Vol. 2 No. 1 (2025): Indonesian Journal of Innovative Teaching and Learning, 2(1), 2025
Publisher : Academia Edu Cendekia Indonesia (AEDUCIA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64420/ijitl.v2i1.176

Background: In recent years, there has been a renewed emphasis on history education in Nigeria’s basic education curriculum, driven by the recognition of its role in fostering national identity, civic responsibility, and critical thinking among young learners. However, the reintroduction of history as a standalone subject has presented several pedagogical challenges for teachers, particularly in terms of content delivery and resource availability. Objective: This study aims to identify the pedagogical challenges faced by teachers in delivering the reintroduced basic education history curriculum in the Awka Education Zone, Nigeria. Method: A descriptive research design was used, involving 53 history teachers from 53 public secondary schools. Since the population was manageable, no sampling was conducted. 50 completed questionnaires were analyzed using descriptive statistics (Mean and Standard Deviation), and internal consistency was measured using Cronbach Alpha, yielding a reliability score of 0.91. Result: Teachers faced difficulties in teaching differences among pre-colonial Nigerian civilizations, the evolution of the Nigerian state, and the centralization of power and authority. Conclusion: Addressing these teaching challenges requires enhanced support and resources for history educators. Contribution: The study highlights the need for government funding, financial support, and budget allocation to provide materials for student assessment and improve history education quality.

The Role of Artificial Intelligence in Curriculum Development at the Tertiary Education Level Nkolika, Chukwuka Judith
Jurnal Indonesia Pendidikan Profesi Guru Vol. 2 No. 1 (2025): Jurnal Indonesia Pendidikan Profesi Guru, 2(1), 2025
Publisher : Academia Edu Cendekia Indonesia (AEDUCIA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64420/jippg.v2i1.250

Background: The integration of Artificial Intelligence (AI) into higher education has the potential to enhance teaching and learning processes. However, its implementation is often hindered by various contextual and institutional factors, especially in developing regions such as Anambra State, Nigeria. Objective: This study aimed to investigate the challenges and factors influencing lecturers' teaching practices and professional competency needs in tertiary institutions within Anambra State, particularly in relation to the integration of AI in education. Method: A descriptive survey design was employed. Data were collected using a structured questionnaire distributed online via Google Forms to 62 lecturers. The instrument, divided into demographic and five-point Likert scale sections, was validated by experts and pilot-tested, yielding a reliability score of 0.85 (Cronbach’s alpha). Data analysis was conducted using SPSS version 23, involving descriptive statistics (frequencies, percentages, means, and standard deviations) and inferential statistics (ANOVA). Result: Findings revealed that AI has several advantages, including personalized learning experiences, data-driven curriculum optimization, and enhanced instructional efficiency. Nonetheless, major challenges were identified, such as limited access to high-quality data, high implementation costs, lack of technical expertise, and educator resistance. Conclusion: While AI holds significant promise for improving tertiary education, its effective adoption requires addressing systemic barriers and equipping educators with the necessary skills and support. Contribution: This study provides practical insights for policymakers and educators to support the integration of AI into curriculum planning. It highlights the need for strategic investments in infrastructure, continuous training, and ethical frameworks to ensure effective and equitable implementation.

Teachers’ and Students’ Views on Multidisciplinary Curriculum Implementation in Secondary Education in Anambra and Enugu States Nkolika, Chukwuka Judith
Journal of Education and Teacher Training Innovation Vol. 4 No. 1 (2026): Journal of Education and Teacher Training Innovation
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/xx6jhz89

Secondary education in Nigeria faces increasing demands to equip students with critical thinking and problem-solving skills necessary for higher education and the workforce. Despite policy efforts to introduce multidisciplinary curricula, challenges persist in effectively implementing these approaches in schools, limiting their potential impact on students’ cognitive development. The study employed a quantitative descriptive survey design with inferential analysis to examine multidisciplinary curriculum implementation in secondary schools in Anambra and Enugu States. A multi-stage sampling technique was used to select 500 students and educators from public and private schools. Data were collected using a validated and reliable structured questionnaire measuring demographic variables, problem-solving skills, educators’ perceived challenges, and students’ perceptions of relevance to critical thinking. Questionnaires were administered directly, with ethical standards observed. Data were analyzed using SPSS, applying descriptive statistics, independent samples t-tests, and simple linear regression at the 0.05 level of significance. The results indicate that multidisciplinary education enhances students’ problem-solving skills in both states, with Anambra students recording higher mean scores in applying knowledge (3.15 vs. 3.03), creativity (3.47 vs. 3.37), decision-making (3.20 vs. 3.12), and real-world problem solving (3.10 vs. 2.99), while Enugu students reported greater confidence in handling complex tasks (2.82 vs. 1.84). Educators in Enugu perceived more serious implementation challenges, especially inadequate training (2.82 vs. 1.84) and curriculum overload (2.66 vs. 1.41), though both states shared similar concerns about assessment methods (3.31). Students generally viewed multidisciplinary education as relevant to critical thinking, with Anambra showing slightly higher engagement (3.47 vs. 3.41) and deeper thinking (3.42 vs. 3.33). Regression analysis revealed a moderate, significant impact on problem-solving skills (R = 0.469; R² = 0.220; p < .001), educators’ challenges significantly influenced implementation (t = –8.238; p < .001), while students’ perceptions were not significantly related to critical thinking (p = .289). The study concludes that multidisciplinary curricula hold substantial potential to enhance students’ cognitive skills, but effective implementation requires targeted teacher training, curriculum adjustments, and improved resource provision. These findings offer guidance for policymakers, school administrators, and curriculum planners aiming to strengthen secondary education outcomes.

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