Contextual Evaluation of Basic Education Mathematics Curriculum in Junior Secondary Schools in Akwa Ibom State, Nigeria
Ubokobong Daniel Udoukpong
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Source: Crossref
Published: Oct 26, 2026
DOI: 10.56201/ijee.v11.no.3.2025.pg233.243
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This study was carried out to evaluate the context of Basic Education Mathematics Curriculum in Junior Secondary Schools in Akwa Ibom State, Nigeria. It was an evaluation research design carried out in Junior Secondary Schools in Akwa Ibom State. Context Input Process and Product (CIPP) evaluation model was adapted and two research questions were formulated to guide the study. The total population of this study was two hundred and fiftyfour (254) Junior Secondary Three (JS3) Mathematics teachers in two hundred and fifty-four (254) public secondary schools in Akwa Ibom State. The sample of 155 JS3 Mathematics teachers in 155 public secondary schools representing 61.0% of the population was used for the study. Multi-stage sampling procedure was adopted for this study. A researcher made Basic Education Mathematics Curriculum Evaluation Instrument comprising of questionnaires and checklists were used for data collection. The instruments were validated and highly reliable. The reliability coefficient of 0.91 was obtained for the questionnaire. Frequency count, simple percentage and bar chart were used in analyzing the data. The result showed that Mathematics teachers covered the curriculum content at high extent. Mathematics Teachers do not perceived mathematics topics in the curriculum as difficult. It was therefore concluded that the context of Basic Education Mathematics curriculum is efficiently actualized in Junior Secondary Schools in Akwa Ibom State. It was recommended that Mathematics Teachers should adopt more demystified instructional strategies so as to impact the content of the mathematics on the learners more effectively
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