ASSESSING CURRICULUM INNOVATION IN ONDO STATE SENIOR SECONDARY SCHOOLS: A STUDY ON TYPES, TEACHER ATTITUDES, AND INVOLVEMENT

Abstract

This study investigates curriculum innovation in Ondo State Senior Secondary Schools, ffocusing on types of innovation, teacher attitudes, and the effectiveness of teacher involvement. The study adopted a survey research design, 300 secondary school teachers selected through purposeful and random sampling participated in the study. Researchers‟ self-designed questionnaire was used for data collection, and the collected data was analysed using descriptive statistical tools of frequency count and percentage. The findings revealed different types of curriculum innovation that have been instituted in Nigerian Senior Secondary Schools including methods of delivery, content changes, introduction of new subjects and administrative policies. However, on teachers‟ attitudes towards curriculum innovations in Nigerian Senior Secondary Schools findings reveal a gap between curriculum innovation and its effective implementation as most teachers lack access to documented guidelines and necessary materials for teaching innovative aspects of the curriculum, with many also unaware of the innovative objectives introduced into curriculum. While there is a general willingness among teachers to teach innovative content, a significant portion still prefers the old curriculum and struggles to adjust to new methodologies. Furthermore, findings indicate that teachers are not effectively involved in the process of curriculum innovation at the Senior Secondary School level in Nigeria, as many feel excluded and believe their classroom expertise is not adequately considered. The study concludes by emphasising the need for improved guidelines and support for teachers to effectively implement curriculum innovations in Nigeria. Recommendations include provisions of implementation guidelines, material resources, inclusive collaboration and professional development.