EVALUATION OF SENIOR SECONDARY MATHEMATICS CURRICULUM IMPLEMENTATION USING CIPP MODEL IN OBIO/AKPOR LGA, RIVERS STATE

Abstract

This study evaluated the implementation of the senior secondary school mathematics curriculum in Obio/Akpor Local Government Area (LGA), Rivers State, using the Context, Input, Process, and Product (CIPP) model. A descriptive survey design was adopted, with the entire population of 72 mathematics teachers from public senior secondary schools in the LGA serving as respondents. Data were collected using a validated questionnaire (reliability index = 0.77) and analyzed with descriptive statistics (mean and standard deviation) and linear regression at the 0.05 significance level. Findings revealed that while stakeholders including the government, religious bodies, and communities play significant roles, contextual factors contribute 37.9% to curriculum achievement. Input factors, such as instructional materials and qualified teachers, accounted for 50.8%, while process variables, reflecting effective teaching methodologies, explained 20.5%. Jointly, context, input, and process variables contributed 60.3% to achieving the curriculum objectives. Students demonstrated a high level of assimilation of mathematical content, particularly in reasoning, problem-solving, logical thinking, and positive attitudes toward mathematics. The study concludes that effective teaching practices, adequate resources, and a supportive learning environment are crucial for achieving the objectives of the senior secondary mathematics curriculum. It recommends sustained government support, continuous teacher professional development, adequate provision of instructional materials, adoption of formative assessment practices, and stronger stakeholder collaboration to enhance curriculum delivery and student achievement.