TEACHERS QUALIFICATION, TEACHING EXPERIENCE AND STUDENT-CENTRED CURRICULUM: EVIDENCE IN SOCIAL STUDIES CLASSROOM INTERACTIONS IN OYO STATE

Abstract

The study investigated Social Studies teachers' student-centred curriculum implementation practices in Oya State secondary schools. It examined the extent to which teachers' curriculum implementation practices comply with student centred teaching/learning. It further examined the influence of educational qualification and years of teaching experience on the extent of teachers' compliance with student centred teaching practices. The study adopted a descriptive research design. The sample for the study comprised 120 Social Studies teachers selected using a multi­stage sampling procedure. The researcher designed and validated questionnaire was used to collect data for the study. The instrument yielded a reliability coefficient of 0. 70. The data obtained was analysed using percentage, mean and Chi-Square statistical technique. The results showed that Social Studies teachers often provide instructions that permit personalization, critical thinking/problem solving, and student self-regulation/academic tenacity among the students while they occasionally provide instructions that permit collaboration. It further revealed that educational qualification, and years of experience had significant influence on the extent of teachers' compliance with student centred teaching practices. The study therefore recommends adequate education on the implementation procedures for student- centred curriculum implementation through effective and practical based seminars/workshop.