Assessment of Science and Mathematics Curriculum Implementation in Secondary Schools in Kontagora, Niger state Nigeria

Abstract

The effective implementation of science and mathematics curricula in secondary schools is essential for developing students’ scientific literacy, critical thinking, and readiness for higher education and technological careers. This study aimed to assess the level of compliance with science and mathematics curriculum implementation, evaluate the availability of infrastructural and human resources, and examine capacity-building opportunities for secondary school teachers in the region. A survey research design was employed, targeting 176 randomly selected Science and Mathematics teachers. Data were collected using a structured questionnaire (Secondary School Teachers Questionnaire, SSTQ), which was validated by experts and tested for reliability (Cronbach’s Alpha = 0.766). Collected data were analyzed using means, standard deviations, and weighted mean responses. The findings reveal that while most schools possess science laboratories, sufficient classroom furniture, and generally conducive learning environments, mathematics laboratories are largely inadequate, and laboratory capacity, utilities, and safety provisions are inconsistent. Teachers with higher academic qualifications demonstrated higher and more consistent compliance with curriculum implementation, whereas mid-level qualifications showed variability, indicating a need for targeted professional development. Recommendations include increasing government funding to equip mathematics laboratories adequately and establishing continuous, structured professional development programs for all science and mathematics teachers to improve curriculum compliance and student learning outcomes.