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Challenges to Implementation of Every Child Counts Curriculum by Teachers

Challenges to Implementation of Every Child Counts Curriculum by Teachers

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DEDICATION

This research material, titled “Challenges to Implementation of Every Child Counts Curriculum by Teachers” is dedicated to God for His boundless grace and guidance. It is also a tribute to all computer enthusiasts whose contributions made my research journey smoother and enriched my documentation process, making the experience truly fulfilling.



ACKNOWLEDGEMENT

I am profoundly grateful to everyone who contributed to the successful completion of this project. I am especially grateful to my Supervisor (Name), the Head of Department (Name), and the Lecturers in the Department of Education for their invaluable guidance and support. I also acknowledge the contributions of authors and scholars whose works on Challenges to Implementation of Every Child Counts Curriculum by Teachers provided essential insights. Special thanks go to my study area (and any funding organizations, if applicable) for their financial assistance. I am equally thankful to stakeholders, including mentors, teachers, and colleagues, for their encouragement and support. Finally, I deeply appreciate my family and friends for their patience and unwavering support throughout this journey. Your contributions have been instrumental in making this research a reality.



TABLE OF CONTENTS

PRELIMINARY PAGES

CHAPTER ONE:

  • Introduction
  • Introduction 1
  • Background to the Study 1-10
  • Statement of the Problem 10
  • Purpose of the Study 10-11
  • Research Questions 11
  • Research Hypotheses 11-12
  • Significance of the Study 12
  • Definition of Operational Terms 12

CHAPTER TWO:

  • Review Of Literature
  • Introduction 13
  • The meaning and scope of curriculum 13-16
  • History of Curriculum Development and Implementation 16-20
  • Curriculum Implementation Models 20-25
  • History of Every Child Counts Curriculum in Kwara State 26-35
  • Challenges of Curriculum implementation 35-38
  • Appraisal of Reviewed Literatures 38-39

CHAPTER THREE:

  • Research Methodology
  • Introduction 40
  • Research Design 40
  • Population, Sample and Sampling Techniques 40-41
  • Instrumentation 41
  • Reliability 41
  • Procedure used for data collection 41-42
  • Method of Data Analysis 42

CHAPTER FOUR:

  • Data Analysis, Result And Discussion 43-53

CHAPTER FIVE:

  • Summary, Conclusion And Recommendations
  • Summary of Findings 54-55
  • Conclusion 55-56
  • Recommendations 56-57
  • REFERENCES 58-65
  • APPENDIX 66-67

ABSTRACT

The purpose of this study was carried out to investigate the challenges to implementation of every child curriculum by teachers in Kwara State. The target population for the study was teachers. A 20-item questionnaire constructed by the researcher, validated and tested for reliability was administered to 250 respondents. The sample was chosen through random sampling technique. The data collected was analyzed using chi-square statistical to test the hypotheses formulated at 5% significant level.

The result shows that all the challenges identified were faced by the teachers in the implementation of Every Child Counts Curriculum. Also, it was gathered that there is no significance difference on inadequate funding of ECCC based on gender and educational qualification of teachers. Likewise, there is no significance difference on inadequate infrastructure for implementation of Every Child Counts Curriculum based on years of experience.

Based on these findings, it was recommended that: Schools in Kwara State should be visited by representatives of the Ministry of Education to find out more of the challenges being faced the teachers in the implementation of Every Child Counts Curriculum with the motive of solving them.


Challenges to Implementation of Every Child Counts Curriculum by Teachers

CHAPTER ONE

1.1 Introduction

… As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are Significance of the study, Scope of work, Research hypothesis and questions, Limitation of the study and Definition of technical terms.…

CHAPTER TWO

2.0 Literature Review

2.1 Introduction

This chapter focuses on the review of related literature. A literature review includes the current knowledge as well as theoretical and methodological contributions to a particular topic. It documents the state of the art with respect to the topic you are writing. It surveys the literature in the topic selected. In this research work the literature review includes the conceputal review, theoretical framework, the review of related literature …

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In preparation for defending a project or seminar on Challenges to Implementation of Every Child Counts Curriculum by Teachers, it is imperative that as a nursing student, you demonstrate comprehensive knowledge of your research. The defense process is structured to include presenting your work, answering questions, and illustrating its pertinence. Initially, provide a succinct yet thorough introduction to your research topic, emphasizing its importance and the objectives, ensuring that both the audience and the External Examiner can understand the scope of your study.

Prior to your defense, be thoroughly acquainted with your research abstract and the critical elements of Chapter One, including motivation for embarking on this research, problem statement, objectives, and significance. In Chapter Two, be ready to cite at least two references from the literature review. For Chapter Three, you should be equipped to discuss the methodologies, tools, and techniques utilized. In Chapter Four, defend your research by justifying the findings and linking them to your research objectives.

Conclude your defense by succinctly summarizing the study and offering insightful, evidence-based recommendations. A professional dress code, such as wearing a suit and tie, is vital to create a favorable impression and elevate your presentation.

During the question and answer segment, the External Examiner may pose questions pertaining to your research. If confronted with a challenging or irrelevant question, respond diplomatically with, “Sorry, Sir/Madam, the question asked is beyond the scope of my study.” Whenever possible, direct your answers back to your research findings to reinforce your expertise.

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