Going beyond the Recommended Primary School Curriculum as Determinant of Students' Learning Outcomes at the Junior Secondary School One

Autor/in	Odinko, Monica N.
Titel	Going beyond the Recommended Primary School Curriculum as Determinant of Students' Learning Outcomes at the Junior Secondary School One
Quelle	In: Journal of the International Society for Teacher Education, 19 (2015) 2, S.33-45 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1029-5968
Schlagwörter	Outcomes of Education; Secondary School Students; Academic Achievement; STEM Education; Curriculum Evaluation; Elementary School Curriculum; Prior Learning; Private Schools; Followup Studies; School Effectiveness; Student Surveys; Likert Scales; Questionnaires; Achievement Tests; Social Studies; Language Tests; Relevance (Education); Foreign Countries; Nigeria + Suchen Sie Ihr Suchwort? Lernleistung; Schulerfolg; Sekundarschüler; Schulleistung; STEM; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Vorkenntnisse; Private school; Privatschule; Follow-up studies; Kontaktstudium; Schuleffizienz; Schülerbefragung; Likert-Skala; Fragebogen; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Gemeinschaftskunde; Language test; Sprachtest; Relevance; Relevanz; Ausland
Abstract	Nigerian educators are concerned about the need to improve learners' academic achievement in core subject areas (mathematics, English language, science, and social studies). Research, however, appears not to have focused on children who attended private primary schools in which other subjects are taught. This gap is what this study sought to examine by looking at how curriculum contents used by public and private primary schools affect learners' performance. The study adopted the survey design. The population comprised of Nigerian children in junior secondary school 1 (JS1) who attended private primary school and those who did not. A total of 34 proprietors from 17 public and 17 private primary schools, and 680 students participated. These students were traced to their new schools. Five research instruments were used. Results revealed that private primary schools in Nigeria expose learners to extra subjects which are not recommended by the government. Significant differences exist in scores of learners exposed to extra subjects: mathematics exposed (x-bar = 75.3154, SD = 12.98728) and not exposed (x-bar = 46.1100, SD = 18.1); English language (x-bar = 74.11, SD = 14.57) and not exposed (x-bar = 53.15, SD = 18.56); integrated science exposed (x-bar = 59.97, SD = 15.1) and not exposed (x-bar = 44.51, SD = 171); and social studies exposed (x-bar = 64.35, S.D = 14.45) and not exposed (x-bar = 56.53, SD = 18.03). The implications of these findings to educational practice in Nigeria were discussed. (As Provided).
Anmerkungen	International Society for Teacher Education. Danish School of Education, Aarhus University, Niels Juelsgade 84, 8210 Aarhus N. Denmark; e-mail: isftecontact@gmail.com; Web site: http://isfte.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01