POVERTY CUM SECONDARY SCHOOL CURRICULUM CHANGE AND ITS IMPLEMENTATION FOR THE ATTAINMENT OF QUALITY

Abstract

The study examined the place of the generative artificial intelligence in the face of poverty level in the Nigerian secondary schools? curriculum. It was to see the classroom activities and specifically the learning materials used by the students. This was with the view to improving teaching and learning activities in Social Studies curriculum. A survey research design was adopted with observation type for the study. The population consisted of junior secondary school I-III Social Studies students and teachers in Oyo State. A sample of 1,500 was drawn from the population for the study. Random sampling technique was used to select 1,400 students, 100 randomly selected Social Studies teachers. Data for the study were collected using an instrument named: “Observation Checklists for Social Studies Curriculum Implementation”(OCSSI). The items covered the content in the teachers? schemes of work, curriculum as well as the learning materials used by the students in the classroom teaching. The data gathered were analysed using percentages and descriptive statistics. The results showed that the implementation of Social Studies was in line with the National Social Studies curriculum with the positive relationship (r = 0.795) between Social Studies content and the actual implementation in classroom teaching. It was concluded that if the constraints of shortage of learning materials is addressed by the parents, Social Studies curriculum could be better implemented. Recommendations were made like; parents should ensure needs of their children in school are adequately provided. Government should assist learners who are less privileged in meeting with the demands of classroom activities in providing for the learners.