Sylvester Nwigwe Ogbueghu, Isaac Okereke Chukwu Ugwu


This study examined the teachers instructional competence and implementation of Economics curriculum in senior secondary school, with emphasis on methodology contents/subject matter and instructional materials used.  Three purposes guided the study of which the aim was to investigate and established the relationship that exists between them.  The research adopted context Input Process and Product (CIPP) model which link on the implementation of Economic Curriculum, and 3 related empirical studied reviewed.  The study was carried out in 2016; in Ishielu, Ikwo, Ezza North and Ezza South Local Government areas in Onueke Education Zone of Ebonyi State.  An area with the target population of thirty-one (31) public secondary schools and 59 Economics teacher were used.  The choice of the area was due to the presence of learning institutions, as it is fondly called an academic environment: the study employed descriptive research design.  Questionnaire was used ass an instrument for data collection.  A reliability of 0.614 was established.  Data collected was analyzed, using version 20 of the Statistical Package for the Social Science (SPSS) and employed descriptive and frequency statistical tools.  Hence, mean, standard deviation and frequency were used to test the results.  The study found that all the variables investigated on teacher competencies in content matter, methodology and instructional materials have great influence on the implementation of economics curriculum.  Conclusion and recommendations were made that through education board that there will be provision of seminars and workshops to help teachers to be committed to the teaching of Economics.  Economics curriculum planner should liaise with the management of Onueke Education Zone to ensure that content matter, instructional material usage, and methodology competency are improved.


Teacher Instructional Competency, Curriculum in Economics

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