Implementation Problems of Secondary School Arts Curriculum in Fine Arts, in Benue State, Nigeria

Implementation Problems of Secondary School Arts Curriculum in Fine Arts, in Benue State, Nigeria.

ABSTRACT  

Fine Art is one of the core subjects in the Secondary School System in Nigeria. And the educational goals realizable from art learning cannot be overemphasized. In spite of its articulate documentation as enshrined in the National Policy on Education (NPE) and its general acceptance as a subject to be taught in Secondary Schools, it has the problem of curriculum implementation in most Schools in Benue State.

This study attempts to X-ray these problems by considering first the content of the curriculum, secondly, determine whether or not the implementors of the curriculum are suitably qualified or not and thirdly find out the reasons for the failure in implementation. The study considered secondary schools in the North-East Senatorial Zone of Benue State with a sample size of 600 students, 100 teachers and 30 principals/Deans of Studies.

The questionnaire was face validated by experts and through the use of Cronbach, Alpha Technique was administered through direct delivery technique/method. Amazingly, the results of the study showed that most of the teachers were qualified, however, failure in the implementation was due largely to pedagogic methods used in teaching the subject, not being suitable, more so the absence of basic instructional materials/equipment coupled with lack of motivation, encouragement from most school administrators is largely responsible for lack of curriculum implementation of Fine Art as a subject in most secondary schools in Benue State. 

TABLE OF CONTENTS

Title page … … … … … … … … i
Approval page … … … … … … … ii
Dedication … … … … … … … … iii
Acknowledgement… … … … … … … iv
Table of Content … … … … … … … v
List of Tables … … … … … … … vi
List of Figures … … … … … … … vii
Abstract … … … … … … … … ix

CHAPTER ONE … … … … … … … 1
INTRODUCTION: … … … … … … … 1
Background of the study … … … … … … 1
Statement of the problem … … … … … … 6
Purpose of the study … … … … … … … 7
Significance of the study … … … … … … 8
Scope of the study … … … … … … … 9
Research question … … … … … … … 9

CHAPTER TWO … … … … … … … 10
LITERATURE REVIEW: … … … … … … 10
Implementation and development … … … … …. 10
Curriculum Content in Fine Arts … … … … … 12
Staffing … … … … … … … … 14
Capital Facilities/Text Books/Instructional Materials … … 16
Environment/Workshops/Studios and Time Tabling … … … 16
How Does Lack of Implementation of Art Curriculum Affect
Schools … … … … … … … … 21
The Benefits of Art Curriculum in Secondary Schools … … 22
Summary … … … … … … … 23

CHAPTER THREE … … … … … … … 24
DATA PRESENTATION, ANALYSIS AND FINDINGS: … 24
Methodology … … … … … … … … 24
Research design … … … … … … … 24
Area of study … … … … … … … … 24
The population of the study and distribution by Local Government Area 26
Sampling and sampling techniques … … … … … 27
Research procedures … … … … … … … 28
Research instrument … … … … … … … 28
Method of data collection … … … … … … 29
Method of data analysis … … … … … 29

CHAPTER FOUR … … … … … … … 30
DATA PRESENTATION, ANALYSIS AND FINDINGS: … 30
4.1 Introduction … … … … … … … 30
4.2 Data presentation analysis and interpretation… … … 30
Discussion of findings … … … … … … 38

CHAPTER FIVE … … … … … … … 40
DISCUSSION, CONCLUSION AND RECOMMENDATIONS: … 40
Summary … … … … … … … … 40
Conclusion … … … … … … … … 42
Recommendations … … … … … … … 43
References

INTRODUCTION  

For a nation to be classified as developed or developing, such a nation must attain a tremendous sphere of independence, this is achieved through the demonstrable ability of the citizenry to explore and exploit their potentials realizing their self-interest in the various endeavour’s of existence especially in the educational system. The secondary school system of education as observed by Ukeje (1996) is expected to prepare the youth for life in a society for which are parts of and therefore should avail them with the necessary basic foundation and tools for effective functioning in the society.

However, when these basics are absent, it could be said that some level of confidence and all other levels of education will collapse. The National Policy on Education in Nigeria (2004) emphasizes the inculcation of the right type of values and attitudes for the survival of the individual and the Nigerian society, the acquisition of appropriate skills, abilities and competencies both mental and physical as equipment for the individual to live and contribute to the development of his society.

The design of an educational programme is influenced by a wide variety of decisions ranging from the type of educational policy on the aims or content of the curriculum, planning of the curriculum policy or curriculum priorities to operate programmes within the schools. According to Tanner (1975) curriculum is from the Latin root word curus (running). It came to be used to describe the “face course” by contestants, in those days, in education it was figuratively used to refer to the course programme run by students towards their certification.

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StudentsandScholarship Team.