This study evaluated the implementation of the senior secondary mathematics curriculum in Niger State using the CIPP model. A descriptive survey design was employed, targeting 421 mathematics teachers and 10,211 Senior Secondary Two (SS2) students. Using a multi-stage sampling technique, 706 participants (120 teachers and 586 students) were selected across the three senatorial zones. Data were gathered through validated structured questionnaires guided by the CIPP evaluation model, with a reliability index of 0.87 (Cronbach’s alpha), and analyzed with descriptive statistics. The findings revealed that curriculum objectives were mostly achieved, and content coverage was generally adequate. Most teachers held relevant qualifications, but implementation was limited by low adoption of student-centered methods, inconsistent use of instructional resources, and underuse of practical assessments. While the mathematics curriculum provided a solid foundation for learning, its effectiveness was undermined by process-related challenges. The study recommends targeted interventions to enhance innovative instructional practices and effective resource utilization.
This study aimed to evaluate the extent to which the Grade Eight General Science textbook satisfies the key criteria for the development of students’ problem-solving skills. To achieve this objective, content analysis was employed to examine the entire unit of the textbook. Data collected through quantitative content analysis were analyzed using frequencies and percentages, while qualitative data were analyzed using content analysis and the findings were presented thematically through textual descriptions. The findings revealed that 66.5% of the textbook content was not related to real-life situations. Although students were made aware of the intended learning outcomes, 71 (78.8%) of the objectives were confined to factual, lower-level cognitive domains. The textbook made substantial use of graphic organizers and collaborative learning strategies (84.8%) as mechanisms for promoting students’ problem-solving skills. However, the use of metacognitive strategies, process-oriented tasks, and higher-order thinking–provoking activities—essential for enhancing students’ problem-solving skills—was found to be limited. To strengthen students’ problem-solving skills, the Grade Eight General Science textbook should be revised to incorporate situated problem-based tasks, open-ended questions that foster higher-order thinking, and explicit metacognitive strategies.
The integration of information and communication technologies (ICTs) in education is widely acknowledged, but research on its use by teacher educators, particularly in Biology, remains limited. This study investigated how teacher educators (TEs) in Ethiopian colleges of teacher education utilized ICT in the teaching-learning process, alongside the challenges they encountered. Employing a mixed-methods approach, data were collected through questionnaires with 50 purposively selected TEs and semi-structured interviews were conducted with 18 teacher educators from three colleges. The findings revealed that 83% of the participants believed that certain complex biological concepts could not be adequately taught without the help of ICT. However, 14% to 42% of the participants admitted that they rarely or never used key tools such as LCD projectors and advanced software in their teaching. Significant differences in ICT usage were associated with age, F (2, 49) = 3.44, p = .040, η² = .12, and with teaching experience, F (2, 49) = 4.19, p = .021, η² = .16. Major challenges included insufficient pedagogical support, inadequate training, and limited access to devices. The study advocates for targeted interventions to empower TEs; enhancing technology integration is vital for advancing education in developing countries like Ethiopia.
This study aims to test Self-Determination Theory (SDT) and its core hypotheses within the Ethiopian science and mathematics classroom context. Data were collected from 332 students in public and private schools using validated questionnaires, while academic achievement was measured using official first-semester mathematics and science scores. The hypotheses were tested using PLS-SEM. The results supported all hypothesized SDT relationships. Path analysis indicated that teacher support was a significant positive predictor of students’ psychological need satisfaction (β = 0.587; t = 12.257). Need satisfaction, in turn, strongly predicted both classroom engagement (β = 0.294; t = 3.623) and academic achievement (β = 0.146; t = 2.038). Furthermore, mediation analyses confirmed that classroom engagement partially mediated the relationship between need satisfaction and achievement (indirect effect: (β = 0.074, t= 2.566, p < 0.05); total effect: (β = 0.232, t= 3.304, p < 0.001) and between teacher support and achievement (indirect effect: β = 0.066, t= 2.432, p < 0.05; total effect: β = 0.369, t = 6.898, p < 0.001). Overall, the findings provide empirical support for SDT in Ethiopian science and mathematics classrooms and suggest that need-supportive teaching practices can enhance student engagement and academic performance.
This qualitative comparative case study investigated the impact of the availability of art materials and spatial considerations on the implementation of the performing and visual arts (PVA) curriculum in primary schools in two major cities in Ethiopia. The data were collected through semi-structured interviews, document analysis and classroom observations. Key informants included art education experts, primary school principals, art teachers, parents, and students. The data were analyzed using thematic analysis. The findings of the study indicated that Ethiopian primary schools face significant challenges in their plan to implement PVA education, primarily due to lack of access to art materials and dedicated instructional space. This drawback hinders the effective delivery of lessons in music, theater, visual arts, and dance, which are important for fostering creative and critical thinking skills among students. Therefore, it is crucial for stakeholders to collaborate in providing the necessary resources and facilities. The study offers practical insights into the strengths and weaknesses of PVA education implementation in Ethiopian primary schools.
