Effect of Curriculum Evaluation on Academic Achievement among Secondary School Students in Katsina State, Nigeria
DOI:
https://doi.org/10.64348/zije.2026567Abstract
Curriculum evaluation is an essential component of educational quality assurance and serves as a mechanism for determining the effectiveness, relevance, and efficiency of educational programmes. Despite various curriculum reforms implemented in Nigeria, concerns continue to be raised regarding the academic achievement of secondary school students, particularly in Katsina State. This study investigated the effect of curriculum evaluation on academic achievement among secondary school students in Katsina State, Nigeria. The study adopted a quasi-experimental research design involving pre-test and post-test non-equivalent control groups. The population consisted of 15,333 Junior Secondary School (JSS II) students in public secondary schools in Katsina State. A sample of 384 students was selected using multistage sampling procedures. The Curriculum Evaluation Intervention Package (CEIP) and Junior Secondary Academic Achievement Test (JSAAT) were used for data collection. The instruments were validated by experts in Educational Measurement and Evaluation and Curriculum Studies. Reliability coefficients of 0.86 and 0.88 were obtained using Cronbach Alpha and Kuder-Richardson Formula 20 respectively. Data were analysed using mean, standard deviation, and Analysis of Covariance (ANCOVA) at 0.05 level of significance. Findings revealed that curriculum evaluation significantly improved students’ academic achievement. Students exposed to curriculum evaluation-based instructional strategies performed significantly better than those taught using conventional approaches. The study concluded that systematic curriculum evaluation enhances instructional effectiveness, improves curriculum implementation, and contributes positively to students’ academic achievement. It was recommended that educational stakeholders institutionalize periodic curriculum evaluation and provide teachers with adequate training in curriculum implementation and assessment practices.
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