Assessment of Students’ Perceptions of Curriculum Innovation in Secondary Schools in Ondo State, Southwest Nigeria

Abstract

Curriculum innovation is imperative to educational development in any country as it adapts education to our ever-changing society. To attain educational advancement, curriculum must evolve continuously. Education is a catalyst for societal transformation, and as such, individuals play a role in driving change. The study focuses on students' perceptions of curriculum innovation in secondary schools in Ondo State, Nigeria. This is prompted by concerns about education quality in the state and inconsistent findings on students’ views toward curriculum changes. The study's objectives encompass understanding students' perceptions, identifying obstacles to curriculum innovation, and proposing solutions to these challenges. Employing a self-designed questionnaire, 200 students were sampled for the study. Results were analysed using simple percentages. The findings show that secondary school students in Ondo State possess positive attitudes toward curriculum innovation, indicating openness to new ideas. However, they lack awareness of upcoming curriculum changes thereby hindering their ability to adapt quickly. Students' interests were not adequately integrated into the innovation process, making it challenging for them to embrace new trends. Suggested solutions include incorporating students’ interests, training teachers in new teaching methodologies, improving communication about curriculum changes, involving students in curriculum development, addressing resistance to change, and ensuring that teaching materials are accessible. Further research is recommended to validate findings and explore specific challenges and opportunities within Ondo State. Implementing these recommendations will enhance curriculum innovation, leading to improved student engagement improve academic performance, and overall education quality in secondary schools in Ondo State.