Demographic and Cognitive Factors in Teachers’ Perception of Curriculum Innovations in Enugu State, Nigeria

R. Onyia Chidiebere, Obiamaka Egbo, Nkechi Onyeneho


Globally, education systems continue to explore ways of designing effective curriculum innovation changes across subject
areas. This has been the case in Nigeria where the curriculum change process has historically excluded teacher input in the
thinking and designing of the curriculum. This paper explores teachers’ perceptions of these efforts and the demographic and
cognitive factors that shape their perceptions. A structured interview schedule was administered to 205 teachers purposively
selected from six educational zones in Enugu State. The results revealed that teachers’ perceptions of curriculum innovation
were affected by abysmal performance of past curriculum policies designed and implemented in Nigeria.

DOI: 10.5901/mjss.2016.v7n2p331

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This work is licensed under Creative Commons Attribution 3.0 License.

Mediterranean Journal of Social Sciences ISSN 2039-9340(Print) ISSN 2039-2117(Online)

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