INFLUENCE OF CURRICULUM IMPLEMENTATION ON STUDENT ACHIEVEMENT IN NIGERIAN SCHOOLS

EDUCATIONAL MANAGEMENT — 2026, undergraduate

This study examined influence of curriculum implementation on student achievement in nigerian schools, using undergraduate students of the University of Lagos as a case study. The study was guided by three specific objectives: to examine the extent to which respondents exhibit the key attributes of influence; to determine the influence of these attributes on the outcomes under investigation; and to identify the challenges associated with influence and curriculum. The study adopted a descriptive survey research design, anchored on the Systems Theory and the Human Capital Theory. A sample size of 392 respondents was determined using the Taro Yamane formula and selected through stratified and simple random sampling techniques, out of which 375 questionnaires were found valid for analysis. Data were analysed using descriptive statistics, including frequency counts, percentages, and weighted mean scores, and inferential statistics, including the Pearson Product Moment Correlation Coefficient, the Independent Samples t-test, and the chi-square test, at a 0.05 level of significance. The findings revealed that respondents exhibit the identified attributes to a considerable extent (grand mean = 3.05). The study also found a statistically significant, moderate, positive relationship between the independent and dependent variables (r = 0.598, p < 0.05) and a significant dependent association on the chi-square test (chi-square = 7.03, p < 0.05). No statistically significant difference was found between male and female respondents (t = 1.22, p > 0.05). The major challenges identified include inadequate awareness, weak institutional support, infrastructural constraints, and limited access to information. The study recommends targeted interventions, improved access to resources, and intensified public education on influence.

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