ABSTRACT

This study aimed at evaluating the implementation of entrepreneurial subjects' curricula in Senior Secondary Schools in Akwa Ibom State. Six research questions and five null hypotheses guided the study. The target population of this study comprised 1612 Senior Secondary School entrepreneurial subject teachers from public secondary schools. Descriptive survey design was adopted for the study. The Sample size of 320 entrepreneurial subject teachers from public secondary schools was used for the study. Three educational zones were randomly selected and proportionate stratified random sampling was used to select 30 schools from the three educational zones sampled. Purposive sampling technique was adopted to select only entrepreneurial subjects teachers for the study. Data were collected through the use of a self-developed and validated questionnaire with a reliability coefficient of r = 0.73. The findings of the study include; many of the entrepreneurial subjects are not taught in secondary schools; teachers of entrepreneurial subjects are competent to a moderate extent (urban 3.13, 0.80 and rural 2.86, 0.88); many of the infrastructures for implementing entrepreneurial subjects are not available (urban 1.86, 0.84 and rural 1.88, 0.86); entrepreneurial subject teachers utilize the available instructional method for teaching and learning to a less extent (urban 2.71, 0.91 and rural 2.86, 0.88); modern teaching and learning materials are available to a less extent (urban 2.48, 0.73 and rural 2.50, 0.72); teachers use recommended evaluation techniques in assessing students to a moderate extent (urban 2.95, 0.72 and rural 2.92, 0.75). The hypothese testing shows that there is a significant difference in the teachers' competencies, there is no significant difference on the extent infrastructural facilities available, there is no significant difference on the instructional methods used, there is no significant difference between on the instructional materials available and there is no significant difference between on the extent of utilization of evaluation techniques. The result provides a sufficient evidence to recommend that school authorities and government agencies should ensure full implementation of the entrepreneurial subjects in the schools for all round development of students; necessary infrastructure; teaching and learning materials should be made available for proper implementation of entrepreneurial subjects in secondary schools.