Relating Perceived Innovative Learning Systems to Curriculum Delivery in Senior Secondary Schools in Ikwerre Local Government Area, Rivers State
Keywords:
Innovative Learning Systems, Curriculum Delivery, Teachers’ Effectiveness, Students’ Academic EngagementAbstract
This study investigated the relationship between perceived innovative learning systems and curriculum delivery in senior secondary schools in Ikwerre Local Government Area of Rivers State. Specifically, it evaluated the effect of innovative learning systems on teachers’ efficiency in curriculum delivery, students’ academic engagement, and the problems affecting their adoption in senior secondary schools. The study employed a descriptive survey research design. The population consisted of 13,171 respondents (12,413 students and 758 teachers) from sixteen public senior high schools. The researchers calculated a sample of 388 respondents using the Taro Yamane formula and selected them using stratified random sampling and simple random sampling techniques. Data were collected using a structured questionnaire named the Innovative Learning System and Curriculum Delivery Questionnaire (ILSCDQ). Specialists in Educational Management and Measurement and Evaluation subjected the tool to face and content validation to ensure its clarity and usefulness. Reliability was determined using Cronbach’s alpha, yielding 0.79, indicating satisfactory internal consistency. The data were analysed using descriptive statistics (mean, standard deviation) and inferential statistics (simple linear regression) at a 0.05 level of significance. Findings demonstrated that innovative learning systems had a large beneficial effect on teachers’ performance and a strong favourable influence on students’ academic engagement in curriculum delivery. However, implementation of these systems is hampered by poor ICT infrastructure, inconsistent electrical supply, poor internet access, limited funding, shortage of digital devices, lack of suitable teacher training, and reluctance to change among instructors. The study finds that innovative learning methods improve curriculum delivery, but their effectiveness depends on proper infrastructure and teacher capacity development. Stakeholders were advised to strengthen the ICT infrastructure and offer continual professional development for instructors.
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