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Author(s): Enwuru Caroline Obiageri.

Volume/Issue: Volume 6, Issue 1 (2026)

Page No: 93-102

Journal: British Journal of Contemporary Education (BJCE)

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Abstract:

This study examines the gap between curriculum design and classroom practice in Nigerian secondary schools, with a focus on understanding the challenges that hinder effective curriculum implementation and identifying strategies to bridge this gap. Using a survey research design, data were collected from 198 teachers and educational administrators across five selected secondary schools—Federal Government College, Enugu; Queen’s College, Lagos; Government Secondary School, Kano; Christ the King College, Onitsha; and Anglican Grammar School, Ibadan—through structured online questionnaires administered via Google Forms. The data were analyzed using frequency tables, percentages, mean, and standard deviation to determine trends in teachers’ understanding of curriculum objectives, classroom practices, and the challenges they face. Findings indicate that while teachers generally have a high understanding of curriculum objectives, the actual implementation of learner-centered and practical teaching methods is moderate, largely due to large class sizes, inadequate instructional resources, and limited professional development opportunities. Respondents highlighted the importance of strategies such as in-service training, provision of instructional materials, collaborative teaching, and regular monitoring to improve curriculum enactment. The study concludes that bridging the curriculum-practice gap requires coordinated efforts at both teacher and systemic levels to enhance the quality and effectiveness of education in Nigeria.

Keywords:

Curriculum implementation, classroom practice, teacher preparedness, secondary schools, Nigeria.

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