IMPACT OF TABLE OF SPECIFICATION ON ECONOMICS TEACHERS UTILIZATION OF WRITTEN CURRICULUM IMPLEMENTATION IN SECONDARY EDUCATION OF NASARAWA STATE, NIGERIA

Abstract

Enhancing curriculum delivery at the secondary level is important for fostering knowledge, measuring, and grading valid individual performance. In light of these considerations, the study explored the impact of Table of Specification (TOS) on teachers’ economics utilization of written curriculum implementation in secondary education in Nasarawa state, Nigeria. The study was directed by two research questions with associated null hypotheses, and survey research was used. A sample size of 340 economics teachers were used, checklist and questionnaire were utilized as data collecting devices, and they were validated, and pilot tested, yielding 0.81 validity and 0.82 reliability indexes. The data acquired was analyzed using the means to answer research questions, and the One-Way ANOVA was employed to test null hypotheses at the 0.05 level of significance. Findings revealed that, Economics teachers do not use TOS very often to assess student’s cognitive domain, there is no significant impact in male, and female economics teachers use of TOS toward implementation of written curriculum. The study recommended that Economics teachers should implements written curriculum (lesion plan, or syllabus, test, exam) in agreement with TOS, and Nasarawa State Ministry of Education should organize workshop to train teachers on how to use TOS to enhancing writing curriculum delivery in secondary education.