Perceptions of the Design of the New Basic Education Business Studies Curriculum: A Case Study of the Federal Capital Territory, Abuja, Nigeria

Perceptions of the Design of the New Basic Education Business Studies Curriculum: A Case Study of the Federal Capital Territory, Abuja, Nigeria

ABSTRACT

This research project aims to investigate teachers’ perceptions of the design of the new Basic Education Business Studies curriculum in the Federal Capital Territory (FCT), Abuja, Nigeria. Curriculum design plays a crucial role in shaping the educational experiences of students and the effectiveness of teaching and learning. Understanding teachers’ perceptions of the curriculum design is essential for its successful implementation and improvement. This study seeks to explore teachers’ perceptions of the design of the new Basic Education Business Studies curriculum, identify strengths and weaknesses of the curriculum, examine teachers’ readiness to implement the curriculum, and propose recommendations for enhancing the curriculum design.

A qualitative research approach will be employed, utilizing interviews and focus group discussions to gather data from Business Studies teachers in the FCT, Abuja. The research objectives include exploring teachers’ perceptions of the design of the new Basic Education Business Studies curriculum, identifying strengths and weaknesses of the curriculum, examining teachers’ readiness to implement the curriculum, and proposing recommendations for enhancing the curriculum design.

The findings of this research project will contribute to the existing body of knowledge by providing insights into teachers’ perceptions of the design of the new Basic Education Business Studies curriculum. The research will explore teachers’ perspectives on various aspects of the curriculum design, including content coverage, pedagogical approaches, assessment methods, and the adequacy of instructional resources. Additionally, the study will identify strengths and weaknesses of the curriculum, highlighting areas that are well-received by teachers as well as areas that may require improvement. Furthermore, the research will examine teachers’ readiness to implement the curriculum, considering factors such as their knowledge, skills, and training needs. Based on the findings, recommendations will be proposed for enhancing the curriculum design, addressing identified weaknesses, and supporting teachers in effectively implementing the curriculum.

The implications of this research extend to Business Studies teachers, curriculum developers, educational policymakers, and educational institutions. The findings will provide valuable insights to Business Studies teachers, enabling them to reflect on the strengths and weaknesses of the curriculum and adapt their instructional practices accordingly. Curriculum developers can utilize the research findings to refine and improve the design of the Basic Education Business Studies curriculum, ensuring its alignment with teachers’ perceptions and needs. Educational policymakers can consider the recommendations proposed in the research to inform policy decisions related to curriculum development and teacher training. Educational institutions can utilize the findings to provide targeted professional development opportunities for teachers and allocate resources to support curriculum implementation.

In conclusion, this research project explores teachers’ perceptions of the design of the new Basic Education Business Studies curriculum in the FCT, Abuja, Nigeria. By understanding teachers’ perspectives, identifying strengths and weaknesses, examining readiness, and proposing recommendations, stakeholders can work towards enhancing the curriculum design, promoting effective teaching and learning experiences in Business Studies classrooms.

Perceptions of the Design of the New Basic Education Business Studies Curriculum: A Case Study of the Federal Capital Territory, Abuja, Nigeria, GET MORE  PHD DISSERTATION BUSINESS EDUCATION MATERIALS HERE.

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