Effect of Security Challenge on Curriculum Delivery in Public Secondary Schools in Nigeria

Abstract

The study investigated the effect of security challenges on curriculum delivery in Nigeria. The correlational research design was adopted for the study. The population of the study comprised all the 1,268 teachers in public secondary schools in Orlu Zone of Imo State. The sample was drawn using Taro Yamen Sampling formula, a sample size of 205 respondents made up of 96 male and 109 female teachers was randomly selected. Two self-structures questionnaire captioned “Curriculum Delivery Scale (CDS”, “Insecurity Assessment Scale (IAS), with 15 items were used for data collection. The face and content validity of the instrument (CDS and IAS) were subjected to a reliability test using the Cronbach alpha reliability coefficient which yielded a coefficient index of 0.88 and 0.91 respectively. Pearson’s Product Moment Coefficient (r-value) was used to test the null hypotheses. The study found among others that there exist a significant relationship between insecurity and poor curriculum delivery and the opinions of male teachers on insecurity and poor curriculum delivery significantly relate to that of their female counterparts. The study recommend that Federal Government should liaise with the affected State, Local Governments and Geopolitical Zones to establish well-trained and disciplined security outfit whose integrity is not in doubt. Tighter and stronger security should be beefed up in those schools located in the remote and selected areas where these attacks occur regularly. The Federal Government should through the high-intelligent security outfit, be able to put up the measures to neutralize attacks before they occur.