An Analysis of the Junior Secondary School Social Studies Curriculum in Nigeria Using Posner’s Curriculum Analysis Model

Hadiza Hafiz, Yunusa Uba Muhammad

Abstract


The Nigeria’s Social Studies curriculum is designed to equip the learners with knowledge, skills, attitudes and values that will help them to be able to make sound judgments and take appropriate actions that will contribute to sustainable development of both social and physical environments. This paper therefore was aimed to provide a detailed curriculum analysis of the Nigerian Junior Secondary School (Upper Basic) Social Studies curriculum using Posner’s curriculum analysis framework. The analysis was based on the four components of Posner’s (2004) curriculum analysis model; curriculum documentation and origins, curriculum proper, curriculum in use and curriculum critique. The paper employed a document analysis method which included an article published by the curriculum designers, empirical findings, observations, as well as an interview with key participants in the development and implementation of the curriculum. Based on the analysis, it was concluded that the Curriculum is all right and the objectives are well spelt out but are yet to be achieved. Suggestions were made to improve the Curriculum and overcome potential weaknesses.


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References


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