VOlUME 05 ISSUE 03 March 2026
ONAOLAPO, Dada Babatunde. Abiodun
Institute of Education University of Ibadan, Ibadan, Nigeria
DOI : https://doi.org/10.58806/ijsshmr.2026.v5i3n04Google Scholar Download Pdf
ABSTRACT
The effectiveness of Information Technology (IT) education at the Middle Basic level depends largely on curriculum availability and the alignment of curriculum content with recommended textbooks. This study examined the availability of the IT curriculum and the extent to which recommended textbooks align with prescribed curriculum content in middle basic schools in Oyo State, Nigeria. A descriptive survey research design was adopted. The population comprised Information Technology teachers and schools across Oyo State, with a sample of 120 teachers selected through appropriate sampling techniques. Data were collected using a structured questionnaire and curriculum-textbook alignment checklist. Descriptive statistics was used to analyze the data. Findings revealed that both the IT curriculum and textbooks are not grossly available in most schools, and there is strong alignment in lower classes while there is reduced alignment in upper classes. The study recommends periodic curriculum review, textbook evaluation, teacher capacity development, and improved monitoring mechanisms to enhance IT education delivery at the Middle Basic level.
KEYWORDS:Information Technology, Curriculum Availability, Textbook Alignment, Middle Basic Education, Oyo State
REFERENCES
1) Aduwa-Ogiegbaen, S. E., & Iyamu, E. O. (2005). Using ICT in secondary schools in Nigeria. Educational Technology & Society, 8(1), 104–112.
2) Ajayi, I. A., & Ayodele, J. B. (2019). Instructional materials and students’ academic performance in Nigerian secondary schools. Journal of Educational Development, 12(2), 45–58.
3) Anderson, L. W. (2002). Curricular alignment: A re-examination. Theory Into Practice, 41(4), 255–260.
4) Banerjee, A., Cole, S., Duflo, E., & Linden, L. (2007). Remedying education: Evidence from two 5d d
5) Federal Ministry of Education (2014). National Policy on Education. Abuja: FME.
6) Federal Republic of Nigeria (2014). National Policy on Education (6th ed.). Lagos: NERDC Press.
7) Fullan, M. (2007). The new meaning of educational change. Teachers College Press.
8) Jonassen, D. H. (1999). Computers as cognitive tools. Prentice Hall.
9) Marsh, C., & Willis, G. (2007). Curriculum: Alternative approaches, ongoing issues. Pearson.
10) Nigerian Educational Research and Development Council (2013). Basic Education Curriculum Framework. Abuja: NERDC.
11) Nwachukwu, C., & Daniel, J. (2018). Digital literacy and student learning: Evidence from Nigerian basic schools. Education and Information Technologies, 23(3), 1231–1245.
12) Ogunniyi, M. B. (2015). Educational resources and effective curriculum implementation in Nigeria. African Journal of Curriculum Studies, 8(1), 23–34.
13) Okebukola, P. (2015). Curriculum implementation challenges in Nigeria. Journal of Educational Policy and Development, 9(1), 1–12.
14) Oloyede, S., Ogunleye, A., & Adeyemo, K. (2015). ICT in Nigerian education: Opportunities and constraints. Journal of Education and Practice, 6(10), 87–94.
15) Ornstein, A. C., & Hunkins, F. P. (2018). Curriculum: Foundations, principles, and issues. Pearson Education.
16) Owoeye, J. S., & Yara, P. O. (2011). School facilities and academic achievement of secondary school students in Ekiti State, Nigeria. Asian Social Science, 7(7), 172–178.
17) Porter, A. C. (2002). Measuring the content of instruction: Uses in research and practice. Educational Researcher, 31(7), 3–14.
18) Porter, A. C., McMaken, J., Hwang, J., & Yang, R. (2007). Common core standards: The new US intended curriculum. Educational Researcher, 41(3), 128–138.
19) Remillard, J. (2005). Examining key concepts in research on teachers’ use of mathematics curricula. Review of Educational Research, 75(2), 211–246.
20) Remillard, J., & Heck, D. (2014). Curriculum materials in mathematics education. Second Handbook of Research on Mathematics Teaching and Learning.
21) Schmidt, W. H., Houang, R. T., Cogan, L. S., & McKnight, C. C. (2005). A coherent curriculum: The case of mathematics. Teachers College Press.
22) Tyler, R. W. (1949). Basic Principles of Curriculum and Instruction. University of Chicago Press.
23) UNESCO (2018). ICT Competency Framework for Teachers. Paris: UNESCO
24) Universal Basic Education Commission (2013). UBE implementation guidelines. Abuja: UBEC.
25) Yusuf, M. O., & Balogun, M. R. (2011). Student-teachers’ competence and attitude towards ICT. Contemporary Educational Technology, 2(1), 18–36.
Cite this Article:Abiodun, O. D. B. (2026). Information Technology Curriculum Availability and Content Alignment with Recommended Textbooks at the Middle Basic Education in Oyo State. INTERNATIONAL JOURNAL OF SOCIAL SCIENCE HUMANITY & MANAGEMENT RESEARCHS, 5(3), 460-465. https://doi.org/10.58806/ijsshmr.2026.v5i3n04