Evaluating the Implementation of NTI/NCE Mathematics Programme by Distance Learning System

Diepreye  Okodoko; Jeremiah  Samuel

Authors

Diepreye Okodoko Department of Educational Foundations, Niger Delta University, Bayelsa State, Nigeria
Jeremiah Samuel Department of Curriculum Studies, Federal College of Education (Technical),Omoku, Rivers State – Nigeria

Abstract

The study evaluated the implementation of NTI/ NCE mathematics curriculum by distance learning system. The study
was guided by three research questions and corresponding hypotheses. The population was made up of 322 NTI mathematics
students and 15 course tutors while the sample was made up of 158 students and 7 courses in four NTI study Centers in
Bayelsa state Nigeria. The instrument used for the study was NTI Mathematics Curriculum Evaluation Questionnaire (NMCEQ).
The instrument was validated by experts and a coefficient reliability of 0.82 established using Crombach’s alpha method.
Pearson product Moment Correlation Coefficient was used in analyzing the data. Findings revealed a significant relationship
between structural facilities, teacher’s qualification and evaluation on the implementation of the NTI/NCE mathematics
curriculum by distance learning system. The paper therefore suggested among others the provision of adequate facilities and the
training and retraining of teachers for the effective implementation of the curriculum.