EVALUATING THE EFFECTIVENESS OF CURRICULUM-BASED INTERVENTIONS IN PROMOTING SUSTAINABLE DEVELOPMENT IN NIGERIA

Abstract

This study investigated the relationship between curriculum-based interventions and sustainable development among secondary school students in Nigeria. The study was guided by Constructivist Learning Theory and Social Learning Theory. A descriptive survey research design was adopted. The population comprised all SSS II students and teachers in public and private secondary schools in Owerri municipal council. Using multi-stage sampling, 650 respondents consisting of 600 SSS II students and 50 teachers were selected from 10 schools. Data were collected with a structured questionnaire using a 4-point Likert scale for knowledge and attitudes and a 4-point frequency scale for practices. Mean and standard deviation were used to answer research questions, while t-test and Pearson Product Moment Correlation were used to test the hypotheses at 0.05 level of significance. The findings revealed that curriculum-based interventions have a significant positive influence on students’ knowledge of and attitudes toward sustainable development, t(598) = 4.82, p <.05. There was also a significant strong positive relationship between implementation of the interventions and students’ engagement in sustainable practices, r =.62, p <.05. The study concluded that effective curriculum-based interventions are critical for developing learners who are knowledgeable, positively disposed and actively engaged in sustainable development. It was recommended that teachers’ capacity be strengthened, instructional materials be provided and schools should model sustainable practices to enhance implementation.