Examine the implementation of the 2010 Geography curriculum for Senior High Schools a case of Ellembelle District

Abstract

This study examined the implementation of the 2010 Geography curriculum in selected Senior High Schools within the Ellembelle District, Western Region, Ghana. Using a qualitative approach, eight Geography teachers were purposively sampled from Bonzo- Kaku Senior High, Uthman Bin Afam Senior High, Nkroful Agricultural Senior High, and Esiama Senior High/Tech School. Data were collected through interviews and observations, which were then thematically analyzed. The study adapted the CIPP Model developed by Stufflebeam in the (1971) as a comprehensive framework for programme evaluation. This model contributed to the study by providing a structured and flexible framework for systematically analysing the contextual conditions, resource inputs, and implementation processes influencing the effectiveness of the 2010 Geography curriculum in the Ellembelle District. Findings revealed gaps in adherence to Geography curriculum, identifying challenges in the process of implementing the 2010 Geography curriculum. Practical components of the subject such as fieldwork were rarely conducted due to financial and logistical constraints. Teaching and learning methods significantly influenced curriculum implementation, with most teachers relying on teacher-centered approaches despite some incorporating interactive strategies. Major challenges included insufficient instructional time, limited number of qualified teachers and professional development, inadequate teaching resources, and poor administrative support. The study recommends strict adherence to curriculum through standardised time allocation, recruiting qualified Geography teachers and ensuring accessibility of professional development programmes, and resource procurement policies to support practical learning and enhancing teaching strategies and student engagement.