Evaluating the Influence of Demographic Variables on Lecturers’ Perception Of Curriculum Hegemony Of Federal Universities In South-South Nigeria

Agbor, Cassidy Etta & Asuquo, Edung Etim


The purpose of this study was to evaluate the influence of demographic variables and lecturer’s perception of the Faculty of Education Curriculum hegemony in Federal Universities in South- South Nigeria. Four null hypotheses were formulated and tested to provide solution to the problem of the study. An ex-post facto design was adopted in carrying out the study. The major instrument for data collection was questionnaire named “Demographic variables and lectures’ perception of faculty of education curriculum hegemony in south- south universities of Nigeria”. It has two sections; Section A was Demographic Questionnaire for Lecturers’ Perceptions of Curriculum Hegemony (DQLPCH). While Section B was a Scale of Assessment of Lecturers’ Perception of Curriculum Hegemony (SALPCH). The researcher purposively administered 522 copies of a questionnaire to lecturers of Faculty of Education of Federal Universities South-South. Multiple classification analysis was used to test the hypotheses. The result showed that there is significant influence of Lecturers’ gender and their perception of curriculum hegemony, there is no significant influence of years of teaching in the University and their perception of curriculum and hegemony, there is no significant influence of occupational status and their perception in curriculum hegemony, there is no significant influence of Lecturers’ age and their perception of curriculum hegemony.  Based on the above findings, it was recommended among others that Nigerian government should encourage researchers to studying curriculum as an area of specialization for the purpose of improving the quality of education in the country.

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