Parental Involvement in Curriculum Implementation as Perceived by Nigeria Secondary School Principals
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The purpose of this study was to assess the extent to which parents are involved in curriculum implementation insecondary schools in Anambra State of Nigeria as perceived by male and female principals. A research questionand a hypothesis were formulated to guide the study. The survey research design was used. Participants were 257secondary school principals. A 16-item researcher-developed questionnaire, designed on a 4-point scale, wasused to collect data. Structured interviews were also used. Mean scores, content analysis, frequencies and t-testwere used for data analysis. Findings indicated that in the opinions of male and female principals, there was alittle extent of parental involvement in curriculum implementation. This indicates that irrespective gender, theprincipals in this study held a similar view of a little extent of parental involvement to curriculumimplementation in schools. For this trend to improve, school principals and teachers need to make efforts forreaching and involving members to support curriculum implementation. They should design and implementstrategies that will result in improved involvement, and at the same time, balance involvement vis-à-viseducators’ professional autonomy.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it