TABLE OF CONTENTS
1)ECi~AI~AT~ON~1
APPROVAL
1)E1)ICATION
ACKNOWLEDGEMENT iv
TABLE OF CONTENTS
LIST OF TABLES
ABSTRACT
CHAPTER ONE: INTRODUCTION 1
1.0 Introduction
1 .1 Background of the study I
1.2 Statement of the problem 3
1.3 Objectives ofthe study 4
1.3.1 General objective 4
1 .3.2 Specific objectives 4
1 .4 Research questions
1.5 Significance of the study
1.6 Scope of the study
1.6.1. Geographical scope 5
1 .6.2 Time scope 5
1.6.3 Content scope 5
1 .7 Conceptual framework 6
CHAPTER TWO: LITERATURE REVIEW 7
2.0 Introduction 7
2.1 Theoretical review 7
2.2 i)eflnition of key concepts 8
2.2. 1 Acaclem ic achievement 8
2.2.2 Curriculum 8
2.3 Historical, political, and societal factors in curriculum design that affect academic
achievement 9
2.3.1 Historical factors in curriculum design that affect academic achievement 9
2.3.2 Political factors in curriculum design that affect academic achievement 11
v
2.3.3 Societal factors in curriculum design that affect academic achievement 13
2.4 Relationship between the historical, political and societal factors in curriculum design
with the education system 1 5
2.5 Measures for proper implementation of good academic curriculum 18
CHAPTER THREE: METHODOLOGY 20
3.0 Introduction 21
3.1 Research Design 21
3.2 Study Area 21
3.3 Target population 21
3.4 Sample size 21
3.5 Sampling technique 22
3.6 Data Collection sources 22
3.7 Data collection Tools 22
3.7.1 The questionnaire 22
3.7.2 Interviews 22
3.7.3 Focus Group Discussions (FGD5) 23
3.7.4 Observation 23
3.8 Procedure 23
3.9 Ethical Considerations 23
3.10 Limitations of the Study 23
3.1 1 Dissemination of Results 24
CHAPTER FOUR: DATA PRESENTATION, ANALYSIS AND INTERPRETATION
OF FINI)INGS 25
4.0 Introduction 25
4.1 Soc io-demographic characteristics of respondents 25
4.1.1 I3io data of respondents 25
4.1.2 I)istribution of respondents by Gender 25
4.1.3 [)istribution of respondents according to age bracket 26
4.1.4 Distribution of respondents according to education background 26
4.1.5 Distribution of respondents according to marital status 27
4.1.6 Distribution of respondents according to occupation 27
vi
4.2 The historical, political and societal factors in curriculum design that affect academic
achievement in Nuba Mountains region schools 28
4.2.1 Historical factors 28
4.2.1.1 Many people in Nuba Mountains are illiterates 28
4.2.1.2 There is too much reliance on foreign domination for instance language used is
Arabic 29
4.2.1.3 There is no education in Nuba Mountains region 30
11.2.2 Political factors that affect curriculum design 31
4.2.2.1 There is maintenance of heavy military presence 31
4.2.2.2 Too much conflicts are affecting the curriculum 32
4.2.2.3 Genocidal activities ofthe Bashir government affect the design 33
4.2.3 Societal factors that affect design 34
4.2.3.1 Resistance of the system by people 34
4.2.3.2 Poverty in the society affects design 35
4.2.3.3 Ignorance in the area 36
4.3 How the historical, political and societal factors in curriculum design are affecting the
academic achievement in Nuba Mountains region schools 36
4.3.1 Culture as the basis for capacity building affects academic performance 36
4.3.2 Mother’s education levels affect academic performance 37
4.3.3 Gender differences also affect academic performance 39
4.3.4 Family structure also affects curriculum 39
4.3.5 Government abrupt system of changing management 40
4.4 Measures for proper implementation of good academic curriculum 41
11.11.1 Re—culturing rather than restructuring 41
4.4.2 Taking feedback of stakeholders can also improve the academic curriculum 42
443 There is need for improved strong teacher—to—teacher trust 43
CHAPTER FIVE: SUMMARY OF FINDINGS, CONCLUSION AND
RECOMMENI)ATIONS 44
5.0 Introduction 44
5.1 Summary of findings 44
5.1.1 Social demographic characteristics of respondents 44
5.1.2 The historical, political and societal factors in curriculum design that affect 44
5.1.3 How the historical, political and societal factors in curriculum design are affecting 45
vii
5.1.4 Measures for proper implementation of good academic curriculum .45
5.2 Conclusions 45
5.3 Recommendations 46
5.4 Areas for further research 47
APPENI)ICES 52
APPENDIX I: QUESTIONNAIRE 52
ABSTRACT The study aimed at establishing the historical, political, and societal factors in curriculum design that affect academic achievement in Nuba Mountains region schools. Other purposes includes; establishing the historical, political, and societal factors in curriculum design that affect academic achievement in Nuba Mountains region schools, analyzing how historical, political, and societal factors in curriculum design affect academic achievement in Nuba Mountains region schools and establishing the relationship between the historical, political, and societal factors in curriculum design with the education system in Nuba Mountains region schools. Study question were answered like; what are the historical, political, and societal factors in curriculum design that affect academic achievement in Nuba Mountains region schools?, how do the historical, political, and societal factors in curriculum design affect academic achievement in Nuba Mountains region schools? and what is the relationship between the historical, political, and societal factors in curriculum design with the education system in Nuba Mountains region schools? The sample size will involve 108 respondents as portrayed by Morgan and Krejcie table which illustrates that if the target population is 1 50, sample size becomes 108. It was also established that there is too much reliance on foreign domination for instance language used is Arabic hence it becomes hard for teachers to teach in other foreign languages like English because students already have that rock of using Arabic in their teachings. Further majority (73.3%) argued that there is no education in Nuba Mountains region due to societal factors of not educating kids right from ancestors. In regard to political factors; majority (86.2%) argued for genocidal activities of the I3ashir government respectively and (81.7%) argued for too much conflicts as an issue affecting the curriculum. However when it came to maintenance of heavy military presence majority of the respondents disagreed with the view because deployment is not too much in Nuba Mountains as compared to other areas. On the societal factors that affect design majority (86.2%) respondents argued for ignorance in the area of Nuba, further 8 1.6% of the respondents argued for the resistance of the system by people and 61.4% were of the view that poverty in the society affects design of education in Nuba Mountains region. From the findings of the study, it can be concluded that there is a strong relationship between relationship between the historical, political and societal factors in curriculum design with the education system in Nuba Mountains region schools because of the views expressed that politically many people in Nuba Mountains are illiterates, there is too much reliance on foreign domination for instance language used is Arabic and that there is no education in Nuba Mountains region, there is maintenance of heavy military presence, too much conflicts are affecting the xi curriculum, genocidal activities of the Bashir government affects the design, perpetual violence from the pre-colonial kingdoms affects the education curriculum, resistance of the system by people, poverty in the society and ignorance in the area. Government should be supportive ofthe new polices which seem to be creating change towards development of the area. The government can do this by encouraging the local community to participate in the activities brought up by everyone especially when they are related to development and uplifting of the people’s standards of living. Also, the government can support stakeholders like NGOs involved in such activities through providing security and better infrastructure such as roads which will improve the movement of service providers. Lastly the government should set favorable policies, laws and regulatory frame works to disarm people who seem to be creating insecurity which is one of the challenges to policy implementation
KUKU, D (2022). Historical, Political, and Societal Factors in Curriculum Design that Affect Academic Achievement in Nuiea Mountains Region Schools. Afribary. Retrieved from https://track.afribary.com/works/historical-political-and-societal-factors-in-curriculum-design-that-affect-academic-achievement-in-nuiea-mountains-region-schools
KUKU, DANIEL "Historical, Political, and Societal Factors in Curriculum Design that Affect Academic Achievement in Nuiea Mountains Region Schools" Afribary. Afribary, 20 Aug. 2022, https://track.afribary.com/works/historical-political-and-societal-factors-in-curriculum-design-that-affect-academic-achievement-in-nuiea-mountains-region-schools. Accessed 27 Nov. 2024.
KUKU, DANIEL . "Historical, Political, and Societal Factors in Curriculum Design that Affect Academic Achievement in Nuiea Mountains Region Schools". Afribary, Afribary, 20 Aug. 2022. Web. 27 Nov. 2024. < https://track.afribary.com/works/historical-political-and-societal-factors-in-curriculum-design-that-affect-academic-achievement-in-nuiea-mountains-region-schools >.
KUKU, DANIEL . "Historical, Political, and Societal Factors in Curriculum Design that Affect Academic Achievement in Nuiea Mountains Region Schools" Afribary (2022). Accessed November 27, 2024. https://track.afribary.com/works/historical-political-and-societal-factors-in-curriculum-design-that-affect-academic-achievement-in-nuiea-mountains-region-schools