Perception of Academics on the Implementation of Core Curriculum and Minimum Academic Standards at the University of Calabar, Nigeria

For a considerable time, Nigeria’s higher education system has struggled to keep academic standards uniform throughout its many institutions. There are significant differences in graduate capabilities, the general reputation of Nigerian university degrees, and the quality of education due to the lack of a strong core curriculum and clear minimum academic criteria. This research looked at how professors at the University of Calabar in Nigeria felt about the implementation of the Core Curriculum and Minimum Academic Standards (CCMAS). The goal of the research was to determine how academics’ views on gender and pedagogy affected the way CCMAS was implemented. A descriptive survey research approach was used in the study. For this study, two research questions were used. Using the purposive sampling approach, a sample of 400 respondents – 200 men and 200 women – were chosen for the research. The Perception of Academics on the Implementation of Core Curriculum and Minimum Academic Standards Questionnaire (PAICCMASQ) was the tool used to gather data. The reliability test was conducted using the Cronbach coefficient Alpha reliability technique. The instrument’s subscales had reliability estimates which gives reliability index of 0.79. Consequently, the instrument was found to be adequately reliable for use in the study. Mean, standard deviation, and simple percentage were used to answer the research question. The findings revealed that the educational views of academics have an impact on how they implement the CCMAS. At the University of Calabar, it was also discovered that male academics agreed more with and had higher expectations for the pedagogical views of their peers about the implementation of CCMAS than did their female counterparts. Among other things, it was suggested that professional development courses be created with varied pedagogical views of academics.

Keywords: Academics’ perception, Curriculum, University, Academic standards, CCMAS, Academic pedagogy.