Impact of Insurgency on the Implementation of Senior Secondary School Geography Curriculum and Students’ Achievement in Maiduguri, Borno State, Northeastern Nigeria

The study investigated the impact of insurgency on the implementation of the senior secondary school geography curriculum and student’s achievements in Maiduguri Borno State, Northeastern Nigeria. Survey and Ex-post-Facto research design was adopted for the study. The sample consisted of all the 134 Geography teachers and 357 students who wrote Geography WASSCE in 2019. The data was collected using Teachers’ Questionnaire on the Impact of Insurgency on the Implementation of Geography Curriculum (TQIIIGC) and students WASSCE results for 2019 session. The reliability coefficients of the TQIIIGC computed using Cronbach Alpha method was 0.80. Data was analyzed using frequency counts, percentages, and mean score. The results revealed that insurgency had negative impact on the implementation of Geography curriculum in the study area such that teachers no longer use appropriate methods of teaching in curriculum implementation, and unavailability of teachers. The study concluded that insurgency impacted negatively on the implementation of the senior secondary Geography curriculum in the study area leading to short supply of teachers in schools, use of inappropriate teaching methods, limited time for implementation, resulting in the overall poor achievement of students in Geography. It was therefore recommended that parent and guardians should always provide necessary consent to school authorities to enable their wards participate in local fieldwork within the safe areas to enhance teaching and learning. More so, qualified teachers should be recruited in place of those killed, abducted and fled away for effective implementation of the curriculum.