Asian Journal of Education and Social Studies

The study evaluated the implementation of the senior secondary school physics curriculum in Delta State, Nigeria. It examined the extent to which the planned curriculum was implemented in relation to content coverage, instructional methods, classroom interaction, implementation challenges and time allocation. A descriptive survey research design was adopted. The population comprised public senior secondary schools in Delta State, while the sample consisted of 63 physics teachers and 300 physics students selected through systematic random sampling across the three senatorial districts. Data were collected using the Teachers and Students Evaluation of Curriculum Implementation Questionnaire (TSECIQ) and a checklist of essential physics instructional resources. The instruments were validated by experts in curriculum development and measurement and evaluation, and reliability was established through the test-retest method, yielding coefficients of 0.82 and 0.76. Data were analysed using frequency counts, means, percentages and standard deviations. The findings showed that physics curriculum content was not fully covered, with advanced topics poorly implemented. Instructional methods were largely lecture-based, with limited use of learner-centred strategies such as inquiry, simulation and discovery methods. Classroom interaction was predominantly teacher-led, while student-centred interaction was limited. Key challenges included inadequate instructional resources, insufficient qualified teachers, poor motivation, limited laboratory facilities and time constraints. The study concluded that physics curriculum implementation in Delta State secondary schools was suboptimal and recommended improved content coverage, learner-centred pedagogy, adequate instructional time and stronger teacher support.