SCHOOL-COMMUNITY PARTNERSHIP AND CURRICULUM REVIEW AS PREDICTORS OF EDUCATIONAL OUTCOMES IN PUBLIC SECONDARY SCHOOLS IN CALABAR EDUCATION ZONE, CROSS RIVER STATE, NIGERIA

Okoi Okorn Obeten, Samuel Okpon Ekaette 1*,

Chijioke Ofem Dick-Ubi 1, and Godswill Emmanuel Ayi 1

Department of Educational Management, University of Calabar, Calabar, Nigeria

*Correspondence email address: This email address is being protected from spambots. You need JavaScript enabled to view it.

Abstract

The attainment of quality educational outcomes in public secondary schools remains a persistent concern in developing countries, Nigeria is no exception. This study investigated the extent to which school-community partnership and curriculum review predict educational outcomes in public secondary schools in Calabar Education Zone of Cross River State, Nigeria. Two null hypotheses were formulated and tested at .05 level of significance. Correlation research design was adopted. The population of the study comprised all 94 public secondary schools in Calabar Education Zone from which 64 schools were selected through stratified and simple random sampling. The two instruments used for data collection were titled: School Development Variables Questionnaire (SDVQ) and Educational Outcomes Questionnaire (EOQ). Cronbach alpha reliability coefficients for the subscales ranged from .79 to .91. Simple linear regression was used to test each hypothesis, while hierarchical multiple regression determined cumulative and incremental contributions. Results revealed that school-community partnership significantly predicted educational outcomes generally (R² = .406, F[1,62] = 42.265, p < .05), with significant predictions for cognitive outcomes (R² = .343), affective outcomes (R² = .337), and practical outcomes (R² = .162). Curriculum review was also a significant predictor of overall educational outcomes (R² = .414, F[1,62] = 43.793, p < .05) and contributed the largest incremental variance (13.9%) in the full hierarchical model. Together, both variables are powerful determinants of secondary education goal attainment. The study recommends strengthening school-community collaboration through formal policy frameworks and ensuring curriculum implementation fidelity through regular audit and teacher engagement processes.

Keywords: school-community partnership, curriculum review, educational outcomes, secondary schools, Nigeria. Download PDF