PERCEPTION OF HEALTH EDUCATORS ON CONTINUOUS REVIEW OF HEALTH EDUCATION CURRICULUM IN TERTIARY INSTITUTIONS

Abstract

This paper assessed the perception of health educators on imperativeness of continuous curriculum review in health education program in Anambra state Colleges of Education. The study was guided by Critical Realism Theory which posits that in order for a body of knowledge and methodology to work or be intelligible we must distinguish between the transitive and intransitive bodies of knowledge or dimensions. Descriptive survey design was used in order to gather data at a particular point in time with the intention of identifying standards against which existing conditions can be compared. The sample of the study consisted of fifty (50) health education program in Anambra state Colleges of Education, after a careful review of theoretical and experimental literature related to continuous curriculum review, the researcher developed a survey instrument tagged Imperativeness of
Continuous Curriculum Review Scale (ICCRS). The data collected were analyzed using the Statistical Package for Social Sciences (SPSS) and then expressed through means and standard deviations. The Z-test for an independent sample was used as the main statistical techniques in the study. The finding revealed that continuous curriculum review improves teaching/learning practices and provides an opportunity for critical reflection on health education program’s curriculum. It has also shown that all staff members must be informed of the innovation and be involved in the early decision regarding the innovation. Based on the findings, conclusion, educational implication and suggestion for further research were made.