Analytical Assessment of the Research Gap in Constructivist Curriculum Theory Application in Nigerian Primary Education

Constructivist curriculum theory emphasises learner-constructed knowledge through active engagement, inquiry, and social interaction, yet its systematic application in Nigerian primary education remains under-theorised and rarely evaluated, creating an important research gap at the intersection of curriculum theory and primary practice. This study conducted a systematic analytical assessment of the research gap in constructivist curriculum theory application in Nigerian primary education through scoping review and primary exploratory research. A scoping review of 10 databases identified 31 publications from 2018 to 2024 addressing constructivism in Nigerian primary education, of which only 8 reported empirical evaluations of constructivist curriculum interventions. Most research described teacher beliefs rather than implementation or outcomes. Primary research comprised structured interviews with 30 primary education curriculum specialists and teachers from Lagos (SW), Anambra (SE), and Kaduna (NW), exploring barriers to constructivist practice. Analysis showed that teacher-directed transmission approaches remained overwhelmingly dominant, that examination-driven accountability discouraged inquiry learning, and that physical classroom constraints (large classes, poor materials) made individual constructive activity management difficult. The study identifies six critical research gaps including the absence of a Nigerian-contextualised constructivist curriculum model, the lack of constructivist teacher education research, and absence of longitudinal outcome data. A conceptual framework for Nigerian Primary Constructivist Curriculum Research is proposed as an original contribution.

Keywords: constructivist curriculum theory, primary education, Nigeria, research gap, learner-centred learning