Empirical Analysis of the Relationship Between Curriculum Fidelity and Student Learning Outcomes in Junior Secondary School Science in Gombe State

Curriculum fidelity, the degree to which teachers implement the intended curriculum as designed, is associated with student learning outcomes in experimental contexts but has rarely been examined under natural school conditions in Nigerian Junior Secondary Science, creating an important empirical gap. This study empirically analysed the relationship between curriculum fidelity and student learning outcomes in Basic Science and Technology in JSS classes in Gombe Municipal and Akko LGAs, Gombe State, North East Nigeria. A correlational survey combined with lesson observation was employed. Sixty teachers were assessed for curriculum fidelity using a validated Curriculum Implementation Fidelity Scale (combining content coverage, pedagogical approach adherence, and assessment alignment) across 90 observed lessons over one term. JSS Science NECO mock examination scores were used as the learning outcome measure. Pearson correlation and hierarchical regression were applied. Curriculum fidelity showed a significant positive correlation with student examination scores (r = 0.57, p < 0.001), explaining 32.5 percent of score variance after controlling for teacher qualification. Content coverage was the strongest individual fidelity predictor (beta = 0.46, p < 0.001). Schools where curriculum guides had been distributed showed significantly higher fidelity than those without guides (p < 0.01). The study fills an empirical gap in North East Nigerian curriculum fidelity research and recommends curriculum guide distribution as a minimum policy requirement, fidelity training for Science teachers, and periodic fidelity monitoring through school inspections. Keywords: curriculum fidelity, student learning outcomes, junior secondary, Gombe State, Science curriculum