Assessment of Curriculum Content Gaps in the National Mathematics Curriculum for Senior Secondary School in Nigeria

Identifying gaps between the National Mathematics curriculum and the competency requirements of university entrance examinations and industry practice provides evidence for curriculum review that improves learner readiness for post-secondary pathways. This study assessed content gaps in the Senior Secondary School National Mathematics Curriculum as implemented in secondary schools in Owerri Municipal LGA, Imo State, South East Nigeria. A document analysis of the national curriculum, WAEC and JAMB syllabuses, and university mathematics prerequisite requirements was combined with a survey of 100 mathematics teachers. Content alignment matrices were developed to compare topic coverage, depth of treatment, and skill emphasis across the four documents. Results identified that the national curriculum addressed 78.4 percent of WAEC syllabus topics but covered only 61.7 percent of JAMB mathematics requirements. Topics related to further calculus (limits, basic differentiation), matrices, and probability and statistics for decision-making were rated as insufficiently treated in 74.0 percent of teacher assessments. Practical application topics and mathematical modelling were absent from 68.0 percent of surveyed lesson plans. The study concludes that the national Mathematics curriculum has significant content gaps relative to higher education and vocational requirements. Recommendations include an alignment revision of the Senior Secondary Mathematics curriculum, supplementary curriculum materials for under-covered topics, and annual WAEC and JAMB alignment analysis as a routine curriculum quality assurance mechanism.

Keywords: mathematics curriculum, content gap, senior secondary school, WAEC, curriculum review