Effects of Curriculum Reform on Student Outcomes in Vocational Education in Federal Government Colleges in Nigeria

This study examined the effects of recent national curriculum reform initiatives on student learning outcomes in vocational education programmes in Federal Government Colleges (FGCs) across Nigeria, drawing on schools in six geopolitical zones. Curriculum reforms, particularly the introduction of competency-based and entrepreneurship-integrated modules, have been implemented in FGCs since 2021, but systematic outcome evaluations remain absent. Using a quasi-experimental comparison design, pre-reform and post-reform student assessment data were analyzed for 600 students in 12 FGCs, supplemented by teacher questionnaires and principal interviews. Analysis of Variance (ANOVA) and Cohen's d effect size measures were employed. Results showed a statistically significant improvement in practical skill assessment scores post-reform (mean = 71.4 vs. 62.8, d = 0.74), but no significant change in theoretical examination performance. Teacher preparedness for the new curriculum was identified as a moderating variable: schools where teachers had received reform training showed stronger gains. The study recommends mandatory pre-implementation teacher training for all curriculum reforms, ongoing formative evaluation of reform effects, and adaptation of national curriculum reforms to reflect local industrial contexts. The Federal Ministry of Education should invest in longitudinal outcome tracking infrastructure. These findings contribute empirical evidence to the curriculum reform evaluation literature in Nigerian vocational education. Keywords: curriculum reform, vocational education, Federal Government Colleges, student outcomes, Nigeria.