Authors : Edward Lamin Monya Junior; Joseph Kortu

Volume/Issue : Volume 10 - 2025, Issue 10 - October

Google Scholar : https://tinyurl.com/yrs9m975

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DOI : https://doi.org/10.38124/ijisrt/25oct1368

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Abstract : This mixed-methods study examines the alignment between teaching methods and national mathematics curriculum standards in Sierra Leone, where persistent low student performance suggests potential implementation gaps. Data collection included systematic surveys of 150 mathematics teachers, structured observations of 30 classroom lessons, and detailed analysis of curriculum documents. Results revealed significant misalignment: while the curriculum mandates learner-centered approaches, traditional teacher-centered methods predominated, with only 38.7% of observed lessons demonstrating substantial alignment with curriculum standards. Key barriers identified include inadequate teacher preparation (65.3% of teachers reported insufficient training in curriculum implementation), severe resource constraints (71.2% of schools lacked basic manipulatives), and large class sizes (average 47:1 student-teacher ratio). The study proposes a comprehensive framework for bridging this implementation gap through targeted professional development, strategic resource allocation, and enhanced monitoring systems to ensure curriculum intentions translate effectively into classroom practice.

Keywords : Curriculum Implementation, Mathematics Education, Teaching Methods, Sierra Leone, Educational Alignment, Teacher Professional Development.

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