Evaluation of instructional delivery in gifted education programme in Nigeria

This study is a case study evaluation of the quality of the instructional delivery in the federal government college(centre for the gifted and talented) Suleja, Nigeria. Since 26 years of establishment of the centre, the aim of setting up the centre has been considered dwindling. This is why an independent assessment of the centre becomes a serious concern to researchers in order to review the instructional programme of the centre. The Discrepancy Evaluation Model (DEM) and the Process Evaluation were adopted to assess the teachers-students ratio, effectiveness of teachers’ lesson delivery, quality of students’ assessment as well as quality of curriculum adaptation. The study assessed 56 teachersin the centre as at the time of evaluation in 2017. A validated observation rating scale titled Instructional Delivery Assessment Scale (IDAS) was used for data collection. The reliability of the instrument obtained from inter-rater procedure to produced concordance correlation coefficient of.79 for Classroom Instructional Delivery Observation sub-scale (CIDO) and .77 for Curriculum Delivery Observation Rating sub-Scale (CDOR). The findings from the study inferred that the teacher-students ratio is inappropriate, lesson delivery does not measure up to expected standard, the students assessment is not qualitative enough, curriculum adaptation is fairly good but not well implemented in the interest of the gifted students. It was therefore recommended among others that the federal government in collaboration with ministry of education should conduct a comprehensive programme evaluation and needs assessment of the centre.