PRINCIPAL COMPONENT ANALYSIS OF FACTORS INFLUENCING EFFECTIVE IMPLEMENTATION OF CHEMISTRY CURRICULUM

The study investigates the factors influencing the effective implementation of the Chemistry curriculum in post-basic schools in Gombe State through Principal Component Analysis (PCA). The study adopted a descriptive survey research design. The population comprised 106 respondents, including 74 Chemistry teachers and 32 principals from Chemistry-offering secondary schools in Gombe State. Since the population was manageable, all respondents were included in the study through a census sampling technique. The instrument used for data collection was a structured questionnaire titled: Factors Affecting Effective Implementation of Chemistry Curriculum Questionnaire (FAEICCQ). The questionnaire consisted of ten (10) items rated on a four-point Likert scale ranging from Strongly Agree (4) to Strongly Disagree (1). The instrument was validated by experts and pilot-tested, yielding a Cronbach's alpha reliability coefficient of 0.86, indicating satisfactory internal consistency. The collected data were analyzed using Principal Component Analysis (PCA) in Statistical Package for the Social Sciences (SPSS) (Version 26). The rotated component matrix obtained through Varimax rotation showed that the ten questionnaire items loaded onto three principal components, which together explained the underlying dimensions influencing effective Chemistry curriculum implementation The study concluded that the effective implementation of the Chemistry curriculum is influenced by three underlying dimensions: teaching and learning environment, socio-cultural and administrative support, and institutional regulation and evaluation. Strengthening these dimensions is essential for improving Chemistry curriculum implementation in post-basic schools.