JOURNAL OF SCIENCE TECHNOLOGY AND EDUCATION 8(3), SEPTEMBER, 2020 ISSN: 2277-0011; Journal homepage: www.atbuftejoste.com Corresponding author: Magaji, A. Y. magajiadamu78@gmail.com Adamu Tafawa Balewa College of Education, Kangere, Bauchi. © 2019 Faculty of Tech. Education, ATBU Bauchi. All rights reserved 253 An Evaluation of Mathematics Curriculum Implementation in Nigerian Colleges: A Case Study of Adamu Tafawa Balewa College of Education, Kangere Adamu Yunbunga Magaji, Ogenyi Peter Adamu Tafawa Balewa College of Education, Kangere Bauchi, Nigeria ABSTRACT The aim of this study was the evaluation of Mathematics curriculum implementation in Nigerian Colleges. Adamu Tafawa Balewa College of Education, Kangere, was used as a case study. Research questions and hypotheses were developed and a mixed-method approach was used for the study. The sample was made up of fifty lecturers and five hundred students of the college, drawn randomly from a total population of one thousand four hundred and ninety. Questionnaires, interviews, and field notes were used throughout the study. Both descriptive and inferential data analyses were adopted. The findings revealed that Mathematics curriculum was not fully implemented in the college. Qualities of lecturers were observed to enhance the effective implementation of the curriculum. The study, therefore, recommends a thorough review of the Mathematics curriculum in Nigerian colleges of education. INTRODUCTION. Evaluation is a key component of education. It involves measurement, test and value judgment (Masha, 2002 as cited in Ndubueze, Iyoke & Okoh, 2015). Qualities and standards of education are assessed through this means. Prosperities of any nation are mirrored by its educational standards. Stronger educational standard means formidable economy. Evaluation comes in different forms and one of such forms is the curriculum implementation. Curriculum implementation can be extended to various educational fields such as Mathematics and e.t.c. In Nigeria and most part of the globe, Mathematics is regarded as a core course and the backbone that catalyses national, technological and economic development. Dwindling economies are often linked to poor analytic and mathematics skills (Onyeoghani, 2017). In Nigeria, Mathematics is compulsory subject that must be acquired by any student. No student can be offer admission with a grade lower than credit level. Mathematics is often reference as real test of general knowledge. Questions taken during recruitments and promotional examinations are mostly mathematics- base. Mathematics, as it is known, enhances the analytic skills needed in solving complex problems in the labour market and important for personal development and success. Performance of students in Mathematics examinations, both internal and external has caught the attention of government, parents and education stakeholders (Fajemidagba, 1986; Sule, 1990; Aminu, 2005; Abdul, 2010). The attitude of students towards the examination and their performance has triggered discussions for the need for proper government monitory. Some argued that the failure of students in mathematics is directly linked to the ARTICLE INFO Article History Received: January, 2020 Received in revised form: March, 2020 Accepted: June, 2020 Published online: August, 2020 KEYWORDS Curriculum Implementation, Curriculum Evaluation, Descriptive Analysis, Inferential Analysis