Psychological Factors Influencing Upper Primary Pupils' Acceptance of the Competency-Based Curriculum in Public Primary Schools in Aba South LGA, Abia State

Abstract: This study examined psychological factors influencing upper primary pupils’acceptance of the competency-based curriculum (CBC) in public primary schools in Aba SouthLocal Government Area, Abia State, Nigeria. The implementation of the CBC has marked asignificant shift from content-driven to learner-centered education, emphasizing skill acquisition,critical thinking, and practical application. However, the success of this curriculum reformlargely depends on pupils’ psychological readiness and positive engagement with the newteaching-learning processes. Grounded in Social Cognitive Theory, the study investigated keypsychological factors including self-efficacy, learner motivation, and attitude toward learningthat may affect pupils’ acceptance and adaptation to the CBC. A descriptive survey design wasadopted, and a stratified random sampling technique was used to select 300 upper primary pupils(Primary 4 to 6) from six public primary schools in Aba South LGA. Data were collected using aresearcher-developed questionnaire validated by experts in educational psychology andcurriculum studies, and analyzed using descriptive statistics and multiple regression analysis.The findings revealed that self-efficacy, learner motivation, and positive attitudes significantlyinfluence pupils’ acceptance of the competency-based curriculum. Specifically, pupils withhigher self-efficacy and motivation demonstrated greater engagement, understanding, andacceptance of CBC instructional approaches. The study concluded that psychological readinessplays a critical role in the effective implementation of the competency-based curriculum at theprimary school level. It recommended that educational stakeholders including curriculumplanners, school administrators, and teachers provide supportive learning environments thatenhance pupils’ confidence, foster intrinsic motivation, and cultivate positive attitudes towardthe curriculum. Additionally, regular psychological support and orientation programs should beinstituted to facilitate smoother adaptation to curriculum innovations. The findings contributevaluable empirical evidence to the literature on curriculum implementation and learnerpsychology, particularly within the Nigerian educational context.