This study investigated Teachers’ Perceptions of the design of the New Basic Education Business Studies curriculum using the Federal Capital Territory, Abuja, Nigeria as Case Study.The study examined the teacher’s perception about the Design of the New Basic Education Business Studies curriculum with respect tothe policy, aims and objectives; and content. The design for the study was descriptive survey design. A proportionate stratified random sampling technique was used to obtain the sample for this study. A sample representation of 354 Business Studies teachers was used to obtain the data for this study. Eight research questions and hypotheses were formulated and tested. A structured National Junior Secondary School Business Studies Teachers’ Perception Instrument (NJSSBSTPI) or questionnaire based on the Context, Input, Process, Product, Constraints, and Enablers (CIPPCE) Curriculum Evaluation Model was used to obtain data from the respondents. While the demographic data and research questions were analyzed using simple percentages and mean scores, the research hypotheses were tested using t - test at 0.05 significant level in the Statistical Package for Social Science version 25 (SPSS v.25). The t - test (t) carried out on the hypotheses revealed that the teachers, irrespective of gender and qualifications, teachers perceived inadequacies in the design of the Business Studies curriculum. The findings attributed these inadequacies to a number factors such as poor policy, aims and objectives; nature, organization and arrangement of the content. The study showed that the poor design of the new Business Studies curriculum in the Junior secondary schools in FCT as perceived by the teachers may have significantly hampered the achievements of students in the subject. Finally, based on these findings the study recommended a review of the policy, aims and objectives and the content of the curriculum by curriculum planners.


Key Words:  Teachers’ Perceptions, Design, New Basic Education Business Studies, Curriculum.

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