Gabriel James; Anietie Ekong; David O. Egete; Martha Orazulume; Iniobong Okon; Aniekan Effiong

Delivering the Core Curriculum and Minimum Academic Standards (CCMAS) in a Virtual Platform in Nigeria: A Systematic Review

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Author(s)

Gabriel James ^1,* Anietie Ekong ² David O. Egete ³ Martha Orazulume ⁴ Iniobong Okon ⁵ Aniekan Effiong ⁵

1. Department of Computing, Topfaith University, Mkpatak, Nigeria

2. Department of Computer Science, Akwa Ibom State University, Mkpat Enin, Nigeria

3. Department of Computer Science, University of Calabar, Calabar, Nigeria

4. Department of Electrical Electronics Engineering, Topfaith University, Mkpatak, Nigeria

5. Department of Computer and Robotics Education, University of Uyo, Uyo, Nigeria

* Corresponding author.

DOI: https://doi.org/10.5815/ijeme.2026.01.01

Received: 1 Aug. 2025 / Revised: 26 Sep. 2025 / Accepted: 13 Nov. 2025 / Published: 8 Feb. 2026

Index Terms

CCMAS, Virtual Learning Platforms, Student Engagement, Curriculum Alignment, Real-Time Feedback, Multimedia Support, Bilingual Education, Educational Technology

Abstract

This research investigates the effectiveness of various virtual learning platforms; Zoom, Class Dojo, Google Classroom, and VICBHE (Virtual Interactive Classroom for Bilingual Higher Education), in delivering Core Curriculum and Minimum Academic Standards (CCMAS)-aligned content. The study evaluates platform features such as multimedia support, interactivity, student engagement, ease of assignment distribution, real-time feedback, CCMAS curriculum alignment, ease of use for teachers, and content delivery. This study reveals the platforms ' strengths and weaknesses in facilitating learning outcomes through a combination of regression analysis and experimental data from multiple educational settings. The findings indicate that student engagement and curriculum alignment have the most significant impact on educational success, with Google Classroom emerging as the most effective platform overall. VICBHE, designed to deliver region-specific content, excels in curriculum alignment but faces challenges in interactivity and real-time feedback, limiting its effectiveness in dynamic learning environments. The research concludes with recommendations for platform improvements and strategies for optimizing virtual learning in diverse educational contexts.

Cite This Paper

Gabriel James, Anietie Ekong, David O. Egete, Martha Orazulume, Iniobong Okon, Aniekan Effiong, "Delivering the Core Curriculum and Minimum Academic Standards (CCMAS) in a Virtual Platform in Nigeria: A Systematic Review", International Journal of Education and Management Engineering (IJEME), Vol.16, No.1, pp. 1-20, 2026. DOI:10.5815/ijeme.2026.01.01

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