An Evaluation of the Current English Language Curriculum in Nigerian Secondary Schools

O. A Oribabor


This research evaluated the new English Language Curriculum in Nigerian Secondary Schools. Among variables investigated were the cultural relevance of the contents, the extent to which the objectives of tile programme are practically feasible and the availability of recommended instructional materials. Subjects for the study were 150 Senior Secondary School pupils in both Urban (ile-Ife) and Rural (Ibodi) areas respectively of former Oramiyan and Atakumosa Local Government Areas respectively. The ages of the senior secondary school students ranged from seventeen year six months to eighteen years three months. An attitude scale and a questionnaire were used to test the relationship among the variables identified for the study. Data collected in the study were analysed using percentages and t-test the six hypotheses generated for the study. The hypotheses were tested at .05 level of confidence. The findings of the study suggested that there is the need to introduce topics that are culturafly relevant to the student background. The non-availability of recommended instructional materials suggests the need for an urgent reassessment of existing strategies for implementing the new English language programme.

DOI: 10.5901/jesr.2014.v4n6p295

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Journal of Educational and Social Research ISSN 2239-978X(Print) ISSN 2240-0524(Online)

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