ASSESSMENT OF THE IMPLEMENTATION OF THE READING COMPONENT OF THE ENGLISH LANGUAGE CURRICULUM IN SENIOR SECONDARY SCHOOLS IN NIGERIA
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ABSTRACT
The study assessed the implementation of English reading components in senior secondary schools in Nigeria (a study of Kaduna state). The study was carried out with the objectives to: determine the extent of the coverage, effectiveness of the content, appropriateness of teaching, availability of instructional and evaluation strategies in teaching English Reading components in senior secondary schools in Kaduna State. Five corresponding research questions and five hypotheses were formulated. The study adopted Descriptive Survey design. The population of the study comprised sixteen thousand six hundred and forty one (16,641) students and seventy (70) teachers. The sample size for the study comprised 380 student and 10 teachers selected using proportionate sampling technique. The instrument used for data collection in the study was a structured “Implementation of English Language Reading component Questionnaire (IELRCQ), designed by the researcher. The instrument consisted of (40) questions. The validated IELRCQ was pilot tested, the data collected from the pilot study was analysed using Cronbach alpha technique and a reliability co-efficient of 0.79 was obtained. The data collected from the field was subjected to statistical analysis using both descriptive and inferential statistical techniques. At descriptive level, frequency and percentage was used to analyse the bio-data of the respondents while mean and standard deviation was used to answer the research questions. At inferential level, non-parametric statistics of Chi-square ( 2 ) was used to test the hypotheses at 0.05 level of significance. Findings from the study among others revealed that there was no difference in the opinions of teachers and students on the achievement of the objectives of English reading components at the senior secondary schools in Kaduna State. Findings established there was no difference in the opinions of teachers and students on the implementation of the content of English reading components in senior secondary schools in Kaduna State. In addition, the result revealed that there was no difference in the opinions of the respondents on the methods, availability and use of instructional materials and evaluation strategies. The study concluded that the contents in the English curriculum, methods employed by teachers and instructional material are not good enough and this is affecting the performance of students. Recommendations were made to include that Kaduna state government should set up committee to periodically evaluate if the objectives of English Reading components are achieved at the senior secondary schools and give feedback on problems and way forward. Workshops and seminars should be organized for the teachers on the effective coverage of the contents of English reading components in senior secondary schools in Kaduna state.
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