Assessment Of The Implementation Of The Reading Component Of The English Language Curriculum For Basic Education In Nigeria

Oct 15, 2026

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This study assessed the implementation of the reading component of the Junior Secondary School English Language Curriculum for Basic Education in Nigeria. Ten randomly selected public and private secondary schools in Kaduna metropolis were involved, with 30 English language teachers participating. Data were collected using questionnaires and observation, then analyzed with frequencies, percentages, means, and standard deviation. Results showed no significant difference between public and private schools, yet classroom observations indicated weak effectiveness, with teacher-centred instruction and passive students. Recommendations include learner-centred approaches, active student participation, syllabus continuity from JS 1-3, and monitoring.

LanguageEnglish

CategoryExam

FormatPDF

Pages7

Reading Time18 min

AccessFree to download

Abstract

1. Introduction/Background to the Study

2. Purpose of the Study

3. Research Questions

4. Review of Related Literature

Advances in Language and Literary Studies ISSN: 2203-4714 Vol. 5 No. 2; April 2014 Copyright © Australian International Academic Centre, Australia Assessment Of The Implementation Of The Reading Component Of The English Language Curriculum For Basic Education In Nigeria Hanna Onyi Yusuf Department of Educational Foundation And Curriculum Faculty of Education Ahmadu Bello University Zaria, Nigeria [E-mail: hannayusuf@yahoo.com](E-mail: hannayusuf@yahoo.com) Doi:10.7575/aiac.alls.v.5n.2p.96 URL: [http://dx.doi.org/10.7575/aiac.alls.v.5n.2p.96](http://dx.doi.org/10.7575/aiac.alls.v.5n.2p.96) Received: 17/02/2014 Accepted: 03/04/2014 Abstract This study assessed the implementation of the reading component of the Junior Secondary School English Language Curriculum for Basic Education in Nigeria. Ten (10) randomly selected public and private secondary schools from Kaduna metropolis in Kaduna State of Nigeria were used for the study. Among the factors assessed in relation to the implementation of the curriculum were: teachers variation of methods and the differences between school types in the implementation of reading component of the English Language curriculum. Thirty (30) English language teachers were involved in the study. Questionnaire and observation were the instruments used in gathering data. The data were analyzed, using frequencies, percentages, means and standard deviation. The analysis of the data collected revealed that there was no significant difference in the implementation of the reading component of the English language curriculum in public and private schools. Teachers in both schools tended to have the same pattern of implementing the reading component of the English language curriculum. It was observed that the implementation of the reading component of the English language curriculum was not very effective from the classroom observation of the teachers. Teaching was teacher-centred. Students were passive and did not participate in class discussion. It was recommended that teachers should adopt learner centred approaches in teaching reading and students should be encouraged to participate actively in class discussions. For efficiency and effectiveness of the implementation of the reading component of the English curriculum, there should be continuity of the syllabus (from JS 1-3) and there should be checks and balances to ensure the successful delivery of the curriculum. Keywords: assessment, reading, education in Nigeria 1. Introduction/Background to the Study Curriculum, which is generally viewed as the guiding principle for teachers at different levels, has sometimes been misconstrued, misinterpreted and/or “poorly implemented due to teachers ’ lack of the required skills to teach effectively, inadequate comprehension of the curriculum, misinterpretation of its contents, and so on. From observation, English curricula are not readily available in some schools and inaccessible to the teachers in others. Some of these factors coupled with the inadequacies of the curriculum seem to affect the teachers ’ implementation efforts negatively. On the other hand, funds for purchasing materials and for organizing induction courses in schools are not readily available. Lack of funds can lead to inadequacy of teaching aids and demoralization of the morale of enthusiastic teachers. Even when all of these are in place, teachers may still lack the required skills to teach effectively. The quality of the reading component of the Junior Secondary (JS) JSS English curriculum, its implementation and the impact on the development of Junior Secondary School students has been agitating the inquisitive minds of many scholars. There are doubts in some quarters about the qualifications of the English language teachers who are expected to implement the curriculum (Adeyanju, 1981, Aukerman, 1986) . Perceived teachers ’ inefficiency and poor performance of students are symptomic ofpoor interpretation

FAQs

What was the purpose of the study?

The study aimed to find out the methods teachers use to implement the reading component and to determine differences in implementation between public and private school types.

How was data collected and analyzed?

Questionnaire and observation were used to gather data from 30 English language teachers. Analysis used frequencies, percentages, means, and standard deviation.

Did public and private schools differ in implementing the reading component?

No significant difference was found between public and private schools, and teachers in both groups tended to follow similar implementation patterns.

What were the key classroom-observation findings and recommendations?

Classroom observation showed implementation was not very effective: teaching was teacher-centred and students were passive. Teachers were recommended to adopt learner-centred approaches and encourage active student participation, alongside continuity of the syllabus and checks to ensure delivery.

Oct 15, 2026

Uploaded by Terk