Factors Affecting The Effective Implementation Of English Language Curriculum In Secondary Schools In Gwagwalada Area Council, Fct Abuja

Project and Seminar Material for English Education

Abstract

This study focused on the factors affecting the effective implementation of English language curriculum in secondary schools in Gwagwalada area council, FCT Abuja as case study. The study is was specifically focused on examining the influence of teaching and learning resources on implementation of English curriculum; determining how the language policy of the school influences the implementation of English curriculum; assessing how teachers workload influences the implementation of English curriculum and to assess the extent to which monitoring and assessment influences implementation of English curriculum.

The study adopted the survey research design and randomly enrolled participants in the study. A total of 100 responses were validated from the enrolled participants where all respondent are staff and student of secondary schools in Gwagwalada area council, FCT Abuja.

Table of Content

Title Page
Certification
Dedication
Acknowledgement
Table of Content
List of Tables
Abstract

Chapter One:

Introduction

1.1 Background of the Study
1.2 Statement of the Problem
1.3 Objective of the Study
1.4 Research Questions
1.5 Research Hypothesis
1.6 Significance of the Study
1.7 Scope of the Study
1.8 Limitation of the Study
1.9 Definition of Terms
1.10 Organisations of the Study

Chapter Two:

Review of Literature

2.1 Conceptual Framework
2.2 Theoretical Framework
2.3 Empirical Review

Chapter Three:

Research Methodology

3.1 Research Design
3.2 Population of the Study
3.3 Sample Size Determination
3.4 Sample Size Selection Technique and Procedure
3.5 Research Instrument and Administration
3.6 Method of Data Collection
3.7 Method of Data Analysis
3.8 Validity of the Study
3.9 Reliability of the Study
3.10 Ethical Consideration

Chapter Four:

Data Presentation and Analysis

4.1 Data Presentation
4.2 Analysis of Data
4.3 Answering Research Questions
4.4 Test of Hypotheses

Chapter Five:

Summary, Conclusion and Recommendation

5.1 Summary
5.2 Conclusion
5.3 Recommendation
References
APPENDIX
QUESTIONNAIRE

Chapter One

Introduction

1.1 Background to the Study

Education in developing countries is at critical juncture as international efforts are galvanized towards attainment of internationally agreed target to expand and improve education as part of Education For All (EFA) movement. However, at the same time, a potential crisis in teaching threatens the ability of governments of developed and developing countries to reach this target. Globally, language and literacy education for student who are English Language Learners (ELLS) has been well cited in the research as a current topic, (Anthony 2008). However educationist and other school professionals often disagree on the best way to teach ELLS.

Moreover, programs to address needs of ELLS vary greatly. The child’s first experience with school, both positive and negative, has shown to have a lasting effect. Therefore in order to meet the needs of ELLS, educators must provide the most conducive environment for learning as possible (Hickman, Poland, Dorudula, Vaughn, 2004).

Ajibola (2006), states that a reading habit is cultivated and natured by individuals who are ready to give it their all. The skill acquired in reading can promote the acquisition of language skills listening, speaking, reading and writing. English language learners are one of the largest group to struggle with literacy (Hickman, Poland, Dorudula and Vaughan 2004).

According to Reilley (1995) in Mulwa (2004) Elementary schools serve as children’s first introduction to the education world, a world which will dominate and shape their future. A child’s economic and social success is to a significant extent, determined by how well he/she performs in school during the first critical years. In Kenya according to MOEST (2003) primary education takes eight years and is offered to children between age six and fourteen. This however has changed with free primary education (FPE) that now admits all ages. The goal is to provide access to quality education to all on equitable basis to ensure education for all (EFA).

The Ministry of Education, Science and Technology in conjunction with the governments Millennium Development goals (MDGS) and vision 2030 are working to alleviate poverty and attain literacy for the nation. They focus on teaching and listening, teachers certainly intend to cause or to enable student to achieve this. Whether they succeed is extremely difficult to test because there may be many other reasons why student develop, apart from teaching.
It is important to understand that English learning is synergistic complementary processing of children natural ongoing encounter with oral language. They develop expectations of how language might operate in a different form. Like written language, children independently attempt to “read” books, to enhance their understanding of how writing becomes source of children’s growth reading and speaking. Research by Clay (1991) and Teale and Sulby (1986) noted that during infancy and pre-school years, children are acquiring knowledge of both written and oral language. Teachers need to know about many aspects of language learning in order to provide experiences in language development. Primary school is the base of language development and therefore an important stage which must seriously be studied so as to enable the advancement in primary school. Teachers of the English language in primary schools should therefore be aiming at developing a capacity for the unfamiliar by taking pupils out of the familiar environment pervaded by mother tongue. They should promote social interaction within and beyond the classroom for the learners to improve personal and social skills by learning to communicate, co-operate and contribute in class. It is for these reasons that this study was investigating what entails effective teaching and learning of the English language for the sole purpose of improving performance both at school level and in national examinations.

At this juncture it is clearly noted that certain known variables like teaching and learning resources, language policy, teachers workload and school based curriculum should support preliminary factors through infancy level to adulthood to help actively implement English curriculum delivery.

1.2 Statement of the Problem

Despite the huge amount of money invested in education, implementation and achievement of the educational curriculum is still a major challenge, as lack of qualified and non-specialist teachers in English Language contribute to poor achievement of educational outcomes and goals in schools in Rivers State. Curriculum is a veritable vehicle through which education is attained. The secondary school curriculum as presently implemented is far from achieving the goals of secondary education. Teacher quality has to do with the professional qualification of teachers. The teacher must possess the teaching qualifications to enhance his instructional delivery process.Amajor setback in effective curriculum implementation is the problem of unqualified teachers, especially specialist teachers in English Language subjects. Sofalaham (2012) noted that junior secondary school level, due to shortage of teacher, the requirement of two Nigerian languages is no longer strictly observed. Again Ajibola (2008) observed that most of the teachers in the secondary schools are not qualified to teach English Language introduced in the curriculum.

Learning environment has been identified as one of the major problems in curriculum implementation in senior secondary schools in Nigeria. Nigeria secondary schools have poor learning environment as such performance is very poor. Hence, a conducive learning environment must be created for the realization of the objectives of education in secondary schools. Good learning environment promotes quality education. Such environment goes beyond good classrooms, libraries, laboratories, hostels, and teachers’ attendance to workshops and conferences. It includes adequate social environment policies and practices, which prohibit students and teachers’ harassment, examination malpractice, cultism and its associated violence. According to Ogbodo (2016) it connotes good academic culture.

Education in Nigeria is associated with inadequate funding from the Federal, State and Local governments (Nwiyi,2012). The state of the secondary schools lack of workshop, conference etc prove the fact that the secondary schools in terms of facilities, classrooms, and equipment are inadequately funded far below the UNESCO estimation of 26% budgetary allocation to education which affects the curriculum implementation in Nigeria secondary schools. Teachers are identified as agents in the curriculum implementation process. Again, lack of adequate instructional materials and ineffective teaching method are factors responsible for poor implementation of English Language in some senior secondary schools. This study therefore attempts to investigate how English language curriculum is being implemented among the various secondary schools types in Abuja.

1.3 Objective of the Study

The purpose of this study is to investigate the factors affecting the effective implementation of english language curriculum in secondary schools in Gwagwalada area council, FCT Abuja.

The study aims to achieve the following objective:

To examine the influence of teaching and learning resources on implementation of English curriculum.
To determine how the language policy of the school influences the implementation of English curriculum.
To assess how teachers workload influences the implementation of English curriculum.
To assess the extent to which monitoring and assessment influences implementation of English curriculum.

1.4 Research Questions

To what extent do teaching and learning resources influence effective English language performance?
How does the language policy of the school influence effective teaching and learning of English language and performance?
To what extent is the teachers’ workload an impediment to effective teaching and learning and performance of the English language?
To what extent does monitoring and assessment influence performance and improvement in English language.

1.5 Research Hypotheses

Ho: The effective implementation of English language curriculum will not facilitate improvement in English language in Nigeria.
Ha: The effective implementation of English language curriculum will facilitate the improvement in English language.

1.6 Significance of the Study

This study intends to make contribution to the existing knowledge on the effective teaching and learning method of English language. The finding of this study is also expected to provide useful information to stake holders in education and opportunist to better understanding the factors that influence the implementation of effective teaching and learning which provide concrete leads to facilitate intervention towards improving teaching conditions and learning of English language. The findings help in determining the type of working condition and Learning environment that favours teaching and learning of English language in order to realize better results of the English language performance. The children’s ACT (2003) ‘spell out the rights of all children and recognize that education is a human right and that every child must enjoy and be protected by thelaw, thus the findings of the study may be vital for the policy formation, revision and planning. It supports the current trends and the needs for the successful implementation of from primary education.

The study intends to help coming up with training needs that primary teachers requires and to realize quality methods in teaching and learning of English language with the use of teaching resources available in school. The Ministry of Education might benefit from the findings and hence work out and formulate policies that will benefit education sectors in general especially with the advent of FPE. This will aid in achieving of quality education for all as intended within the national goals of education.

1.7 Scope of the Study

The study covered English language subject in public secondary schools in Gwagwalada area council, FCT Abuja that has fairly good infrastructure with reliable means of communication therefore the researcher easily accessed the target population. This hence findings should be generalized to both urban and rural areas with caution. The study was carried out in public primary school, therefore private schools were excluded. The distance between the schools was short and this will make it accessible and timely as was scheduled. Pupils, teachers and head teachers will participate in my study.

1.8 Limitation of the Study

There was limitation and constraints in funds and this hindered movement across the given sample population. The study was limited to responses obtained from questionnaires, interviews and observations. Since the study was to find out the information on implementation of English curriculum, it’s possible that teachers were not willing to divulge information on their weaknesses. To overcome this, the researcher used the observation. Nevertheless the information was obtained from the three methods to collaborate the responses.

1.9 Definition of Terms

Curriculum Implementation:

Curriculum implementation entails putting into practice the officially prescribed courses of study, syllabuses and subjects. The process involves helping the learner acquire knowledge or experience. It is important to note that curriculum implementation cannot take place without the learner. The learner is therefore the central figure in the curriculum implementation process. Implementation takes place as the learner acquires the planned or intended experiences, knowledge, skills, ideas and attitudes that are aimed at enabling the same learner to function effectively in a society.

Competence:

Refers to ability to us language correctly and meaningfully in speech and in writing.

Education Resource:

Refers to something you can use to aid teaching and learning.

Effective Teaching:

Refers to that instruction will yield the desired outcomes through desirable method.

Language:

Refers to a socially shared code of communication.

Learning:

Refers receiving the information passed on by the teacher or through new experience.

Motivation:

This the process through which individual are charged to increase their action or performance either by internal or external factors.

Academic Performance:

This is used in the study to refers to students’ attitude to competition for excellent in their attitude toward participating in classroom activities and home work. It also used to students’ interest in learning.

1.10 Organization of the Study

This research work is organized in five chapters, for easy understanding, as follows.

Chapter one is concern with the introduction, which consist of the (overview, of the study), historical background, statement of problem, objectives of the study, research hypotheses, significance of the study, scope and limitation of the study, definition of terms and historical background of the study.
Chapter two highlights the theoretical framework on which the study is based, thus the review of related literature.
Chapter three deals on the research design and methodology adopted in the study.
Chapter four concentrate on the data collection and analysis and presentation of finding.
Chapter five gives summary, conclusion, and recommendations made of the study.

Chapter Five

Summary, Conclusions and Recommendations:

5.1 Introduction

This chapter summarizes the findings on the factors affecting the effective implementation of english language curriculum in secondary schools in Gwagwalada area council, FCT Abuja as case study. The chapter consists of summary of the study, conclusions, and recommendations.

5.2 Summary of the Study

In this study, our focus was on the factors affecting the effective implementation of english language curriculum in secondary schools in Gwagwalada area council, FCT Abuja as case study. The study is was specifically focused on examining the influence of teaching and learning resources on implementation of English curriculum; determining how the language policy of the school influences the implementation of English curriculum; assessing how teachers workload influences the implementation of English curriculum and to assess the extent to which monitoring and assessment influences implementation of English curriculum.

5.3 Conclusions

With respect to the analysis and the findings of this study, the following conclusions emerged;

In a consolidated opinion it emerged that teachers were in the agreement for the need of schools to have adequate resources to support the learning process. Schools that have facilities did fairly well in English language. So were those with adequate books for reading lessons and others for teaching language. Schools that lacked had a difficult time and this affected their performance while those with adequate enjoyed performance. Those teachers who used teaching and learning aids testified that the learning process was very productive unlike the majority who rarely prepared aids for the learners. The few schools that had established a LRC are unbeatable and have continued to attain a good score in the English language. It is evident that adequacy of teaching and learning resources has influence on the performance of English language because it impacted positively on the learning process to produce good results.

It was revealed that a language policy for schools is necessary if learners have to improve in the English language subjects. Many schools have not implemented a policy to govern them. Majority of the teachers agreed that English should be used by the whole school for communication and instruction. They are of the view that this will help restore the language back to its position and also help learners improve in all other subjects that use English. Teachers are also opposed to use MT, Kiswahili and sheng in schools as this derails the efforts put up by English teachers. Teachers should also sought that pupils who flout rules that the language policy should be penalized so that the intended purpose is achieved. That all teachers in the school must be party you this course if results have to be realized. It was a general fight that implementation of a school language policy would uplift the performance of English language in the district.

It was evident that the district has a shortage of teachers and those that teach English must take up other subjects despite the high population enrollment in the classes. Teachers are overwhelmed with work and most say that the workload is in excess. This makes them not to demonstrate fully what has to be done. The high enrollment due to FPE requires the increase of manpower to be able to implement provision of quality education in public primary schools. The teachers also expressed dissatisfaction with the meager salaries that do not tally with the workload. This is an impediment to effective teaching.

Investigations as to whether schools have put in place their own monitoring and assessment tools to enable effective teaching and learning process in schools revealed that English language panels were present in every school. However whether the panels play the role was questionable when it was found that schools used externally acquired test to assess and also the revelation that teachers did lesson preparation but never prepared learning aids for use in classroom teaching. Statistics also Show that external monitoring was rarely guided by the QUASO teams giving room for laxity of teachers. This greatly affects the teaching and learning process especially of English language in public primary schools.

5.4 Recommendation

Based on the above findings the following recommendations were made;

Urban Senior Secondary school types that were very high in the implementation of ELC should improve and sustain on their good work, the Rural schools should work harder to overcome their implementation challenges.
Public and Private schools with very high extent of implementation of the ELC should continue to improve on what they are doing
Boarding secondary schools should implement curriculum more. While the day school with very high extent of implementation performance should continue to improve.
Mixed and Single Schools should both sustain their very high extent performance in the implementation of English Language curriculum.

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