An Evaluation of the English Language Curriculum of the Nigeria Certificate in Education: A Case Study of a College of Education
Author(s)
Oris Tom-Lawyer
ABSTRACT
This treatise is a pilot study that evaluated the implementation of the English language curriculum of the Nigeria Certificate in Education at a College of Education in Ogun State, Nigeria. The certificate is the basic qualification for teaching. The poor performance of Nigerian students in external English examinations has continued to be a source of worry to parents, educational stakeholders and the government. This problem has impeded the transition to higher education of many Nigerian students. In order to proffer solution to this problem, the effectiveness of the training of English language teachers need to be examined. The study sought to fill the gap by evaluating the implementation of the English language curriculum of the NCE in order to determine the effectiveness of the schooling of teachers. In investigating these issues, a mixed methods approach was used to utilise a case study. The sample comprised ten lecturers and twenty students drawn through convenience sampling techniques. The instruments were questionnaires, observation checklists, interviews and field notes. The methods of analysis were descriptive/inferential statistics and thematic content analysis. The findings revealed that lecturers employed mostly a combination of teaching modes in classrooms. The resources (physical and human) were found to be inadequate and the school technologically deficient. Furthermore, the negative attitudes of the students impacted on the implementation of the curriculum. The study identified the ineffective implementation of the NCE English language curriculum. The paper recommends that parents and other stakeholders should thoroughly investigate teacher training.
This treatise is a pilot study that evaluated the implementation of the English language curriculum of the Nigeria Certificate in Education at a College of Education in Ogun State, Nigeria. The certificate is the basic qualification for teaching. The poor performance of Nigerian students in external English examinations has continued to be a source of worry to parents, educational stakeholders and the government. This problem has impeded the transition to higher education of many Nigerian students. In order to proffer solution to this problem, the effectiveness of the training of English language teachers need to be examined. The study sought to fill the gap by evaluating the implementation of the English language curriculum of the NCE in order to determine the effectiveness of the schooling of teachers. In investigating these issues, a mixed methods approach was used to utilise a case study. The sample comprised ten lecturers and twenty students drawn through convenience sampling techniques. The instruments were questionnaires, observation checklists, interviews and field notes. The methods of analysis were descriptive/inferential statistics and thematic content analysis. The findings revealed that lecturers employed mostly a combination of teaching modes in classrooms. The resources (physical and human) were found to be inadequate and the school technologically deficient. Furthermore, the negative attitudes of the students impacted on the implementation of the curriculum. The study identified the ineffective implementation of the NCE English language curriculum. The paper recommends that parents and other stakeholders should thoroughly investigate teacher training.
Cite this paper
Tom-Lawyer, O. (2014) An Evaluation of the English Language Curriculum of the Nigeria Certificate in Education: A Case Study of a College of Education. Open Journal of Social Sciences, 2, 69-79. doi: 10.4236/jss.2014.27011.
Tom-Lawyer, O. (2014) An Evaluation of the English Language Curriculum of the Nigeria Certificate in Education: A Case Study of a College of Education. Open Journal of Social Sciences, 2, 69-79. doi: 10.4236/jss.2014.27011.
References
[1] Akeredolu-Ale, B. (2007) Good English for What? Learners’ Motivation as a Factor in Declining Learners’ Performance in English Language Acquisition and Use of Nigerian Schools. Changing English: Studies in Culture and Education, 14, 231-245.
http://dx.doi.org/10.1080/13586840701443065 [2] Asikhia, O. (2010) Students and Teachers’ Perception of the Causes of Poor Academic Performance in Ogun State Secondary Schools [Nigeria]: Implications for Counseling for National Development. European Journal for Social Sciences, 13, 229-242. [3] Adekola, B. (2012) Home and School Factors as Determinants of Students’ Achievement in Secondary School English Comprehension in Four South Western States. Research Journal in Organizational Psychology & Educational Studies, 1, 280-283. [4] Ayodele, S. (1998) The Problem of a Language for Educating Nigerian Learners, Faculty of Education. 4th Annual Lecture, University of Ibadan, Ibadan. [5] West African Examination Council (1999) Chief Examiner’s Reports. Lagos, Yaba. [6] Ajayi, I. (2012) Mass Failure of Students in West African Senior School Certificate Examinations (WASSCE) in Nigeria: The Teachers’ Perspective. The Clute Institute International Conference, Las Vegas, 33-38.
http://www.cluteinstitute.com/ [7] Nta, E., Oden, S., Egbe, G., and Ebuta, C. (2012) Optimizing Students’ Performance in English through Quality Teacher Education. Journal of Education and Practice, 3, 9.
www.Iste.org [8] Fakeye, D. (2012) Teachers’ Qualification and Subject Mastery as Predictors of Achievement in Ibirapa Division of Oyo State. Global Journal of Human Science, 12, 1-6. [9] Faniran, A. and Olatunji, O. (2011) The Place of Interest in Pre-Service English Teachers’ Choice of Occupation: A Study of Selected Nigerian Colleges of Education Students. Ife Psychological, 19, 129-144.
http://dx.doi.org/10.4314/ifep.v19i1.64593 [10] Aduwa-Ogiegbaen, S. and Iyamu, O. (2006) Factors Affecting Quality of English Language Teaching and Learning in Secondary Schools in Nigeria. College Student Journal, 40, 3. [11] Fakeye, D. (2010) Students’ Personal Variables as Correlates of Academic Achievement in English as a Second Language in Nigeria. Journal of Social Science, 22, 205-211. [12] Ajelayemi, D. (2005) Challenges of Teacher Education in Secondary Schools in Nigeria. African Centre for Contemporary Studies. Paper Presented at a Two-Day National Workshop on the Current Crisis of Secondary Schools in Nigeria: Confronting Old and New Challenges, 13-14 September 2005.
www.accs.org.uk/pdf/2005/secondary/challenges_of_Teachers20education [13] Osunde, A. and Izevbige, T. (2006) An Assessment of Teachers and Teaching Profession in Midwestern Nigeria. Education, 126, 462-467. [14] Fullan, M. (1996) Curriculum Implementation. In: Ely, D.P. and Plump, T., Eds., International Encyclopedia of Educational Technology, Elsevier Oxford, Oxford. [15] Fullan, M. (1992) Successful School Improvement: The Implementation Perspective and Beyond. Open University Press, Buckingham. [16] Markee, N. (1997) Managing Curricular Innovation. Cambridge University Press, Cambridge. [17] Fullan, M. (2010) All Systems Go. Corwin Press, Thousand Oakes. [18] Okello, V. and Kagoire, M. (1996) Makero University Curriculum Studies Module. Bezatel Design Studies, Kampala. [19] Stenhouse, L. (1975) An Introduction to Curriculum Research and Development. Heinmann, London. [20] Ofoha, D., Uchegbu, C., Anyike, B. and Nkemdirim, M. (2009) A Critical Appraisal of the Mode of Implementation of Nigerian Secondary School Curriculum: Towards Socio-Economic Empowerment of Youth. ERNWACA Research Grants Programme. [21] Beauchamp, G. (1975) Curriculum Theory. The Kagg Press, Wilmette. [22] Bamber, M. and Mourshed, M. (2007) How the World’s Best Performing School Systems Come out on Top. Mckinsey & Company, London. [23] Hamshek, E., Kain, J. and Rivkin, S. (1990) Teachers, Schools and Academic Achievement. NBER Working Paper Series. National Bureau of Economic Research, Cambridge. [24] Gbenu, J. (2012) State of Teacher Quality in Lagos State Senior Secondary Schools, Nigeria: Implications for Educational Planning. Online Journal of Educational Research, 1, 125-131. [25] Dylan, W. (n.d) Teacher Quality: Why it Matters How to Get it. Institute of Education, University of London, London. [26] Ololube, N. (2006) Teacher Education, School Effectiveness and Improvement: A Case Study of Nigerian Secondary Schools. Doctoral Thesis, University of Helsinki, Helsinki. [27] Stewart, V. (2011) Raising Teacher Quality Around the World. The Effective Educator, 68, 16-20. [28] Pitan, O. (2012) Analysis of Internal Efficiency in the Utilization of Human Resources in Selected Secondary Schools of Oyo State, Nigeria. Journal of Emerging Trends in Educational Research and Policy Studies, 3, 748-752. [29] Olaofe, I. (n.d) Teacher Resourcesfulness in Under Resource English Language Teaching Learning Environments. [30] Ajayi, O. and Emoruwa, E. (2012) Assessment of National Commission for Colleges of Education, Ikere-Ekiti. International Journal of Education, 2, 298-302. [31] Akinbote, O. (2007) Problems for Teacher Education for Primary Schools in Nigeria: Beyond Curriculum Design and Implementation. Essays in Education, 22. [32] Mkpa, A. (2001) Optimization of Available Teaching and Learning Materials/Facilities. In: Nnolis, O. and Sulaiman, I., Eds., Reassessing the Future Education in Nigeria, ETF Publication, Abuja. [33] Uma, K., Obidike, P. and Ogwuru, H. (2013) Revamping the Nigerian Education Sector for Quality Manpower Development Lessons from Japan. American Journal of Social Issues and Humanities, 3, 330-339. [34] Edem, E. (2004) Educational policies in Nigeria. Marks Press, Lagos. [35] Johanson, G. and Brooks, G. (2010) Initial Scale Development: Sample Size for Pilot Studies. Educational and Psychological Measurement, 70, 394-400.
http://dx.doi.org/10.1177/0013164409355692 [36] DeVellis, R. (2003) Scale Development: Theory and Applications. Sage Publications, Thousand Oakes. [37] George, D. and Mallery, P. (2013) SPSS for Windows Step by Step: A Simple Guide for Reference 11.0 Update. 4th Edition, Allyn & Bacon, Boston. [38] Charter, R. (2003) Study Samples Are Too Small to Produce Sufficiently Precise Reliability Coefficients. The Journal of General Psychology, 130, 117-129.
http://dx.doi.org/10.1080/00221300309601280 [39] Braun, V. and Clark, V. (2006) Using Thematic Analysis in Psychology. Qualitative Research in Psychology, 3, 77-101.
http://dx.doi.org/10.1191/1478088706qp063oa [40] Sajjad, S. (n.d) Effective Teaching Methods at Higher Education Level.
http://class.web.nthu.edu.tw [41] Cascone, L. (1990) Teaching Strategies; Co-Operative Learning, Structured Controversy and Active Learning.
http://www.gmu.edu/facstaff/part-time/strtegy.html [42] McIntosh, N. (1996) Why Do We Lecture? JHPIEGO Strategy Paper No. 2. JHPIEGO. Corporation, Baltimore. [43] Olusola, O. and Rotimi, C. (2012) Attitudes of Students toward the Study of Physics in College of Education, Ikerre, Ekiti. Ekiti State. American International Journal of Contemporary Research, 2, 12. [44] Saracaloglu, S. (n.d) The Relation between Students’ Attitudes toward Foreign Language and Achievement. Approaches to the Study of Language and Literature. 1st International Conference Dokuz Eylul of Education, Izmir, 1-3 October. [45] Razmjoo, S. (2008) On the Relationship between Multiple Intelligences and Language Proficiency. The Reading Matrix, 8, 155-174. [46] Pekkarinen, T. (2012) Gender Differences in Education. Discussion Paper Series IZA DP. NO. 6390, Germany. [47] Ogbulogo, C. (2011) Strategic English Language Curriculum in Tertiary Education in Nigeria. Journal of Nigeria English Studies Association, 14, 5-16. [48] Rost, M. (2006) Areas of Research That Influence L2 Listening Instruction in Current Trends in the Development and Teaching of the Four Language Skills. In: Uso-Juan, E. and Martinez, A., Eds., Morton De Gryter, Berlin. [49] Badger, R and White, G. (2000) A Process Genre Approach to Teaching Writing. ELT Journal, 54, 153-160.
http://dx.doi.org/10.1093/elt/54.2.153 [50] Adeosun, O. (2011) Teacher Education Programmes and the Acquisition of the 21st Century Skills: Issues and Challenges in Nigeria in CICE 4 Africa—Asia University Dialogue for Educational Development Report of the International Experience Sharing Seminar (2): Actual Status and Issues of Teacher Professional Development. 103-120. [51] Kausar, G. and Aktar, R. (2012) Teachers’ Perception Regarding the Effect of Curriculum and Examination System on Pakistani College Students’ English Language Performance. Journal of Education and Practice, 3, 219-222. [52] Carl, A. (2005) The “Voice of the Teacher” in Curriculum Development, a Voice Crying in the Wilderness? South African Journal of Education, 25, 223-228. [53] Hargreaves (1994) Changing Teacher, Changing Times: Teacher Work and Culture in the Post Modern Age. Casell, London.
[1] Akeredolu-Ale, B. (2007) Good English for What? Learners’ Motivation as a Factor in Declining Learners’ Performance in English Language Acquisition and Use of Nigerian Schools. Changing English: Studies in Culture and Education, 14, 231-245.
http://dx.doi.org/10.1080/13586840701443065 [2] Asikhia, O. (2010) Students and Teachers’ Perception of the Causes of Poor Academic Performance in Ogun State Secondary Schools [Nigeria]: Implications for Counseling for National Development. European Journal for Social Sciences, 13, 229-242. [3] Adekola, B. (2012) Home and School Factors as Determinants of Students’ Achievement in Secondary School English Comprehension in Four South Western States. Research Journal in Organizational Psychology & Educational Studies, 1, 280-283. [4] Ayodele, S. (1998) The Problem of a Language for Educating Nigerian Learners, Faculty of Education. 4th Annual Lecture, University of Ibadan, Ibadan. [5] West African Examination Council (1999) Chief Examiner’s Reports. Lagos, Yaba. [6] Ajayi, I. (2012) Mass Failure of Students in West African Senior School Certificate Examinations (WASSCE) in Nigeria: The Teachers’ Perspective. The Clute Institute International Conference, Las Vegas, 33-38.
http://www.cluteinstitute.com/ [7] Nta, E., Oden, S., Egbe, G., and Ebuta, C. (2012) Optimizing Students’ Performance in English through Quality Teacher Education. Journal of Education and Practice, 3, 9.
www.Iste.org [8] Fakeye, D. (2012) Teachers’ Qualification and Subject Mastery as Predictors of Achievement in Ibirapa Division of Oyo State. Global Journal of Human Science, 12, 1-6. [9] Faniran, A. and Olatunji, O. (2011) The Place of Interest in Pre-Service English Teachers’ Choice of Occupation: A Study of Selected Nigerian Colleges of Education Students. Ife Psychological, 19, 129-144.
http://dx.doi.org/10.4314/ifep.v19i1.64593 [10] Aduwa-Ogiegbaen, S. and Iyamu, O. (2006) Factors Affecting Quality of English Language Teaching and Learning in Secondary Schools in Nigeria. College Student Journal, 40, 3. [11] Fakeye, D. (2010) Students’ Personal Variables as Correlates of Academic Achievement in English as a Second Language in Nigeria. Journal of Social Science, 22, 205-211. [12] Ajelayemi, D. (2005) Challenges of Teacher Education in Secondary Schools in Nigeria. African Centre for Contemporary Studies. Paper Presented at a Two-Day National Workshop on the Current Crisis of Secondary Schools in Nigeria: Confronting Old and New Challenges, 13-14 September 2005.
www.accs.org.uk/pdf/2005/secondary/challenges_of_Teachers20education [13] Osunde, A. and Izevbige, T. (2006) An Assessment of Teachers and Teaching Profession in Midwestern Nigeria. Education, 126, 462-467. [14] Fullan, M. (1996) Curriculum Implementation. In: Ely, D.P. and Plump, T., Eds., International Encyclopedia of Educational Technology, Elsevier Oxford, Oxford. [15] Fullan, M. (1992) Successful School Improvement: The Implementation Perspective and Beyond. Open University Press, Buckingham. [16] Markee, N. (1997) Managing Curricular Innovation. Cambridge University Press, Cambridge. [17] Fullan, M. (2010) All Systems Go. Corwin Press, Thousand Oakes. [18] Okello, V. and Kagoire, M. (1996) Makero University Curriculum Studies Module. Bezatel Design Studies, Kampala. [19] Stenhouse, L. (1975) An Introduction to Curriculum Research and Development. Heinmann, London. [20] Ofoha, D., Uchegbu, C., Anyike, B. and Nkemdirim, M. (2009) A Critical Appraisal of the Mode of Implementation of Nigerian Secondary School Curriculum: Towards Socio-Economic Empowerment of Youth. ERNWACA Research Grants Programme. [21] Beauchamp, G. (1975) Curriculum Theory. The Kagg Press, Wilmette. [22] Bamber, M. and Mourshed, M. (2007) How the World’s Best Performing School Systems Come out on Top. Mckinsey & Company, London. [23] Hamshek, E., Kain, J. and Rivkin, S. (1990) Teachers, Schools and Academic Achievement. NBER Working Paper Series. National Bureau of Economic Research, Cambridge. [24] Gbenu, J. (2012) State of Teacher Quality in Lagos State Senior Secondary Schools, Nigeria: Implications for Educational Planning. Online Journal of Educational Research, 1, 125-131. [25] Dylan, W. (n.d) Teacher Quality: Why it Matters How to Get it. Institute of Education, University of London, London. [26] Ololube, N. (2006) Teacher Education, School Effectiveness and Improvement: A Case Study of Nigerian Secondary Schools. Doctoral Thesis, University of Helsinki, Helsinki. [27] Stewart, V. (2011) Raising Teacher Quality Around the World. The Effective Educator, 68, 16-20. [28] Pitan, O. (2012) Analysis of Internal Efficiency in the Utilization of Human Resources in Selected Secondary Schools of Oyo State, Nigeria. Journal of Emerging Trends in Educational Research and Policy Studies, 3, 748-752. [29] Olaofe, I. (n.d) Teacher Resourcesfulness in Under Resource English Language Teaching Learning Environments. [30] Ajayi, O. and Emoruwa, E. (2012) Assessment of National Commission for Colleges of Education, Ikere-Ekiti. International Journal of Education, 2, 298-302. [31] Akinbote, O. (2007) Problems for Teacher Education for Primary Schools in Nigeria: Beyond Curriculum Design and Implementation. Essays in Education, 22. [32] Mkpa, A. (2001) Optimization of Available Teaching and Learning Materials/Facilities. In: Nnolis, O. and Sulaiman, I., Eds., Reassessing the Future Education in Nigeria, ETF Publication, Abuja. [33] Uma, K., Obidike, P. and Ogwuru, H. (2013) Revamping the Nigerian Education Sector for Quality Manpower Development Lessons from Japan. American Journal of Social Issues and Humanities, 3, 330-339. [34] Edem, E. (2004) Educational policies in Nigeria. Marks Press, Lagos. [35] Johanson, G. and Brooks, G. (2010) Initial Scale Development: Sample Size for Pilot Studies. Educational and Psychological Measurement, 70, 394-400.
http://dx.doi.org/10.1177/0013164409355692 [36] DeVellis, R. (2003) Scale Development: Theory and Applications. Sage Publications, Thousand Oakes. [37] George, D. and Mallery, P. (2013) SPSS for Windows Step by Step: A Simple Guide for Reference 11.0 Update. 4th Edition, Allyn & Bacon, Boston. [38] Charter, R. (2003) Study Samples Are Too Small to Produce Sufficiently Precise Reliability Coefficients. The Journal of General Psychology, 130, 117-129.
http://dx.doi.org/10.1080/00221300309601280 [39] Braun, V. and Clark, V. (2006) Using Thematic Analysis in Psychology. Qualitative Research in Psychology, 3, 77-101.
http://dx.doi.org/10.1191/1478088706qp063oa [40] Sajjad, S. (n.d) Effective Teaching Methods at Higher Education Level.
http://class.web.nthu.edu.tw [41] Cascone, L. (1990) Teaching Strategies; Co-Operative Learning, Structured Controversy and Active Learning.
http://www.gmu.edu/facstaff/part-time/strtegy.html [42] McIntosh, N. (1996) Why Do We Lecture? JHPIEGO Strategy Paper No. 2. JHPIEGO. Corporation, Baltimore. [43] Olusola, O. and Rotimi, C. (2012) Attitudes of Students toward the Study of Physics in College of Education, Ikerre, Ekiti. Ekiti State. American International Journal of Contemporary Research, 2, 12. [44] Saracaloglu, S. (n.d) The Relation between Students’ Attitudes toward Foreign Language and Achievement. Approaches to the Study of Language and Literature. 1st International Conference Dokuz Eylul of Education, Izmir, 1-3 October. [45] Razmjoo, S. (2008) On the Relationship between Multiple Intelligences and Language Proficiency. The Reading Matrix, 8, 155-174. [46] Pekkarinen, T. (2012) Gender Differences in Education. Discussion Paper Series IZA DP. NO. 6390, Germany. [47] Ogbulogo, C. (2011) Strategic English Language Curriculum in Tertiary Education in Nigeria. Journal of Nigeria English Studies Association, 14, 5-16. [48] Rost, M. (2006) Areas of Research That Influence L2 Listening Instruction in Current Trends in the Development and Teaching of the Four Language Skills. In: Uso-Juan, E. and Martinez, A., Eds., Morton De Gryter, Berlin. [49] Badger, R and White, G. (2000) A Process Genre Approach to Teaching Writing. ELT Journal, 54, 153-160.
http://dx.doi.org/10.1093/elt/54.2.153 [50] Adeosun, O. (2011) Teacher Education Programmes and the Acquisition of the 21st Century Skills: Issues and Challenges in Nigeria in CICE 4 Africa—Asia University Dialogue for Educational Development Report of the International Experience Sharing Seminar (2): Actual Status and Issues of Teacher Professional Development. 103-120. [51] Kausar, G. and Aktar, R. (2012) Teachers’ Perception Regarding the Effect of Curriculum and Examination System on Pakistani College Students’ English Language Performance. Journal of Education and Practice, 3, 219-222. [52] Carl, A. (2005) The “Voice of the Teacher” in Curriculum Development, a Voice Crying in the Wilderness? South African Journal of Education, 25, 223-228. [53] Hargreaves (1994) Changing Teacher, Changing Times: Teacher Work and Culture in the Post Modern Age. Casell, London.