JSS  Vol.2 No.7 , July 2014
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.

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.
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