Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.721725
Title: An evaluation of the implementation of the English Language Nigeria Certificate in Education curriculum : a case study of three Colleges of Education
Author: Tom-Lawyer, Oris Oritsebemigho
Awarding Body: University of Central Lancashire
Current Institution: University of Central Lancashire
Date of Award: 2015
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Abstract:
This thesis was conducted to examine the adequacy of the skills and preparation of the Nigeria Certificate in Education (NCE) English language teachers as the poor performance of Nigerian students in external English language examinations has become a source of concern to educational stakeholders (Patrick, Sui, Didam & Ojo, 2014). The NCE is the basic qualification for teaching in Nigeria. The concern for the quality of teachers in Nigeria is crucial as the Nigerian government recognized a problem with the training of teachers at the NCE level in 2010 and proposed to abolish the colleges and phase out the NCE (Idoko, 2010). The Context, Input, Process and Product (CIPP) Evaluation model is used as a theoretical framework in the study. The research questions were: What is the context of the English language programme of the Nigeria Certificate in Education? How does the implementation of the curriculum equip students to develop the four language skills? What are the lecturers and students’ perceptions of the implementation of the curriculum and how have the objectives of the curriculum been achieved? In examining these issues, a mixed methods approach was adopted within the framework of the CIPP model, while utilizing a case study. The study showed the ineffective implementation of the curriculum as a factor for the failure of Nigerian students in external English language examinations. The research established the deficiency of the students in the basic skills of the language. The process and product evaluations noted failures in the procedural design of the curriculum and demonstrated a lack of achievement of the objectives of the curriculum. The recommendations arising from the research emphasized an immediate review of the admission policy and an extensive involvement of the lecturers in the future reform of the curriculum. Future research is concerned with an investigation of the measures that will curb systemic failures in the colleges.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.721725  DOI: Not available
Keywords: English language ; English studies not elsewhere classified
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