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ERIC Number: EJ1158538
Record Type: Journal
Publication Date: 2014
Pages: 13
Abstractor: As Provided
ISSN: ISSN-1925-0746
Degree of Implementation of the Language Provisions in Primary and Secondary Schools in Southwestern Nigeria
Adeyemi, B. B.; Ajibade, Y. A.
World Journal of Education, v4 n4 p92-104 2014
The study determined the degree of implementation of the language provisions in the National Policy on Education (NPE)in Nigerian primary and secondary schools. The study adopted the survey design. The sample size consisted of 1,620 pupils in primary schools, 1,620 students in secondary schools totalling 3,240 and 300 English Language teachers. The 3,240 students and pupils were selected using stratified random sampling technique while the 300 English Language teachers were selected using convenience sampling techniques from three senatorial districts in each of the six states (Ekiti, Ogun, Osun, Oyo, On do and Lagos) in Southwestern Nigeria. The language teachers were made up of 109 males and 191 females. Two instruments titled "Degree of Implementation of Language Provisions Questionnaire" (DIPQ) and "Degree of Implementation of Language Provisions Observation Checklist"(DIPOC) were designed by the researchers for the study. One research question was asked and answered while five research hypotheses were tested at the 0.05 level of significance. Data were analysed using simple percentages, t-test and ANOVA statistics. The results showed that the degree of implementation of the language provisions was low as attested to by 94% of teachers and confirmed by the researchers who found that only 10.3% of teachers used the medium of instruction stipulated in the NPE. Results further showed no significant differences in the responses of primary and secondary, male and female, rural and urban, and public and private school teachers on the degree of implementation of the language provisions in the NPE (t = 0.749, p>0.05, t = 0.424, p >0.05, t = 0.902, p>0.05, t = 0.741, p>0.05 respectively). Furthermore, there was no significant difference in teachers' experience and their responses on the degree of implementation of language provisions in the NPE (F = 0.031, p>0.05). It was recommended that appropriate avenues should be provided for teachers' awareness of the language provisions as specified in the NPE and adequate strategies should be put in place for their implementation. Proper monitoring would be required to ensure compliance.
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Nigeria
Grant or Contract Numbers: N/A