Nigerian Universities’ English Teachers’ Education Programme and its Relevance to Senior Secondary School Reading Class

Abstract

The study assessed the English teachers’ education programme in Nigerian Universities for senior secondary school reading class. The purpose of the study was to examine the influence of English education programme of some teachers on their service delivery; to look into adequacy of English curriculum in effective teaching and inculcation of reading skills to secondary school students, and to examine the factors affecting the reading curriculum implementation in secondary schools among other things. To achieve this, Twenty 400 level students of University of Ibadan grouped as pre-service teachers; and another twenty tagged as service teachers who were graduates from the same university; currently teaching in secondary schools; were randomly sampled for the study. Structured Interview as well as questionnaire in five point likert -type – scale was designed to collect data for the study. The results showed that English education programme offered for teachers empower their logical presentation of reading skills in classroom and also strengthen their level of reading. However, incompetence of some English teachers and inappropriate teaching methods affect implementation of reading curriculum. To further strengthen reading curriculum however, some pre-service teachers interviewed were of the opinions that readability and reading methodology should be included in the curriculum. Moreover, non – provision of reading textbooks is having negative effects on students’ learning. The results reflect the opinions of some pre-service and service teachers who from their experiences in English classroom have seen that most students especially in public schools do not possess English textbooks. Recommendations were made based on the results..

Keywords: Food Security, Technical skills, cocoa production


Article Review Status: Published

Pages: 70-83 (Download PDF)

Creative Commons Licence
This work by European American Journals is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License