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Evaluation of the Effect of School Location (Rural and Urban) in the Implementation of Junior Secondary School English Language Curriculum in Akwa Ibom State

Okon Angela Raymond, PhD, Ngwu, Martina Nnenna, PhD

Abstract

School location has been widely recognized as a critical contextual factor influencing the effective implementation of educational curricula, particularly in developing countries where disparities in resources, infrastructure, and teacher support persist between urban and rural areas. This study evaluated the effect of school location (urban and rural) on the implementation of the Junior Secondary School English Language curriculum in Akwa Ibom State, Nigeria. Guided by the Context, Input, Process, and Product evaluation model, the study adopted a descriptive survey research design. The population comprised 714 junior secondary school English Language teachers in 270 public schools across Akwa Ibom State. Using purposive and simple random sampling techniques, a sample of 257 teachers (126 males and 131 females) drawn from 60 public junior secondary schools in both urban and rural locations participated in the study. Data were collected using a structured instrument titled English Language Curriculum Implementation Evaluation Questionnaire . Mean and standard deviation were used to answer the research question, while independent samples t-test was employed to test the null hypothesis at the 0.05 level of significance. Findings revealed that school location affects the implementation of the Junior Secondary School English Language curriculum to a very high extent. Urban schools were found to have better access to instructional materials, infrastructure, and professional support, which enhanced effective curriculum delivery, whereas rural schools experienced challenges such as inadequate resources and limited instructional support. The t-test analysis further indicated a significant difference in the mean ratings of teachers on how school location influences curriculum implementation. The study concludes that school location significantly influences the effective implementation of the English Language curriculum in junior secondary schools in Akwa Ibom State. It theref

Keywords

School locationurban–rural divideEnglish Language curriculumcurriculum implementationCIPP evaluation modeljunior secondary schoolNigeria

References

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