Evaluation of the Relevance of the English Language Curriculum to the Academic Needs and English Language Proficiency of the of Junior Secondary School Students in Akwa Ibom State

Okon; Angela Raymond; Ph.D; Prof. Mba Tamunodienye Nkechinyere; Ngwu; Martina Nnenna; Ph.D

doi:10.56201/ijmcs.v10.no2.2026.pg20.28

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Evaluation of the Relevance of the English Language Curriculum to the Academic Needs and English Language Proficiency of the of Junior Secondary School Students in Akwa Ibom State

Okon, Angela Raymond, Ph.D, Prof. Mba Tamunodienye Nkechinyere, Ngwu, Martina Nnenna, Ph.D

Abstract

The English Language curriculum occupies a central position in Nigeria’s junior secondary education as it functions both as a core subject and the medium of instruction for other school subjects. Its relevance to learners’ academic needs and its effectiveness in enhancing students’ English language proficiency therefore remain critical concerns for educational stakeholders. This study evaluated the relevance of the Junior Secondary School English Language curriculum to the academic needs of students and examined its impact on students’ English language proficiency in Akwa Ibom State, Nigeria. The study was anchored on the Context, Input, Process, and Product evaluation model and adopted a descriptive survey research design. The population comprised 714 junior secondary school English Language teachers in public schools across the state, from which a sample of 257 teachers (126 males and 131 females) was selected using simple random sampling technique. Data were collected using a structured instrument titled English Language Curriculum Implementation Evaluation Questionnaire . Mean and standard deviation were used to answer the research questions, while independent samples t-test was employed to test the hypotheses at the 0.05 level of significance. Findings revealed that the Junior Secondary School English Language curriculum is relevant to students’ academic needs to a very high extent, particularly in terms of developing essential language skills, supporting learning in other subjects, and addressing learners’ cultural and communicative needs. However, significant differences were found in the mean ratings of male and female teachers regarding both the relevance of the curriculum and its impact on students’ English language proficiency. The study concludes that while the English Language curriculum is largely appropriate and effective, its impact depends heavily on the quality of implementation. It therefore recommends continuous curriculum review, improved instru

Keywords

English Language curriculumcurriculum relevanceacademic needsEnglish language proficiencyCIPP evaluation modeljunior secondary schoolNigeria.

References

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Evaluation of the Relevance of the English Language Curriculum to the Academic Needs and English Language Proficiency of the of Junior Secondary School Students in Akwa Ibom State

Abstract

Keywords

References

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