ABSTRACT
This study evaluated the implementation of English reading components in senior secondary schools in Kaduna State, Nigeria. The research aimed to assess the extent of content coverage, effectiveness, appropriateness of teaching methods, availability of instructional materials, and evaluation strategies used in teaching English reading components. Five research questions and five hypotheses were formulated to guide the study.
A descriptive survey design was employed, with a population consisting of 16,641 students and 70 teachers. A proportionate sampling technique was used to select a sample size of 380 students and 10 teachers. Data were collected using a structured questionnaire titled "Implementation of English Language Reading Component Questionnaire (IELRCQ)," which was designed by the researcher. The questionnaire contained 40 items and was validated through a pilot test, resulting in a reliability coefficient of 0.79 using the Cronbach alpha technique.
Data analysis was conducted using both descriptive and inferential statistical methods. Descriptive analysis involved the use of frequency and percentage to analyze respondents' demographic data, while mean and standard deviation were used to answer the research questions. At the inferential level, Chi-square (χ2) was used to test the hypotheses at a significance level of 0.05.
The study's findings revealed no significant differences in the opinions of teachers and students regarding the achievement of the objectives of English reading components in senior secondary schools in Kaduna State. Similarly, there was no difference in their opinions on the implementation of the English reading content, the methods used, or the availability and use of instructional materials and evaluation strategies. The study concluded that the current curriculum content, teaching methods, and instructional materials are inadequate, negatively impacting student performance.
Based on these findings, the study recommended that the Kaduna State government establish a committee to periodically evaluate the achievement of the objectives of the English reading components in senior secondary schools and provide feedback on challenges and potential solutions. Additionally, workshops and seminars should be organized for teachers to enhance the effective coverage of the English reading components in the curriculum.
