MANAGEMENT AND EVALUATION OF NATIONAL CURRICULUM FOR FRENCH LANGUAGE IN NORTH CENTRAL BASIC SCHOOLS, NIGERIA

Abstract

This study examined the implementation of the national curriculum for French language in upper basic schools in North Central, Nigeria. The research design for this study is a descriptive survey design with the aim of getting valuable data for the research. The study’s respondents were 384 students from urban public junior secondary schools in North Central zone. The instrument used for the collection of data was a researcher-developed questionnaire structured on a 4-point Likert scale. In establishing the internal consistency of the instrument, Cronbach alpha reliability method was adopted with a coefficient index of .84 which adjudged the instrument reliable. Collected data were analyzed using Mean with standard deviation. The findings of the study revealed that the participants accept that the nature of French is abstract and that poor instructional strategy top the factors that could hinder the delivery of the contents, on the part of teachers, and understanding those contents, on the part of students. It was recommended that poor teaching on the part of teachers need to be examined by the school administrators and that experienced, passionate and trained teachers in language instructional delivery be deployed to schools as findings in field revealed that some schools do not teach French language while some are being taught by Corp members and student teachers.