Assessment of the Implementation of English Language Syllabus in Public Primary Schools in Katsina Local Government Area

Abstract

This study assessed the implementation of the English language syllabus in public primary schools in Katsina Local Government Area, Nigeria. The study aimed to investigate teachers’ compliance with the syllabus, identify factors influencing its arbitrary implementation, evaluate supervisory practices, and determine the adequacy of allocated periods for English language teaching. A mixed-methods research design was employed, involving questionnaires, observations, and document analysis. Findings revealed low levels of syllabus compliance, with teachers citing factors such as inadequate resources, syllabus content, and limited professional development. While supervisory visits were frequent, their focus on classroom observation limited their effectiveness. Despite challenges, teachers perceived adequate support from the school administration. The study concludes that improving teacher training, syllabus alignment, supervisory practices, and resource allocation are crucial for effective English language syllabus implementation.