Thesis Abstract

Abstract
The implementation of a new Igbo language curriculum in secondary schools in Enugu State, Nigeria, poses several challenges that need to be addressed for effective execution. This research delves into the complexities surrounding the adoption and execution of the new curriculum in the state's educational system. The study aims to identify the key obstacles hindering the successful implementation of the Igbo language curriculum and proposes recommendations to overcome these challenges. One significant challenge is the lack of qualified Igbo language teachers in secondary schools. Despite the introduction of the new curriculum, many schools struggle to find educators proficient in the language to effectively teach the revised syllabus. This shortage of qualified teachers hampers the delivery of quality education in Igbo language, impacting students' learning outcomes. Another obstacle is the inadequate teaching materials and resources to support the new curriculum. The updated syllabus may require new textbooks, workbooks, and other instructional materials that are often not readily available in schools. Without the necessary resources, teachers face difficulties in implementing the curriculum as intended, leading to a gap in the quality of education provided to students. Furthermore, the issue of cultural relevance and acceptance poses a challenge to the implementation of the new Igbo language curriculum. In a diverse educational setting like Enugu State, where students come from various cultural backgrounds, integrating Igbo language and culture into the curriculum may face resistance or lack of interest from some students. Overcoming this challenge requires a strategic approach to promote the value and importance of learning Igbo language within the school community. Additionally, the lack of professional development opportunities for teachers to upgrade their skills and knowledge in teaching Igbo language is a critical challenge. Continuous training and workshops are essential to equip educators with the necessary competencies to deliver the curriculum effectively. Without ongoing support and professional development, teachers may struggle to adapt to the new curriculum requirements, affecting its implementation. In conclusion, addressing the challenges of implementing the new Igbo language curriculum in secondary schools in Enugu State requires a multi-faceted approach that involves enhancing teacher capacity, providing adequate resources, promoting cultural relevance, and offering continuous professional development. By overcoming these obstacles, the educational system can effectively deliver quality Igbo language education to students in the state.

Thesis Overview

This research work was aimed at identifying the challenges of the implementation of the new Igbo language curriculum in secondary schools in Enugu state, Nigeria. The study identified problems in the implementation of the new curriculum in the areas of objectives, methodology, instructional materials and evaluation techniques used by teachers. Five research questions and four hypotheses were posited to guide the researcher in the study. four hundred and fifty secondary school Igbo language teachers selected from one hundred and fifty secondary schools in three education zones of Enugu state constituted the sample for the study. Instruments for data collection were the questionnaire, checklist and observation schedule designed to elicit information from teachers. The data collected were analyzed based on mean scores, percentages and Analysis of variance (ANOVA). The information collected indicated that the objectives of teaching the new Igbo language curriculum were being achieved even though most of the resource materials are not available in schools and instructional materials were not adequately used by teachers. The information also indicated that apart from field trip, all the other methodologies namely, lecture, Discovery, project, play and dramatization were being effectively used by teachers. It also indicated that all the evaluative techniques were being used. The ANOVA analysis indicated that the extent of achievement of objectives, adoption of the methodology use of instructional materials and evaluative techniques were independent of teacher qualification. Based on these findings, recommendations were made which included that, teachers should be resourceful. In other words they should improvise the teaching aids to make their lessons interesting to provide motivation for the learners. Teachers should attend workshops, seminars and in-service training to equip them with modern techniques of teaching. Government should provide money to school to purchase the materials that teachers cannot improvise.