Teachers’ Receptivity to Integrated English Studies Curriculum for Global Relevance in Uyo Akwa Ibom State
Wisdom Inibehe Jude & Johnson Sunday Ukpong
Abstract
This study is designed to investigate the receptivity of teachers in the Junior Secondary School English Studies Curriculum. A research question and hypothesis were raised to direct the study. The sample of this study was estimated at eighty (80) teachers from 160 teachers’ population purposively drawn from public secondary schools in Uyo Local Government Area of Akwa Ibom State. The research instrument was a questionnaire tagged: Teachers Response to Integrated English Studies Curriculum Questionnaire (TRIESCQ) which the researchers used in soughing information on how teachers viewed and received the Integrated English Studies Curriculum. Data collected from the instrument were analyzed using t-test. Thus, data analyzes revealed that most English Studies teachers are not aware that the curriculum is an integrated one and as such cannot implement it effectively. Based on the research findings, it was recommended that teachers should be exposed to the integrated method of teaching English Language and any other language Literature curriculum for effective implementation in our schools..
Key words: Integrated English Studies Curriculum, Innovation and Teachers.