IMPLEMENTATION OF FRENCH LANGUAGE CURRICULUM IN PUBLIC SECONDARY SCHOOLS IN BAYELSA STATE

Abstract

The study investigated the implementation of French Language Curriculum in public secondary schools in Bayelsa State. The study adopted descriptive survey research design. Seven null hypotheses were tested in the study. The population consisted of 186 principals and 135 French teachers in public junior secondary schools in Bayelsa State. The sample of the study comprised 186 principals and 135 teachers drawn through census sampling method in public junior secondary schools in Bayelsa State. The instrument for data collection was self designed and titled: “French Curriculum implementation Process Questionnaire (FCIPQ)”. The instrument was validated by experts. The overall reliability of the instrument was 0.79 which was determined through Cronbach alpha method. Mean eating and independent t-test was used in analyzing data generated from the study. The data was tested for significance at 0.05. The results of the study showed that there was significant difference between the mean rating of principals and teachers on the adequacy of teaching personnel, adequacy of teaching aids, adequacy of language laboratories and libraries, adequacy of teaching periods, extent of students’ interest, adequacy of funding and appropriateness of teaching method for the implementation of French language curriculum. Based on the results of the study, recommendations such as need to provide facilities to be provided in the schools for the implementation of French Language Curriculum.