CULTURAL AND CONTEXTUAL FACTORS AS CORRELATES
OF IMPLEMENTATION OF NATIONAL POLICY ON
EDUCATION LANGUAGE PROVISIONS IN SOUTH WESTERN
NIGERIAN PRIMARY AND SECONDARY SCHOOLS
The study examined teachers' knowledge of cultural and contextual factors
as correlates of implementation of the National Policy on Education
Language Provisions in primary and secondary schools in Southwestern
Nigeria. The study used the survey design. The sample size was made up of
1,620 pupils, 1620 students who were selected using stratified random
sampling technique with class level as stratum and 300 English language
teachers selected using convenience sampling technique. An instrument
titled “Factors on Language Implementation Questionnaire” (FLIQ) was
employed. Two research questions and two hypotheses emanated from the
study. The findings revealed among others that 57.7%, 55% and 53.7%
representing societal value placement, learners' prior language
development and learners' self-efficacy respectively are the major cultural
factors affecting language provisions implementation. In addition, there
was a significant relationship between contextual factors and
implementation of language provisions in the NPE (r = 0.123,
p<0.05).There was also a significant relationship between cultural factors
and implementation of language provisions in the NPE (r = 0.181,
p<0.05). It was recommended, among others, that policy makers should
take cognizance of the relevance of the cultural and contextual factors in
the planning and formulation of the objectives of the language provisions
as stipulated in the National Policy on Education in primary classes 4 to 6
and JSS 2, 3 and SS 1. Moreover, English language teachers should be
provided with guidance in actualizing the language provision goals.
Keywords: Cultural and Contextual factors, implementation, National Policy on
Education
Mrs. B. B. Adeyemi
CULTURAL AND CONTEXTUAL FACTORS AS CORRELATES OF IMPLEMENTATION OF NATIONAL POLICY ON EDUCATION LANGUAGE PROVISIONS IN SOUTH WESTERN NIGERIAN PRIMARY AND SECONDARY SCHOOLS
The study examined teachers' knowledge of cultural and contextual factors as correlates of implementation of the National Policy on Education Language Provisions in primary and secondary schools in Southwestern Nigeria. The study used the survey design. The sample size was made up of 1,620 pupils, 1620 students who were selected using stratified random sampling technique with class level as stratum and 300 English language teachers selected using convenience sampling technique. An instrument titled “Factors on Language Implementation Questionnaire” (FLIQ) was employed. Two research questions and two hypotheses emanated from the study. The findings revealed among others that 57.7%, 55% and 53.7% representing societal value placement, learners' prior language development and learners' self-efficacy respectively are the major cultural factors affecting language provisions implementation. In addition, there was a significant relationship between contextual factors and implementation of language provisions in the NPE (r = 0.123, p<0.05).There was also a significant relationship between cultural factors and implementation of language provisions in the NPE (r = 0.181, p<0.05). It was recommended, among others, that policy makers should take cognizance of the relevance of the cultural and contextual factors in the planning and formulation of the objectives of the language provisions as stipulated in the National Policy on Education in primary classes 4 to 6 and JSS 2, 3 and SS 1. Moreover, English language teachers should be provided with guidance in actualizing the language provision goals. Keywords: Cultural and Contextual factors, implementation, National Policy on Education