EVALUATION OF PRE-SERVICE ENGLISH LANGUAGE TEACHER PREPARATION PROGRAMME IN GOVERNMENT-OWNED PUBLIC UNIVERSITIES IN SOUTHWESTERN NIGERIA

Abstract

The English Language Teacher Preparation Programme (ELTPP) at Faculties of Education (FoE) in universities aims to produce quality English Language Teachers (ELTs) for senior secondary level. However, this objective is hardly met as many graduates of FoEs in public universities in southwestern Nigeria perform below expectation in their various places of works. Previous studies have concentrated more on interventions to improve the quality of ELTPP than on evaluation of ELTPP in universities. Therefore, this study was carried out to evaluate Pre-service English Language Teacher Preparation Programme (ELTPP) in public universities in southwestern Nigeria, with a view to determining its strength and weaknesses. The framework was provided by Kelly’s Theory and ATO Evaluation Model, while the mixed methods design was adopted .The multistage sampling procedure was used. Three(3) states (Ekiti, Osun, Lagos) containing both federal and state universities were purposively selected. Six (three federal, three state) public universities running programmes in ELTPP were purposively selected. The purposive sampling technique was used to select 360 final year English Language students who were in 400 level (60 from each university). Thirty lecturers of ELTPP(5 per university) were randomly selected. The instruments used were Lecturers’ Perception of ELTPP(r=0.75), Students’ Perception of ELTPP(r=0.76) questionnaires, Inventory of Availability of Human Resources for ELTPP (r=0.78), Teaching Methods of ELLs (r=0.89) and Classroom Teaching Observation Schedule (r=0.81). Two sessions of focuse group discussion were held with principals and Heads of Department of English Language in their schools of practice. The quantitative data were analysed using descriptive statistics, while the qualitative data were content-analysed. The majority (93.0%) of the lecturers had Ph.D degree, and 52.8% had 11-20 years teaching experience. The admission requirements and the profile of lecturers conformed with the National University Commission Benchmark Minimum Academic Standards (NUC, BMAS). The prescribed material resources were not sufficient (𝑥̅ =1.49) and human resources were inadequate (𝑥̅=1.38), against the threshold of (1.50). Lecturers had a positive perception of the programme (𝑥̅= 3.0), against 2.50 threshold. Students had a good perception of the preparation programe(𝑥̅= 2.80) and the objectives of the preparation programme were relevant and adequate (𝑥̅=4.00) against the threshold of 2.50. The teaching methods (𝑥̅=3.02),lesson preparation(𝑥̅=3.19), delivery(𝑥̅=3.04), assessment practices(𝑥̅=2.87), content knowledge(𝑥̅=3.04), classroom management(𝑥̅=3.06) and communication skills(𝑥̅=3.00) of the respondents were good, against the threshold of 2.50. Many of them had high content knowledge of English Language.The principals and head teachers agreed that the human and material resources were not sufficient, however, communication skills, preparation of lesson note and delivery and classroom management were good. The pre-service English Language teacher preparation programme in public universities in Southwestern Nigeria was good. High content knowledge, communication skills, good classroom management, good lesson preparation and lesson delivery of graduates were the strengths of the programme, while inadequate human and material resources were their deficiencies. These deficiencies should be addressed by faculties of education.