ENSURING QUALITY STUDENTS’ LEARNING OUTCOMES IN ENGLISH LANGUAGE INSTRUCTION THROUGH REPOSITIONING CURRICULUM IN A CHANGING WORLD

Abstract

Curriculum development is a well-known concept and same is applicable to English Language Classroom Instruction (ELCI). Repositioning Curriculum Development (RCD) is a construct under serious consideration among responsible stakeholders in education. Sustainable Development in Education (SDE) in a changing world is perceived to enhance students’ Quality Learning Outcomes (QLC) and teachers’ engagement skills in the learning process; while connecting with all necessary resources that must be developed for Repositioning Curriculum Development (RCD) and Quality Classroom Climate and Management in Secondary School (QCCM). This paper investigated quality students’ learning outcomes in English Language through repositioning curriculum development in a changing world in Ondo, Ondo State. A descriptive research design was adopted. Data was collected from 100 professional English language teachers from ten (10) randomly selected schools in Ondo Town, using a structured questionnaire titled Ensuring Students’ Quality learning outcomes through repositioning curriculum development for English language instruction in a changing world” to obtain the data. The validity and reliability of the instruments were duly ensured. The data obtained were analysed using frequency counts, and simple percentage. The result from the study revealed that repositioning curriculum development for quality learning outcomes in response to a changing world has significant improvement on students learning outcomes in English language among other positive impacts. The study concludes that curriculum development should be repositioned in response to the changing needs of the leaners in a consistently changing world.