Adekule Thomas Olutola, Mary Ibrahim, Jaiyeola Sodiq Olayinka


This study investigated analysis of difficult topics in senior secondary school English language curriculum as perceived by students in Dutsin-Ma, Katsina State, Nigeria. The population for this study consisted of three thousand and twenty-six (3026) students’ senior secondary school students’ in Dutsin-Ma. The simple random sampling technique was used to choose four public schools and four private schools in Dutsin-Ma of which a total of two hundred and seventy-five (275) respondents were chosen randomly. The researchers designed instrument titled "English Language Difficult Topics Questionnaire (ELDTQ)’’ was used for data collection with Cronbach alpha reliability co-efficient of 0.89. Data collected were analyzed using frequency and percentage to answer research questions while hypotheses one and two were analyzed using t-test. The hypotheses were tested at 0.05 alpha level of significance.Findings of the study showed that senior secondary school students perceived five topics (tense, stress, intonation, essay & literature) difficult to learn while intonation (Mean =2.5, Standard Deviation =.96) is the most English language topic perceived difficult to learn by public and private senior secondary school students in Dutsin-Ma. Also, the study revealed no significant difference in English language topics perceived difficult by senior secondary school students in Dutsin-Ma, Katsina State based on gender (t = -1.197; df = 273; p > 0.05) and school type (t = -1.916; df = 273; p > 0.05).Based on these findings, it was recommended that intonation, tense, stress, essay and literature should be taught by teachers with students centered instructional methods to enhance students’ mastery in the topics.


Difficult Topics, Senior Secondary School, Students, English Language Curriculum.

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