Abstract
The English Language curriculum occupies a central position in Nigeria’s junior secondary
education as it functions both as a core subject and the medium of instruction for other school
subjects. Its relevance to learners’ academic needs and its effectiveness in enhancing students’
English language proficiency therefore remain critical concerns for educational stakeholders. This
study evaluated the relevance of the Junior Secondary School English Language curriculum to the
academic needs of students and examined its impact on students’ English language proficiency in
Akwa Ibom State, Nigeria. The study was anchored on the Context, Input, Process, and Product
(CIPP) evaluation model and adopted a descriptive survey research design. The population
comprised 714 junior secondary school English Language teachers in public schools across the
state, from which a sample of 257 teachers (126 males and 131 females) was selected using simple
random sampling technique. Data were collected using a structured instrument titled English
Language Curriculum Implementation Evaluation Questionnaire (ELCIEQ). Mean and standard
deviation were used to answer the research questions, while independent samples t-test was
employed to test the hypotheses at the 0.05 level of significance. Findings revealed that the Junior
Secondary School English Language curriculum is relevant to students’ academic needs to a very
high extent, particularly in terms of developing essential language skills, supporting learning in
other subjects, and addressing learners’ cultural and communicative needs. However, significant
differences were found in the mean ratings of male and female teachers regarding both the
relevance of the curriculum and its impact on students’ English language proficiency. The study
concludes that while the English Language curriculum is largely appropriate and effective, its
impact depends heavily on the quality of implementation. It therefore recommends continuous
curriculum review, improved instructional resource provision, and sustained, gender-responsive