LANGUAGE IN INDIA

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Volume 26:4 April 2026
ISSN 1930-2940

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Text evaluation of Macmillan New Primary English as English textbooks at the middle basic primary in Southeast Nigeria

Gloria Tochukwu Okeke and
Chukwuma Onyebuchi Okeke

Abstract

This study undertakes an evaluative analysis of the Macmillan New Primary English textbooks, which are approved by the Universal Basic Education (UBE) programme for use in middle primary classes (Primary 4-6) under the Enugu State Ministry of Education in Southeastern Nigeria. The primary objective is to assess the extent to which these textbooks align with the goals of English language education at the middle primary level. Employing a mixed-method approach to data analysis, the study focuses on the Nsukka Central Local Government Education Area of Enugu State. Data were elicited from fifteen (15) English language teachers using a structured checklist adapted from AbdelWahab (2013). In addition to teacher input, classroom observations were conducted, and a detailed content analysis of the textbooks was undertaken. Findings indicate that the textbooks generally reflect the objectives of English language instruction as prescribed for the Nigerian middle primary curriculum. However, certain aspects, particularly those related to listening and pronunciation skills, require pedagogical enhancement. These areas, if improved, would better support the comprehensive realization of the UBE English language education objectives.

Keywords: Nigerian education, English textbook, Enugu State, Nigerian middle primary curriculum

Introduction

In the Nigerian educational system, every child who embarks on Western education is required to study English for a minimum of twelve years; six years in primary education and six years in secondary education. Throughout this period, English remains a compulsory subject and is a core requirement for progression across educational levels. Given this centrality, learners must receive high-quality English language instruction at the foundational stage, as this serves as the bedrock upon which subsequent learning is built.

The 9-Year Basic Education Curriculum (BEC), structured into three categories: Lower Basic (Primary 1–3), Middle Basic (Primary 4–6), and Upper Basic (Junior Secondary 1–3), is designed to support the objectives of the Education for All (EFA) initiative. The overarching aim is to deliver “relevant, dynamic and globally competitive education that would ensure that learners at the Basic Education level are capable to compete favourably anywhere in the world” (Igbokwe, 2015, p. 32).

To achieve quality education, specific critical components must be addressed, one of which is the provision of effective teaching materials. As Nur and Hesty (2022) emphasise, instructional materials play a pivotal role in the teaching and learning process, particularly in language education. Alongside teaching materials, the roles of the teacher and the learner are equally indispensable. Kelishadi and Sharifzadeh (2013) conceptualise these three elements, the teacher, the learner, and the textbook; as a “triangular net of elements in language learning” (p. 60).

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

Gloria Tochukwu Okeke
gloria.obasi@unn.edu.ng
&
Chukwuma Onyebuchi Okeke
Department of Linguistics, Igbo and Other Nigerian Languages
University of Nigeria, Nsukka
Zip Code: 40001
chukwuma.okeke@unn.edu.ng

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