Analysing the Effectiveness of Mandarin Language Programmes in Nigerian Public Universities: A Multi-Institutional Study

Despite the proliferation of Chinese Studies programmes in Nigerian public universities over the past decade, systematic evidence on programme effectiveness, measured through learning outcomes, graduate employability, and curriculum quality, remains scarce. This study analyses the effectiveness of Mandarin language programmes across six Nigerian public universities, drawing on a multi-institutional mixed-methods design. Primary data were gathered through structured questionnaires administered to 480 current students and 240 graduates across universities in Enugu, Kano, Lagos, Maiduguri, Zaria, and Lokoja. Institutional data on faculty qualifications, curriculum structures, examination results, and HSK pass rates were obtained through institutional access. Regression analysis identified predictors of programme effectiveness, operationalised through HSK level attainment and graduate employment outcomes. Results indicate that native Chinese speaker instructor access is the strongest predictor of HSK examination success. Curriculum alignment with contemporary business Mandarin significantly predicts graduate employment in Chinese-affiliated organisations. Resource investment in language laboratories is a significant but secondary predictor. Universities in the North East zone show the weakest outcomes due to conflict-related instructional disruptions. The study contributes new multi-institutional empirical evidence to the Chinese Studies curriculum effectiveness literature in Africa and recommends a national programme quality framework under the National Universities Commission to standardise minimum standards for Nigerian Mandarin education.

Keywords: Mandarin programme effectiveness, Nigerian universities, multi-institutional study, HSK outcomes, Chinese Studies