Assessment of Yoruba Language Curriculum Implementation in Junior Secondary Schools in Ekiti State

Effective curriculum implementation is essential for achieving the language education goals set out in Nigeria's National Policy on Education, yet practical delivery often diverges significantly from official curriculum intentions. This study assesses the implementation of the Yoruba language curriculum in junior secondary schools in Ekiti State, South West Nigeria. A descriptive survey design was adopted, with data collected from 100 Yoruba language teachers and 20 school principals across Ado-Ekiti, Ikere, and Ijero local government areas using structured questionnaires and classroom observation checklists. The study evaluates curriculum fidelity across dimensions including content coverage, instructional methodology, assessment practices, and use of instructional materials. Curriculum implementation theory and the concerns-based adoption model provide the theoretical grounding for the analysis. Existing evaluations of Yoruba language curriculum delivery have been conducted at national level without disaggregating findings by state context, leaving Ekiti-specific data absent from the literature. This research addresses that gap with empirically grounded local findings. The study also investigates the barriers most frequently cited by teachers, including inadequate teaching materials, large class sizes, and limited in-service training opportunities. Findings are expected to reveal notable gaps between curriculum intentions and classroom realities, with resource constraints as the dominant barrier. Recommendations will address state-level curriculum support mechanisms, textbook provision, and a revised teacher professional development programme for Yoruba language instruction in Ekiti State junior secondary schools. Keywords: curriculum implementation, Yoruba language, junior secondary schools, Ekiti State, language education policy.