Yusuf, Habibat Abubakar2024-05-062024-05-062022Yusuf, H. A., Ashiru, K. & Bada, H. A. (2022): Evaluation of National Curriculum for French Language in North Central Nigeria Basic Schools: Implication for School Managers. Nigerian Journal of Education Administration and Planning (NJEAP). 22 (2); 303-319,https://uilspace.unilorin.edu.ng/handle/123456789/13698his study examined evaluation of the implementation of the national curriculum for French language in upper basic schools in North Central, Nigeria. The research design for this study is the descriptive survey research design. The population of the study comprised of 311,540 learners spread across all urban public junior secondary schools in North Central (Benue, Kogi, Kwara, Nasarawa, Niger, Plateau States and FCT) zone while the sample size of 385 students was used for the study using the research advisor of Krejcie and Morgan sample size table at confidence level of 95% at 0.05 margin of error. The instrument used for data collection was a self-developed questionnaire structured on a 4-points Likert scale of Strongly Agree (4), Agree (3), Disagree (2) and Strongly Disagree (1). In establishing the validity, experts in research and evaluation were contacted for ace and content validation of the questionnaire while Cronbach alpha reliability statistic was deployed for the internal consistency of the instrument and yielded a reliability coefficient of ‗r‘-.84 to adjudge the instrument reliable. Data from responses to the research questions were analyzed using Mean with standard deviation. The findings of the study showed that participants accept that the nature of French is abstract (252 students which constitute 74% of total participants agreed to this), poor instructional strategy from teachers top the factors that could hinder the delivery and understanding of the contents as revealed by 72% of students who participated in this survey. Findings further revealed that some schools do not have French language teacher while some are being taught by Corps members and student teachers. It was recommended that poor teaching on the part of teachers need to be examined by the school administrators while experienced, passionate and trained teachers in language instructional delivery be deployed to schools while school administrator should ensure there is unhindered instructional delivery process.en-USArticle