CHALLENGES OF ACCESSING AND IMPLEMENTING ENGLISH LANGUAGE TEACHING RESOURCES IN RURAL SECONDARY SCHOOLS IN IKA SOUTH LOCAL GOVERNMENT AREA, DELTA STATE

This study investigates the challenges associated with accessing and implementing English Language teaching resources in rural secondary schools within Ika South Local Government Area of Delta State, Nigeria. English Language plays a critical role in the Nigerian education system as both a subject and the medium of instruction. However, rural schools often face significant limitations in resource availability and utilization, which negatively affect students’ academic performance. The research employed a descriptive survey design, using structured questionnaires to gather data from 250 students and 24 teachers across five selected rural secondary schools. A total of 245 valid responses were retrieved and analyzed using frequency counts and percentages. The study was guided by four research questions and two hypotheses, interpreted through the lenses of Resource-Based Learning Theory, Social Constructivism, and Diffusion of Innovations Theory. Findings revealed that English Language teaching resources in rural schools are largely inadequate, and where they exist, they are poorly implemented due to infrastructural constraints and lack of teacher training. These challenges significantly affect students’ comprehension, participation, and academic outcomes in English Language. Respondents recommended solutions such as improved funding, teacher training, provision of modern instructional materials, and ICT integration. The study concludes that bridging the rural-urban educational divide is essential for promoting equitable access to quality English Language education. Strategic interventions are necessary to enhance teaching effectiveness and student achievement in rural schools. Keywords: English Language, teaching resources, rural schools, educational challenges, Nigeria, Ika South, instructional materials