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JAMB Literature Text 2022, Textbooks, Drama, Poetry and Prose Summary

The new JAMB literature texts for 2023 which includes the JAMB literature prose for 2023, JAMB literature Poetry for 2023, and JAMB literature Drama for 2023 are out and have been updated below.

To prepare for the 2023/2024 JAMB literature exam, you need to get the approved JAMB Literature Texts 2023, recommended textbooks and approved poems for 2023.

As such, we have compiled the approved JAMB Literature novels 2023 as approved by the Joint Admission and Matriculation Board for 2023 exam.

Note: most of the JAMB Literature questions and answers will be set from this literature novels. So its very important you read them and prepare effectively.

Also know that you will need the literature syllabus so as to know other topics that you need to read for 2023 literature JAMB exam.

Download : JAMB Literature Syllabus and Topics to read Here

Table of Contents

Literature in English Texts for JAMB 2023

Below are the list of all the Literature in English Novels for JAMB 2023. Hint; while reading your JAMB literature novels, make sure to be able to:

  • Demonstrate an adequate knowledge of dramatic techniques used in each text.
  • Differentiate between the styles of the playwrights.
  • Determine the theme of each text.
  • Identify the plot of each play.
  • Apply the lessons derived from the play to everyday living.
  • Identify the spatial and temporal setting of each play.

Update : Date for reprinting 2023 JAMB slip is published here

Updated: JAMB Introduces New literature Texts for 2023

The Joint Admissions and Matriculation Board (JAMB) through its recent bulletin, has introduced 5 new reading texts for 2023 JAMB literature in English exam.

Below are the names of the 5 newly published JAMB literature reading texts for JAMB 2023 and the names of the authors.

  • Lion and the Jewel; written by Wole Soyinka
  • Look Back in Anger; written by John Osborne
  • Second Class Citizen; written by Buchi Emecheta
  • Unexpected Joy at Dawn; written by Alex Agyei Agyiri
  • Wuthering Heights; written by Emile Bronte.

Also Get : JAMB Literature Questions and Answers 2023 here

Old: JAMB Literature Drama Texts 2021

Note : from here downward are old literature texts that were used up till 2021. So they’ll not be used for this year (2023) exam.

African Drama:

  • Harvest of Corruption by Frank Ogodo Ogbeche
  • Let me Die Alone by John K. Kargbo
  • The Lion and the Jewel by Wole Soyinka

Non African Drama:

  • Othello by William Shakespeare
  • Look Back in Anger by John Osborne
  • Fences by August Wilson
  • A Midsummer Night’s Dream by William Shakespeare

Literature Poetry for JAMB 2023

When reading your literature poetry text, make sure you are able to:

  • Determine the different literature devices used by various poets.
  • Appraise poetry as an art with moral values.
  • Explain how poetic devices are used for aesthetic effect in each poem.
  • Deduce the poet’s intention/preoccupation from the poem.
  • Apply lessons derived from the poem to real life situations.

Recommended : List of Arts courses you can study with F9, E8 or D in literature

JAMB Literature Poetry Texts for 2023

African poetry:

  • The Panic of Growing Older by Lenrie Peter
  • Vanity by Birago Diop
  • The Leader and the Led by Niyi Osundare
  • Ambush by Gbemisola Adeoti
  • The Song of the Woman of my Land by Oumar Farouk Sesay
  • Piano and Drums by Gabriel Okara
  • The Dining Table by Gbanabam Hallowell
  • Black Woman by Leopard Sedar Senghor
  • The Grieved Lands by Agostinho Neto
  • Government Driver on his Retirement by Onu Chibuike
  • The Anvil and the Hammer by Kofi Awoonor
  • Raider of the Treasure Trove by Lade Wosomu

Check Also: JAMB approved Novel for 2023 Use of English

Non African poetry:

  • The Proud King by William Morris
  • Crossing the Bar by Alfred Tennyson
  • The Pulley by George Herbert
  • Caged Bird by Maya Angelou
  • The School Boy by William Blake
  • Do not Go Gentle into the Good Night by Dylan Thomas
  • The Good-Morrow by John Donne
  • Binsey Poplars by G.M. Hopkins
  • The Journey of the Magi by T.S Eliot
  • Bat by David H. Lawrence

Literature Prose for JAMB 2023

When reading the selected literature prose for JAMB 2023, make sure you are able to:

  • Identify the category of prose that each text belongs to.
  • Analyze the components of each prose.
  • Identify the narrative pattern and techniques used in each of the texts.
  • Determine and identify the narrative style used by the author.
  • Distinguish between characters used in the prose.
  • Determine the Author’s preoccupation from the text.
  • Be able to identify and indicate the plot of the novels.
  • Identify the temporal and spatial setting of each novel.
  • Relate the story in the text to real life situations.

JAMB Literature Prose Texts for 2023

African prose:

  • Faceless by Amma Darko
  • Second Class Citizen by Buchi Emecheta
  • Unexpected Joy at Dawn by Alex Agyei-Agyiri

Non-African Prose:

  • Native Son by Richard Wright
  • Wuthering Heights by Emily Bronté
  • Invisible Man by Ralph Ellison

JAMB Literature Anthologies 2023

The following are the Anthologies for JAMB Literature.

  • Naked Soles by Gbemisola, A. (2005)
  • The Penguin Book of English Verse by Hayward, J. (ed.) (1968)
  • New Poetry from Africa by Johnson, R. et al (1996)
  • Oxford Anthology of English Literature by Kermode, F. et al (1964)
  • West African Verse by Nwoga D. (ed.) (1967)
  • A Selection of African Poetry by Senanu, K. E. and Vincent (1993)
  • Poems of Black Africa by Soyinka, W. (1987)

JAMB Literature Critical Text/Textbooks 2023

  • A Glossary of Literary Terms by Abrams, M. H. (1981) (4th Edition)
  • A Dictionary of Literature by Emeaba, O. E. (1982)
  • Understanding Unseen/An Introduction to English Poetry & English Novel for Overseas Students by Murphy, M. J. (1972)

Those are the approved literature in english novels for JAMB 2023 as gotten from JAMB 2023 IBASS e-syllabus system .

guest

Thanks so much sir

Anyaobasi favour

Please help me I don’t understand Help me list all the jamb literature novels for these year

Okofu lucky

Please I need the exact novels for jamb literature in english 2022

Praise Rebecca

Please i can still see the old poems there with the heading”2022 jamb……..” and u said that they are not part of it. because, the poems are too much nd how are we sure that jamb will use all of it?!!!

BASHORUN ARE

Pls I dont understand,am I readIng all the African poetry and non African poetry listed

Tomiwa precious

So impressive!

Michael,john Anthony

Pls what are the most jamb selected reading text for the literature in English for 2022 jamb exam.

Deri.

Please help me list the exact books jamb are using this year, i mean the most selected ones. Those ones up there are getting me more confused. Please help me.

Mary

Pls can i ues E8 in literatures to study law in univesity.

Counselor

good afternoon, please is A MID SUMMER NIGHT DREAM part of these year jamb syllabus

The texts u see are the ones for this year

Nsofor Jane

am seeing a lot of poetry which one am I supposed to read

Jude Idris

Just read only the new novels

Olaniyi olamide

Thank you so you so much

Damilola

Thanks alot

Nafeesarh

Thanks so much

Divine Israel

Thanks a lot

Rest

Thanks alot…

Oluwa bukunmi

Thank you so much Really appreciate

Iniobong

What about the present drama for 2022 i am seeing the one of 2021 are we using that one

Christianah

Are we to read all the books

Mary Cynthia

Thanks. Pls does those textbook contain all the poems

akin

hello! I think the books need to be reviewed, they are still of 2021. especially the poetry. please so as not to cause confusion like last year, help to review and upload the recent and correct novels and poetry to read for the exam. thanks

Please don’t be confused… The books listed are the new texts. Read carefully before making a comment. The other books listed in the lower section are old novels and jamb will not use them again

Eno Michael Ubon

Can I still read the old ones that was used from 2016 to 2020

No!!! Read only the new ones for this year

Bryan

Am i to read the old ones also???

Perpetua

Thanks so much for this

We are happy you found it helpful

Gaius

I am confused if we are using new dram why the poem remains the old ones

Funmi

Thanks so much God bless you

Olayemi Rosheed

pls am i suppose to read every book you listed

No dear!! You are reading the ones listed for this year as stated in the article.

Please can i use my WAEC of 2018 and apply for jamb this year???

Oludayo Elizabeth

Of course, you can always use your waec results at anytime so far the results is good

Joseph Salem

Am also interested to know if we should 🤔🤔

Ndubuisi Joy

Thank you so much

Israel

Thank u so much

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UTME 2022: JAMB introduces new literature texts for language subjects

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Kindly share this story:

The Joint Admissions and Matriculation Board has introduced new literature texts for four language subjects, including Literature-in-English.

This was contained in JAMB’s weekly bulletin published on Monday, where it stated that the changes would take effect from the 2022 Unified Tertiary Matriculation Examination.

The four language subjects include Arabic, Yoruba, Igbo, and Hausa.

New text for Literature-in-English include Lion and the Jewel by Wole Soyinka, Look Back in Anger by John Osborne, Second Class Citizen by Buchi Emecheta, Unexpected Joy at Dawn by Alex Agyei Agyiri, and Wuthering Heights by Emile Bronte.

  • JAMB to bar students from direct entry admissions over verification failure
  • Club plans ICT centre in Anambra community to ease CBT exams
  • JAMB under Oloyede made N50bn for FG in one year — Shettima

The screenshots from the bulletin show the new texts for the language subjects:

UTME 2022: JAMB introduces new literature texts for language subjects

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UTME Subject Combination For Literature In English

JAMB Syllabus For Literature In English 2022/2023 (PDF) Area Of Concentration

In this post, I will show you the REAL Approved UTME JAMB Syllabus For Literature In English 2022/2023, Literature In English JAMB Syllabus 2022 PDF File to download Online, UTME Literature Texts, or if you have been asking what Syllabus for Literature In English 2022 is all about this post is for you as it contains everything you need to know about JAMB Syllabus For Literature In English 2022 and Area of concentration .

Do you really want to download JAMB Syllabus for Literature In English 2022/2023? If you are interested in JAMB syllabus for Literature In English then it will please you to know that We have the real JAMB syllabus for Literature In English here in this post you are currently reading.

JAMB Syllabus For Literature In English 2022/2023 (PDF)

What Is Literature In English JAMB Syllabus All About?

The Literature In English JAMB  syllabus is an outline containing topics that candidates are expected to study for their JAMB – UTME Exams after registration .

See How to Pass JAMB 2022 to learn more about why it’s important.

Also, See JAMB Recommended Textbooks for Literature In English also, check out The JAMB Subject Combination for Literature In English .

The aim of the Unified Tertiary Matriculation Examination syllabus in Literature In English is to prepare the candidates for the Board’s examination .

IT IS DESIGNED TO TEST THEIR ACHIEVEMENT OF THE COURSE OBJECTIVES, WHICH ARE TO:

Stimulate And Sustain Their Interest In Literature In English .
Create An Awareness Of The General Principles And Functions Of Language.
Appreciate Literary Works Of All Genres And Across All Cultures.
Apply The Knowledge Of Literature In English To The Analysis Of Social, Political And Economic Events In The Society.

BELOW ARE SOME OF THE BENEFITS YOU WILL DERIVE FROM HAVING THE JAMB LITERATURE IN ENGLISH SYLLABUS:

Getting the Literature In English syllabus will enable you to know the topics you need to prepare for.
You will get to know what you’re expected to know from each of the topics.
The recommended texts section also outlines the list of Literature In English books (titles, authors, and editions) you can read.

JAMB Syllabus For Literature In English 2022/2023

Below is the approved JAMB Syllabus For Literature In English 2022/2023.

Dramatic Techniques
Interpretation of the Prescribed Texts
Narrative Techniques/Devices
Textual Analysis
Poetic Devices
Appreciation
General Literary Principles
Literary Terms
Literary Principles
Relationship Between Literary Terms and Principles
Literary Appreciation

The above PDF File has all you need to know about JAMB Syllabus For Literature In English 2022 and Area Of Concentration.

Download PDF

JAMB Literature Texts 2022 /2023

  • Lion and the Jewel by Wole Soyinka
  • Look Back in Anger by John Osborne.
  • Second Class Citizen by Buchi Emecheta.
  • Unexpected Joy at Dawn by Alex Agyei Agyiri.
  • Wuthering Heights by Emile Bronte.

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137 thoughts on “ JAMB Syllabus For Literature In English 2022/2023 (PDF) Area Of Concentration ”

' src=

Name of the prescribe text that jamb will be using, eg prose, poetry and drama thanks

' src=

Are we to read all this 😥😥😥

' src=

What of the poems

' src=

Thanks but where are the prescribed poems

' src=

Yes, so we will pass🥶

' src=

How true can this be?

' src=

Yes! And that’s why its good to write JAMB mock in order to know your area on concentration. Its super true and its helpful🥰🥰

' src=

You are right bro

' src=

Sounds good 🕶️👿

' src=

Enter your comment here..i really appreciate you people

' src=

Are we to read all this text

' src=

no you can just read one

' src=

Names of poems we are expected to read

' src=

Thanks for the information

' src=

What are the recommended text for the jamb?

' src=

I want to check literature Pas s

' src=

Lion and jewel by wole soyinka unexpected joy at dawn by alex agyei-agyiri, look back in hanger by john osborne, fences by august wilson .. wuthering height by emily bronte, invisible man by raph ellison… lemme die alone by john kolossa kagbo.. mid-summer night dream by william shakespear.. second class citizen by buchi emecheta.. poems; naked woman, leader and the lead, song of the woman of my land, treasure of raiders trove, government driver, the grieve land of africa.. caged bird, journey of the maja, binsey polar, bat, good morrow, do not go gentle in that good goodnight….. the listed books (including poems) are the text to read for jamb..

' src=

Are we to read all these books you mentioned?????

' src=

Please is otello also a text for this year scheme of work???

' src=

No ooo are u writing jamb mock

' src=

Thanks for undate😍😍😍

' src=

Yes nah..since it is our syllabus

i wonder if last year’s mistake won’t repeat itself

' src=

Pls we need poems and drama

' src=

I pray its shouldn’t be like last year fah

' src=

Thanks a lot but are you sure,you know they mixed things up last year

' src=

Wait Is it that poems won’t come out in jamb??

' src=

Yes it will obviously… just read be ready that’s the only thing u should do by the way good luck

' src=

But some people said in 2021 ,jamb syllabus were not helpful because jamb didn’t set questions according to syllables ,I don’t know how true that was

' src=

THAT IS A LIE!

' src=

That is not a lie. My sister that took JAMB last year said that they set faceless, Harvest of corruption,e.t.c

IT ISN’T

' src=

Jamb did that’s why it is important to watch the disk given to u when u register for jamb to get facts accurate and if the books recommended in the DVD Is not what they set as questions jamb board would be in for it .

' src=

D disk isn’t responding to me oo 😒

' src=

Thanks a lot have been looking for this but is this for this year???

' src=

Pls can all this text s be seen in literature text book???

' src=

All this for jamb okay

' src=

Thanks for this information

' src=

BUT HOW CAN WE FAMILIARIZE OURSELVES WITH PROSE WE AREN’T ACCUSTOMED TO RIGHT FROM THE BEGINNING? THESE TEXTS ARE COMPLETELY STRANGE!

' src=

I need the syllabus for literature

' src=

The lord is our strength 😌

' src=

please is last day at focados high school one of the required literature text for JAMB 2022??

' src=

Yes is last days of focados high part of the required text for jamb?? I heard it was part of the text we are reading

what is not listed is not part.

' src=

Pls sir where do these fall under poetry prose and drama

' src=

What about the poems and prose for Jamb syllabus

' src=

Is that all

' src=

Is that all in literature

' src=

Pls how about the poetry?

' src=

The English text is The life changer

' src=

Thanks alot it we really help me

' src=

What are the poem reading for jamb this year 2022?

' src=

STUDY HARD AND PASS

' src=

But these are literature texts for Waec how can it be for jamb. Morever last year there were no recommend Ed texts for literature except English language.

' src=

Yes, but whenever 5 reached, WAEC, NECO and other O’levels will change the syllabus, including JAMB.

' src=

Seems is text book content in a whole can I rely on this

' src=

But these listed text are recommended for waec,I’m confused…

YES they are still relevant for JAMB

' src=

My fellow jambites,just read your books and pray to God he will surely answer us

' src=

God help me……us, I mean.

' src=

Thank you very much for the information 🤩🤩

' src=

hello sir I have being seeing your post about jamb 2022

' src=

Please i want to as a question sir i pass out from high school in2019 but am confused because the the syllabus have change like the poem ,drama the pros have i mean the poem syllabus have change now and i don’t know any poem or drama books have not read it before pls can jamb set question from the pass syllabus for me because i don’t understand

u just have to get the new literature texts and read before the exam.

Wow, thanks 🙏

' src=

LITERATURE JAMB MADE EASY-JOIN OUR ONLINE WHATSAPP LESSONS TO EXCEL-VIDEO AND AUDIO- 08066416926

' src=

Thanks a lot dear

Thanks for the update 😍😍😍

Is my pleasure, learning more here 😍

' src=

Early studying is a 70% guarantee

Let’s do this!!✌️✌️

What of the poems?

' src=

what are the recommended text for jamb literature 2022

' src=

Enter your comment here..thanks for your update

' src=

must you read all these ommo very stressful 😔

' src=

Thanks everyone for this update. Let’s study hard nd pray to do for a good result ok.

Thanks everyone for this update. Let’s study hard nd pray to our creator for a good result ok.

' src=

Those text plenty o

' src=

Please apart from the text, what are the required or recommended poem for this year jamb. WhatsApp number=+22795247406 Please I need an answer

the above contains PROSE, DRAMA and POETRY

' src=

Please what are the exact recommended text for Literature’s for jamb. Again are these listed poems in a particular collection ? Please help me with the information

Please what are the exact recommended text for Literature’s for jamb. Again are these listed poems in a particular collection ? Please help me with the information. Please you can send my reply thru my WhatsApp number 08123448105 or the email address

' src=

What about the poem, drama and prose? Could you list them for me? Thanks

Download the three PDF there are all shortlisted

' src=

All this books, were read last year 2021 jam. Exam. So we are still reading same books.

What about the book jamb is giving us. Are we to get another during registration?

And plz wen is d registration starting ?

' src=

What of those midsummer night dream and the likes. Are they included in 2022 jamb

' src=

Midsummer is for waec not jamb

It’s likely to start on the 19th of february

' src=

Enter your comment here..what of prose

' src=

Please which text are we reading for English is it life changer

' src=

Sir please 🙏 Last year I created my profile code using the sim card if my brother because one was not responding at the moment but this year I sent my NIN to 55019 And i was told that my NIN has been registered with another GSM number showing that of my brothers number Please 🙏 what can I do about this?

' src=

Link another sim to your NIN I did that too

' src=

What about the poems for 2022 Jamb? Please I need it.

' src=

Thanks but what about poems

' src=

Wow wow wow going through this was my best ever thanks all the the update 😊Jamb here I come ohhh

' src=

E no easy oh God we commit our jamb exams into your hands 🙌 take control 🙏 AMEN 🙏 Make reading 📚 no Make us confused for exams hall

' src=

Why are there no recommended texts for poetry

' src=

What are the prescribed põem Poetry área Of concentration. Cós is not All that can afford All doz novel

' src=

Thanks for the information Pls is dis real

' src=

NICE information THANK FOR HEAR THIS

' src=

Me neither 😫😫😫

' src=

Please where can we get practice questions for the recommended texts?

' src=

check my school app its helps alot

' src=

Jamb should just crucify us o.cause i cannot be this downgraded.

I need jamb syllabus for literature

' src=

Pls where can i get jamb sereise

Please someone should send me the story “look back in anger”

' src=

Well thanks you for the information contained in this site now I know where I can study from

' src=

Well done 👍

' src=

It’s highly recommendable that I have been in contact with this, I’m grateful,I hope it will boost my knowledge of learning also.

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UTME 2022: JAMB Introduces 4 New Literature Texts for Language Subjects

  • JAMB has introduced new literature texts for four language subjects, Arabic, Igbo, Yoruba, Hausa, including Literature-in-English
  • This new development by the board was made public in its weekly bulletin published on Monday, December 6
  • The board also made it clear that the changes would take effect from the 2022 Unified Tertiary Matriculation Examination

Your support matters. Sustain independent journalism in Nigeria – contribute to Legit.ng.

On Monday, December 6, the Joint Admissions and Matriculation Board (JAMB) announced that it has introduced new literature texts for four language subjects, including Literature-in-English.

This was contained in JAMB’s weekly bulletin published on Monday, where it stated that the changes would take effect from the 2022 Unified Tertiary Matriculation Examination, The Punch reports.

The four language subjects include Arabic, Yoruba, Igbo, and Hausa.

The screenshots from the bulletin show the new texts for the language subjects:

JAMB Introduces 4 New Literature Texts for Language Subjects ahead of the 2022 UTME

PAY ATTENTION: Join Legit.ng Telegram channel! Never miss important updates!

literature jamb text for 2022

International Breweries Celebrates 50th Anniversary in Grand Style

UTME 2022: JAMB announces 4 New Literature Texts for Language Subjects

Vanguard reported also that the language subjects and the newly introduced pieces of literature are:

The Nigerian Arabic Poems; a case study between the old and the new, by Abdulwahab Dan Ladi Shith.

Diwaanur Riyardh: A collection of Arabic Poems, by Dr. Isah Alabi Abubakar

The Prospect Of Arabic Language in Nigeria, by Murtadh Badamasi

A Selection of Pulpit Counseling, by Adam Abdullahi Al-Ilory

Why The Anger On Us. A literature text , by Muhammad Salisu Mai Ango

The perfection/Adornment of Pages; A book of poems, by Abdullahi Bin Fodio.

Prose (zube) Turmin Danya

Poetry (waka) Wakokin Hausa

Drama (wasan kwaikwayo) Abin Da Kamar Wuya

Prose(iduuazi) Chinedu Ofomata (2009). . Enugu: Format Publishing LTD.

Poetry (Abu) Nolue Emenanjo. . Onitisha: Evans Brothers.

Drama (Ejije) Odunke Artists (1981).Ojaadili. Ibadan: U.P.L.

Akojopo Alo Ijapa Apa Kin-in-ni by Adeboye Babalola (University Press Plc,Ibadan)

Awon Oriki Orile Metadinlogbon by Adeboye Babalola (Learn African Plc, Lagos).

literature jamb text for 2022

Full list: NJC recommends appointment of 64 judges across Nigeria

Moremi Ajasoro by Debo Awe (Elyon Publishers, Ilesa).

Oro Enu Akewi by Ayomide Akanji (Genius Books Publishers, Ibadan).

Nitori Owo by Akinwumi Isola (Sumob Publishers, Osogbo).

Literature-In-English:

Lion and the Jewel by Wole Soyinka

Look Back in Anger by John Osborne.

Second Class Citizen by Buchi Emecheta.

Unexpected Joy at Dawn by Alex Agyei Agyiri.

Wuthering Heights by Emile Bronte.

All the changes would take effect from the 2022 UTME," JAMB stated.

JAMB defends remittance of operating surplus, gives reasons

Meanwhile, Legit.ng had earlier reported that the Joint Admissions and Matriculation Board (JAMB) on Monday, November 8, defended the remittance of its operating surplus to the federal government accounts.

The board said it will continue to remit its excesses in line with global best practices to the federal government .

Guardian reports that the board in a statement signed by its head of public affairs, Fabian Benjamin, said its action to remit proportion of its operational surplus is also line with the extant government’s directive on the remittances.

Source: Legit.ng

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MySchoolGist » JAMB Textbooks » JAMB Literature Texts for Literature, Arabic, Hausa, Igbo & Yoruba

JAMB Literature Texts for Literature, Arabic, Hausa, Igbo & Yoruba

Joint Admissions and Matriculation Board ( JAMB ) has introduced new literature texts for Language Subjects (Arabic, Hausa, Igbo & Yoruba) and Literature-in-English

JAMB Literature Texts

The Joint Admissions and Matriculation Board ( JAMB ) has changed the Literature texts in four (4) language subjects and Literature-in-English. The four language subjects are Hausa, Igbo, Yoruba and Arabic.

These changes would take effect from the 2022 Unified Tertiary Matriculation Examination ( UTME ).

Recommended Links:

  • JAMB CBT Practice Software
  • JAMB Brochure
  • Free JAMB Past Questions Available Here
  • JAMB UTME Registration – Instructions & Guidelines
  • Textbooks Recommended for JAMB UTME: All Subjects
  • Compulsory Novel to Read for JAMB UTME General Paper
  • JAMB Subjects Combination for Science Students
  • JAMB Subjects Combination for Arts, Commercial, Social Sciences Students

Table of Contents [Show]

JAMB Literature Texts for Yoruba

Jamb literature texts for arabic.

Note to Mobile users : Scroll to the side to view all the contents in the table below:

JAMB Literature Texts for Hausa

Jamb literature texts for igbo, jamb literature texts for literature in english.

Similar Posts:

  • Score Over 300 in JAMB UTME
  • JAMB to bar students from direct entry admissions
  • Free JAMB Past Questions Available Here (PDF Format)
  • JAMB Recommended Books for Home Economics
  • JAMB Recommended Books for Igbo
  • Subscribers

literature jamb text for 2022

JAMB Introduces New Literature Text For 2022

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The Joint Admissions and Matriculation Board (JAMB) on Monday released new literature texts for four language subjects, including Literature-in-English.

This was announced in JAMB’s weekly bulletins, stating that the changes would take effect from the 2022 Unified Tertiary Matriculation Examination.

New text for Literature-in-English include Lion and the Jewel by Wole Soyinka, Look Back in Anger by John Osborne, Second Class Citizen by Buchi Emecheta, Unexpected Joy at Dawn by Alex Agyei Agyiri, and Wuthering Heights by Emile Bronte.

The four language subjects including Arabic, Yoruba, Igbo, and Hausa.

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JAMB changes literature texts for language subjects ahead of 2022 UTME

literature jamb text for 2022

Candidates in an examination hall

JAMB says it has changed the literature texts in four language subjects and Literature- in-English, ahead of the 2022 Unified Tertiary Matriculation Examination (UTME).

It stated in its weekly bulletin issued on Monday that the four language subjects are Hausa, Igbo, Yoruba and Arabic.

The changes, it said, would take effect from the 2022 UTME.

For Arabic language, “The Nigerian Arabic Poems: a case study between the old and the new by Abdulwahab Shith is one of the new texts.

Diwaanur Riyardh: A collection of Arabic Poems by Dr Isah Abubakar is also one of the new texts.

For Hausa language JAMB listed “Prose (Zube) Turmin Danya, Poetry (Waka) Wakokin Hausa and Drama (Wasan kwaikwayo) Abin Da Kamar Wuya 3 as the new texts.

The board also listed the new literature texts for Igbo as “Prose (Iduuazi) Chinedu Ofomata (2009), Poetry (Abu) Nolue Emenanjo and Drama, (Ejije) Odunke Artists (1981).

“That of Literature-in-English, include ‘Lion and the Jewel’ by Wole Soyinka; `Look Back in Anger’ by John Osborne; `Second Class Citizen’ by Buchi Emecheta and `Unexpected Joy at Dawn’ by Alex Agyei Agyiri.

“ `Heights’ by Emile Bronte is also included.

“New texts for Yoruba Language include `Akojopo Alo Ijapa, Apa Kinni, by Adeboye Babalola; `Awon Oriki Orile Metadinlogbon’ by Adeboye Babalola, `Moremi Ajasoro’ by Debo Awe.

“Others are `Oro Enu Akewi’ by Ayomide Akanji and `Nitori Owo’ by Akinwumi Isola,’’ JAMB stated.

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  • Unified Tertiary Matriculation Examination

literature jamb text for 2022

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2022 UTME: JAMB changes literature texts for language subjects

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BY AGENCY REPORT, DECEMBER 6, 2021 | 02:55 PM

JAMB says it has changed the literature texts in four language subjects and Literature- in-English, ahead of the 2022 Unified Tertiary Matriculation Examination, UTME.

It stated in its weekly bulletin issued on Monday that the four language subjects are Hausa, Igbo, Yoruba and Arabic.

The changes, it said, would take effect from the 2022 UTME.

For Arabic language, “The Nigerian Arabic Poems: a case study between the old and the new by Abdulwahab Shith is one of the new texts.

Diwaanur Riyardh: A collection of Arabic Poems by Dr Isah Abubakar is also one of the new texts.

For Hausa language JAMB listed “Prose (Zube) Turmin Danya, Poetry (Waka) Wakokin Hausa and Drama (Wasan kwaikwayo) Abin Da Kamar Wuya 3 as the new texts.

The board also listed the new literature texts for Igbo as “Prose (Iduuazi) Chinedu Ofomata (2009), Poetry (Abu) Nolue Emenanjo and Drama, (Ejije) Odunke Artists (1981).

“That of Literature-in-English, include ‘Lion and the Jewel’ by Wole Soyinka; Look Back in Anger’ by John Osborne; Second Class Citizen’ by Buchi Emecheta and `Unexpected Joy at Dawn’ by Alex Agyei Agyiri.

“ `Heights’ by Emile Bronte is also included.

“New texts for Yoruba Language include Akojopo Alo Ijapa, Apa Kinni, by Adeboye Babalola; Awon Oriki Orile Metadinlogbon’ by Adeboye Babalola, `Moremi Ajasoro’ by Debo Awe.

“Others are Oro Enu Akewi’ by Ayomide Akanji and Nitori Owo’ by Akinwumi Isola,’’ JAMB stated.

literature jamb text for 2022

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2022 UTME: JAMB Changes Literature Texts for Language Subjects

2022 UTME: JAMB Changes Literature Texts for Language Subjects

Kuni Tyessi in Abuja

The Joint Admissions and Matriculations Board (JAMB) has changed the literature texts in four language subjects and Literature in English, ahead of the 2022 Unified Tertiary Matriculation Examination (UTME).

In its weekly bulletin released Monday, JAMB stated that the four language subjects are Hausa, Igbo, Yoruba and Arabic.

The changes, it said, would take effect from the 2022 UTME.

For Arabic language, ‘The Nigerian Arabic Poems: A case study between the old and the new’ by Abdulwahab Shith is one of the new texts.

‘Diwaanur Riyardh: A collection of Arabic Poems’ by Dr Isah Abubakar is also one of the new texts.

For Hausa language, JAMB listed ‘Prose (Zube) Turmin Danya’, ‘Poetry (Waka) Wakokin Hausa’ and ‘Drama (Wasan kwaikwayo) Abin Da Kamar Wuya 3’ as the new texts.

The board also listed the new literature texts for Igbo as ‘Prose (Iduuazi) Chinedu Ofomata (2009)’, ‘Poetry (Abu) Nolue Emenanjo’ and ‘Drama (Ejije) Odunke Artists (1981)’.

That of Literature-in-English, include ‘Lion and the Jewel’ by Wole Soyinka; ‘Look Back in Anger’ by John Osborne; ‘Second Class Citizen’ by Buchi Emecheta, ‘Unexpected Joy at Dawn’ by Alex Agyei Agyiri and ‘Heights’ by Emile Bronte. New texts for Yoruba Language include ‘Akojopo Alo Ijapa, Apa Kinni’, by Adeboye Babalola; ‘Awon Oriki Orile Metadinlogbon’ by Adeboye Babalola, and ‘Moremi Ajasoro’ by Debo Awe.

Others are ‘Oro Enu Akewi’ by Ayomide Akanji and ‘Nitori Owo’ by Akinwumi Isola.

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JAMB Changes Literature Texts for Arabic, Hausa, Igbo, Yoruba & Literature in English

January 13, 2022 Mr Jay JAMB 0

JAMB has changed the Literature texts in four (4) language subjects and Literature-in-English. The four language subjects are Hausa, Igbo, Yoruba and Arabic.

new JAMB literature texts

These changes would take effect from the 2022 Unified Tertiary Matriculation Examination (UTME).

Below are the New JAMB Literature Texts 2022

Note to Mobile users : Scroll to the side to view all the contents in the table below:

For Literature in English

If you think this post can be helpful to someone else,  please share it. There are buttons below for easy sharing. Also, feel free to ask any questions via the comment section below.

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JAMB Syllabus for Literature 2022/2023 & Textbooks Download PDF

  • February 23, 2022

One of the most reliable materials for the 2021 JAMB candidates who will write Literature as one of their subjects is the JAMB Literature Syllabus for 2021 and the recommended Literature Text/Novel 2021.

If you are one of the JAMB candidates writing this subject, then I will strongly recommend you to make use of this syllabus.

You will be able to Download Pdf the JAMB Literature in English Syllabus 2021 as you read down.

Note: the content on this page covers both the JAMB Literature area of concentration which are the topics that JAMB will set the 2021 Literature questions from and the JAMB recommended Literature Novel/Text 2021.

JAMB Literature Area of Concentration (Topics Questions will be set From)

Below the syllabus shown below is the JAMB Literature recommended textbooks/novels 2021, and other relevant material that will help you to pass the exam.

All the 2021 JAMB Literature questions will be set from the topics contained in the Literature syllabus.

Download free JAMB Literature in English Syllabus and Recommended textbooks

  • See JAMB Approved Novel for 2021

To get a better result and prepare well for 2021 JAMB , I will advise you to use this syllabus along with past questions and answers.

With this JAMB Literature syllabus for 2021, you will be able to get all the relevant information regarding the JAMB literature exam (ranging from the area of concentration to the topics JAMB will set literature questions from).

If you can study effectively with this syllabus, then your result will be a better and impressive one.

So, make use of this syllabus if you want to know the contents of each of the topics in JAMB literature in English, and do well to take short notes anytime you are doing your study.

Bonus: Secret revealed on how to score 300+ in JAMB 2021

Download JAMB Literature in English Syllabus 2021 PDF

Below are the topics that JAMB will set Literature questions from. Please, treat these topics as very important because they are the only reliable Literature Area of concentration to work with.

You will also have access to the recommended JAMB Literature textbooks and Novel as you read down. Also, read to the end to download free JAMB Literature in English Syllabus 2021.

1. Poetry Topics under poetry.

Firstly, study all types of Poetry. The major types of Poetry are blank Verse sonnet, ode, lyrics, elegy, ballad, panegyric, epic, etc.

Also know the basic poetic devices which are the structure, imagery, sound, diction, and persona. Sound as a poetic device include:

  • Rhyme or Rhythm,
  • Repetition,
  • Onomatopoeia, etc.)

Area of Concentration for Prose 2021

Start by knowing the different types of Prose. Basically, there are three types of Prose which are fiction, non-fiction, and fiction.

Under fiction, we have sub-topics like novel, novella or novelette and short stories. While for Non-fiction, we have sub-topics like biography, autobiography, memoir, and faction deals basically with the combination of fact & fiction. Also, understand all the narrative techniques in prose and the basic textual Analysis

3. Area of Concentration for Drama 2021

Under Drama, candidates should endeavor to know the different types of dramas (Tragedy, Comedy, Tragicomedy, Melodrama, Farce, Opera, etc.) and their definitions.

Secondly, candidates should also know the different techniques drama setting and staging (Characterization, Dialogue, Flashback, Mime, Costume, Music, Dance, Décor & scenery, Acts & Scenes, Soliloquy & aside, and Figures of Speech)

Also, study to know how to Interpret prescribed texts in drama. Know the following contexts (Theme, Plot, Socio-political context, and Setting)

Literary Principles & Literary Appreciation

The basic terms in literary principles are:

  • Foreshadowing,
  • Protagonist,
  • Antagonist,
  • Figures Of Speech,
  • Stream of consciousness, also do well to study and take note of all the literary principles

JAMB literature Text for 2021 (Recommended Novels).

Below is the list of the recommended JAMB literature Text (Novels, Dramas, Prose) and so on, for 2021 candidates.

Following the Recent Joint Admission and Matriculation Board (JAMB) update, the JAMB Recommended Text/Novel for Literature 2021/2022 till 2025 has been updated as follows;

Scroll Left To View Complete Table

JAMB Literature Critical Texts 2021

  • Download JAMB Literature Syllables 2021 in Pdf.

Free Preparation Materials:

  • JAMB 2021 Brochure
  • 2021 JAMB Compulsory Novel.
  • Free JAMB CBT Practice App.
  • The secret to Score 300+ in JAMB revealed.
  • JAMB 2021 Questions and Answers for Literature
  • Step-by-step preparation guide for 2021 JAMB Exam
  • 2021 JAMB Syllabus for All Subjects

JAMB Literature in English Recommended Textbooks For 2021

  • Naked Soles by Gbemisola
  • The Penguin Book of English Verse by Hayward, J.
  • New Poetry from Africa by Johnson, R.
  • Oxford Anthology of English Literature, Vol. II, by Kermode, F.
  • West African Verse, by Nwoga D.
  • A Selection of African Poetry, by Vincent, T. & Senanu, K. E.
  • Poems of Black Africa by Soyinka, W.

Others Materials along JAMB Literature-in-English Syllables

Apart from the JAMB Literature syllabus, recommended textbooks and novels, other materials that will help you to score better in this exam are listed below and they can be downloaded for free.

  • Low JAMB Score/Result Upgrading tool
  • The secret to Score 300 and above revealed.
  • Questions and Answers for JAMB Literature

That was the free JAMB Literature in English Syllabus 2021 and area of concentration which the topics that JAMB will set the 2021 Literature questions will come from and all was brought to you by studentmajor.com.

I am sure you have known the topics you should read for your 2021 JAMB Literature-in-English Exam?

If you need more from us, use the comment box below to reach out to us and do well to share this information with other candidates that you know.

literature jamb text for 2022

77 comments

It was so useful

I wont lie,i’m a confused character right now because i dont understand this people anymore with the way they change text which one are we to read?

Is THE LION AND THE JEWEL among the novels for 2021 Jamb literature in English

Are will still using old texts books I thought is second class citizen, Lion and the heel, look back in anger,mid summer night dream, let me die alone. And all d rest Cus me am confused ooooo

I don’t see any drama?? …. And besides don’t be confused this is the right syllabus for the year

Why are they not using New books which are recommended for jamb ?

Check iBass

Thanks Soo much, it’s really helpful I’ve been searching on this for a long time I will read soo hard

Which novel /test are recommended for 2021/2022 jamb

After all the comments have read, I am also confused like seriously which I ne is correct because have been to a few website and what I saw there was different from what am seeing here. Please no one wants to fail.

Don’t be confuse.. confirm it okn JAMB iBass.

How many question per subject is jamb asking candidate to answer ?

60 questions for use of English and 40 questions each, for the other three subjects

Are they not using the new recommended Text like Th Lion and the Jwel , second class citizens , Fences etc

I thought they have changed all this text this year Are we still dining the last year’s text ???

Okay life changer is for English language

Are we using all the novels for literature in English this year

I mean are will using literature in English text that has expired last year for the same jamb this year? bcus am confusing ooo.

The Text listed above are correct. Please kindly visit JAMB iBass @https://www.jamb.gov.ng/ibass. Select eSyllabus and click on Literature to confirm the texts listed above.

The JAMB literature that we are to use is The Life Changer by Khadija Abubakar Jalli

Please take note: You are not using The Life Changer Novel for Literature. The Life Changer is for Use of English but not for Literature. The text listed above is for Literature

Please what are the novels are we supposed to read please help me am really confused

Are we to use the old literature textbook for 2021 Jamb

Please ignore my earlier comment. It’s now I’m viewing the texts you posted again. I thought it was the one you posted last week. My apologies.

Pls i dn’t unerstand something this literature syllabus is different from the questions asked at the cbt, they are asking new questions, which one are we to read now, is it the new ones or the old stories?

Please note that the text listed on this page are directly from JAMB 2021 iBass.

Sister, please did you say you saw new texts like Second-class citizen and the Mid-summer’s Night dream and the others in mock?

Please with the comments am seeing here, everybody is confused about the syllabus for literature in eng jamb 2021… Please we need help, kindly re_upload your website….please

The syllabus shown above is the correct syllabus and text for 2021 directly from jamb

Mentor, have you checked JAMB ibass? The novels, plays and poems there are the ones that have been used in previous years. No change was made. I think you should go to JAMB ibass (e-syllabus) and confirm so you don’t lead these poor students into studying the wrong primary texts for UTME literature.

Please is quite confusing are reading the old texts or new ones recommend for waec and neco

For all the candidates that have been asking us so many confusing questions, Please always read contextually. The novels that are labeled from 2021 to 2025 are the novels for the 2021 jamb literature exam.

pls am confused,which Literature textbook are we to read the New or the old ones

Am really confused which literature novel are we to read is it then old syllabus or the new one please someone should help me oo

So pls this jamb syllabus am actually confused abt literature in some other websites they are putting d old literature texts as the jamb syllabus for this year which one exactly are we reading

Can I know the best textbook recommend for physics jamb only one

New School Physics Textbooks.

Please foes it mean we are to read those textbooks and the novels and poems too?

Just read the Novel and Text listed therein

Is life changer this year jamb novel

What has the texts been updated to? What books are we to read; the new ones or the last ones?

The new ones listed in a tabular format

Really! Please someone should tell us now,jamb syllabus also listed the old ones,but what of the latest edition 2021-2025…..yes we are expected to read back to back….but we aren’t sitting for literature alone….exam focus isn’t a story book..

The Texts for 2021 has been updated

The website please

Does it mean that the literature texts for 2021_2025 (Mid Summer Nights’ Dream………..) are not for JAMB?

The jamb brochure does not have anything to do with how we would know what literature realible books we need to read… Pls mock jamb is right at the corner, let us know the real update

Please are we not using the new texts for jamb, in likes of lion and the jewel, wuthering heights e.t.c .please help us fast our mock would soon start and we need quick reply.

Kindly refer to the 2021 Jamb brochure

I need more questions and answer on on the 2021 jamb

Please I am confused…what about the new literature texts?? Or are you yet to update your page??

Aren’t we supposed to read d new literature books like Second class citizens….

Pls, ar we still using the old text for 2021 jamb???

Please are we using dis same text for 2021 please

Please refer to 2021 JAMB Brochure here

Does it mean that you are still using the last literature-In-English syllabus for 2021 UTME/JAMB

Please kindly refer to the 2021 JAMB brochure

Pls are will using d old books pls o

Please kindly check the 2021 JAMB brochure for the latest textbooks for 2021

please when is jamb form comin out and also is sweet sixteen the novel to read thanks alot

The official date for the commencement of Jamb registration will be announced publicly.. Please kindly check back later for more updates

Sincerely, I relinquish my pillow,my bed, phone and the like just to ensure that I finish the new texts before exams time.When you will shock me now is the that; they are using the old texts.You want to make my sleepless nights to be in futility.”.

Please always follow instructions. The above novels are the ones to read.. Check JAMB iBass to confirm that.

These are old books. Are they not using the newly recommended books — SECOND CLASS CITIZEN, THE LION AND THE JEWEL, MID-SUMMER NIGHT`S DREAM etc?

My daughter almost cried out of the hall,wish I saw this b4 d exam,she prepared seriously with the new books but alas,it was these ones listed that came out. I dont know why they did this,confusing students,but I thank God she made 60 in lit and 224 overall. Thanks so much for this info. Pls keep me updated if any news on Neco and Waec syllabus too, good job.

Thanks for the recommendation

These are the old books. Are they not using the newly recommended texts like :SECOND CLASS CITIZEN, THE LION AND THE JEWEL, MID-SUMMER NIGHT`S DREAM etc

Pls have you gotten ur ans to ur question, pls kindly share with me coz I’ve been hearing rumours abt that same question

This is the same thing that happened during my GCE in February this year. They want to do the same thing. They think it’s funny don’t they

I thought they will be using the newly recommended literature novels for 2021 jamb..ie William Shakespeare’s “a midsummer night’s dream” and the rest?

As a student, It is also advisable for you to read all necessary Texts so as to equip yourself better for the exam

Yes that right you should not read only the npvels here read all For better knowledge

I thought so too, but I don’t know what’s going on.

Don’t be confused

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NEWSVERGE

JAMB changes literature texts for language subjects ahead of 2022 UTME

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JAMB says it has changed the literature texts in four language subjects and Literature-in-English, ahead of the 2022 Unified Tertiary Matriculation Examination (UTME).

It stated in its weekly bulletin issued on Monday that the four language subjects are Hausa, Igbo, Yoruba and Arabic.

The changes, it said, would take effect from the 2022 UTME.

For Arabic language, “The Nigerian Arabic Poems: a case study between the old and the new by Abdulwahab Shith is one of the new texts.

Diwaanur Riyardh: A collection of Arabic Poems by Dr Isah Abubakar is also one of the new texts.

For Hausa language JAMB listed “Prose (Zube) Turmin Danya, Poetry (Waka) Wakokin Hausa and Drama (Wasan kwaikwayo) Abin Da Kamar Wuya 3 as the new texts.

The board also listed the new literature texts for Igbo as “Prose (Iduuazi) Chinedu Ofomata (2009), Poetry (Abu) Nolue Emenanjo and Drama, (Ejije) Odunke Artists (1981).

“That of Literature-in-English, include ‘Lion and the Jewel’ by Wole Soyinka; `Look Back in Anger’ by John Osborne; `Second Class Citizen’ by Buchi Emecheta and `Unexpected Joy at Dawn’ by Alex Agyei Agyiri.

“’Heights’ by Emile Bronte is also included.

“New texts for Yoruba Language include ‘Akojopo Alo Ijapa, Apa Kinni, by Adeboye Babalola; ‘Awon Oriki Orile Metadinlogbon’ by Adeboye Babalola, ‘Moremi Ajasoro’ by Debo Awe.

“Others are: ‘Oro Enu Akewi’ by Ayomide Akanji and `Nitori Owo’ by Akinwumi Isola,” JAMB stated.

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NEWSVERGE, published by The Verge Communications is an online community of international news portal and social advocates dedicated to bringing you commentaries, features, news reports from a Nigerian-African perspective. A unique organization, founded in the spirit of Article 19 of the Universal Declaration of Human Rights, comprising of ordinary people with an overriding commitment to seeking the truth and publishing it without fear or favour. The Verge Communications is fully registered with the Corporate Affairs Commission of the Federal Republic of Nigeria as a corporate organization.

literature jamb text for 2022

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JAMB Recommended Textbooks for 2022 (All Subjects for UTME Exam)

  • September 6, 2021 September 6, 2021
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See the list of JAMB recommended books for all UTME subjects. You can click on a subject from the list below to jump to that subject’s list of recommended books.

Don’t forget to see JAMB Brochure and JAMB Syllabuses !

  • Agriculture
  • Christian Religious Studies
  • Home Economics
  • I slamic Studies
  • Literature In English
  • Mathematics
  • Principles of Accounts
  • Use of English

JAMB recommended books for Agriculture

  • Adeniyi, M. O. et al (1999) Countdown to Senior Secondary Certificate Examination Agricultural Science, Ibadan: Evans
  • Akinsanmi, O. (2000) Junior Secondary Agricultural Science, Uk: Longman.
  • Akinsanmi, O. (2000) Senior Secondary Agricultural Science, Uk: Longman.
  • Anthonio, Q. B. O. (1999) General Agriculture for West Africa, London: George Allen
  • Are, L. A. et al (2010) Comprehensive Certificate Agricultural Science for Senior Secondary Schools, University Press Plc.
  • Egbuna, C. K. et al (2014) Extension Modern Agricultural Science for Senior Secondary Schools (2010), Extension Publication
  • Emmanuel C. A. (2003) A Dictionary of Agriculture, Benue: Agitab Publisher Makurdi
  • Falusi, A. O. and Adeleye, I. O. A (2000) Agricultural Science for Junior Secondary Schools Books 1- 3, Ibadan: Onibonoje
  • Komolafe, M. F., Adegbola, A. A., Are, L. A. and Ashaye, T. I. (2004) Agricultural Science for Senior Secondary Schools 1, 2 and 3, Ibadan: University Press Ltd.
  • Philips T. A. (1986) Agricultural Notebook, Lagos: Longman
  • STAN (1999) Agricultural Science for Senior Secondary Schools, Lagos: Longman

JAMB recommended books for Arabic

COMPREHENSION, COMPOSITION AND TRANSLATION

  • Adekilekun, A. L. A.: Learning Arabic Language, Ilorin.
  • Balogun, I. A. B. and Oseni Z. I. (1982) A Modern Arabic Course Book 1 Lagos: Islamic Publications Bureau.
  • Haywood, J. A. and Nahmad, H. M. (1965), A New Arabic Grammar of the Written Language, London: Lund Humphries.
  • Malik, S. H. A. (1982) A Guide to Arabic Composition, Books I & II, Lagos I.P.B.
  • Arabic newspapers, magazines and journals.
  • Haywood, J.A and Nahmad, H.M (1965), A New Arabic Grammar of the Written Language, London: Lund Humphries.

TRANSLITERATION OF THE ABOVE BOOKS

  • ZAKARIYAU I. OSENI: AL-MA’DUBAT AL-ADABIYYAH.
  • ZAKARIYAU I. OSENI: AL-TABAQATAL-ULYA (THE UPPER CLASS)
  • MUSTAPHA LUTFI AL-MANFALUTI: AL-ABARAT.
  • JAMIL ABDULLAHI ALKANAWI: IDFA’A BIL LATI HIYA AHSAN.
  • AHMAD AL-ASKANDARI WAL AKHARUN: ALMUFASSAL FI TARIKH AL-ADABUL ARABI.

JAMB recommended books for Art

  • Banjoko I. (2000) Visual Arts made Easy: Textbook for Schools and Colleges, Lagos, Movic Publishing Company Ltd.
  • Egonwa, O.D. (1991) African Art: A contemporary Source Book, Benin: Osasu Publishers.
  • Eguilae, S.A. (1985) The Essential Ground work in Art and Design, Omotola Standard Press and Bookshop (Nig) Ltd.
  • Erese, U. O. and Ogunsina E. D. (1989) Creative Arts and Crafts for J. S. S. Onibonoje Press.
  • Nahab, S. J. (2003) Art of the Millennium for Senior Secondary Schools, Ehindero (Nig.) Ltd.
  • Ogumor, E. (1993) Certificate Art for Junior Secondary Schools and Senior Secondary Schools, Ibadan: University Press Plc.
  • Olaosebikan W. A. (1982) Cultural and Creative Arts, Evans
  • Olurukooba, B. K. (1991) Art for Senior Secondary Schools, ABU
  • Uzoagba I. N. (1982) Understanding Art in General Education, Onitsha; African Publish Ltd
  • Wangboje, I. N. (1982) A Textbook on Art for Junior and Senior Secondary Schools, Evans Publishers

JAMB recommended books for Biology

  • Ndu, F.O. C. Ndu, Abun A. and Aina J.O. (2001) Senior Secondary School Biology: Books 1 -3, Lagos: Longman
  • Odunfa, S.A. (2001) Essential of Biology, Ibadan: Heinemann
  • Ogunniyi M.B. Adebisi A.A. and Okojie J.A. (2000) Biology for Senior Secondary Schools: Books 1 – 3, Macmillan
  • Ramalingam, S.T. (2005) Modern Biology, SS Science Series. New Edition, AFP
  • Stan. (2004) Biology for Senior Secondary Schools. Revised Edition, Ibadan: Heinemann
  • Stone R.H. and Cozens, A.B.C. (1982) Biology for West African Schools. Longman
  • Usua, E.J. (1997) Handbook of practical Biology 2nd Edition, University Press, Limited

JAMB recommended books for Chemistry

  • Ababio, O. Y. (2009). New School Chemistry for Senior Secondary Schools (Fourth edition), Onitsha: Africana FIRST Publishers Limited.
  • Bajah, S.T.; Teibo, B. O., Onwu, G.; and Obikwere, A. Book 1 (1999). Senior Secondary Chemistry, Books 2 and 3 (2000). Lagos: Longman.
  • Ojokuku, G. O. (2012). Understanding Chemistry for Schools and Colleges, (Revised Edition),
  • Zaria: Press-On Chemresources.
  • Odesina, I. A. (2008). Essential: Chemistry for Senior Secondary Schools, (2nd Edition), Lagos: Tonad Publishers Limited.
  • Uche, I. O. Adenuga, I. J. and Iwuagwu, S. L. (2003). Countdown to WASSCE/SSCE, NECO, JME Chemistry, Ibadan: Evans.

JAMB recommended books for Commerce

  • Anderson, D. J. (1978) Commerce for West Africa, London: Macmillan.
  • Ahukannah, L. I. et al (1992) Commerce for Secondary Schools
  • Onitsha: Africana – First Publishers.
  • Asaolu, A. and Igwe, P. M. (2005) New Syllabus Commerce for Secondary Schools
  • Books 1 – 3 (Second Edition) Ibadan: Evans.
  • Babatunde, A. H. (1999) Handbook on Commerce for Schools and Colleges,
  • (First Edition), Global Publications.
  • Eriki, P. O. (1998) Working with Computer, Benin: Bofic Publishers.
  • French, C. S. (2000) Computer Science, (Fifth Edition), Britain: Ashford.
  • Ibru, G. M. (2004) Nigeria: The Promise of Tourism, Lagos: G.S.L. Publishing Limited.
  • Igwe, P. M. et al (2004) Countdown to WASSCE/SSCE/NECO/JME Commerce, Ibadan: Evans.
  • James, A. F. et al (1996) Management (Sixth Edition), New Delhi: Prentice Hall).
  • Nwachukwu, C. C. (1999) Management Theory and Practice, Onitsha: Africana – First Publishers.
  • Odedokun, M. O. et al (1999) Commerce for Senior Secondary Schools, Books 1 – 3, Lagos: Longman.
  • Odoom, F. F. (1998) Commerce for Senior Secondary Schools, Books 1 – 3, Ibadan: Onibonoje.
  • Onifade, A. (2001) Management: Office Business Education, Abeokuta: KAPPCO.
  • Onifade, A. (2002) The Computer for Word Processing and Internet, Abeokuta: KAPPCO.
  • Onu, A. J. C. (2000) Marketing Today, Abuja: Precious Treasures Ltd.
  • Pallister, J. and Isaacs, A. (eds) (2002) A Dictionary of Business (Third Edition), Oxford:
  • Oxford University Press.
  • Ubaka, O. A., (2012), Commerce Simplifiedfor SSS 1 – 3, WAEC, NECO, JAMB & NABTEB EXAMS, Garki, Abuja: Andyson Millennium Concepts Ltd.

JAMB recommended books for Christian Religious Studies

  • Adetunji, P.G. et al (2000) Exam Focus Christian Religious Knowledge for WASSCE and SSCE Ibadan: University Press Plc.
  • Adeyemo, I. O. et al (1998) Christian Religious Knowledge for Secondary Schools Books1 – 3, Ibadan: Onibonoje
  • Adeyinka, A. A. et al (1991) Christian Religious Knowledge for Senior Secondary Schools, Book 1 – 3, Lagos: Longman.
  • Adigwe, H.A et al (2004) Christian Religious Knowledge for Senior Secondary Schools. Onitsha. Africana Publishers.
  • Aghaeghuna, E. O. N. (1988) Senior Secondary School Christian Religious Knowledge: Themes from Selected Epistles, Vol 1 – III, Awka, Jet Publishers.
  • Dopamu, A. et al (1990) Christian Religious Knowledge for Senior Secondary Schools Books 1 – 3, Lagos: Nelson.
  • Ilori, J. A. et al (1980) Christian Religious Knowledge for Senior Secondary Schools Books 1 – 3, Ibadan: Evans.
  • Izuchukwu, A.E. et al (1997) Round-Up for Senior Secondary Certificate Examination Christian Religious Knowledge: A Complete Guide. Lagos: Longman.
  • Throckmorton, B.H, Jr. (ed) (1966) Gospel Parallels: A Synopsis of the First Three Gospels. New York; Thomas Nelson.
  • THE BIBLE: Revised Standard Version, Stonechill Green: Bible Society Publishing House (1971)

JAMB recommended books for Economics

  • Aderinto, A.A et al (1996) Economics: Exam Focus, Ibadan: University Press Plc.
  • Black, J. (1997) Oxford Dictionary of Economics. Oxford: Oxford University Press
  • Eyiyere, D.O. (1980) Economics Made Easy, Benin City, Quality Publishers Ltd.
  • Fajana, F. et al (1999) Countdown to SSCE/JME Economics Ibadan: Evans
  • Falodun, A.B. et al (1997) Round-up Economics, Lagos: Longman
  • Kountsoyiannis, A. (1979) Modern Microeconomics, London: Macmillan
  • Lipsey, R.G. (1997) An Introduction to Positive Economics, Oxford: Oxford University Press.
  • Samuelson, P and Nordhaus, W. (1989) Economics, Singapore: McGraw-Hill
  • Udu E and Agu G.A. (2005) New System Economics: a Senior Secondary Course, Ibadan: Africana FIRST Publishers Ltd.
  • Wannacott and Wannacott (1979) Economics, New York: McGraw-Hill.
  • Brownson-oton Richard (2010) What is Micro-Economics? Niky Printing and Publishing coy.
  • Brownson-oton Richard (2010) What is Macro-Economics? Niky Printing and Publishing coy.

JAMB recommended books for French

A. i. Written Language

  • Ajiboye, T. (2014) Companion to French Grammar (4th Edition) : Ibadan: Cleavoketa Books.
  • Ajiboye, T. (2012) Nouvel Horizon, Book 4, New Revised Edition, Ibadan: Bounty Press.
  • Byrne and Churchill (1980) A Comprehensive French Grammar.
  • Hatier (1980) Le Nouveau Bescherelle: LÂ’Art de Conjuguer, Ibadan: Spectrum Book Ltd.
  • Maice, G et Merlo, G : (1998): Grammaire progressive du français ( Niveau, Paris: Clé intermediaire) International.
  • Mazauric,. C, et Sirejols, E(2006) : On y va! Book 3, Ibadan : Spectrun Books Ltd.
  • Ojo, S. A.(2000) A Comprehensive Revision Handbook of French Grammar, Ibadan: Agoro Publishing Company.
  • Any other relevant materials on French Grammar.

A. ii. Oral

  • Ajiboye, T. (2010) An Introduction to Practice in Oral French, Ibadan: Bount Press.
  • Leon, M. (1978) Initiation aÌ€ la Prononciation du Français Standard.
  • Any other materials that emphasise oral practice.

B. Culture of Francophone Countries

  • Girod R and Grand-Clement, F. (1979) Comment vivent les Français, Paris: Hachette.
  • Mbuko, L. (2000) French Essays on Culture and Civilisation for Schools and Colleges, Ibadan: Bounty Press.
  • Any other relevant materials, e.g. French newspapers, magazines, journals, and documents on Francophone life.

C. Dictionary

  • Any good French/English or French dictionary.

JAMB recommended books for Geography

  • Adeleke, B.O. Areola .O. 2002 and Leong, G.C. Certificate Physical and Human Geography for Senior Secondary
  • School (West African Edition), Ibadan: Oxford.
  • Bradshaw, M. et al (2004) Contemporary World Regional Geography, New York: McGraw Hill.
  • Bunet, R.B and Okunrotifa, P.O.(1999) General Geography in Diagrams for West Africa, China: Longman.
  • Collins New Secondary Atlas, Macmillan.
  • Fellman, D. et al (2005) Introduction to Geography (Seventh Edition) New York: McGraw Hill.
  • Getis, A. et al (2004) Introduction to Geography (Ninth Edition) New York: McGraw Hill.
  • Iloeje, N. P(1999) A New Geography of West Africa, Hong Kong: Longman.
  • Iloeje, N.P(1982) A New Geography of Nigeria (New Education), Hong Kong: London.
  • Nimako, D.A. (2000) Map Reading of West Africa, Essex: Longman.
  • Okunrotifa, P.O. and Michael S. (2000) A Regional Geography of Africa (New Edition), Essex: London.
  • Udo, R.K(1970) Geographical Regions of Nigeria, London: Longman.
  • Waugh, D. (1995) Geography an Integrated Approach (Second Edition), China: Nelson.
  • Adegoke, M.A (2013), A Comprehensive Text on Physical, Human and Regional Geography.

JAMB recommended books for Government

  • Adigwe, F (1985) Essentials of Government for West Africa, Ibadan: University Press Plc.
  • Anifowose, R and Enemuo, F. C. (eds)(1999) Elements of Politics, Lagos; Malthouse Press Limited.
  • Appadorai, A. (1978) The Substance of Politics, London: Oxford University Press.
  • Ball, A. R. (1983) Modern Politics and Government, London: Macmillan.
  • Ofoegbu, R. (1977) Government for the Certificate Year, London: George Allen and Unwin.
  • Olawale, J. B (1987) New Topics on Ordinary Level Government, Ilesha: Jola Publishing.
  • Oyediran, O. Nwosu, H., Takaya, B., Anifowoshe, R., Femi, B., Godwill, O. and Adigun, A. (1990) Government for Senior Secondary Schools, Books 1, 2 and 3, Ibadan: Longman.
  • Oyeneye, I., Onyenwenu, M. and Olusunde, B. E. (2000) Round-Up Government for Senior Secondary School Certifcate Examination: A Complete Guide, Ibadan: Longman.
  • Oyovbaire, S., Ogunna, A. E. C., Amucheazi, E. C., Coker, H. O. and Oshuntuyi, O. (2001) Countdown to Senior Secondary Certificate Examination: Government, Ibadan: Evans.

JAMB recommended books for Hausa

ZAƁAƁƁUN  LITTATTAFAI

  • Galadanci, M.K.M. (1976), Introduction to Hausa Grammar, Zaria: Longman.
  • Junju, M.H. (1980), Rayayyen Nahawun Hausa, Zaria: NNPC.
  • Muhammad, Y.M. (2005), Fassarar Hausa, Zaria: ABU Press.
  • Sani, M.A.Z. (1999), Tsarin Sauti Da Nahawun Hausa, Ibadan: UP Plc.
  • Sani, M.A.Z. et al (2000), Exam Focus: Hausa Language, Ibadan: UP Plc.
  • Skinner, N. (1977), Grammar of Hausa, Zaria: NNPC.
  • Yahaya, I.Y. et al (1992), Darussan Hausa 1 – 3, Ibadan: UP Plc Don manyan makarantun sakandare.

B. ADABI DA ALÂ’ADU (LITERATURE AND CULTURE)

  • Bichi, A.Y. (1979), Wa?o?in Bikin Aure, Lagos: Nelson.
  • Dangambo, A. (1984), Rabe – Raben Adabin Baka da Muhimmancinsa Ga Rayuwar Hausawa, Kano: T.P.C.
  • Gusau, S.M. (1991), Maka?a Da Mawa?an Hausa, Kaduna: Fisbas Media Service.
  • Ibrahim, M.S. (1977), Kowa Ya Sha Ki?a, Zaria: Longman.
  • Madauci, I. et al (1992), Hausa Customs, Zaria: ABU Press.
  • Umar, M.B. (1976), ?anmaraya Jos Da Wa?o?insa, Ibadan: OUP.
  • Umar, M.B. (1977), Wasannin Tashe, Zaria: NNPC.

C. ?AMUSAI (DICTIONARIES)

  • Bargery G.P. (1951), A Hausa – English Dictionary and English-Hausa Vocabulary London: OUP.
  • Newman, R.M. (1997), An English-Hausa Dictionary, Ibadan: Longman.
  • Newman and Newman (1977), Sabon ?amus Na Hausa Zuwa Turanci, Ibadan: UPL.
  • Skinner, N. (1993), Kamus Na Turanci Da Hausa, Zaria: NNPC.
  • CSNL: (2006), ?amusun Hausa Na JamiÂ’ar Bayero ta Kano, Kano: CSNL.

JAMB recommended books for History

  • Abba, A (2006): The Politics of Mallam Aminu Kano, Kaduna Vanguard and Publishers.
  • Ayandele, A. E. et al (1986): The Making of Modern Africa, The Twentieth Century Vol2., Longman.
  • Ajayi and Crowther (1971): History of West Africa Vol. I, London, Longman.
  • Ajayi and Crowther (1974): History of West Africa Vol. II, London, Longman.
  • Akinloye, S. A. (1976): Emergent African States: Topics in Twentieth Century African History, Longman.
  • Akinyemi, A. B., Agbi, S. O and Otunbanjo, A. O. (eds) (1989): Nigeria since Independence: The First 25 years.
  • (International Relations) Vol x, Heinemann. Ibadan.
  • Anene J. C. and Brown, G (1966): African in the 19th and 20th centuries, Ibadan: University Press.
  • Anene J. C. (1966): Southern Nigeria in Transition, 1885 – 1906, Cambridge: University Press.
  • Anene, J. C and Brown, G (eds) (1972): African in the Nineteenth and Twentieth Centuries: A Handbook for Teachers and Students, Ibadan: University Press and Nelson.
  • Ashiwaju A. I., Croder, M and Denzer, I. R. (eds) Tariki 25, Grassroots Leadership in Colonial West Africa, Vol. 7, London: Longman.
  • Atanda, J. A. Ashiwaju, G and Abubakar, Y. (eds) (1989) Nigeria since Independence: The First Years: Religion Vol. i., Ibadan Heinemann.
  • Barkindo, B. et al (1989): Africa and the Wider World, Vol. 1. Lagos: Longman.
  • Barkindo, B. et al (1996): African and the Wider World, Vols. 2 and 3, Lagos: Longman.
  • Boahen, A (1969) The Revolutionary years: Africa since 1800, Longman publishers.
  • Boahen, A (1969): The Revolutionary years: West Africa since 1800, Longman Publishers.
  • Sokoto Caliphate: History and Legacies, 1804 – 2004, vols. I and II, Kaduna: Arewa House.
  • Celeman, J. S. (1986) Nigeria: Background to Nationalism, Benin: Broburg and Wistrom.
  • Clerk, T. A. (1991): Right Honourable Gentleman: The Life and Times of Alhaji Sir Abubakar Tafawa Balewa, Zaria: Hudahuda Publishing Company.
  • Cohen, D. I. and Daniel, J. (eds) (1981): Political Economy of Africa: Selected Readings, London, Longman.
  • Crowther, M.West Africa:An introduction to its History, Longman,1977.
  • Crowther, M. Nigeria: An introduction to its History, London:Longman,1979.
  • Dike, K. O. (1956): Trade and Politics in the Niger Delta, London: Oxford University Press.
  • Ekeh, P. P and Ashiwaju, G. (eds) (1989): Nigeria since Independence: The First 25 Years: Culture, Vol. VII, Ibadan: Heinemann.
  • Falola, T. et. al (1989): History of Nigeria Vol. I, Lagos: Longman.
  • Falola T. et. al (1989): History of Nigeria Vol. 2 and 3, Lagos: Longman.
  • Gboyega, A., Abubakar, Y and Aliyu Y. (eds) (1989): Nigeria since Independence: The First 25 Years Public Administration, Vol. III, Ibadan: Heinemann.
  • Hallet, R. (1975): Africa since 1875, Ibadan: Heinemann.
  • Hopkins, A. G. (1973): An Economic History of West Africa, Longman.
  • Ikime, O and Osoba, S. O. (eds) Tarikh: Independence Movement in Africa (Part I), Vol. 3, No. 4 London: Longman.
  • Ikime, O and Osoba, S. O. (eds) Tarikh: Government in Pre-Colonial Africa, Vol. 4, No. 2 London, Longman.
  • Ikime, O and Osoba, S. O. (eds) (undated): Peoples and Kingdoms of West Africa in the Pre-colonial Period, Vol. 5, No. 1 London: Longman.
  • Ikime, O and Osoba, S. O. (eds) (undated) Tarikh: Europeans Conquest and African Resistance (Part 2), Vol. 4, London: Longman.
  • Ikime, O (1977) The Fall of Nigeria: The British Conquest, London: Heinemann.
  • Ikime, O (ed) (1974) Leadership in 19th Century Africa: Essays from Tarikh, London: Longman
  • Ikime, O. (1968) Merchant Price of the Niger Delta, London: Heinemann.
  • Ikime, O. (ed) (1980) Ground work of Nigerian History, Ibadan: Heinemann.
  • Iseihei, E. (1983) A History of Nigeria, London: Longman.
  • Jorre, J. D. (1972) The Nigeria Civil War, London: Hordder and Stoughton.
  • Kani, A. M. and Gandi, K. (1990) A State and Society in the Sokoto Caliphate, Series I, Usman Danfodio University, Sokoto.
  • Mahdi, A., Kwanashei, G. A and Yakubu M. (eds) (1994) Nigeria: The state of the Nation and the Way Forward, Kaduna: Arewa House.
  • Martin, P. M and Omera, P. (1995) (eds) Africa (Third Edition), Bloomington: Indiana University Press.
  • Mohammed, B. (1982) Africa and Non-alignment: A study in the Foreign Relations of New Nations, Kano: Triumph Publishers.
  • Mohammed A. S. and Adamu, S.(eds) (2005) Nigeria and the Reform of the United Nations, Zaria: Hanwa.
  • Nzula, A. T., Potekhin and Zusmanovich (1979) Forced Labour in Colonial Africa, London: Zed Press.
  • Offiong, D. A. (1980) Imperialism and Dependency: Obstacles to Development, Enugu: Fourth Dimension Publishers.
  • Ojigbo, O. (1982) Shehu Shagari: The Biography of NigeriaÂ’s First Executive President, Yugoslavia MlandiskaKnjiga.
  • Okafor, I. (1989) History for Senior Secondary Schools, Onitsha, Jet Publishers.
  • Oliver, T. and Afmore, A. (1996) Africa since 1880 (Fourth Edition) New York: Cambridge University Press.
  • Olusanya G. O. (1973) The Second World War and Politics in Nigeria, 1939 – 1953, Ibadan: Evans.
  • Omar O. (1966) The Zulu Aftermath: A Nineteenth-Century Revolution in Bantu Africa, London: Longman.
  • Omolewa, M. (1986) Certificate History of Nigeria, Lagos: Longman.
  • Onoja, I. (1998) Peace-keeping and International Security in a Changing World, Jos: Mono Expressions.
  • Onwubiko, K. (1983) School Certificate History of West Africa, Onitsha: African – First Publishers.
  • Tamuno, T. N. and Atanda A. (eds) (1989) Nigeria since Independence: The First 25 Years. Vol. III, Ibadan: Heinemann.
  • Tamuno, T. N. and Atanda J. A. M. (eds) (1989) Nigeria since Independence: The First 25 Years. (Government and Public Policy), Vol. IV, Ibadan: Heinemann.
  • Tamuno, T. N. and Ukpabi, S. C. (eds) (1989) Nigeria since Independence: The First 25 Years (The Civil War years). Vol. IV, Ibadan: Heinemann.
  • Thompson, L. A. (2000) History of South Africa, Yale: Yale University Press.
  • Usman Y. B. (ed) (1979) Studies in the History of Sokoto Caliphate, New York: Third Press International.
  • Usman Y. B. (ed) (1981) The Transformation of Katsina, 1400 – 1883, Zaria: Ahmadu Bello University Press.
  • Usman Y. B. (ed) and Alkali M. N. (1983) Studies in the History of Pre-Colonial Borno, Zaria: NNPC.
  • Usman Y. B. and Kwanashei, G. A. (eds) Inside Nigeria History 1950-1970: Events: Issues and Sources (Presidential Panel on Nigeria: Since Independence), University of Ibadan.

JAMB recommended books for Home Economics

  • Anfani-Joe, M.E. and Ogunjide, L.O. (1993) Home Management for Senior Secondary School 1 – 3, Ibadan: University Press Plc.
  • Anyakoha, E.U. and Eluwa, M. (1990) Home Management for Schools and Colleges, Onitsha: Africana FIRST Publishers.
  • Anyakoha, E.U (2006) Home Economics for Junior Secondary Schools Books 1 – 3, Onitsha Africana FIRST Publishers.
  • Neil, A and Hesmondhalgh, Z. (1985) A Complete Revision Course for O’Level and GCE, Revised Home Economics, Charles Co. Ltd.
  • Ogunjide, L.O., Egbuchulam, B., Eyisi, O. Anfani-Joe, M.E and Olusanya, J.O. (1993) Clothing and Textiles for Senior Secondary Schools 1 – 3, Ibadan: University Press Plc.
  • Olusanya, J.O., Eyis, O., Anfani-Joe, M.E., Ogunjide, L.O. and Egbuchulam, B. (1990) Foods and Nutrition for Secondary Schools Books 1 – 3, Ibadan: University Press Plc.
  • Olusanya, J. O., Olojala, S. O., Bala, F and Eyisi, O. (2000) Exam Focus, Food and Nutrition for WASSCE and SSCE, Ibadan: University Press Plc. The Internet.

JAMB recommended books for Igbo

  • Emenanjo, E. N., Okolie, F. O. and Ekwe, B. U. (1995) Igbo maka Sinịọ Sekọndịrị Sukul I.
  • Emenanjo, E. N., Dike, O. N., Agomo S. N and Ezeuko, R. O. (1999) Exam Focus maka WASSCE na UME, Ibadan: University Press Plc.
  • Ezikeojiaku, P. A. Okebalama, C. N. Onweluzo, C. N and Ekwe B. U. (1991) Ule Igbo maka Sinịọ Sekọndịrị, Ibadan: University Press Plc.
  • Ikekeonwu, C., Ezikeojiaku, P. A., Ubani, A. and Ugoji, J. (1999) Fonọlọji na Grama Igbo, Ibadan: University Press Plc
  • Nzeakọ, J. U. T. (1972): Omenala Ndị Igbo, Ibadan: Longman.
  • Okoye, O. F. S., Ofoegbu, N. F. and Ezidiegwu, B. L. (1997) Ọgbara Ọhụrụ Ụtọasụsụ Igbo maka Sinịọ Sekọndịrị, Onitsha: Houston Publishers Ltd.
  • Osuagwu, B. I. N. (1979): Ndị Igbo na Omenala Ha, Nigeria: Macmillan.
  • Ubesie, T. U. (1978): Ọdịnala Ndị Igbo, Ibadan: Oxford University Press.
  • Umeh, I. O. A; Onyekaonwu, G. O. Nwadike, I. U. and Okeke I. O. (1992): Ụtọasụsụ na Agụmagụ Igbo nke Sinịọ Sekọndịrị Sukul, Ibadan: Evans.
  • Ụba – Mgbemena, A. (2006): Ntọala Usoroasụsụ Igbo, Ibadan: Gold Press Ltd.
  • Anọzie, C. C. (2003), Igbo Kwenu: Akụkọ na Omenala ndị Igbo Enugu: Computer Edge Publishers.
  • Ọfọmata, C. E. (2005): Ndezu Ụtọasụsụ Igbo. Enugu: Format Publishers (Nig) Ltd.
  • Ofili, D. N., Anozie C.C. and Chukwu, A.O. (2012): Lingwistiiki Sayensị Asụsụ II. Enugu: Computer Edge Publishers.

JAMB recommended books for Islamic Studies

  • Abdul, M.O.A. (1976) Studies in Islam Series Book 3, Lagos: IPB
  • Abdul, M.O.A. (1982) Studies in Islam Series Book 2, Lagos: IPB
  • Abdul, M.O.A. (1988)The Classical Caliphate, Lagos: IPB
  • Abdulrahman and Canham (n.d) The Ink of the Scholar, OUP
  • Ali, A.Y. (1975) The Holy Qur’an Text: Translation and Commentary Leicester: The Islamic Foundation
  • Ali, M.M. (n.d) The Religion of Islam, Lahore
  • Doi, A. R. I. (1997) Shariah: The Islamic Law; Kuala Lumpur: Noordeen
  • Hay Lal, M. (1982) The Life of Muhammad (SAW), Academic Press
  • Lemu, A. (1992) Methodology of Primary Islamic Studies, Lagos: IPB
  • Lemu, A. (1993) Islamic Studies for SSS, Book 1, Lagos: IPB
  • Lemu, A. (1993) Islamic Studies for SSS, Books, Minna: IET
  • Muhammad, S. Q. (2010) al-Burhanu fi tajwidil Qur’an Cairo: Shirkatul-Qudus
  • Opeloye, M.O. (1996) A Dictionary of Peoples and Places in the Qur’an, Lagos: Academic Press
  • Philips, A. A. B. (1997) Usool at-Tafseer, Kuala Lumpur: Noordeen
  • Quadri, Y.A. et al (1990) Al-Iziyyah for the English Audience, Ijebu Ode: Shebiotiuom Publication
  • Rahim, A. (1992) Islamic History, Lagos: IPB
  • Sambo, M.B. et al (1984) Islamic Religious Knowledge for WASC Book 1, Lagos: IPB
  • Sambo, M.B. et al (1984) Islamic Religious Knowledge for WASC Book 3, Lagos: IPB
  • Trimingham, J.S. (1993) A History of Islam in West Africa, Oxford, OUP

JAMB recommended books for Literature In English

A LIST OF SELECTED AFRICAN AND NON-AFRICAN PLAYS, NOVELS AND POEMS Drama :

African : i. Frank Ogodo Ogbeche : Harvest of Corruption

Non African : i. William Shakespeare : Othello

Prose : African : i. Amma Darko : Faceless

Non-African : i. Richard Wright : Native Son

Poetry : African : i. Birago Diop : Vanity ii. Gbemisola Adeoti : Ambush iii. Gabriel Okara : Piano and Drums iv. Gbanabam Hallowell : The Dining Table v. Lenrie Peter : The Panic of Growing Older vi. Kofi Awoonor : The Anvil and the Hammer

Non African: i. Alfred Tennyson : Crossing the Bar ii. George Herbert : The Pulley iii. William Blake : The School Boy iv. William Morris : The Proud King

  • ANTHOLOGIES
  • Gbemisola, A. (2005)Naked Soles, Ibadan: Kraft
  • Hayward, J. (ed.) (1968) The Penguin Book of English Verse, London: Penguin
  • Johnson, R. et al (eds.) (1996) New Poetry from Africa, Ibadan: UP Plc
  • Kermode, F. et al (1964) Oxford Anthology of English Literature,Vol. II, London: OUP
  • Nwoga D. (ed.) (1967) West African Verse, London: Longman
  • Senanu, K. E. and Vincent, T. (eds.) (1993) A Selection of African Poetry, Lagos: Longman
  • Soyinka, W. (ed.) (1987) Poems of Black Africa, Ibadan: Heinemann
  • CRITICAL TEXT
  • Abrams, M. H. (1981) A Glossary of Literary Terms, (4th Edition) New York, Holt Rinehalt and Winston
  • Emeaba, O. E. (1982)A Dictionary of Literature, Aba: Inteks Press
  • Murphy, M. J. (1972) Understanding Unseen, An Introduction to English Poetry and English Novel for Overseas Students, George Allen and Unwin Ltd.

JAMB recommended books for Mathematics

  • Adelodun A. A. (2000) Distinction in Mathematics: Comprehensive Revision Text, (3rd Edition) Ado –Ekiti: FNPL.
  • Anyebe, J. A. B. (1998) Basic Mathematics for Senior Secondary Schools and Remedial Students in Higher Institutions, Lagos: Kenny Moore.
  • Channon, J. B. Smith, A. M. (2001) New General Mathematics for West Africa SSS 1 to 3, Lagos: Longman.
  • David –Osuagwu, M. et al. (2000) New School Mathematics for Senior Secondary Schools, Onitsha: Africana – FIRST Publishers.
  • Egbe. E et al (2000) Further Mathematics, Onitsha: Africana – FIRST Publishers
  • Ibude, S. O. et al.. (2003) Algebra and Calculus for Schools and Colleges: LINCEL Publishers.
  • Tuttuh – Adegun M. R. et al. (1997) Further Mathematics Project Books 1 to 3, Ibadan: NPS Educational

JAMB recommended books for Music

  • Akpabot, S. E. (1986). Foundation of Nigerian Traditional Music, Ibadan: Spectrum.
  • Associated Board of the Royal School of Music (1958). Rudiments and Theory of Music, London.
  • Cole, W. (1969). The Form of Music, London: The Associated Board of the Royal Schools of Music.
  • Echezona, W. W. C. (1981). Nigerian Musical Instruments, Enugu: Apollo Publishing Ltd.
  • Ekwueme, L. (1993). Choir Training and Choral Conducting for Africans, Lagos: Lenaus Advertising and Publishing Company.
  • Holst, I. (1963). An ABC of Music, Oxford: Oxford University Press.
  • Hosier, (1961). Instruments of the Orchestra Oxford: Oxford University Press.
  • Hunt, R. (1960). Elements of Music.
  • Inanga, A. (1993). Music for Secondary Schools Vols. I and II, Ibadan: Spectrum.
  • Kamien, R. (1990). Music: An Appreciation, London: McGraw – Hill Publishing Company.
  • Kennedy, M. (1985). The Concise Oxford Dictionary of Music, (Third Edition), London: Oxford University Press.
  • Kitson, C. H. (1978). Elementary Harmony Book 2, London: Oxford University Press.
  • Kofoworola, Z. O. And Lateef, Y. (1987). Hausa performing Arts and Music, Lagos: Nigeria Magazine.
  • Lovelock, W. (1953). A Concise History of Music, London: Bell and Hyman.
  • Lovelock, W.(1996). The Rudiments of Music, London. G. Bell and sons Limited.
  • Machlis, J. (1977). The Enjoyment of Music, New York: W. W. Norton.
  • Mensah, A. A. (Undated) Folksongs for Schools, Accra.
  • Morris, R. O. (1974). The Oxford Harmony, Vol. I, London: Oxford University Press.
  • Nketia, J. H. (1974). African Music, New York: W. W. Norton Company.
  • Palmer, K. (1965). Teach Yourself Music, London: The English University Press Limited.
  • Reed, H. O. (1954). Basic Music: A Basic Theory Text, New York:, N. Y. Mills Music Inc.
  • Taylor, E. (1989). The Guide to Music Theory, London: The Associated Board of The Royal School of Music.
  • Warburton, A. O. (1955). Graded Music Course for Schools, Books I – III, London: Longman.

JAMB recommended books for Physics

  • Ike, E.E. (2014). Essential Principles of Physics, Jos ENIC Publishers.
  • Ike, E.E. (2014). Numerical Problems and Solutions in Physics, Jos: ENIC Publishers.
  • Nelson, M. (1977). Fundamentals of Physics, Great Britain: Hart Davis Education.
  • Nelson, M. and Parker … (1989). Advanced Level Physics, (Sixth Edition): Heinemann.
  • Okeke, P.N. and Anyakoha, M.W. (2000). Senior Secondary School Physics, Lagos: Pacific Printers.
  • Olumuyiwa, A. and Ogunkoya, O. O. (1992). Comprehensive Certificate Physics, Ibadan: University Press Plc.

JAMB recommended books for Accounts (Principles of Accounts)

  • Abdullahi D. Z. (2014). Modern Financial Accounting, Husab Global Press Concept Ltd.
  • Adeifa O. Ajileye, J. O and Oluwasanna, R. O (2001). Get your Financial Accounting Right. Book One: Oyo: Tenlad Press International.
  • Ajileye, J. O. and Adetifa O. (2001). Get your Financial Accounting Right, Book Two: Lagos: De Hadey Printing Services.
  • Akinduko, A. O (2001). Basic Accounting: Akure: Spetins.
  • Awoyemi, E. O. (1989). A guide to Government Accounting and Internal Audit, Ibadan: Onibonoje Press
  • Dodge, R. (2002). Foundation of Business Accounting, (Second Edition), Bershire: Chapman and Hall.
  • Ekwere, A. B. (1997). Contemporary Accounting, Abuja: Aflon Finance (Control and Management) Act 1959
  • Ekwue K. C. (2010). Principles of Accounts, Book 1 & 2, Onitsha: Adson Publishing Company,
  • Femi L. (2013). Simplified and Amplified Financial Accounting.
  • Frankwood and Alan S. (2002). Frankwood’s Business Accounting, Prentice Hall International Edition.
  • Hassan M. M. (2001). Government Accounting, Lagos: Malthouse Press Limited.
  • Igben, R. O. (2004). Financial Accounting Made Simple (Vol. I) Lagos: Roi Publishers.
  • Longe, O. A. and Kazeem, R. A (2006). Essential Financial Accounting for Senior Secondary Schools: Lagos: Tonad Publishers Limited.
  • Millichamp, A. H. (1989). Foundation Accounting: An Introduction manual for Accounting Students, London: DP Publications
  • Okwoli, A. A. (1995). Financial Accounting, Zaria: Tamaza Publishers.
  • Oshisami, K. (1997). Government Accounting and Financial Control: Ibadan: Spectrum.

JAMB recommended books for English Language (Use of English)

  • Attah, M. O. (2013). Practice in Spoken English for Intermediate and Advanced Learners, Maiduguri: University of Maiduguri Press.
  • Bamgbose, A. (2002). English Lexis and Structure for Senior Secondary Schools and colleges (Revised Edition), Ibadan: Heinemann
  • Banjo, A. et al (2004). New Oxford Secondary English Course Book Six for Senior Secondary Schools, Ibadan: UP Plc.
  • Caesar, O. J. (2003). Essential Oral English for Schools and Colleges, Lagos: Tonad Publishers Limited
  • Daniel Jones (2011). Cambridge English Pronouncing Dictionary, Cambridge: Cambridge University Press
  • Egbe, D. I (1996). Mastering English Usage and Communication Skills, Lagos: Tisons
  • Elugbe, B. (2000). Oral English for Schools and Colleges, Ibadan: Heinemann
  • Grant, N. J. H, Nnamonu, S. Jowitt, D. (1998). Senior English Project 3, (New Edition) Harlow: Longman
  • Idowu, O. O, Sogbesan, T. S, Adofo, A. K. Burgess, D. F and Burgess, L. J. (1998). Round-up English: A Complete Guide, Lagos: Longman
  • Idris, U. (2001). Oral English at Your Fingertips for Schools and Colleges, Lagos, M. Youngbrain Publishers
  • Igiligi, E. C. and Ogenyi, S. O. (2010) Grammar and Composition in the G.S.M. Age, Enugu: Joe Hills Production Services
  • Jauro, L. B. (2013). Oral English for Schools and Colleges: A teaching and Learning Approach, Yola: Paraclete Publishers.
  • Nnamonu, S. and Jowitt, D. (1989). Common Errors in English, Lagos: Longman
  • Obinna, M. F. (2001). University Matriculation Use of English,(Fourth Edition) Port Harcourt: Sunray Books Limited
  • Ogunsanwo, O. Duruaku, A. B.C, Ezechukwu, J and Nwachukwu, U. I (2005). Countdown English Language, (Revised Edition), Ibadan: Evans
  • Olatoye, S. (2006). The Silent Teacher, Ado-Ekiti: Segun and Sons Enterprises
  • Oluikpe, B. O. A, Nnaemeka, B. A, Obah, T. Y, Otagburuagu, E. J. Onuigbo, S. and Ogbonna, E. A. (1998). Intensive English for Senior Secondary School 3, Onitsha: Africana – FIRST Publisher.
  • Tomori, S. H. O (2000). Objective Tests for School Certificate English: Practice in Lexis, Structure and Idiom (Reprinted Edition), Ibadan: Heinemann
  • Ukwuegbu, C, Okoro, O., Idris, A. U., Okebukola, F. O. and Owokade, C. O. (2002). Catch-up English for SSCE/UME, Ibadan: Heinemann

JAMB recommended books for Yoruba

  • Abíọ́dún, Jíbọ́là (1995) Àròkọ àti Aáyan Ògbufọ̀, Lagos: MAJAB Publishers
  • Adéwọlé, L. O. et al (2000) Exam Focus – Yorùbá language for WASSCE/ SSCE. Ìbàdàn: UP Plc.
  • Awóbùlúyì, O. (1978) Essentials of Yorùbá Grammar, Ìbàdàn: UP Plc.
  • Awóbùlúyì, O. (1990) Yorùbá Metalanguage (Èdè-Ìperí Yorùbá) Vol. II, Ìbàdàn: UP Plc.
  • Awóbùlúyì, O. (2008) Èkọ́ Ìsẹ̀dá-Òrọ̀ Yorùbá, Akure: Montem Paperback.
  • Awóbùlúyì, O. (2013) Èkọ́ Gírámà Èdè Yorùbá, Osogbo: Atman Ltd.
  • Babalọlá, A. (ed.) (1991) Ìwé Ìmọ́dọ̀tun Yorùbá SSI – SSIII, Longman
  • Bámgbóṣé,O.(ed.) (1984) Yorùbá Metalanguage (Èdè-Ìperí Yorùbá Vol. 1, Ìbàdàn:UP Plc.
  • Bámgbóṣé, A. (1990) Fọnọ́lọ́jì áti Gírámà Yorùbá, Ìbàdàn
  • Mustapha, O. (ed.) (1988) Èkọ́ – Èdè Yorùbá òde – òní SSI – SSIII, Macmillian
  • Mustapha, O. (ed.) (1991) Èkọ́ – Èdè Yorùbá Titun SSI–SSIII, Yorùbá, Ìbà dàn: UP Plc.
  • Ọdẹ́tókun, Adémọ́lá (et. al) (2005) Ìwé Ìgbáradì fún Ìdánwó Yorùbá, Ìbàdàn: Macmillan
  • Owólabí, K. (1989) Ìjìnlẹ̀ Ìtúpalẹ̀ Èdè Yorùbá (1) Fónẹ́tíkì àti Fọnọ́lọ́jì, Ìbàdàn: Oníbọnòjé Press
  • Owólabí, O, (et al) (1999) Countdown WASSCE/SSCE. NECO, JME (Ìwé Ìgbáradì fún Ìdánwó Àṣekágbá Yorùbá) Ìbàdàn: Evans
  • Ọyàdèyi, O. (1998) Ìjìnlẹ̀ Fọnọ́lọ́jì áti Gírámà Èdè Yorùbá, Ìbàdàn: Heinemann
  • All the prescribed texts are reflected as applicable on the syllabus under Topics/Contents/Notes column.
  • Adéoyè, C. L. (1979) Àṣà àti Ìṣe Yorùbá, Ìbàdàn: OUP
  • Adéoyè, C. L. (1985) Ìgbàgbọ́ àti Èsi`n Yorùbá, Ìbàdàn: Oníbọnọ̀jẹ́ press
  • Ládejé, T. A. et al (1986) Àkójọpọ̀ Ìwádìí Ìjìnlẹ̀ Àṣà Yorùbá, Ìbàdàn: Macmillian publishers

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  • Literature in English

Literature in English 2022 JAMB Past Questions

JAMB CBT 2024 - Candidates, Schools, Centres, Resellers - Get Ready!

One of the following writers is better known as  a playwright than as a novelist

  • A. C. Achebe
  • B. C. Ekwensi
  • C. W. Soyinka
  • D. J.P Clark

 A narrative poem must

  • A. preach a sermon
  • B. tell a story
  • C. describe natural scenery
  • D. argue a question

Literature is studied as a subject at school  because

  • A. it exposes students to the realities of life
  • B. it provides entertainment
  • C. it merely gives additional work to students
  • D. it teaches the use of words

In The Flight to Australia', the following line occurs: 'Tier upon tier it towered, the terrible Apennines'. The figure of speech used in this line is known as

  • A. alliteration
  • C. exaggeration

If we describe Kossoh Town Boy as an autobiography, we mean that it is

  • A. a historical novel
  • B. a piece of writing telling us about the Life of its author
  • C. a short story
  • D. a narrative tale
  • Mathematics
  • English Language
  • Animal Husbandry
  • Accounts - Principles of Accounts
  • Christian Religious Knowledge (CRK)
  • Agricultural Science
  • Islamic Religious Knowledge (IRK)
  • Civic Education
  • Further Mathematics
  • Home Economics
  • Book Keeping
  • Data Processing
  • Catering Craft Practice
  • Computer Studies
  • Physical Education
  • Office Practice
  • Systematic review
  • Open access
  • Published: 19 February 2024

‘It depends’: what 86 systematic reviews tell us about what strategies to use to support the use of research in clinical practice

  • Annette Boaz   ORCID: orcid.org/0000-0003-0557-1294 1 ,
  • Juan Baeza 2 ,
  • Alec Fraser   ORCID: orcid.org/0000-0003-1121-1551 2 &
  • Erik Persson 3  

Implementation Science volume  19 , Article number:  15 ( 2024 ) Cite this article

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The gap between research findings and clinical practice is well documented and a range of strategies have been developed to support the implementation of research into clinical practice. The objective of this study was to update and extend two previous reviews of systematic reviews of strategies designed to implement research evidence into clinical practice.

We developed a comprehensive systematic literature search strategy based on the terms used in the previous reviews to identify studies that looked explicitly at interventions designed to turn research evidence into practice. The search was performed in June 2022 in four electronic databases: Medline, Embase, Cochrane and Epistemonikos. We searched from January 2010 up to June 2022 and applied no language restrictions. Two independent reviewers appraised the quality of included studies using a quality assessment checklist. To reduce the risk of bias, papers were excluded following discussion between all members of the team. Data were synthesised using descriptive and narrative techniques to identify themes and patterns linked to intervention strategies, targeted behaviours, study settings and study outcomes.

We identified 32 reviews conducted between 2010 and 2022. The reviews are mainly of multi-faceted interventions ( n  = 20) although there are reviews focusing on single strategies (ICT, educational, reminders, local opinion leaders, audit and feedback, social media and toolkits). The majority of reviews report strategies achieving small impacts (normally on processes of care). There is much less evidence that these strategies have shifted patient outcomes. Furthermore, a lot of nuance lies behind these headline findings, and this is increasingly commented upon in the reviews themselves.

Combined with the two previous reviews, 86 systematic reviews of strategies to increase the implementation of research into clinical practice have been identified. We need to shift the emphasis away from isolating individual and multi-faceted interventions to better understanding and building more situated, relational and organisational capability to support the use of research in clinical practice. This will involve drawing on a wider range of research perspectives (including social science) in primary studies and diversifying the types of synthesis undertaken to include approaches such as realist synthesis which facilitate exploration of the context in which strategies are employed.

Peer Review reports

Contribution to the literature

Considerable time and money is invested in implementing and evaluating strategies to increase the implementation of research into clinical practice.

The growing body of evidence is not providing the anticipated clear lessons to support improved implementation.

Instead what is needed is better understanding and building more situated, relational and organisational capability to support the use of research in clinical practice.

This would involve a more central role in implementation science for a wider range of perspectives, especially from the social, economic, political and behavioural sciences and for greater use of different types of synthesis, such as realist synthesis.

Introduction

The gap between research findings and clinical practice is well documented and a range of interventions has been developed to increase the implementation of research into clinical practice [ 1 , 2 ]. In recent years researchers have worked to improve the consistency in the ways in which these interventions (often called strategies) are described to support their evaluation. One notable development has been the emergence of Implementation Science as a field focusing explicitly on “the scientific study of methods to promote the systematic uptake of research findings and other evidence-based practices into routine practice” ([ 3 ] p. 1). The work of implementation science focuses on closing, or at least narrowing, the gap between research and practice. One contribution has been to map existing interventions, identifying 73 discreet strategies to support research implementation [ 4 ] which have been grouped into 9 clusters [ 5 ]. The authors note that they have not considered the evidence of effectiveness of the individual strategies and that a next step is to understand better which strategies perform best in which combinations and for what purposes [ 4 ]. Other authors have noted that there is also scope to learn more from other related fields of study such as policy implementation [ 6 ] and to draw on methods designed to support the evaluation of complex interventions [ 7 ].

The increase in activity designed to support the implementation of research into practice and improvements in reporting provided the impetus for an update of a review of systematic reviews of the effectiveness of interventions designed to support the use of research in clinical practice [ 8 ] which was itself an update of the review conducted by Grimshaw and colleagues in 2001. The 2001 review [ 9 ] identified 41 reviews considering a range of strategies including educational interventions, audit and feedback, computerised decision support to financial incentives and combined interventions. The authors concluded that all the interventions had the potential to promote the uptake of evidence in practice, although no one intervention seemed to be more effective than the others in all settings. They concluded that combined interventions were more likely to be effective than single interventions. The 2011 review identified a further 13 systematic reviews containing 313 discrete primary studies. Consistent with the previous review, four main strategy types were identified: audit and feedback; computerised decision support; opinion leaders; and multi-faceted interventions (MFIs). Nine of the reviews reported on MFIs. The review highlighted the small effects of single interventions such as audit and feedback, computerised decision support and opinion leaders. MFIs claimed an improvement in effectiveness over single interventions, although effect sizes remained small to moderate and this improvement in effectiveness relating to MFIs has been questioned in a subsequent review [ 10 ]. In updating the review, we anticipated a larger pool of reviews and an opportunity to consolidate learning from more recent systematic reviews of interventions.

This review updates and extends our previous review of systematic reviews of interventions designed to implement research evidence into clinical practice. To identify potentially relevant peer-reviewed research papers, we developed a comprehensive systematic literature search strategy based on the terms used in the Grimshaw et al. [ 9 ] and Boaz, Baeza and Fraser [ 8 ] overview articles. To ensure optimal retrieval, our search strategy was refined with support from an expert university librarian, considering the ongoing improvements in the development of search filters for systematic reviews since our first review [ 11 ]. We also wanted to include technology-related terms (e.g. apps, algorithms, machine learning, artificial intelligence) to find studies that explored interventions based on the use of technological innovations as mechanistic tools for increasing the use of evidence into practice (see Additional file 1 : Appendix A for full search strategy).

The search was performed in June 2022 in the following electronic databases: Medline, Embase, Cochrane and Epistemonikos. We searched for articles published since the 2011 review. We searched from January 2010 up to June 2022 and applied no language restrictions. Reference lists of relevant papers were also examined.

We uploaded the results using EPPI-Reviewer, a web-based tool that facilitated semi-automation of the screening process and removal of duplicate studies. We made particular use of a priority screening function to reduce screening workload and avoid ‘data deluge’ [ 12 ]. Through machine learning, one reviewer screened a smaller number of records ( n  = 1200) to train the software to predict whether a given record was more likely to be relevant or irrelevant, thus pulling the relevant studies towards the beginning of the screening process. This automation did not replace manual work but helped the reviewer to identify eligible studies more quickly. During the selection process, we included studies that looked explicitly at interventions designed to turn research evidence into practice. Studies were included if they met the following pre-determined inclusion criteria:

The study was a systematic review

Search terms were included

Focused on the implementation of research evidence into practice

The methodological quality of the included studies was assessed as part of the review

Study populations included healthcare providers and patients. The EPOC taxonomy [ 13 ] was used to categorise the strategies. The EPOC taxonomy has four domains: delivery arrangements, financial arrangements, governance arrangements and implementation strategies. The implementation strategies domain includes 20 strategies targeted at healthcare workers. Numerous EPOC strategies were assessed in the review including educational strategies, local opinion leaders, reminders, ICT-focused approaches and audit and feedback. Some strategies that did not fit easily within the EPOC categories were also included. These were social media strategies and toolkits, and multi-faceted interventions (MFIs) (see Table  2 ). Some systematic reviews included comparisons of different interventions while other reviews compared one type of intervention against a control group. Outcomes related to improvements in health care processes or patient well-being. Numerous individual study types (RCT, CCT, BA, ITS) were included within the systematic reviews.

We excluded papers that:

Focused on changing patient rather than provider behaviour

Had no demonstrable outcomes

Made unclear or no reference to research evidence

The last of these criteria was sometimes difficult to judge, and there was considerable discussion amongst the research team as to whether the link between research evidence and practice was sufficiently explicit in the interventions analysed. As we discussed in the previous review [ 8 ] in the field of healthcare, the principle of evidence-based practice is widely acknowledged and tools to change behaviour such as guidelines are often seen to be an implicit codification of evidence, despite the fact that this is not always the case.

Reviewers employed a two-stage process to select papers for inclusion. First, all titles and abstracts were screened by one reviewer to determine whether the study met the inclusion criteria. Two papers [ 14 , 15 ] were identified that fell just before the 2010 cut-off. As they were not identified in the searches for the first review [ 8 ] they were included and progressed to assessment. Each paper was rated as include, exclude or maybe. The full texts of 111 relevant papers were assessed independently by at least two authors. To reduce the risk of bias, papers were excluded following discussion between all members of the team. 32 papers met the inclusion criteria and proceeded to data extraction. The study selection procedure is documented in a PRISMA literature flow diagram (see Fig.  1 ). We were able to include French, Spanish and Portuguese papers in the selection reflecting the language skills in the study team, but none of the papers identified met the inclusion criteria. Other non- English language papers were excluded.

figure 1

PRISMA flow diagram. Source: authors

One reviewer extracted data on strategy type, number of included studies, local, target population, effectiveness and scope of impact from the included studies. Two reviewers then independently read each paper and noted key findings and broad themes of interest which were then discussed amongst the wider authorial team. Two independent reviewers appraised the quality of included studies using a Quality Assessment Checklist based on Oxman and Guyatt [ 16 ] and Francke et al. [ 17 ]. Each study was rated a quality score ranging from 1 (extensive flaws) to 7 (minimal flaws) (see Additional file 2 : Appendix B). All disagreements were resolved through discussion. Studies were not excluded in this updated overview based on methodological quality as we aimed to reflect the full extent of current research into this topic.

The extracted data were synthesised using descriptive and narrative techniques to identify themes and patterns in the data linked to intervention strategies, targeted behaviours, study settings and study outcomes.

Thirty-two studies were included in the systematic review. Table 1. provides a detailed overview of the included systematic reviews comprising reference, strategy type, quality score, number of included studies, local, target population, effectiveness and scope of impact (see Table  1. at the end of the manuscript). Overall, the quality of the studies was high. Twenty-three studies scored 7, six studies scored 6, one study scored 5, one study scored 4 and one study scored 3. The primary focus of the review was on reviews of effectiveness studies, but a small number of reviews did include data from a wider range of methods including qualitative studies which added to the analysis in the papers [ 18 , 19 , 20 , 21 ]. The majority of reviews report strategies achieving small impacts (normally on processes of care). There is much less evidence that these strategies have shifted patient outcomes. In this section, we discuss the different EPOC-defined implementation strategies in turn. Interestingly, we found only two ‘new’ approaches in this review that did not fit into the existing EPOC approaches. These are a review focused on the use of social media and a review considering toolkits. In addition to single interventions, we also discuss multi-faceted interventions. These were the most common intervention approach overall. A summary is provided in Table  2 .

Educational strategies

The overview identified three systematic reviews focusing on educational strategies. Grudniewicz et al. [ 22 ] explored the effectiveness of printed educational materials on primary care physician knowledge, behaviour and patient outcomes and concluded they were not effective in any of these aspects. Koota, Kääriäinen and Melender [ 23 ] focused on educational interventions promoting evidence-based practice among emergency room/accident and emergency nurses and found that interventions involving face-to-face contact led to significant or highly significant effects on patient benefits and emergency nurses’ knowledge, skills and behaviour. Interventions using written self-directed learning materials also led to significant improvements in nurses’ knowledge of evidence-based practice. Although the quality of the studies was high, the review primarily included small studies with low response rates, and many of them relied on self-assessed outcomes; consequently, the strength of the evidence for these outcomes is modest. Wu et al. [ 20 ] questioned if educational interventions aimed at nurses to support the implementation of evidence-based practice improve patient outcomes. Although based on evaluation projects and qualitative data, their results also suggest that positive changes on patient outcomes can be made following the implementation of specific evidence-based approaches (or projects). The differing positive outcomes for educational strategies aimed at nurses might indicate that the target audience is important.

Local opinion leaders

Flodgren et al. [ 24 ] was the only systemic review focusing solely on opinion leaders. The review found that local opinion leaders alone, or in combination with other interventions, can be effective in promoting evidence‐based practice, but this varies both within and between studies and the effect on patient outcomes is uncertain. The review found that, overall, any intervention involving opinion leaders probably improves healthcare professionals’ compliance with evidence-based practice but varies within and across studies. However, how opinion leaders had an impact could not be determined because of insufficient details were provided, illustrating that reporting specific details in published studies is important if diffusion of effective methods of increasing evidence-based practice is to be spread across a system. The usefulness of this review is questionable because it cannot provide evidence of what is an effective opinion leader, whether teams of opinion leaders or a single opinion leader are most effective, or the most effective methods used by opinion leaders.

Pantoja et al. [ 26 ] was the only systemic review focusing solely on manually generated reminders delivered on paper included in the overview. The review explored how these affected professional practice and patient outcomes. The review concluded that manually generated reminders delivered on paper as a single intervention probably led to small to moderate increases in adherence to clinical recommendations, and they could be used as a single quality improvement intervention. However, the authors indicated that this intervention would make little or no difference to patient outcomes. The authors state that such a low-tech intervention may be useful in low- and middle-income countries where paper records are more likely to be the norm.

ICT-focused approaches

The three ICT-focused reviews [ 14 , 27 , 28 ] showed mixed results. Jamal, McKenzie and Clark [ 14 ] explored the impact of health information technology on the quality of medical and health care. They examined the impact of electronic health record, computerised provider order-entry, or decision support system. This showed a positive improvement in adherence to evidence-based guidelines but not to patient outcomes. The number of studies included in the review was low and so a conclusive recommendation could not be reached based on this review. Similarly, Brown et al. [ 28 ] found that technology-enabled knowledge translation interventions may improve knowledge of health professionals, but all eight studies raised concerns of bias. The De Angelis et al. [ 27 ] review was more promising, reporting that ICT can be a good way of disseminating clinical practice guidelines but conclude that it is unclear which type of ICT method is the most effective.

Audit and feedback

Sykes, McAnuff and Kolehmainen [ 29 ] examined whether audit and feedback were effective in dementia care and concluded that it remains unclear which ingredients of audit and feedback are successful as the reviewed papers illustrated large variations in the effectiveness of interventions using audit and feedback.

Non-EPOC listed strategies: social media, toolkits

There were two new (non-EPOC listed) intervention types identified in this review compared to the 2011 review — fewer than anticipated. We categorised a third — ‘care bundles’ [ 36 ] as a multi-faceted intervention due to its description in practice and a fourth — ‘Technology Enhanced Knowledge Transfer’ [ 28 ] was classified as an ICT-focused approach. The first new strategy was identified in Bhatt et al.’s [ 30 ] systematic review of the use of social media for the dissemination of clinical practice guidelines. They reported that the use of social media resulted in a significant improvement in knowledge and compliance with evidence-based guidelines compared with more traditional methods. They noted that a wide selection of different healthcare professionals and patients engaged with this type of social media and its global reach may be significant for low- and middle-income countries. This review was also noteworthy for developing a simple stepwise method for using social media for the dissemination of clinical practice guidelines. However, it is debatable whether social media can be classified as an intervention or just a different way of delivering an intervention. For example, the review discussed involving opinion leaders and patient advocates through social media. However, this was a small review that included only five studies, so further research in this new area is needed. Yamada et al. [ 31 ] draw on 39 studies to explore the application of toolkits, 18 of which had toolkits embedded within larger KT interventions, and 21 of which evaluated toolkits as standalone interventions. The individual component strategies of the toolkits were highly variable though the authors suggest that they align most closely with educational strategies. The authors conclude that toolkits as either standalone strategies or as part of MFIs hold some promise for facilitating evidence use in practice but caution that the quality of many of the primary studies included is considered weak limiting these findings.

Multi-faceted interventions

The majority of the systematic reviews ( n  = 20) reported on more than one intervention type. Some of these systematic reviews focus exclusively on multi-faceted interventions, whilst others compare different single or combined interventions aimed at achieving similar outcomes in particular settings. While these two approaches are often described in a similar way, they are actually quite distinct from each other as the former report how multiple strategies may be strategically combined in pursuance of an agreed goal, whilst the latter report how different strategies may be incidentally used in sometimes contrasting settings in the pursuance of similar goals. Ariyo et al. [ 35 ] helpfully summarise five key elements often found in effective MFI strategies in LMICs — but which may also be transferrable to HICs. First, effective MFIs encourage a multi-disciplinary approach acknowledging the roles played by different professional groups to collectively incorporate evidence-informed practice. Second, they utilise leadership drawing on a wide set of clinical and non-clinical actors including managers and even government officials. Third, multiple types of educational practices are utilised — including input from patients as stakeholders in some cases. Fourth, protocols, checklists and bundles are used — most effectively when local ownership is encouraged. Finally, most MFIs included an emphasis on monitoring and evaluation [ 35 ]. In contrast, other studies offer little information about the nature of the different MFI components of included studies which makes it difficult to extrapolate much learning from them in relation to why or how MFIs might affect practice (e.g. [ 28 , 38 ]). Ultimately, context matters, which some review authors argue makes it difficult to say with real certainty whether single or MFI strategies are superior (e.g. [ 21 , 27 ]). Taking all the systematic reviews together we may conclude that MFIs appear to be more likely to generate positive results than single interventions (e.g. [ 34 , 45 ]) though other reviews should make us cautious (e.g. [ 32 , 43 ]).

While multi-faceted interventions still seem to be more effective than single-strategy interventions, there were important distinctions between how the results of reviews of MFIs are interpreted in this review as compared to the previous reviews [ 8 , 9 ], reflecting greater nuance and debate in the literature. This was particularly noticeable where the effectiveness of MFIs was compared to single strategies, reflecting developments widely discussed in previous studies [ 10 ]. We found that most systematic reviews are bounded by their clinical, professional, spatial, system, or setting criteria and often seek to draw out implications for the implementation of evidence in their areas of specific interest (such as nursing or acute care). Frequently this means combining all relevant studies to explore the respective foci of each systematic review. Therefore, most reviews we categorised as MFIs actually include highly variable numbers and combinations of intervention strategies and highly heterogeneous original study designs. This makes statistical analyses of the type used by Squires et al. [ 10 ] on the three reviews in their paper not possible. Further, it also makes extrapolating findings and commenting on broad themes complex and difficult. This may suggest that future research should shift its focus from merely examining ‘what works’ to ‘what works where and what works for whom’ — perhaps pointing to the value of realist approaches to these complex review topics [ 48 , 49 ] and other more theory-informed approaches [ 50 ].

Some reviews have a relatively small number of studies (i.e. fewer than 10) and the authors are often understandably reluctant to engage with wider debates about the implications of their findings. Other larger studies do engage in deeper discussions about internal comparisons of findings across included studies and also contextualise these in wider debates. Some of the most informative studies (e.g. [ 35 , 40 ]) move beyond EPOC categories and contextualise MFIs within wider systems thinking and implementation theory. This distinction between MFIs and single interventions can actually be very useful as it offers lessons about the contexts in which individual interventions might have bounded effectiveness (i.e. educational interventions for individual change). Taken as a whole, this may also then help in terms of how and when to conjoin single interventions into effective MFIs.

In the two previous reviews, a consistent finding was that MFIs were more effective than single interventions [ 8 , 9 ]. However, like Squires et al. [ 10 ] this overview is more equivocal on this important issue. There are four points which may help account for the differences in findings in this regard. Firstly, the diversity of the systematic reviews in terms of clinical topic or setting is an important factor. Secondly, there is heterogeneity of the studies within the included systematic reviews themselves. Thirdly, there is a lack of consistency with regards to the definition and strategies included within of MFIs. Finally, there are epistemological differences across the papers and the reviews. This means that the results that are presented depend on the methods used to measure, report, and synthesise them. For instance, some reviews highlight that education strategies can be useful to improve provider understanding — but without wider organisational or system-level change, they may struggle to deliver sustained transformation [ 19 , 44 ].

It is also worth highlighting the importance of the theory of change underlying the different interventions. Where authors of the systematic reviews draw on theory, there is space to discuss/explain findings. We note a distinction between theoretical and atheoretical systematic review discussion sections. Atheoretical reviews tend to present acontextual findings (for instance, one study found very positive results for one intervention, and this gets highlighted in the abstract) whilst theoretically informed reviews attempt to contextualise and explain patterns within the included studies. Theory-informed systematic reviews seem more likely to offer more profound and useful insights (see [ 19 , 35 , 40 , 43 , 45 ]). We find that the most insightful systematic reviews of MFIs engage in theoretical generalisation — they attempt to go beyond the data of individual studies and discuss the wider implications of the findings of the studies within their reviews drawing on implementation theory. At the same time, they highlight the active role of context and the wider relational and system-wide issues linked to implementation. It is these types of investigations that can help providers further develop evidence-based practice.

This overview has identified a small, but insightful set of papers that interrogate and help theorise why, how, for whom, and in which circumstances it might be the case that MFIs are superior (see [ 19 , 35 , 40 ] once more). At the level of this overview — and in most of the systematic reviews included — it appears to be the case that MFIs struggle with the question of attribution. In addition, there are other important elements that are often unmeasured, or unreported (e.g. costs of the intervention — see [ 40 ]). Finally, the stronger systematic reviews [ 19 , 35 , 40 , 43 , 45 ] engage with systems issues, human agency and context [ 18 ] in a way that was not evident in the systematic reviews identified in the previous reviews [ 8 , 9 ]. The earlier reviews lacked any theory of change that might explain why MFIs might be more effective than single ones — whereas now some systematic reviews do this, which enables them to conclude that sometimes single interventions can still be more effective.

As Nilsen et al. ([ 6 ] p. 7) note ‘Study findings concerning the effectiveness of various approaches are continuously synthesized and assembled in systematic reviews’. We may have gone as far as we can in understanding the implementation of evidence through systematic reviews of single and multi-faceted interventions and the next step would be to conduct more research exploring the complex and situated nature of evidence used in clinical practice and by particular professional groups. This would further build on the nuanced discussion and conclusion sections in a subset of the papers we reviewed. This might also support the field to move away from isolating individual implementation strategies [ 6 ] to explore the complex processes involving a range of actors with differing capacities [ 51 ] working in diverse organisational cultures. Taxonomies of implementation strategies do not fully account for the complex process of implementation, which involves a range of different actors with different capacities and skills across multiple system levels. There is plenty of work to build on, particularly in the social sciences, which currently sits at the margins of debates about evidence implementation (see for example, Normalisation Process Theory [ 52 ]).

There are several changes that we have identified in this overview of systematic reviews in comparison to the review we published in 2011 [ 8 ]. A consistent and welcome finding is that the overall quality of the systematic reviews themselves appears to have improved between the two reviews, although this is not reflected upon in the papers. This is exhibited through better, clearer reporting mechanisms in relation to the mechanics of the reviews, alongside a greater attention to, and deeper description of, how potential biases in included papers are discussed. Additionally, there is an increased, but still limited, inclusion of original studies conducted in low- and middle-income countries as opposed to just high-income countries. Importantly, we found that many of these systematic reviews are attuned to, and comment upon the contextual distinctions of pursuing evidence-informed interventions in health care settings in different economic settings. Furthermore, systematic reviews included in this updated article cover a wider set of clinical specialities (both within and beyond hospital settings) and have a focus on a wider set of healthcare professions — discussing both similarities, differences and inter-professional challenges faced therein, compared to the earlier reviews. These wider ranges of studies highlight that a particular intervention or group of interventions may work well for one professional group but be ineffective for another. This diversity of study settings allows us to consider the important role context (in its many forms) plays on implementing evidence into practice. Examining the complex and varied context of health care will help us address what Nilsen et al. ([ 6 ] p. 1) described as, ‘society’s health problems [that] require research-based knowledge acted on by healthcare practitioners together with implementation of political measures from governmental agencies’. This will help us shift implementation science to move, ‘beyond a success or failure perspective towards improved analysis of variables that could explain the impact of the implementation process’ ([ 6 ] p. 2).

This review brings together 32 papers considering individual and multi-faceted interventions designed to support the use of evidence in clinical practice. The majority of reviews report strategies achieving small impacts (normally on processes of care). There is much less evidence that these strategies have shifted patient outcomes. Combined with the two previous reviews, 86 systematic reviews of strategies to increase the implementation of research into clinical practice have been conducted. As a whole, this substantial body of knowledge struggles to tell us more about the use of individual and MFIs than: ‘it depends’. To really move forwards in addressing the gap between research evidence and practice, we may need to shift the emphasis away from isolating individual and multi-faceted interventions to better understanding and building more situated, relational and organisational capability to support the use of research in clinical practice. This will involve drawing on a wider range of perspectives, especially from the social, economic, political and behavioural sciences in primary studies and diversifying the types of synthesis undertaken to include approaches such as realist synthesis which facilitate exploration of the context in which strategies are employed. Harvey et al. [ 53 ] suggest that when context is likely to be critical to implementation success there are a range of primary research approaches (participatory research, realist evaluation, developmental evaluation, ethnography, quality/ rapid cycle improvement) that are likely to be appropriate and insightful. While these approaches often form part of implementation studies in the form of process evaluations, they are usually relatively small scale in relation to implementation research as a whole. As a result, the findings often do not make it into the subsequent systematic reviews. This review provides further evidence that we need to bring qualitative approaches in from the periphery to play a central role in many implementation studies and subsequent evidence syntheses. It would be helpful for systematic reviews, at the very least, to include more detail about the interventions and their implementation in terms of how and why they worked.

Availability of data and materials

The datasets used and/or analysed during the current study are available from the corresponding author on reasonable request.

Abbreviations

Before and after study

Controlled clinical trial

Effective Practice and Organisation of Care

High-income countries

Information and Communications Technology

Interrupted time series

Knowledge translation

Low- and middle-income countries

Randomised controlled trial

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Acknowledgements

The authors would like to thank Professor Kathryn Oliver for her support in the planning the review, Professor Steve Hanney for reading and commenting on the final manuscript and the staff at LSHTM library for their support in planning and conducting the literature search.

This study was supported by LSHTM’s Research England QR strategic priorities funding allocation and the National Institute for Health and Care Research (NIHR) Applied Research Collaboration South London (NIHR ARC South London) at King’s College Hospital NHS Foundation Trust. Grant number NIHR200152. The views expressed are those of the author(s) and not necessarily those of the NIHR, the Department of Health and Social Care or Research England.

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AB led the conceptual development and structure of the manuscript. EP conducted the searches and data extraction. All authors contributed to screening and quality appraisal. EP and AF wrote the first draft of the methods section. AB, JB and AF performed result synthesis and contributed to the analyses. AB wrote the first draft of the manuscript and incorporated feedback and revisions from all other authors. All authors revised and approved the final manuscript.

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Boaz, A., Baeza, J., Fraser, A. et al. ‘It depends’: what 86 systematic reviews tell us about what strategies to use to support the use of research in clinical practice. Implementation Sci 19 , 15 (2024). https://doi.org/10.1186/s13012-024-01337-z

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DOI : https://doi.org/10.1186/s13012-024-01337-z

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