Mother Tongue as a Tool for Effective Teaching and Learning in Secondary School
Abstract
This study was on mother tongue as a tool for effective teaching and learning in secondary school. Four objectives were raised which included: Assess the extent to which the National Policy on Education’s provision for the use of mother tongue in secondary education is being implemented in practice, Identify the challenges and barriers hindering the integration of mother tongue into the curriculum and instructional practices in secondary schools, examine the availability and adequacy of instructional materials and resources in indigenous languages for teaching secondary school subjects and evaluate the preparedness and training of secondary school teachers in utilizing mother tongue as a medium of instruction and their perceptions towards its effectiveness. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from selected secondary schools in Ibada. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Chapter one
Introduction
Background of the study
Utilizing the mother tongue as a medium of instruction in secondary schools in Nigeria has gained increasing attention due to its potential to enhance teaching and learning outcomes. Several studies have explored the benefits of incorporating students’ native languages into the educational process, particularly in the Nigerian context.
Research by Ajayi (2013) emphasizes that using the mother tongue in education promotes a deeper understanding of concepts, as it allows students to connect new knowledge with their existing language skills and cultural backgrounds. This connection facilitates comprehension and retention, leading to improved academic performance.
Furthermore, studies have shown that teaching in the mother tongue fosters a sense of inclusivity and engagement among students. According to Babatunde and Awoniyi (2019), students feel more comfortable expressing themselves and participating actively in classroom activities when instruction is delivered in their native language. This active engagement contributes to a more conducive learning environment and enhances overall educational outcomes.
The Nigerian government also recognizes the importance of incorporating indigenous languages into the educational system. The National Policy on Education stipulates that “the language of the immediate community shall be used in the early years as a medium of instruction” (Federal Republic of Nigeria, 2013). This policy underscores the value of the mother tongue in facilitating effective teaching and learning, especially at the secondary level.
Moreover, research by Ogunbiyi (2015) highlights the role of the mother tongue in preserving cultural heritage and identity. By promoting the use of indigenous languages in education, Nigeria can preserve its rich linguistic diversity and empower students to embrace their cultural roots while acquiring knowledge and skills.
The use of the mother tongue as a tool for effective teaching and learning in secondary schools in Nigeria is supported by research findings and government policies. By leveraging students’ native languages in education, educators can enhance comprehension, engagement, and cultural preservation, ultimately contributing to improved educational outcomes.
STATEMENT OF THE PROBLEM
Despite the acknowledgment of the importance of mother tongue in facilitating effective teaching and learning, there remains a notable gap in its integration within the secondary school education system in Nigeria. This gap raises several significant issues that need to be addressed:
While the National Policy on Education in Nigeria advocates for the use of the mother tongue as a medium of instruction in the early years of education, there is a lack of effective implementation of this policy, particularly in secondary schools. This raises concerns about the disconnect between policy intentions and actual practice.
There is a scarcity of instructional materials and resources available in indigenous languages for teaching secondary school subjects. This scarcity impedes the effective integration of mother tongue into the curriculum and hampers the quality of education provided to students.
Many secondary school teachers in Nigeria may not be adequately trained or proficient in using the mother tongue as a medium of instruction. This lack of preparation can hinder their ability to effectively deliver lessons and engage students in meaningful learning experiences.
Nigeria is linguistically diverse, with hundreds of indigenous languages spoken across the country. However, the dominance of English as the official language and medium of instruction in schools poses challenges to the promotion and preservation of mother tongues. This raises questions about how to navigate linguistic diversity while ensuring educational equity and inclusivity.
The extent to which the use of mother tongue in secondary school education impacts academic performance and student engagement remains underexplored. There is a need to critically examine the relationship between language of instruction and learning outcomes to inform evidence-based educational practices.
Addressing these issues requires a comprehensive understanding of the barriers and opportunities associated with the integration of mother tongue in secondary school education in Nigeria. By identifying and addressing these challenges, policymakers, educators, and stakeholders can work towards creating a more inclusive and effective educational system that leverages the potential of students’ linguistic diversity
OBJECTIVE OF THE STUDY
The primary objective of this study is to investigate the role of mother tongue as a tool for effective teaching and learning in secondary schools in Nigeria. Specifically, the study aims to:
- Assess the extent to which the National Policy on Education’s provision for the use of mother tongue in secondary education is being implemented in practice.
- Identify the challenges and barriers hindering the integration of mother tongue into the curriculum and instructional practices in secondary schools.
- Examine the availability and adequacy of instructional materials and resources in indigenous languages for teaching secondary school subjects.
- Evaluate the preparedness and training of secondary school teachers in utilizing mother tongue as a medium of instruction and their perceptions towards its effectiveness.
RESEARCH HYPOTHESES
The following research hypotheses are formulated
H1: There is no extent to which the National Policy on Education’s provision for the use of mother tongue in secondary education is being implemented in practice
H2: There are no challenges and barriers hindering the integration of mother tongue into the curriculum and instructional practices in secondary schools
SIGNIFICANCE OF THE STUDY
The significance of this study lies in its potential to contribute to both theoretical knowledge and practical implications in the field of secondary education, particularly in the Nigerian context. The following points highlight the significance of this study:
By examining the implementation of the National Policy on Education regarding the use of mother tongue in secondary schools, this study can provide insights into the gap between policy intentions and actual practice. Such insights are essential for policymakers to make informed decisions and develop strategies to improve the integration of mother tongue in education.
Identifying the challenges and barriers hindering the integration of mother tongue into secondary education can help educators and stakeholders address existing gaps in the curriculum and instructional practices. This study can inform the development of targeted interventions and initiatives to overcome these challenges and promote more inclusive and effective teaching and learning environments.
Understanding the preparedness and training needs of secondary school teachers in utilizing mother tongue as a medium of instruction is crucial for improving teacher education programs. Insights from this study can inform the development of professional development opportunities and training initiatives to equip teachers with the necessary skills and knowledge to effectively incorporate mother tongue into their teaching practices.
Exploring the sociolinguistic dynamics of promoting mother tongue-based education in Nigeria contributes to the discourse on linguistic diversity and cultural preservation. This study can highlight the importance of valuing and preserving indigenous languages while ensuring educational equity and inclusivity.
Examining the impact of using mother tongue as a medium of instruction on student academic performance, engagement, and retention of knowledge can provide evidence-based insights into the effectiveness of language-based pedagogies. Findings from this study can inform strategies to improve student learning outcomes and foster a supportive learning environment that acknowledges and respects students’ linguistic backgrounds.
SCOPE OF THE STUDY
The scope of the study covers mother tongue as a tool for effective teaching and learning in secondary school. The study will be limited to selected secondary schools in Ibadan
LIMITATION OF THE STUDY
While this study aims to provide valuable insights into the role of mother tongue in secondary school education in Nigeria, it is essential to acknowledge certain limitations that may impact the scope and generalizability of its findings. These limitations include:
- Sample Size and Selection Bias: Due to practical constraints such as time and resources, the study may involve a limited sample size or focus on specific geographic regions or educational settings. This could potentially limit the representativeness of the findings and introduce selection bias, impacting the generalizability of the results to the broader population of secondary schools in Nigeria.
- Data Collection Methods: The study’s reliance on specific data collection methods, such as surveys, interviews, or document analysis, may introduce methodological limitations. For instance, self-report measures in surveys or interviews may be subject to response bias, while document analysis may be limited by the availability and quality of relevant documents.
- Contextual Factors: The findings of the study may be influenced by various contextual factors, including cultural, socioeconomic, and political dynamics specific to the Nigerian education system. These factors may vary across regions or communities and could impact the interpretation and applicability of the study’s findings in different contexts.
DEFINITION OF TERMS
- Mother Tongue:The language that a person has learned from birth or that they identify with culturally. In the context of this study, mother tongue refers to the indigenous or native language spoken by individuals within a particular community or ethnic group.
- Medium of Instruction: The language used for teaching and learning in educational settings. In this study, medium of instruction refers to the language through which subjects are taught in secondary schools, with a focus on the use of mother tongue as a medium of instruction.
- Secondary School Education: The educational level following primary education, typically covering grades or forms 7 to 12, depending on the educational system. In Nigeria, secondary school education generally encompasses junior secondary school (grades 7-9) and senior secondary school (grades 10-12).
REFERENCES
- Trudell, B. (2016). The Impact of language policy and practice on children’s learning: Evidence from Eastern and Southern Africa. Nairobi: UNICEF ESARO.
- UNESCO (1953). The use of the vernacular languages in education. Monographs on Foundations of Education, No 8. Paris: UNESCO.
- UNESCO (2008). Mother Tongue Matters: Local Language as a Key to Effective Learning. Paris: UNESCO.
- UNESCO. (2005). Education in a multilingual world. UNESCO Education Position Paper.
- UNESCO. (2016). If you don’t understand, how can you learn? Policy paper 24 of Global Education Monitoring Report . Paris: UNESCO. Vanguard Media Ltd, (2015) Mother-tongue as a medium of instruction in Nigerian lower primary schools. Vanguard Newspaper, Thursday, Oct, 9, 2015
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