Impact Of Mother Tongue Augmented Instruction On Secondary School Student’s Achievement And Retention Towards Physics In Kontagora LGA

Physics Education Project Material

Impact Of Mother Tongue Augmented Instruction On Secondary School Student’s Achievement And Retention Towards Physics In Kontagora LGA


Abstract


This study was carried out to examine the impact of mother tongue augmented instruction on secondary school student’s achievement and retention towards physics in Kontagora LGA, Niger State. The study was specifically set to find out if the use of mother tongue facilitates effective instruction delivery of physics in secondary schools in Kontagora LGA, find out whether physics teachers uses mother tongue for effective communication during the teaching and learning of secondary school teachers in Kontagora LGA, determine the impact of mother tongue augmented instruction on secondary school student’s retention towards physics in Kontagora LGA, and determine the impact of mother tongue augmented instruction on secondary school student’s academic performance in physics in Kontagora LGA. The survey design was adopted and the simple random sampling techniques were employed in this study. The population size comprise of physics teachers and students of some selected secondary schools in Kontagora LGA in Niger State. In determining the sample size, the researcher conveniently selected 200 respondents and 150 were validated. Self-constructed and validated questionnaire was used for data collection. The collected and validated questionnaires were analyzed using frequency tables and mean scores. While the hypotheses were tested using Chi-square statistical tool. The result of the findings reveals that the use of mother tongue facilitates effective instruction delivery of physics in secondary schools in Kontagora LGA. Furthermore the study also revealed that the mother tongue impact positive augmented instruction on secondary school student’s academic performance in physics in Kontagora LGA. Therefore the study recommends that seminars and workshops should be organized by the local and state governments to induct the teachers on the positive effect of using mother tongue as a supplementary medium of instruction in Physics. To mention but a few.


Table of Content


  • Title Page
  • Certification
  • Dedication
  • Acknowledgement
  • Table of Content
  • List of Tables
  • Abstract

Chapter One:

Introduction

  • 1.1 Background of the Study
  • 1.2 Statement of the Problem
  • 1.3 Objective of the Study
  • 1.4 Research Questions
  • 1.5 Research Hypothesis
  • 1.6 Significance of the Study
  • 1.7 Scope of the Study
  • 1.8 Limitation of the Study
  • 1.9 Definition of Terms
  • 1.10 Organisations of the Study

Chapter Two:

Review of Literature

  • 2.1 Conceptual Framework
  • 2.2 Theoretical Framework
  • 2.3 Empirical Review

Chapter Three:

Research Methodology

  • 3.1 Research Design
  • 3.2 Population of the Study
  • 3.3 Sample Size Determination
  • 3.4 Sample Size Selection Technique and Procedure
  • 3.5 Research Instrument and Administration
  • 3.6 Method of Data Collection
  • 3.7 Method of Data Analysis
  • 3.8 Validity of the Study
  • 3.9 Reliability of the Study
  • 3.10 Ethical Consideration

Chapter Four:

Data Presentation and Analysis

  • 4.1 Data Presentation
  • 4.2 Analysis of Data
  • 4.3 Answering Research Questions
  • 4.4 Test of Hypotheses
  • 4.5 Findings

Chapter Five:

Summary, Conclusion and Recommendation

  • 5.1 Summary
  • 5.2 Conclusion
  • 5.3 Recommendation
  • References
  • APPENDIX
  • QUESTIONNAIRE

Chapter One


Introduction

1.1 Background of the Study

The role of language in teaching and learning is germane as it constitutes the channel of instruction. However, in most of the developing countries, Nigeria inclusive, the language of the earlier colonial masters before independence, otherwise referred to as the “Lingual franca” has being the officially accepted medium of instruction in the schools, not minding the dialectical language of the learners. Every child grows first into the native language of his/her parents, and hence, has a grab of the concepts of his/her milieu and phenomena. The entrance of the native child into the formal school setting with its attendant foreign language often poses threats to the learners and to overcome this constitutes the maiden challenge of such a child. Language is basically a system of communication where sound or signs convey objects, actions and ideas. The history of language dates back to many thousands of years. Language is primarily spoken not written. But the development of the writing medium and later the printing system went along way is the dissipation of knowledge and without which humans would have remained in the dark about the ways of life and the thought processes of their ancestors (Gogoi, 2013). Language is a sign system fulfilling the cognitive and communicative functions in the process of human activity. The term cognitive as the process of acquiring knowledge by the use of reasoning intuition or perception. One of the critical concerns of schooling is whether linguistic development determines the cognitive development of a child (Beka, 2016). There is a debate among applied linguist and educational psychologist on the issue, nonetheless, we can claim that if the former has a beneficial role for the development of latter then, mother tongue instruction becomes a crucial topic for discussion (Beka, 2016). One of the psycholinguist, Bruner suggests that the school is a very important determiner of the use of mother tongue to facilitate cognitive growth and assists child’s problem-solving skills which can then be transferred to a range of situations.

Mother tongue instruction may have two connotations; teaching mother tongue itself and imparting formal education in the first language of students. But while we talk about the mother tongue instruction we take the second meaning of the term (Khan, 2014). There is debate on whether students are to be taught in their mother tongue or in the language that has international recognition. Both of the arguments may have their own rationale and theoretical back up. If we analyze them from different people’s perspectives we may draw various conclusions (Beka, 2016). However, more people are motivated towards mother tongue instruction in the world today, one of the world organizations advocating mother tongue instruction is United Nations Educational Scientific and Cultural Organization (UNESCO). However, these attempts have not got whole-hearted success. Although UNESCO has encouraged mother tongue instruction in early childhood and primary education since 1953, mono-lingualism in the official or dominant language is still the norm around the world (Arnold et al) as cited in (UNESCO, 2007).
According to Kuper (2003), reports that African countries still use colonial languages as a medium of instruction at different learning levels. He reports that in 22 out of 39 African countries primary education still uses one of the colonial languages. Only three Countries-Ethiopia, Eritrea, and Tanzania-employ the mother tongue for the whole duration of primary education. Hence, foreign language became a barrier in teaching and learning process in our schools.

The impact of science and technology is universally significant in the contemporary society as it manifests in every sphere of human endeavour and engagement. Physics is a science subject that provides most of the fundamental concepts, facts and principles that are central to the technological discoveries. Despite the relevance of physics to technological advancement, the absolute use of foreign language as the medium of instruction has hindered the performance of the learners in the subject and has adversely impeded the anticipated growth of technology in Nigeria. There is need therefore to attempt the use of the learner’s native language to supplement English language during classroom interaction in Physics.


1.2 Statement of the Problem

It is clear at local and national levels when communities, parents, local education officers and national authorities recognize that the longstanding language-in education policies they have been relying on to usher in economic and social progress have simply not worked. Parents may wonder why they are investing so heavily in an education that yields no employment; teachers spend their careers attempting to communicate knowledge in an international language to students who cannot assimilate it; education officers in rural areas despair of ever improving the national standing of their schools when most of their students fail final exams; and national education authorities meet with their international counterparts and realize that in effective national schooling exists in other countries as well (Koseoglu, 2015). Each of these concerns can be addressed in some measure by explicitly including local languages in formal education systems. The research evidence today clearly shows that using the learners’ mother tongue is crucial to effective learning.In summary, nations like Europe and Asia have kept pace with the national development on both continents, while these nations involve their mother tongues in their development enterprises and succeed, black nation of Africa like Nigeria rather withdrew their own languages from this very vital enterprise and development eludes them (Dada, 2020). However, the problem of poor achievement by Nigerian students in physics has been of concern to all physics teachers in the country. These could be seen in the introduction of different teaching strategies and reforms to arrest the situation which has all been in vain. This is why the researcher observed that physics education in Nigeria is still in a deplorable state at various levels of Nigerian educational system. The achievement of Nigerian students in physics both in internal and external examinations has shown a considerable and progressive deterioration. At the school certificate level the West African Examination Council, chief examiners’ reports from 2012 to 2017 confirm these observations. The situation seems to be getting worse, up to the point that Nigeria has started taking as low as second to the last position in achievement of students in school certification in physics examinations among the eleven English speaking West African countries.


1.3 Objectives of the Study

The overall aim of this study is to examine the impact of mother tongue augmented instruction on secondary school student’s achievement and retention towards physics in Kontagora LGA. Hence, the study will be channeled to the following specific objectives;

  1. Find out if the use of mother tongue facilitates effective instruction delivery of physics in secondary schools in Kontagora LGA.
  2. Find out whether physics teachers uses mother tongue for effective communication during the teaching and learning of secondary school teachers in Kontagora LGA.
  3. Determine the impact of mother tongue augmented instruction on secondary school student’s retention towards physics in Kontagora LGA.
  4. Determine the impact of mother tongue augmented instruction on secondary school student’s academic performance in physics in Kontagora LGA.

1.4 Research Questions

The following questions have been prepared for the study

  1. Does the use of mother tongue facilitates effective instruction delivery of physics in secondary schools in Kontagora LGA?
  2. Does physics teachers uses mother tongue for effective communication during the teaching and learning of secondary school teachers in Kontagora LGA?
  3. What is the impact of mother tongue augmented instruction on secondary school student’s retention towards physics in Kontagora LGA?
  4. What is the impact of mother tongue augmented instruction on secondary school student’s academic performance in physics in Kontagora LGA?

1.5 Research Hypothesis

  • Ho: The use of mother tongue does not facilitates effective instruction delivery of physics in secondary schools in Kontagora LGA.
  • Ha: The use of mother tongue facilitates effective instruction delivery of physics in secondary schools in Kontagora LGA.

1.6 Significance of the Study

This study will be significant to the ministry of education as it will be exposed to considering the benefits of using mother tongue in the teaching and learning of some subjects in schools as this will go a long way in ensuring students academic excellence.

The study will be significant to the academic community as it will contribute to the existing literature.


1.7 Scope of the Study

This study is structured to generally examine the impact of mother tongue augmented instruction on secondary school student’s achievement and retention towards physics in Kontagora LGA. However the study will be delimited to Kontagora LGA in Niger State.


1.8 Limitation of the Study

Like in every human endeavour, the researchers encountered slight constraints while carrying out the study. The significant constraint was the scanty literature on the subject owing to the nature of the discourse thus the researcher incurred more financial expenses and much time was required in sourcing for the relevant materials, literature, or information and in the process of data collection, which is why the researcher resorted to a limited choice of sample size. Additionally, the researcher will simultaneously engage in this study with other academic work. More so, the choice of the sample size was limited to extention teachers as few respondent were selected to answer the research instrument hence cannot be generalize to other aspect of agriculture. However, despite the constraint encountered during the research, all factors were downplayed in other to give the best and make the research successful.


1.9 Definition of Terms

Mother Tongue:

The first language learned at home in childhood and still understood by the person at the time the data was collected.

Academic Achievement:

Performance outcomes in intellectual domains taught at school, college, and university.


1.10 Organization of the Study

The study is categorized into five chapters. The first chapter presents the background of the study, statement of the problem, objective of the study, research questions and hypothesis, the significance of the study, scope/limitations of the study, and definition of terms. The chapter two covers the review of literature with emphasis on conceptual framework, theoretical framework, and empirical review. Likewise, the chapter three which is the research methodology, specifically covers the research design, population of the study, sample size determination, sample size, and selection technique and procedure, research instrument and administration, method of data collection, method of data analysis, validity and reliability of the study, and ethical consideration. The second to last chapter being the chapter four presents the data presentation and analysis, while the last chapter(chapter five) contains the summary, conclusion and recommendation.


Chapter Five


Summary, Conclusions and Recommendations:

5.1 Introduction

This chapter summarizes the findings on the relationship between students’ engagement and mathematics achievement in senior secondary schools using Gudu Local Government Area, Sokoto State as a case study. The chapter consists of summary of the study, conclusions, and recommendations.


5.2 Summary of the Study

In this study, our focus was to examine the impact of mother tongue augmented instruction on secondary school student’s achievement and retention towards physics in Kontagora LGA, Niger State. The study was specifically set to find out if the use of mother tongue facilitates effective instruction delivery of physics in secondary schools in Kontagora LGA, find out whether physics teachers uses mother tongue for effective communication during the teaching and learning of secondary school teachers in Kontagora LGA, determine the impact of mother tongue augmented instruction on secondary school student’s retention towards physics in Kontagora LGA, and determine the impact of mother tongue augmented instruction on secondary school student’s academic performance in physics in Kontagora LGA.

The study adopted the survey research design and randomly enrolled participants in the study. A total of 150 responses were validated from the enrolled participants where all respondent are physics teachers and students of some selected secondary schools in Kontagora LGA in Niger State.


5.3 Conclusions

Based on the findings of this study, the researcher made the following conclusion.

  1. The use of mother tongue facilitates effective instruction delivery of physics in secondary schools in Kontagora LGA.
  2. Physics teachers uses mother tongue for effective communication during the teaching and learning of secondary school teachers in Kontagora LGA.
  3. The mother tongue impact positive augmented instruction on secondary school student’s retention towards physics in Kontagora LGA.
  4. The mother tongue impact positive augmented instruction on secondary school student’s academic performance in physics in Kontagora LGA.

5.4 Recommendation

Based on the responses obtained, the researcher proffers the following recommendations:

  1. Mother tongue should be introduced as a supplementary medium of instruction in Physics.
  2. Publishers and author of Physics textbooks should venture into writing contents in the mother tongue.
  3. Seminars and workshops should be organized by the local and state governments to induct the teachers on the positive effect of using mother tongue as a supplementary medium of instruction in Physics
  4. Government should enact the use of mother tongue as a supplementary medium of instruction as education law in the national education policy.

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