Effect of English and Hausa Languages on Basic Adult Education Learners' Academic Performance in Social Studies in Continuing Education Institute, Maiduguri, Borno State, Nigeria

Sanda, Amina Abba; Kida, Ayuba Mallam; Okwute, Augusta Obum

doi:10.5281/zenodo.1421286

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“…The results are in line with a study by Njoroge (2017) from Kenya, which discovered that teaching mathematics and science in the home language is a successful method for raising students' proficiency in those subjects in Kenyan primary schools. The results also support those of Sanda, Kida, & Okwute (2018), who found that students who received social studies instruction in both Hausa and English performed better than those who received instruction only in Hausa or in English.…”

Section: Discussionsupporting

confidence: 86%

Effect of Eng-Hau medium of instruction on Upper-Basic students’ achievement in Algebra

2022

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The perennial problem of poor performance of students in mathematics has made stakeholders in the education sector undertake several types of research, with diverse findings on the causes, with different recommendations for improvement. In this study Eng-Hau, a coinage for the combination of the English and Hausa languages was used to teach algebra. 244 Upper Basic School Two students in the Jalingo metropolis, Taraba state, Nigeria, were used for the study. Three research questions and hypotheses guided the study, using quasi-experimental of the non-equivalent group, involving pre-test and post-test treatment, and factorial designs. Algebra Achievement Test with a reliability index of 0.74, obtained through KR-20 formula was used for data collection. Methodology instructional packages, where algebra concepts were translated into the Hausa language were used to teach the students. Analysis of Covariance was used to test the hypotheses. Findings show that students taught using Eng-Hau performed better than those taught using the English language only. No gender disparity was found with students taught using Eng-Hau. The study also found no interaction effect of medium of instruction and gender on students’ achievement, an indication that achievement in mathematics is not based on gender, but on the medium of instruction.

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Section: Discussionsupporting

confidence: 86%