Students’ Motivation for Learning Ghanaian Languages in the University

Abstract

This study sought to examine students' motivation for studying Ghanaian languages in University of Cape Coast.It adopted a descriptive survey design with a sample of 144 students in University of Cape Coast. The statistical methods employed were descriptive and inferential statistics. Mann-Whitney U test and Wilcoxon Signed Rank test were used to test the hypotheses set to guide the study. It was revealed that students were motivated by both instrumental and integrative factors. However, it was revealed that students were more motivated by integrative factors than instrumental factors. Also, there were no differences between male and female students concerning how motivated they are in studying Ghanaian languages. Finally, it was revealed that students who believed they were pursuing Ghanaian languages because it has been prescribed as part of the university's requirement for fulfilling the Bachelor of Arts Education honour were less motivated while students who are pursuing it because it is their desired programme of study were more motivated. Contrary to the preconceived notion that Ghanaian language students are using their programme of study as an easy route to attain good grades, it could be concluded that they are rather impelled by the desire to get a better knowledge of the Ghanaian culture.

Indigenous language learning in higher education in Ghana: Exploring students’ behavioral intentions using an extended theory of planned behavior

“…For instance, Guerini [ 24 ] asserts that students at the university level may feel reluctant to study indigenous languages because those who study indigenous languages are often seen as underachievers who turn to easier options to obtain good grades. Several other scholars have reiterated that the negative attitudes of people toward those who study indigenous languages, especially at the senior high school level, contribute to the low level of student enrollment [ 22 , 25 , 26 ]. Nonetheless, these speculations are yet to be opened to empirical testing, especially in higher education.…”

“…In terms of learning the first languages within the classroom context, there seems to be a scarcity of empirical literature indicating some of the determinants of students’ intention to study. Scholars [ 22 , 25 , 43 ] constantly lament that, given the negative attitudes associated with the learning of indigenous languages, students are always reluctant to pursue indigenous languages at various educational levels. The current study therefore seeks to fill the identified empirical gap by adopting the TPB to explore the pressing determinants of Ghanaian university students’ intention to learn indigenous languages.…”