The impact of language of instruction on comprehension of STEM subjects in Maiduguri LGA, Borno State
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- NGN 5000
Background of the Study
Language is a fundamental component of learning, and the medium of instruction can greatly influence comprehension and academic performance. In Maiduguri LGA, Borno State, the language of instruction in STEM subjects has become a topic of critical debate. The dominant use of international languages such as English, while essential for global academic communication, may pose challenges for students whose primary language differs from the medium used in classrooms (Abubakar, 2023). Research suggests that comprehension of complex STEM concepts is enhanced when students are taught in a language they are most comfortable with. In Maiduguri, many students speak indigenous languages at home, and the abrupt transition to an English-medium classroom may lead to difficulties in understanding and retention of scientific terminologies and concepts (Garba, 2024). This linguistic mismatch can result in lower academic performance and reduced participation in STEM subjects. Conversely, proponents argue that proficiency in English is essential for accessing advanced scientific literature and participating in global discourse. Despite this, evidence indicates that students who struggle with language barriers are less likely to excel in STEM subjects, thereby limiting their future career prospects in technical fields (Suleiman, 2025). Educational stakeholders in Maiduguri have begun exploring bilingual education models and language support programs to mitigate these challenges. However, the implementation of such initiatives remains inconsistent across schools. This study seeks to investigate the impact of language of instruction on the comprehension of STEM subjects, examining how language proficiency affects learning outcomes. By analyzing classroom practices, student performance data, and teacher perspectives, the research aims to provide a comprehensive understanding of the linguistic challenges and propose strategies for effective language integration in STEM education. Ultimately, the goal is to improve academic outcomes and ensure that all students have equal opportunities to succeed in STEM disciplines regardless of their linguistic background (Garba, 2024; Suleiman, 2025).
Statement of the Problem (300 words)
Despite the global emphasis on English as the medium of instruction, many students in Maiduguri LGA face significant challenges in comprehending STEM subjects due to language barriers. The use of English in classrooms, where students are more proficient in indigenous languages, creates a disconnect between the language used for instruction and the students’ linguistic capabilities. This disjunction often leads to difficulties in understanding complex scientific terminologies and concepts, thereby impeding effective learning. Teachers have reported that students frequently struggle with comprehension, which negatively affects classroom participation and overall academic performance (Abubakar, 2023). Furthermore, the lack of adequate language support programs exacerbates the issue, leaving students without the necessary resources to bridge the language gap. The problem is compounded by the limited availability of bilingual instructional materials and teacher training on bilingual pedagogy. These factors collectively contribute to a scenario where students are unable to fully grasp STEM content, resulting in lower achievement levels and reduced interest in pursuing STEM careers. The current study intends to systematically investigate the extent to which the language of instruction impacts comprehension of STEM subjects in Maiduguri LGA. It will assess the linguistic challenges encountered by students and examine the effectiveness of existing language support mechanisms. The research aims to identify key areas for intervention, including curriculum modifications, teacher training programs, and the development of bilingual educational resources. Addressing these issues is essential for enhancing comprehension and ensuring that language does not become a barrier to academic success in STEM education (Garba, 2024; Suleiman, 2025).
Objectives of the Study
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To evaluate the impact of the language of instruction on students’ comprehension of STEM subjects.
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To identify specific linguistic challenges that impede effective learning in STEM.
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To propose strategies for improving language support in STEM classrooms.
Research Questions
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How does the language of instruction affect comprehension of STEM subjects in Maiduguri LGA?
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What linguistic challenges do students face in understanding STEM concepts?
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What interventions can enhance language support for STEM education?
Research Hypotheses
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H₁: Students taught in their first language demonstrate higher comprehension levels in STEM subjects.
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H₂: The lack of bilingual resources is negatively correlated with STEM academic performance.
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H₃: Enhanced teacher training in bilingual pedagogy improves student comprehension in STEM.
Significance of the Study (100 words)
This study is significant as it investigates the impact of language of instruction on the comprehension of STEM subjects in Maiduguri LGA. The findings will inform educators and policymakers on the importance of aligning instructional language with students’ linguistic backgrounds. By identifying key linguistic challenges and proposing targeted interventions, the study aims to improve academic outcomes and foster a more inclusive learning environment. The insights gained may lead to the development of bilingual curricula and enhanced teacher training programs, ultimately ensuring that language barriers do not impede students’ success in STEM disciplines.
Scope and Limitations of the Study
This study is limited to examining the influence of the language of instruction on STEM subject comprehension in schools within Maiduguri LGA, Borno State. It focuses solely on linguistic factors and does not extend to other educational challenges.
Definitions of Terms
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Language of Instruction: The medium used by educators to teach academic subjects.
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Comprehension: The ability to understand and interpret academic content.
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Bilingual Pedagogy: Teaching methods that integrate two languages to enhance learning outcomes.
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