The effect of language of instruction on students’ academic achievement in Ikom Local Government Area, Cross River State.
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Background of the study:
The language of instruction plays a fundamental role in shaping students’ comprehension and overall academic performance. In Ikom Local Government Area, debates persist over whether using indigenous languages or international languages as the medium of instruction is more effective for enhancing academic achievement (Okon, 2023). Proponents of mother-tongue education argue that learning in one’s first language facilitates better understanding of complex concepts, while critics suggest that fluency in global languages is essential for future academic and professional success (Udo, 2024). The issue is further complicated by factors such as curriculum design, teacher proficiency, and community attitudes towards language use. Studies have demonstrated that a mismatch between the language used at home and the language of instruction at school can lead to learning difficulties and lower academic performance. This research critically examines how the chosen language of instruction impacts student outcomes, with a focus on balancing cultural relevance and global competitiveness. By evaluating classroom practices, student performance metrics, and teacher feedback, the study aims to provide insights that can inform policy decisions and educational reforms (Okon, 2023).
Statement of the problem:
In Ikom, there is a concern that the language of instruction may be negatively affecting academic achievement. Students who are not proficient in the chosen medium of instruction often face difficulties in understanding lessons, which results in poor academic performance. This language barrier is compounded by insufficient teacher training and a lack of supportive resources. The study seeks to identify the extent of these challenges and propose measures to address them (Udo, 2024).
Objectives of the study:
- To evaluate the impact of the language of instruction on academic achievement.
- To assess student comprehension and performance relative to language proficiency.
- To suggest improvements for language policy in education.
Research questions:
- How does the language of instruction affect student understanding?
- What challenges do students face when taught in a non-native language?
- Which policy adjustments can improve academic outcomes?
Research Hypotheses:
- H₁: Students taught in their mother tongue exhibit higher academic achievement.
- H₂: A mismatch between home language and instructional language adversely affects performance.
- H₃: Enhanced teacher training in language instruction improves student comprehension.
Significance of the study:
This study is significant as it addresses the critical role of language in education. The findings will help educators and policymakers balance cultural identity with global competitiveness, ultimately improving academic outcomes in Ikom (Okon, 2023; Udo, 2024).
Scope and limitations of the study:
The research is limited to examining the effect of language of instruction on academic achievement in Ikom Local Government Area and does not consider other influencing factors beyond language use.
Definitions of terms:
- Language of Instruction: The medium through which academic content is delivered in schools.
- Academic Achievement: The level of success attained by students in educational assessments.
- Mother Tongue: The first language learned at home during childhood.
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