The effect of mother-tongue education on academic performance in primary schools in Akwa Ibom State
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Background of the study
Mother-tongue education, the practice of teaching students in their native language, has garnered attention as a means of improving academic outcomes and preserving cultural heritage. In Akwa Ibom State, where linguistic diversity is prominent, the implementation of mother-tongue education in primary schools is seen as a potential catalyst for enhancing student comprehension and engagement (Eket, 2023). Advocates argue that when children are taught in their first language, they acquire foundational literacy and cognitive skills more effectively, which in turn facilitates learning in additional languages such as English (Okon, 2024). However, the transition to mother-tongue instruction also presents challenges, including the availability of qualified teachers, standardized curricula, and sufficient educational resources. The debate centers on whether the benefits of mother-tongue education outweigh potential drawbacks in terms of resource allocation and long-term academic performance. This study explores the effect of mother-tongue education on the academic performance of primary school students in Akwa Ibom State, examining both the cognitive and cultural dimensions of education, and providing evidence to guide educational policy and practice (Mfon, 2023).
Statement of the problem
Despite the potential benefits of mother-tongue education, its implementation in primary schools in Akwa Ibom State has encountered several challenges. Many schools face a shortage of adequately trained teachers and relevant teaching materials in indigenous languages, which may undermine the effectiveness of instruction (Ikpe, 2024). Additionally, there is a concern that students may struggle to transition from mother-tongue education to the use of English in higher academic settings, potentially affecting their overall academic performance. This problem necessitates a critical investigation into the actual impact of mother-tongue education on learning outcomes, as well as an evaluation of the strategies employed to support this educational approach. Addressing these issues is essential for determining the viability of mother-tongue instruction in improving academic performance and cultural preservation (Udo, 2023).
Objectives of the study:
- To evaluate the impact of mother-tongue education on the academic performance of primary school students.
- To identify the challenges faced in implementing mother-tongue education in Akwa Ibom State.
- To recommend strategies for improving the effectiveness of mother-tongue instructional programs.
Research questions:
- How does mother-tongue education influence academic performance in primary schools?
- What challenges impede the effective implementation of mother-tongue education in Akwa Ibom State?
- What strategies can enhance the transition from mother-tongue instruction to English proficiency?
Research hypotheses:
- Mother-tongue education significantly improves academic performance in primary schools.
- Inadequate teacher training and resources negatively affect the outcomes of mother-tongue education.
- Targeted interventions can facilitate a smoother transition from indigenous language instruction to English-based education.
Significance of the study (100 words):
This study is significant as it evaluates the role of mother-tongue education in enhancing academic performance among primary school students in Akwa Ibom State. The findings will inform educators and policymakers on the benefits and challenges associated with indigenous language instruction, guiding improvements in curriculum design and teacher training. By contributing to evidence-based policy reforms, the study supports educational practices that honor cultural identity while promoting academic excellence (Aniekan, 2023).
Scope and limitations of the study:
This study is limited to examining the effect of mother-tongue education on academic performance in primary schools in Akwa Ibom State. It focuses solely on this educational context and does not address secondary or tertiary education.
Definitions of terms:
- Mother-tongue Education: An instructional approach where teaching is conducted in the students’ native language.
- Academic Performance: The measurable outcomes of student learning, including grades and test scores.
- Primary Schools: Educational institutions providing the first stage of formal education to children.
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