An evaluation of auditory working memory in processing Hausa language in educational contexts
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Background of the Study
Auditory working memory is critical for language comprehension, enabling individuals to temporarily store and manipulate spoken information. In educational contexts, efficient auditory working memory facilitates note-taking, following instructions, and overall academic success. For Hausa language processing, this cognitive function is especially important given the language’s rich phonetic and prosodic features. Recent studies indicate that auditory working memory capacity can predict academic performance and language proficiency (Sani, 2023). In classroom settings, Hausa speakers must often process rapidly delivered oral instructions and lectures, making the effective functioning of auditory working memory crucial. This study evaluates the role of auditory working memory in processing Hausa language by employing standardized memory tasks and language comprehension assessments among students. The research will explore the relationship between auditory memory capacity and language processing efficiency, with the goal of identifying cognitive strategies that can enhance learning outcomes. Findings from this study may inform the development of targeted educational interventions to support auditory processing and improve academic achievement in Hausa-speaking environments (Abubakar, 2024; Musa, 2025).
Statement of the Problem
Despite the critical role of auditory working memory in language processing, there is limited research focusing on its impact within Hausa-speaking educational contexts. Existing assessments often overlook the unique linguistic features of Hausa, leading to potential misinterpretations of students’ auditory memory capacity. This gap hinders the development of effective teaching strategies and interventions designed to enhance auditory processing skills. Inadequate auditory working memory may contribute to poor language comprehension and academic underachievement among Hausa speakers. Addressing this issue is vital for formulating educational practices that improve cognitive processing and language learning in classroom environments (Sani, 2023; Musa, 2025).
Objectives of the Study:
1. To assess auditory working memory capacity among Hausa-speaking students.
2. To evaluate the relationship between auditory memory and language processing efficiency.
3. To propose interventions to enhance auditory working memory in educational settings.
Research Questions:
1. How does auditory working memory capacity affect Hausa language processing in educational contexts?
2. What is the correlation between auditory memory performance and academic achievement?
3. Which strategies can improve auditory working memory among Hausa students?
Significance of the Study :
This study is significant as it examines auditory working memory’s role in Hausa language processing, providing valuable insights for educational interventions. The findings will support the development of targeted strategies to improve language comprehension and academic performance in Hausa-speaking schools (Sani, 2023; Abubakar, 2024).
Scope and Limitations of the Study:
This study is limited to evaluating auditory working memory in Hausa language processing among students in educational contexts, using standardized cognitive assessments.
Definitions of Terms:
• Auditory Working Memory: The capacity to temporarily store and manipulate auditory information.
• Language Processing: The cognitive mechanisms involved in understanding spoken language.
• Educational Contexts: Classroom and academic settings where language learning occurs.
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