SavedAdd your journal

Journals / International Online Journal of Primary Education / 2020 / Cilt: 9 - Sayı: 2

IMPACT OF MOTHER TONGUE ON PRIMARY PUPILS’ LITERACY AND NUMERACY SKILLS IN OSUN STATE

Fatai Oyekola ALIMI
Adedeji TELLA
Gabriel Olufemi ADEYEMO
Musibau Oyewale OYEWESO
Pages
144–155
Publication Date
2022-10-19
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

There was a significant difference in the achievement of pupils taught with mother tongue and conventional strategies in literacy and numeracy skills (F(2,232)=27.94; p

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The study was conducted to determine the effectiveness of mother tongue instruction on the achievement of primary five (V) pupils in literacy and numerical skills in Osun state.
📊
Key Findings & Data:From each LGA, three public primary schools were randomly selected, while an intact class of primary V pupils was selected from each school, totalling 233 pupils.
💡
Conclusion & Impact:There was a significant difference in the achievement of pupils taught with mother tongue and conventional strategies in literacy and numeracy skills (F(2,232)=27.94; p
🔬Design:Survey & Empirical Study
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Abstract

The study was conducted to determine the effectiveness of mother tongue instruction on the achievement of primary five (V) pupils in literacy and numerical skills in Osun state. It also examined the moderating effect of gender. The Cummins interdependence theory provided the framework, while the pre-test/post-test control group quasi experimental design was adopted. Two Local Government Areas in Osun state were randomly selected. From each LGA, three public primary schools were randomly selected, while an intact class of primary V pupils was selected from each school, totalling 233 pupils. The instruments used were Pupils literacy (α=.82), Pupils numeracy skills (α=.89) Questionnaires and instructional guides. Data were subjected to Analysis of covariance at .05 level of significance. 53.5% of the participants were females. There was a significant difference in the achievement of pupils taught with mother tongue and conventional strategies in literacy and numeracy skills (F(2,232)=27.94; p

🔖

Cite This Article

ALIMI, F. O., TELLA, A., ADEYEMO, G. O., OYEWESO, M. O. (2022). IMPACT OF MOTHER TONGUE ON PRIMARY PUPILS’ LITERACY AND NUMERACY SKILLS IN OSUN STATE. International Online Journal of Primary Education, Cilt: 9 - Sayı: 2, 144–155. https://ajindex.com/articles/542071

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (9)

  1. Adeleye, I. A., & Ogunremi, P. (2017). Promoting Nigerian languages for sustainable development in Nigeria, (eds). Further thoughts on language, education and the curriculum nexus for sustainable development in Nigeria. A festschrift in honour of Professor Clement Olusegun Olaniran Kolawole. Adeyinka, A. A. (1998). The place of mother tongue in Nigeria. The Yoruba Experience Journal of Languages and literature Teaching FCE Abeokuta, 21, 28-35
  2. Anjum, S. (2015). Gender difference in mathematics achievement and its relation with reading comprehension of children at upper primary stage. Journal of Education and Practice, 6(16), 71-75.
  3. Akinola, B. (2009). Language engineering for scientific and technological advancement: The Yoruba Example. Languages, literature and culture in the current technological world, p. 283-289,
  4. Sonou Press,
  5. Port Novo Republic of Benin Alimi, E. (2012). Activity based and guided discussion methods as determinants of NCE pre-service teachers’ achievement in and attitude to Yoruba essay writing. Unpublished doctoral dissertation, department of Teacher education, University of Ibadan. Benson, C. (2002). Real and potential benefits of bilingual programmes in developing countries. International Journal of Bilingual Education and Bilingualism, 5(6), 303-317.
  6. Benson, C. (2004). The importance of mother tongue-based schooling for educational quality. Education for All Global Monitoring Report 2016. Retrieved from http.//unesdoc.unesco.org/images/0014/0014/001466/146632e.pdf. Benson, O. V., Anyalebechi, L. I., & Ariole, I. A. (2017). Promoting Indigenous Language in Nigeria: Issues and Challenges for the Library and Information Professionals. Library Philosophy and Practice (e-journal), 1472 Bialystok, E. (2001). Bilingualism in development: Language, literacy and cognition. Cambridge: Cambridge University Press.
  7. Cummins, J. (1991). Interdependence of first- and second-language proficiency in bilingual children. In Bialystok, E. (ed), Language Processing in Bilingual Children. Cambridge: Cambridge University Press, 70-89.
  8. Cummins, J. (1999). Alternative paradigms in bilingual education research: Does theory have a place? Educational Researcher, 28, 26-32.
  9. Cummins, J. (2000). Language, power and pedagogy. Clevedon, UK: Multilingual Matters. Elumelu, E. (2017). Indigenous language of instruction for sustainable education development in Nigeria (eds). Further thoughts on language, education and the curriculum nexus for sustainable development in N