IMPACT OF LANGUAGE OF INSTRUCTION ON ACADEMIC PERFORMANCE IN PRIMARY SCHOOLS IN DELTA STATE

Abstract

This study focused on the impact of language of instruction on the academic performance of primary school pupils in Delta State, Nigeria. The study employed a descriptive survey research design, guided by four research questions and three hypotheses. The study population comprised 77,658 primary school pupils across rural and urban schools in Delta State. A sample size of 300 pupils was selected using a stratified random sampling technique. Data were collected using a self-designed questionnaire titled “Language of Instruction and Academic Performance Questionnaire” (LIAPQ). The instrument was validated by two language education experts and one expert in Measurement and Evaluation from the University of Delta Agbor, Delta State. The reliability of the instrument was determined using Cronbach's alpha with a reliability index of 0.81. The instrument was administered by the researchers with the help of two trained research assistants, and all 300 copies were retrieved, giving a 100% return rate. Data were analyzed using descriptive statistics, Pearson Product Moment Correlation (PPMC), and an independent t-test at a 0.05 level of significance. The study found that indigenous languages are rarely used for instruction in primary schools in Delta State, despite pupils expressing positive perceptions of mother tongue instruction. A significant positive correlation was found between pupils’ perceptions of mother-tongue instruction and their academic performance (r = 0.74). The study also identified major challenges such as a lack of qualified teachers, insufficient instructional materials, and weak policy support. No significant difference was found in challenges between rural and urban schools. The study recommends strategic reforms to promote indigenous language instruction in schools.