Effect of Mother Tongue on Performance in Concept Erosion among Primary School Students in Faskari Educational Zone, Katsina-State

This study x-rays the effect of Mother tongue on performance in concept erosion among primary school students in Faskari Educational Zone, Katsina-State. The study adopted quasi experimental research design (pre-test, treatment, post-test). The population of the study consists of all primary five students in Faskari local government education authority. Intact classes in two primary schools were randomly selected as samples. The objective of the study aimed to examine the mean performance score of students exposed to concept erosion using Mother tongue medium of instruction and those taught using English languages in Faskari Educational Zone, Katsina state. The research question and hypothesis are in line with the objective of the study. Mother Tongue Performance Test (MTPT) containing thirty multiple choice items was used as the research instrument. The instrument yielded a reliability coefficient of 0.83. Mean and standard deviation were used to answer the research question while, t-test was used in testing the hypothesis. The finding of the study revealed that, students taught concept erosion using Mother tongue medium of instruction performed academically better than those taught using English language.  Based on the finding, the study recommended that, Mother tongue should be made the language of instruction at the primary school level and eventually at all levels of education in Katsina state.