Impact of the Mother Tongue and Culture of Rural Nigeria on Student Achievement in English
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Abstract: Many secondary school students in Nigeria fail English in the West African school certificate examination and fail to attend college because a passing grade in English is mandatory for students wishing to study at the university. Most of the students who fail English are from rural area schools. This qualitative study utilized the historical research methodology to examine facets of Nigerian social and cultural life, including the mother tongue, possibly impacting student achievement in English at rural and urban schools. Documents from the national archives, West African Examination Council (WAEC), and semi-structured interviews of teachers across two southern states of Nigeria provided data for analysis. Relying on Chomsky’s theory of language acquisition as a framework, the study found that past colonial policy delaying the exposure of village school children to English created the age-long proficiency gap, presenting contemporary educators with the challenge of finding the appropriate restorative.
Keywords: mother tongue, Nigerian social and cultural life, West African school, West African Examination Council (WAEC).
Title: Impact of the Mother Tongue and Culture of Rural Nigeria on Student Achievement in English
Author: Oladeji Egwaoje
International Journal of Recent Research in Thesis and Dissertation (IJRRTD)
Vol. 5, Issue 1, January 2024 - June 2024
Page No: 91-100
Paper Publications
Website: www.paperpublications.org
Published Date: 03-April-2024
DOI: https://doi.org/10.5281/zenodo.10911493
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https://www.paperpublications.org/upload/book/Impact%20of%20the%20Mother%20Tongue-03042024-1.pdf
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Impact of the Mother Tongue-03042024-1.pdf
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