EFFECTS OF MOTHER TONGUE LEARNING STRATEGIES ON STUDENTES’ PERFORMANCE IN TEACHING GEOMETRY AMONG JUNOIR SECONDARY SCHOOL STUDENTS IN SOKOTO STATE, NIGERIA

Muhammad Babuga Binji, Abdullahi Muhammad Sokoto, Umar U. Dankal

Abstract


Though mathematics is an important and compulsory subject for all students at the primary and secondary schools in Nigeria and many other countries in the world, researchers found that it is the subject mostly failed by students in both their internal and external examinations in Nigeria. In an attempt to find a solution to the above problem, this research chosen geometry as a topic and used culture and Hausa language as a medium of instruction to appraise the effects of environmental language (mother tongue) in learners’ performance in mathematics among JSS students in Sokoto State. It was found that there 291 JSS Schools in Sokoto State with an estimated population of 41,508 students. 67 schools with an estimated population of 19,048 JSS-2 students were situated in Sokoto metropolis. However, only six schools in Sokoto metropolis with students’ population of 4,051 was chosen for the study. A total number of 377 students were randomly chosen from the six sampled schools. Two instruments SMATIG and JALJAU developed by the researchers were used for data collection. Two hypotheses were generated to guide the study. The first hypothesis was rejected while the second one was not rejected. This shows that there was significance difference in students’ performance between the EG and CG but there was no gender difference in performance among students.

Keywords


Mother Tongue, Learning Strategies, Students’ Performance, Teaching Geometry

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