Perception of Teachers on Integration of Indigenous Languages for Basic Science and Mathematics Teaching in Niger State, Nigeria
DOI:
https://doi.org/10.64348/zije.202534Keywords:
Teachers, Indigenous Language, Basic Science, MathematicsAbstract
This study explores the perceptions of lower basic teachers in Niger State, Nigeria, regarding the use of indigenous languages in teaching basic science and mathematics, with a focus on variations based on location, gender, and school type. A descriptive research design was employed, and data were collected using the "Indigenous Language for Teaching Lower Basic Science & Mathematics Questionnaire (ILTLSMQ)" and validity was established through consultation with experts, while reliability was verified through a pilot study, resulting in a Cronbach’s alpha coefficient of 0.88. The instrument was administered to 383 teachers across the state. The findings revealed no significant differences in perceptions between urban and rural teachers or between male and female teachers. However, a significant difference was observed between public and private school teachers, with public school teachers showing greater acceptance of indigenous language use. Recommendations include developing clear policies, providing teacher training, adapting curricula, and bridging the gap between public and private schools to promote the use of indigenous languages in education. These findings underscore the need for targeted interventions to enhance the integration of indigenous languages in teaching, particularly in private schools, to improve learning outcomes in basic science and mathematics.
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