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All Journal Universal Education Journal of Teaching and Learning Journal of Early Childhood Development and Education
Muhammad, Sule
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The Relationship Between Mother-Tongue Instruction and English Language Achievement Among Secondary School Students in Faskari Local Government Area of Katsina State, Nigeria Kanon-Haki, Nuraddeen Adamu; Abdulkarim, Karima; Muhammad, Sule
Universal Education Jurnal Teaching and Learning Vol 3 No 2 (2026): April-June Edition (in progress)
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v3i2.142

Abstract

This study investigated the relationship between mother-tongue instruction and English language achievement among secondary school students in Faskari Local Government Area of Katsina State, Nigeria. Guided by Cummins’ Linguistic Interdependence Hypothesis, the study examined how the use of students’ first language influences comprehension, vocabulary development, and classroom participation during English language lessons. A correlational research design was adopted. The population comprised all secondary school students in Faskari LGA, from which a sample of 345 students was selected using stratified random sampling. Data were collected through a structured questionnaire validated by experts and tested for reliability, yielding a Cronbach’s alpha coefficient of 0.88. Descriptive statistics were used to summarize the data, while Pearson Product Moment Correlation was employed to test the hypotheses at a 0.05 level of significance. The findings revealed a strong and significant positive relationship between mother-tongue instruction and students’ comprehension, vocabulary development, and classroom participation. These results indicate that strategic use of the mother tongue enhances students’ understanding, promotes active classroom engagement, and supports English language learning. The study concludes that mother-tongue instruction, when systematically integrated with English teaching, serves as an effective pedagogical strategy for improving English language achievement among secondary school students. It is therefore recommended that educational policymakers and teachers encourage structured bilingual instructional practices to enhance learning outcomes in secondary schools.
Impact of Early Childhood Learning Experiences on Civic Tolerance and Social Integration Among Upper Basic School Students in Gusau Local Government Area, Zamfara State, Nigeria Muhammad, Sule; Muhammad, Binta
Journal of Early Childhood Development and Education Vol. 3 No. 1 (2026): Journal of Early Childhood Development and Education (January)
Publisher : CV Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/junior.v3i1.539

Abstract

Background: Early childhood learning experiences are crucial in shaping students’ social behavior, moral values, and civic attitudes. In diverse societies such as Nigeria, early educational exposure is essential for promoting civic tolerance and social integration. However, limited empirical evidence exists regarding this relationship among upper basic school students in northern Nigeria. Objective: This study examined the impact of early childhood learning experiences on civic tolerance and social integration among upper basic school students in Gusau Local Government Area, Zamfara State, Nigeria. Guided by Vygotsky’s Sociocultural Theory, the study focused on the role of early social and educational interactions in fostering empathy, cooperation, and civic responsibility. Methods: A quantitative descriptive survey design was adopted. A sample of 384 upper basic school students was selected using stratified random sampling. Data were collected through a validated questionnaire with a reliability coefficient of 0.87. Descriptive statistics were used to answer the research questions, while Independent Samples t-test and One Way ANOVA were employed to test the hypotheses at a 0.05 level of significance. Results: The results showed that students with richer early childhood learning experiences demonstrated significantly higher levels of civic tolerance and social integration than those with limited exposure. Significant differences were observed between students with high and low early learning experiences, while ANOVA results indicated a strong association among early learning experiences, civic tolerance, and social integration. Conclusion: The study concludes that early childhood education plays a vital role in fostering civic tolerance and social integration. Enhancing early learning environments can contribute to social cohesion and the development of tolerant and civically responsible citizens. The study recommends strengthening early childhood curricula with socio-emotional and civic learning components, improving teacher training, and reinforcing education policy implementation in northern Nigeria.
Co-Authors Abdulkarim, Karima Kanon-Haki, Nuraddeen Adamu Muhammad, Binta