Mother Tongue as First Language and its effect on Learning among Tertiary Institution Students in Akwa Ibom State Universal Academic Journal Of Education, Science And Technology, Vol. 4, No. 1, England, Uk
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This study sought to examine the Mother Tongue as First Language and its effect on Learning among Tertiary Institution Students in Akwa Ibom State. The study adopted an Expost facto research design. The study was conducted in Akwa Ibom State using tertiary institutions in the state (University of Uyo, Akwa Ibom State University, Akwa Ibom State Polytechnic, Akwa Ibom State College of Education Afaha Nsit, and Akwa Ibom State College of Science and Technology). The population of the study comprised undergraduate students from the five institutions. Simple random sampling technique was adopted in selecting 40 undergraduate students from each of the 5 institutions, giving a total of 200 respondents for the study. The main instrument used in this study was a questionnaire titled “Mother Tongue Effect on Learning among Tertiary Institution Students Questionnaire (MTELTISQ)”. Face and content validation
of the instrument was carried out. Cronbach Alpha technique was used to determine the level of reliability of the instrument. The reliability coefficient obtained was 0.84 and this was high enough to justify the use of the instrument. The researcher subjected the data generated for this study to appropriate statistical techniques such as simple regression analysis and independent ttest analysis. The test for significance was done at 0.05 alpha levels. The study revealed that mother tongue is the child’s environment and is the natural basis on which verbal skills can be built, children learn through communicating in a language, which they understood. It was
concluded that there is significant effect of mother tongue on learning among tertiary institution students. There is significant difference between male and female students in the level of learning effectiveness due to mother tongue. One of the recommendations was that the Nigerian government should address the implementation of the National Policy on Education in the part of language of instruction in early childhood settings more seriously.
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