Mother-Tongue as Medium of Instruction: Examining Its Influence on Child’s Educational Performance in Kogi-Central, Kogi State, Nigeria

Abstract

This study builds upon existing research, including Fafunwa’s seminal Ife Mother Tongue education project (1970-1978) and Afiesimama’s (1991) language policy in Nigeria, to reexamine the role of mother tongue instruction in children’s education. Focusing on selected primary schools in Kogi-Central Local Government Area, Kogi State, Nigeria, this research engages teachers and pupils from both private and public institutions to assess the efficacy of mother tongue teaching in achieving functional literacy. A structured questionnaire was used to collect data on perceptions and outcomes related to literacy attainment at the primary level. The study found that pupils have a notable acceptance of mother tongue instruction, with minimal regard for it as a language of low esteem. These findings corroborate previous studies, underscoring the importance of mother tongue instruction, emphasising its potential to enhance learning processes and foster functional literacy. The utilisation of indigenous languages is posited as pivotal for optimising educational outcomes in primary classes, aligning instruction with the linguistic environment to bolster educational efficiency.