The Effect of Using Mother Tongue in the Teaching and Learning of Basic Science in Cross River State

Beatrice Arisa Bayim; Patience Oru Ebam; Obo Uka Bassey

doi:10.56201/ijee.v11.no2.2025.pg105.114

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The Effect of Using Mother Tongue in the Teaching and Learning of Basic Science in Cross River State

Beatrice Arisa Bayim; Patience Oru Ebam; Obo Uka Bassey

Abstract

This study investigated the effect of using the mother tongue (Bokyi) in the teaching and learning of Basic Science among primary school pupils in Cross River State, Nigeria. The purpose was to determine whether instruction delivered in Bokyi enhances pupils’ academic performance compared to English Language instruction. Specifically, the study examined the mean scores of pupils taught Basic Science using Bokyi and English languages, and compared the performance of pupils in rural and semi-urban areas when instructed in both languages. A quasi-experimental research design was adopted. A total of 800 Primary Five pupils were randomly selected from 20 public primary schools in Boki West of Cross River State using simple and stratified random sampling techniques. The instrument for data collection was the Basic Science Test for Primary School Pupils (BSTPSP), comprising 25 items developed in both Bokyi and English versions. Data was analyzed using Analysis of Variance (ANOVA) and Independent t-test statistical methods. Findings revealed a significant difference in the mean scores of pupils taught Basic Science in Bokyi and those taught in English (F = 3.95, p < 0.05), indicating that instruction in the mother tongue leads to better understanding and higher achievement. Similarly, pupils in both semi-urban (t = 48.31, p < 0.001) and rural (t = 73.38, p < 0.001) areas performed significantly better when taught in Bokyi. These results support earlier studies affirming that learning in one’s first language enhances comprehension, retention, and participation. The study concluded that the use of the mother tongue in science instruction promotes effective learning and cognitive development among primary school pupils. It therefore recommends that indigenous languages such as Bokyi should be incorporated into science instruction at the basic education level to strengthen scientific literacy and meaningful learning from the foundatio

Keywords

Mother TongueBokyi LanguageBasic ScienceAcademic AchievementPrimary Education.

References

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The Effect of Using Mother Tongue in the Teaching and Learning of Basic Science in Cross River State

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