A Publication o f the FACULTY OF EDUCATION EKITI STATE UNIVERSITY, ADO-EKITI UNIVERSITY OF IBADAN LIBRARY EKITI STATE UNIVERSITY JOURNAL OF EDUCATION EKSUJOE VOL 6 NO 1,2016 UNIVERSITY OF IBADAN LIBRARY Vol. 6 No. 1 EKSU Journal of Education © Faculty of Education, Ekiti State University, Ado-Ekiti Nigeria. Email: editor@eksuioe.com ISSN 1119-4723 A ll rights reserved. No part o f this Journal may be reproduced, stored in a retrieval system, or trans­ mitted in any form or any means, electronic, mechanical, photocopying, recording or otherwise, with­ out the written permission o f the Editor-in-Chief. Published by: EKSU Printing Press UNIVERSITY OF IBADAN LIBRARY Vol. 6 No. 1 EKSU Journal of Education CONTENTS Highlights on Research Design in Educational Research Joel Adekunle Adegun (Professor) & James Ayodele Oluwatayo (Ph.D.) 1 Resolving Youth Restiveness in Nigeria through Entrepreneurial Counselling Olofintoye, Thomas Tunde (Ph.D.), Falana Bernard Akinlabi (Ph.D.) & Alao Dokun David 8 Towards Improving Tertiary Education in Nigeria Prof. I.A. Ajayi, Dr B.K. Oyewole & Dr H.T. Ekundayo 13 Teachers’ Perception of the Impact of Principals’ Classroom Visitation on Teaching Effectiveness in Akoko South West Local Government Area, Ondo State, Nigeria Alimi, Olatunji Sabitu & Olasode, Sulaiman Abiodun 18 Towards Quality Teacher Professional Development for Sustainable Development in Nigeria Prof. J.B. Ayodele & Dr (Mrs) E. O. Olorunsola 25 Evaluation of the Implementation of Language Policy in Lower Primary Education in Selected Schools in Ibadan, Oyo State, Nigeria Adeyinka A. Adeyemi 31 Assessing the Effectiveness of Laboratory-Based Learning Instruction on the Attitude of Basic Science Students. Ayodele, Mathew Olagoke (Ph.D.) 38 Influence of Industrial Action on Academic Performance of Students in Ekiti State University Ayodele, C.S. (Ph.D.) & Omodun K. J. 45 The 21st Century Language Teacher as a Model for the Activation of English Language Learning: The Multilingual Concern Dr Babalola, J. O. 50 A Comparative Analysis of Teacher Turnover and Students’ Academic Performance in Oyo State Secondary Schools (2007-2011). Adebayo, Florence Aduke (Ph.D.) & Adeyanju Janet Omotola 56 Effects of Cooperative Learning and Values Clarification Strategies on Junior Secondary Social Studies Students’ Environmental Attitude and Practices in Ibadan, Oyo State Ajitoni, S. O. & Oladimeji, A. O. 63 Perception of Lecturers on E-Learning for Teaching and Learning Process in Tertiary Institutions in Ekiti State Tope-Oke Adebusola 72 Item Analysis on Three Methods of Solving Quadratic Equations Oginni O. I. (Ph.D.) & Ojo, O. F. 75 Improvisation of Instructional Materials for Teaching Practice among Regular and Sandwich Social Studies Students in Ekiti State University. Abdu-Raheem, B.O. (Ph.D.) & Oluwagbohunmi, M.F. (Ph.D.) 82 School Principals’ Leadership Styles and Teachers’ Influence as Correlates of Students Academic Performance o f Senior Secondary School in South West Nigeria. Adesua, V. O. (Ph.D.). 88 Instructional Materials and Effectiveness of Business Studies Teachers in Secondary Schools in Osun State. Oyerinde Davide Oluseyi (Ph.D.) 94 vi UNIVERSITY OF IBADAN LIBRARY Vol. 6 No. 1 EKSU Journal of Education influence of Educational Policy Implementation on Quality University Education in Nigeria Dr B. K. Oyewole, Okeke Emeka Paul & Sadiku Bashiru Olalekan 99 A Comparative Assessment o f Language Planning and Policy in Nigeria and India - Dr (Mrs) Dada, Esther M. 103 Effects of Bilingualism on English Language Reading Comprehension Performance o f JSS1 Students in Akinyele Local Government Area of Oyo State, Nigeria Chikwendu, Felicia Chilbuogwu 107 Use of Punctuation Marks by Yoruba Language Teachers. Ayodele Christiana Ayo (Ph.D.) 113 .Assessment of the Thinking Abilities of Vocational Education Students in Technical Colleges in Ekiti State. Olaoye, Ajiboye O. (Ph.D.) 118 Teachers’ Perception of Principals Communication Behaviour and Attainment of Secondary School Soals in Ekiti State. - Dr (Mrs) Belo, F. A. 125 ~he Attitude of Secondary School Students in Ekiti State Towards, and Practices of Environmental Conservation Olu-Ajayi, Funmilayo Elizabeth 129 Administrators’ Information Availability, Retrieval Capacity and Staff Recruitment in the Teaching Service Commission in South West, Nigeria. Dr Adeyera Adetunji. 132 Safety Awareness in Electrical Electronics Workshops in Technical Colleges in Ekiti State, Nigeria - Adameji, J. O. 138 Effect of Peer Tutoring Method in a Large Class Size on Academic Performance of Students in Business Studies in Ekiti State ralade, Christianah Adekunbi. 143 The Logical Relationship between Determinism and Science and its Bearing on Education Dr Towoju Kayode Timothy 149 .Art as a Veritable Tool in the Management of Stress Dpeyemi Arije 153 The Effect of Teachers’ Competency on Performance of Further Mathematics among Senior Secondary School Students in Kwara State, Nigeria. Salami O. O. 156 nfluence of Gender Difference and Parent Socio-Economic Status on Students’ Academic Achievement in Integrated Science at the Junior Secondary School Level. Agbaje, R. O. & Ogunyebi, T. H. 160 he Effects of Discussion and Project Methods on Junior Secondary School Students’ Achievement and Retention in Basic Science in Ekiti State. Mrs Adegbola, F. F. 166 Effects of Concept Mapping Teaching Strategy on Students’ Learning Outcomes in Agricultural Science in Senior Secondary Schools in Ekiti State, Nigeria. T. 0 . Ajayi & S. A. James 171 Knowledge and Attitude of Secondary School Students towards Sexual Assault in Ekiti State. Awosusi Ajoke Olukemi (Ph.D.) 177 3ullying: A Worrisome Practice in Schools Alokan, Funmilola Bosede 184 .nfluence of Availability, Accessibility and Usability o f Laboratory Equipment and Teacher Motivation on Students’ Performance in Basic Science. .Aina G. Patrick & Abiodun A. Popoola (Ph.D.) 193 v i i UNIVER ITY OF IBADAN LIBRARY Vol. 6 No. 1 EKSU Journal of Education Multiple Sexual Relationship and Sexual Coercion Experience among Nigeria Female Undergraduates Grace Funmilayo Oluwasegun (Ph.D.) 198 Perception of People with Disabilities and the Level of their Acceptability in the Society Dr (Mrs) Adeyemo C. W. & Dr B. G. Agboola. 202 Challenges and Prospects of Civic Education in Nigerian Secondary Schools. Olowo Oluwatoyin Olusegun & Aladejebi David Toyin. 208 UNIVERSITY OF IBADAN LIBRARY Vol. 6 No. 1 EKSU Journal of Ec EVALUATION OF THE IMPLEMENTATION OF LANGUAGE POLICY IN LOWER PRIMARY EDUCATION IN SELECTED SCHOOLS IN IBADAN, OYO STATE, NIGERIA Adeyemi Abiodun Adeyinka University of Ibadan, Department of Teacher Education, Ibadan, Oyo State, Nigeria. Abstract This study examines and evaluates the implementation o f the pronouncement o f the Nigerian government on the use o f mother tongue (Yoruba to be specific) in lower primary schools. The study employ is a descriptive research meth­ od. The study population was primary 1-3 teachers in public primary schools in Ibadan North Local Government Area of Oyo State. Simple random sampling technique was used to select twelve (12) public primary schools with questionnaire given to 3 teachers in each arm o f the schools. The questionnaire was styled, “Teacher Questionnaire on Implementation o f Language Policy” (T.Q.I.L.P). Research questions were analysed in accordance with the se­ quential arrangement o f questions in the questionnaire with the drawn table featuring the statistical data while analy­ sis o f the same data is given thereafter in form of an exposition. On the basis o f findings, it was realized that the poli­ cy on the use o f mother tongue (Yoruba) exists on paper and it is not taken seriously by educational practitioners. For effective implementation, this study recommended that: the government and the policy makers should fully re­ vise the language policy component with a view o f correcting the inherent loopholes in it; the production o f text­ books, readers, and other literary materials should be attended to by the stakeholders in education industry; the training o f teachers in the use o f the mother tongue (Yoruba) should be given priority by the government; each Local Government Authority should saddle its supervisory unit with the responsibility o f ensuring adequate monitoring of the implementation of the language policy at the basic levels. Keywords: Evaluation, Implementation, Policy, Language, Mother Tongue. Introduction cally but scholars have observed that if these goals are Education is considered the easiest and safest way of to be achieved, it is only possible through the use of bringing about development in any country and this is the mother-tongue or language of the immediate en­ the reason why countries and organizations, the world vironment of the child (Fafunwa, Macauley and over, emphasize and encourage education at all levels Sokoya, 1989; Bamgbose, 1986, Awoniyi, 1980; in order to achieve the Millennium Development Owolabi, 2007; Adeyinka 2010, 2014). Goals (MDGs). The United Nations had in 2000, set up eight goals for all member-nations to achieve in The National Policy on Education (2013) in Nigeria order to have all-round development by the year actually recognises the importance of the mother- 2015 and one of these goals is to achieve universal tongue in primary education hence, in Section Two, it primary education. This goal is tagged “Education for expressly states that “the medium of instruction in the All” (EFA). primary school shall be the language of the environ­ ment for the first three years. During this period, Eng­ The MDG goal of Education for All reveals the im­ lish shall be taught as a subject” . Many studies have portance that the United Nations, and by extension, been carried out in many countries to establish the its other organ like the United Nations Educational fact that primary education programs that begin in the Scientific and Cultural Organisation (UNESCO) plac­ mother-tongue help learners gain literacy and numer­ es on primary education among its member countries. acy skills more quickly (Summer Institute of Linguis­ It is the education given in institutions for children tics, n.d.) and that “ only those countries where the aged six to eleven years plus. The rest of the educa­ students’ first language is the language of instruction tion system is built upon it hence, it is the key to the are likely to achieve the goals o f EFA” success or failure of the whole educational system. The programme spans six years in Nigeria. Again, in Nigeria, the body saddled with the running of primary education is the Universal Basic Education Primary education in Nigeria, according to the Na­ Commission (UBEC). This body collaborates with the tional Policy on Education (NPE, 2013), has as its Nigerian Educational Research and Development goal, among others, the ‘inclusion of permanent liter­ Council (NERDC) to develop school curriculum. A acy and numeracy and ability to communicate effec­ nine-year Basic Education Curriculum was developed tively; to lay a sound basis for scientific and reflective by NERDC in 2006 following a directive by the Na­ thinking; give the child opportunities for developing tional Council on Education (NCE) for effective im­ manipulative skills that will enable the child function plementation of the Universal Basic Education (UBE) effectively in the society within the limits of the child’s program in Nigeria. Implementation begun nation­ capacity’ . These goals are undoubtedly laudable and wide in September 2008 with primary one and junior will advance the country scientifically and technologi­ secondary school one classes whilst the old curricu­ 31 UNIVERSITY OF IBADAN LIBRARY Vol. 6 No. 1 EKSU Journal of Education lum was being systematically phased out in subse­ not likely to be well grounded in their mother tongue quent years. The three major Nigerian languages by the time they change to English language as a (Hausa, Yoruba, Igbo) recognized by the 1999 Con­ medium of instruction nor are they sufficiently stitution and NPE (2013) are to be used as medium knowledgeable or literate in English to enjoy lessons of instruction in lower primary in each of the areas in such areas as sciences taught in English. and this study sets out to evaluate the implementation of the language policy in the NPE in lower primary Also, the policy does not state specifically the status education in selected primary schools in Ibadan, Oyo of mother tongue and English in the curriculum. For State, Nigeria. instance, while the mother tongue and English are recognized as media of instruction, they are not The Nigerian language policy for primary education identified as subjects in the curriculum, hence; recognizes the importance o f both the mother tongue mother tongue is not given a peculiar role in the im­ and English. It recognizes the appropriateness of the plementation of the curriculum content. Nothing is mother tongue to childhood, requiring English to as­ also said about the other indigenous languages (that sist the mother tongues at a later stage in the primary is local L2) which pupils ought to begin to learn in school when it believes the resources of the mother the primary school rather than in the secondary tongues may not be sophisticated enough for the ex­ school although, it is stated in the policy that the pression of concepts and for teaching other subjects local L2 (as subject) should begin at this level. The (Akindele and Adegbite, 2005). The policy states 2004, 4th Edition, o f the National Policy on Educa­ thus: tion states: ...the medium o f instruction in the In addition, appreciating the im ­ Primary School shall be the lan­ portance o f a language in the educa­ guage o f immediate environment for tional process, and as a means of the first three years in monolingual preserving the people’s culture, the communities. During this period, government considers it to be in the English shall be taught as a subject; interest o f national unity each child from the fourth year, English shall should be encouraged to team one progressively be used as a medium o f the three major languages other o f instruction and the language of than their own mother tongue. In the immediate environment and French connection, the government consid­ and Arabic shall be taught as sub­ ers the three major languages in N i­ jects. geria to be Hausa, Igbo and Yoruba (NPE Para 8). Effective language planning is crucial to the success of primary education in a multi-lingual setting in From the above, we could see that the policy states which the language of the home or the mother clearly the three major languages which are consid­ tongue is quite often different from the school’s ered as local L2 but does not state precisely when mother tongue and English are observed to be un­ the local L2 could be introduced and how the child coordinated thereby resulting in a serious medium could be motivated or encouraged to learn the local transition problem (Olaoye 2007). A critical look at L 2 . the policy statement reveals that the policy does not state precisely when and how at the latter stage the Despite the pronouncement of the National Policy medium o f instruction should change from mother on Education on the usefulness of mother tongue to tongue to English. At present, it is difficult to pin­ a bilingual child in the formative stage of life by point the medium of instruction at the primary which his/her attitudes and aptitudes are best devel­ school level. oped, it is disheartening that the language policy in the lower primary education has not been properly The transition from the mother tongue to English implemented. Scholars have attributed the improper which is effected in primary four" (4) is too abrupt as implementation of the policy to four (4) main fac­ the pupils are not likely to be sufficiently prepared tors: for the change. The transition might also affect all 1. Resource-related factors: These deal with the other subjects on the school curriculum. Olaoye human and material resources. The factor is (2007) submits that the pupils are likely to be handi­ related to lack of qualified or trained teachers in capped because their level of proficiency in English the Nigerian languages and poor incentives for in primary four (4) is such that cannot help them the few available teachers of the languages benefit from lessons, all taught in English. Subjects (Adeyinka, 2010) which involve the teaching of many concepts would be difficult to teach in pure English. Olaoye (2007) 2. Attitudinal factors: This relates to the attitude therefore observes that the situation can be best de­ of people towards the Nigerian languages. The scribed as double tragedy in the sense that pupils are fact that English language and other foreign 32 UNIVERSITY OF IBADAN LIBRARY Vol. 6 No. 1 EKSU Jo-r-a languages enjoy more prestige than the involves people’s success in solving problems. Ban­ indigenous languages and the negative attitude of dura's use of “ social” in his social cognitive theory most elite parents towards the indigenous implies that behaviour, cognitive and other personal languages have affected the proper factors, and environmental influences operate inter­ implementation of the policy (Arohunmolase , actively as determinants of each other. His use of 2004) cognitive implies that cognition is central knowing process in learning procedures. His theory therefore 3. Leglslative/Pollcy-related factors: This centres upon how people gain understandings of relates to the problem of the language policy itself themselves and their environments and how they act coupled with the adoption of English as the in relation to those understandings. language of government in Nigeria. The policy is not also well monitored for proper It should be noted that since education promotes implementation (Emenanjo, 1998, 2004; cognitive development and language is used to Owolabi, 2007) achieve effective communication in teaching- learning situation, the language of instruction be­ 4. Orthography-related factors: The fact that tween teachers and learners must be a familiar lan­ most Nigerian languages do not have a standard guage which learners can understand (Leung 1998). orthography and the lack of enough literature in The chances of learners achieving better results in most Nigerian languages hinder the sufficiency of class due to the use of a familiar medium of com­ the language as a medium of instruction munication are higher compared to when a lan­ (Emenanjo, 2004) guage unfamiliar to the learners is used in class. This is because the medium of instruction in the class is a Having observed that the language policy contained significant tool in learning. For this reason, Ban­ in the National Policy on Education is not well im­ dura’s Social Cognitive Learning theory is of great plemented because of the stated factors and others importance to this study. The fact that the theory not mentioned, it is needful to evaluate the imple­ lays strong emphasis on the influence of the imme­ mentation o f the policy at the lower primary level of diate environment of the learners on their cognitive education in Ibadan. development shows that the use of the language of the immediate environment of the learners as a me­ Theoretical Framework dium of instruction will, to a great extent, aid learn­ The theory that relates to this study is Albert Ban­ ing. In Nigeria, the languages of the immediate envi­ dura’s Social Cognitive Theory. The theory stresses ronment of learners in most cases are the indigenous the importance of cognition, behaviour, and envi­ languages of the learners. According to this theory ronment in determining personality. According to and the stipulation of the National Policy on Educa­ Bandura, lasting changes in persons occur within the tion, pupils’ cognition will develop faster if they are processes o f maturation and learning, or a combina­ taught with their indigenous languages at the early tion of the two. Maturation is a developmental pro­ stage of their schooling. There will be no dichotomy cess within which a person from time to time mani­ between the learning in the classroom and what they fests traits whose “ blueprints” have been carried in experience daily in their immediate environment. the person’s cells from the time of conception. Learning, in contrast with maturation, is an enduring Research Questions change in a living individual that is not heralded by Specifically, this study aims at providing answers to genetic inheritance. It may be considered a change the following questions; in insight, behaviour, perception, motivation, or a 1. Are teachers at the Lower Basic Schools aware combination o f these. Learning always involves a of the mother-tongue-medium policy as systematic change in behaviour or behavioural dis­ entrenched in the National Policy on Education? position that occurs as a consequence of experience 2. Do teachers use the mother tongue (Yoruba) as in some specified situation. a medium of instruction? 3. Do Lower Basic School teachers teach all When we leam, we often cognitively, represent or subjects in Yoruba? transform our experiences. Bandura (1977) de­ 4. What are the problems that teachers face in scribed cognitive learning theory as the theory that using the mother tongue as a medium of involves behaviour, person and environment. Be­ instruction? haviour influences cognition and vice versa; the per­ son’s cognition activities influence the environment; Methodology environmental experiences change the person’s Research design: A descriptive research method was thought; and so on. Bandura (1986, 1997) believes employed in this study. The method provided the that an important person factor in learning is self- researcher with the picture of the implementation of efficacy, the expectation that one can master a situa­ the language policy in primary schools. It helped to tion and produce positive outcomes. Self-efficacy 33 UNIVERSITY OF IBADAN LIBRARY Vol. 6 No. 1 EKSU Journal of Education justify the current practice and make a valuable Validity and Reliability o f the instrument: The in­ judgement. strument was given to curriculum planners and ex­ Population o f the study: Primary 1-3 teachers of Ni­ perts in education for face and content validity. gerian public primary schools form the population of Modifications were made and in order to test its reli­ this study. For convenience, the researcher made ability, it was administered on ten Lower Basic use of the primary 1-3 teachers in public primary School teachers in two schools outside the area of schools in Ibadan North Local Government Area of this study and a reliability index 0.86 was obtained, Oyo State. using Cronbach Alpha. Sample and Sampling Techniques: Twelve (12) pub­ Procedure for Data Collection: The researcher visit­ lic primary schools were randomly selected and ed the sampled respondents personally and adminis­ sampled out of seventy-four (74) of its type that ex­ tered the instrument. The administration and collec­ ists in Ibadan North Local Government. Five (5) of tion of the instrument lasted four weeks. the twelve (12) schools selected have one arm each, Method o f Data Analysis: Data collected from the four (4) schools have two arms each while the other respondents were collated. Thereafter, simple per­ three (3) schools have three arms each. In each of centage method was employed to analyse the data the arms o f the schools, three (3) teachers were in relation to the earlier generated research ques­ sampled by using simple random sampling tech­ tions. nique. Thus, sixty-six (66) public primary school teachers were sampled for this study. Results and Discussion of Findings This aspect of the research work concentrates on the Research Instrument: A questionnaire styled; Teach­ presentation and analysis of the data gathered. All er Questionnaire on Implementation of Language the 66 respondents used for this study responded Policy (T.Q.I.L.P) was designed for this study. The thus giving a 100 percent response for data analysis. questionnaire contains two sections, A and B. Sec­ Research Question 1: Are teachers at the Lower tion A contained information about the respondents Basic Schools aware of the mother-tongue medium while section B contained twenty (20) items that policy as entrenched in the National Policy on Edu­ seek information on the language of instruction of cation? teachers in the classroom. The options to the items are “ Yes” or “ N o” . Table 1: Awareness of the National Policy on Education S/N ITEMS Number Number Total of YES of NO 1 Have you heard about the National Pol­ 66 (100%) - (0%) 100 icy on Education? 2 Are you aware of the language policy in 66 (100%) - (0%) 100 the document? 3 Are you aware of the policy of the use of 66 (100%) - (0%) 100 the mother tongue in lower primary ed­ ucation? Table 1 shows that all 66 (100%) respondents have medium of instruction in the lower primary educa­ heard about the National Policy on Education. They tion level. are also all aware of the language policy in the doc­ Research Question 2: Do teachers use the mother ument and aware of the use of mother tongue as a tongue (Yoruba) as a medium of instruction? Table 2: The Use of Mother-Tongue as a Medium of Instruction S/N ITEMS Number Number To­ of YES of NO tal 6 I feel comfortable teaching all subjects in Yoruba 13 (19.7%) 53 (80.3%) 100 than English. 7 My pupils contribute well in classroom when I teach 61 (92.4%) 05 (7.6%) 100 in Yoruba than English. 12 My pupils speak Yoruba fluently during teaching and 43 (65.2%) 23 (34.8%) 100 learning. 14 My pupils express themselves better in Yoruba lan­ 63 (95.5%) 03 (4.5%) 100 guage during teaching and learning activities. 16 I encourage my pupils to interact in the mother 41 (62.1%) 25 (37.9%) 100 tongue during classroom activities. 20 I speak Yoruba language fluently. 48 (72.7%) 18 (27.3%) 100 34 NIVERSITY OF IBADAN LIBRARY Vol. 6 No. 1 EKSU Journal of Education From the data distribution shown in Table 2, it could respondents upheld that pupils express themselves be submitted that only 19.7% (13 respondents) of better in Yoruba language during teaching and the whole 66 respondents teach all subjects in Yoru- learning activities while 4.5% (3 respondents) of the ba than English while 80.3% (53 respondents) of the respondents did not. This shows that virtually all pu­ respondents do not. It could therefore be affirmed pils of the respondents are able to express them­ that majority of teachers at the lower level teaching selves better in Yoruba Language during teaching all subjects in English because they feel comfortable and learning activities, because the language is their using English than Yoruba which is the language of mother tongue. The statistical data shown in item 16 the immediate environment. This should be noted as substantiate the fact that 62.1% (41 respondents), one of the factors discouraging the proper imple­ which is two-third of the respondents encourage mentation of the National policy on the use of moth­ their pupils to use Yoruba to interact during class­ er tongue as a medium of instruction in the lower room activities while 37.9% (25 respondents) of the primary education. Item seven shows that 92.4% (61 respondents do not. By variation, it could be further respondents) of the respondents established that explained that encouraging pupils to use the mother pupils contribute well in the classroom when taught tongue to interact during classroom activities enable in Yoruba than English while only 7.6% (5 respond­ them to participate fully in teaching-learning process. ents) of the respondents held an opposite view on Item 20 shows that 72.7% (48 respondents) o f the the subject matter. The inference can thus be made respondents upheld that they speak Yoruba fluently that pupils contribute well in the classroom when while only 27.3% (18 respondents) of the respond­ they are taught in Yoruba language than English ents held a contrary view. Considering the two phe­ language. The statistics given in item twelve shows nomena, it could therefore be stated that most that 65.2% (43 respondents) of the respondents ap­ teachers teaching the lower primary education pupils proved the fact that pupils speak Yoruba fluently speak Yoruba language fluently. This is another en­ during teaching and learning while 34.8% (23 re­ couraging and determining factor for the implemen­ spondents) of the respondents disapproved of this. It tation of the National policy on the use of the moth­ could be inferred from this result that most o f the er tongue as a medium of instruction. pupils of the respondents speak Yoruba fluently in the teaching-learning process because Yoruba is Research Question 3: Do Lower Basic School their indigenous language. The data distribution in teachers teach all subjects in Yoruba? item 14 reveals that 95.5% (63 respondents) of the Table 3: The use of Yoruba to teach all subjects S/N ITEMS Number Number Total of YES of NO 3 I teach all subjects in Yoruba. 08 58 100 (12.1%) (87.9%) 13 I mix English with Yoruba during lesson delivery. 66 - (0%) 100 (100%) 15 1 use Yoruba as a medium of instruction in teaching 14 52 100 English language. (21.2%) (78.8%) 19 Pupils’ examination questions in all subjects are set - (0%) 66 100 in Yoruba language. (100%) The statistics given in Table 3 shows that 12.1% (08 spondents) of the respondents did not. The result of respondents) of the respondents teach all subjects in this item 15 shows that just few of the respondents Yoruba while 87.9% (58 respondents) do not. It make use of Yoruba Language in teaching English could therefore be said that all subjects are not Language. Having understood this subject matter in taught in Yoruba in the lower primary education relation to the views of respondents, one can further level. Item 13 shows that all 66 respondents (100%) submit that Yoruba Language as a medium of in­ submitted that they mix English with Yoruba during struction in teaching English Language cannot be teaching activities. One can therefore affirm from this employed. Considering the result of item 19, it could result that teachers use code alternation in order to be said that the examination questions o f pupils in aid better understanding of the learners because they lower primary education level are not set in Yoruba believed mother tongue facilitates pupils’ under­ Language. This is because the whole 66 respondents standing of core subjects. Item 15 reveals that 21.2% of this study responded “ N o” to the item. (14 respondents) o f the respondents submitted that Research Question 4: What are the problems that they make use of Yoruba as a medium of instruction teachers face in using the mother tongue as a medi­ in teaching English Language while 78.8% (52 re­ um of instruction? 35 UNIVERSITY OF IBADAN LIBRARY Vol. 6 No. 1 EKSU Journal of Education Table 4: Problems faced by teachers in using the mother tongue as a medium of instruction. S/N ITEMS Number Number Total of YES of NO 5 I feel comfortable teaching all subjects in English 49 (74.2%) 17 (25.8%) 100 than Yoruba. 8 There are enough text books and teaching aids to 13 (19.7%) 53 (80.3%) 100 teach all subjects in Yoruba. 18 Pupils’ textbooks on all subjects are written in - (0%) 66 (100%) 100 Yoruba Language. From Table 4, item 5 shows that 74.2% (49 respond­ 3. The training of teachers in the use of the mother ents) of the respondents affirmed that they feel com­ tongue (Yoruba) should be given priority by the fortable teaching all subjects in English than Yoruba government. Therefore, seminars, conferences and while just 25.8% (17 respondents) of the respondents workshops should be organized for the lower had a contrary opinion. This constitutes one of the primary schools teachers and head teachers, with problems facing the implementation of the use of a view of educating them on how best they can mother tongue as a medium of instruction. The statis­ implement the policy. tics given in item 8 reveals that 19.7% (13 respond­ 4. Each Local Government Authority should saddle ents) of the respondents were of the opinion that its supervisory unit with the responsibility of there are enough textbooks and teaching aids to ensuring adequate monitoring o f the teach all subjects in Yoruba while 80.3% (53 re­ implementation of the language policy at the basic spondents) of the respondents submitted a contrary level. opinion. Having examined the result of this item, it 5. Educational linguists need to work out the could therefore be said that textbooks and teaching following modalities before the policy can be aids are not enough. This also is a major problem implemented: facing teachers in using mother tongue as a medium a. The need to specify and justify the levels at o f instruction. Item 18 establishes that the whole 66 which the media of instruction (mother tongue respondents of this study accepted that pupils’ text­ and English) will be adopted. books on all subjects are not written in Yoruba Lan­ b. The need to establish and identify the guage. Invariably, in the lower primary education sequential relationship between the mother level, pupils’ textbooks in all subjects except Yoruba tongue and the English language in such a way Language are written in English Language. This that early learning of first language (L I ) skills makes it greatly impossible for teachers to implement will facilitate the later acquisition of second properly the policy on the use o f mother tongue as a language (L2) literacy skills medium of instruction. c. Provision of principal guidelines for the choice of the language to be used for mother tongue Recommendation education in a geopolitical zone with a diversity Having discovered through the findings of this study of mother tongues, to ensure that the issue is that the policy on the use of mother tongue as a me­ not abused and as a result undermining the dium of instruction in the lower primary education desired goal of national unity and national level is poorly implemented, for effective implementa­ integration through the learning of major tion, it is hereby recommended that: national languages as envisioned by the policy. 1. Government and policy makers should fully revise the language policy component with a view to Conclusion correcting the inherent loopholes in it. For The purpose of this study was to evaluate the imple­ instance, implementation strategies need to be mentation of the language policy in the lower primary clearly spelt out in the policy for its consumers to education in selected primary schools in Ibadan North be able to implement it properly. In the same Local Government. Having subjected the responses of direction, all ambiguous, controversial and escape the 66 respondents of this study to critical evaluation, statement or terms should be removed. it could be said that the policy on the use of mother 2. The production of textbooks, readers, and other tongue is poorly implemented. This is due to several literacy materials should be attended to by all factors (both human and material) as seen in this stakeholders in the education industry. study. Despite the poor status of the implementation, Government should take workable steps to one can still commend the teachers of the lower pri­ encourage experts in Yoruba to produce worthy mary schools. This is because efforts were made by textbooks for teaching in lower primary schools. In most of them to implement the policy but unavailabil­ the same vein, government should embark on ity of resources incapacitated them. One can therefore project in which all subjects in lower primary say that the policy is being implemented to a certain school will be written in Yoruba Language. extent. It is realized that the policy only exists on pa­ per and it is not taken seriously by the educational 36 UNIVERSITY OF IBADAN LIBRARY Vol. 6 No. 1 EKSU Journal of Education practitioners. The research, therefore concludes that Bamgbose, Ayo (1986). Yoruba: A Language in through effective education and enlightenment of the Transition. Lagos: J.F. 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Languages on the Development of Nigerian Lan­ Olaoye, A.A. (2007). Introduction to Sociolinguistics. guages” . In O. Arohunmolase (ed.) The Influence Abuja; Ogunleye Publishing and Printing Press. o f Foreign Languages on the Development o f N i­ Owolabi, Kola (2007). O to Gee, Qmo Oduduwa: gerian Languages. Ondo: Association of Nigerian Ogun isamulo £de Yoruba ni Ibikibi, ni Ipokipo Languages Teachers. 4-18. ati ni Ayekaye di Jija Wayi. idanilekpo ni Igba Awoniyi, T. A. (1980). “The Status of the Mother- Ayajo Lde Abinibi ni Agbaye. Ibadan: Universal Tongue in Primary Education with particular Ref­ Akada Books (Nigeria) Ltd. erence to the Yoruba Language” Nigerian Lan­ Summer Institute of Linguistics International (n.d.). guage Teacher. Vol. 2 No, 2. Why Languages Matter. Meeting Millennium De­ velopment Goals through Local Languages. 37 UNIVERSITY OF IBAD N LIBRARY