Vol. 19, May 2013, Issue 1. NIGERIAN JOURNAL OF CLINICAL AND COUNSELLING PSYCHOLOGY ISSN: 1 1 1 8 -4 0 3 5 UNIVERSITY OF IBADAN LIBRARY Nigerian Journal of Clinical and Counselling Psychology Vol. 19, May 2013, Issue 1. ISSN: 1118-4035 UNIVERSITY OF IBADAN LIBRARY Vol. 19, May 2013, Issue 1 ix Contents A Survey o f Nigerian Senior Secondary School Students’ Interest in Physics Benson Adesina Adegoke............................................ 1 - 2 1 The Effect o f B ilingual Mode o f Instruction on Pup ils ’ Academ ic Ach ievem ent in Social Studies in Oyo State Prim ary Schools Felix Osa Ibode & Margaret Memrevughe O jo .....23 - 40 Academ ic Self E fficacy and Study Habit as Predictors o f Academ ic Achievem ent among Junior Secondary School Students in Ogun State Awoyemi A.E. & Keshinro R. A................................. 41 - 58 Evaluation o f Parental Preferential Academ ic Motivation and Holistic Motivation on a Child Attitude toward Life in Ibadan Metropolis Fehintola, J. Olusola...................................................59 - 68 The Predictive Potential o f Gender, Emotional Intelligence and Achievem ent Motivation on University Students’ Leadership Effectiveness Catherine Chovwen..................................................... 69 - 86 Teachers Perception o f Emotional and Behavioural D isorder am ong Primary School Children with Hearing Im pairm ent in Ibadan, Oyo State Oyewumi Adebom i...................................................... 87 - 99 UNIVERSITY OF IBADAN LIBRARY X Nigenan Journal o j Clinical and Counselling Psychology Chronicle o f Struggles and Contestations by Academic Staff Union o f Universities against the Authoritarianism o f Government on Labour Matters in Nigerian University System: 1999-2009 F. I. Etadon.......................................................... 101 - 126 Psychosocial Variables Influencing Depression Tendency and Quality o f Life o f Stroke Patients Aide S. Okhakhume............................................. 127 - 153 Influence o f Neo PI Factors and Gender on Bullying Behaviour among Senior Secondary School Adolescents in Ibadan Nigeria Olayemi Mary Onikepe Aremu Oyesoji Amos & Tolulope E. Adenekan...................................... 155 - 177 Internet Use and Self-Reported Health Problems among Secondary School Students in Kwara State Nigeria Ruth Ochanya Adio-Moses & Temitope Onipe....l79 - 194 UNIVERSITY OF IBADAN LIBRARY The Effect o f Bilingual Mode of Instruction on Pupils’ Academic Achievement in Social Studies in Oyo State Primary Schools Felix Osa Ibode Institute o f Education, University o f Ibadan, e-mail: felixibode@yahoomail.com Margaret Memrevughe Ojo Institute o f Education, University o f Ibadan, e-mail: memrevughe@gmail.com Abstract Bilingual mode o f instruction is considered very important at the primary level o f education. This becomes very necessary due to the multiplicity o f languages evident in some countries like Nigeria. Consequently, bilingual situation is observed in primary schools at certain levels o f primary education. Pupils learn and are taught in English language which is quite different from their ethnic languages. The study therefore investigated the effect o f bilingual mode o f instruction on pupils’ achievement in Social Studies. The study adopted quasi- experimental approach. Stratified and simple random sampling was used to draw a sample o f200 basic six (6) pupils from fou r schools (two rural and two urban schools) fo r the study. The instrument (Social Studies Achievement Test (SSAT) was developed by the researchers and used fo r data collection. The instrument was subjected to Kuder Richardson 21 with reliability coefficient o f 0.82. The result o f the study show that the bilingual mode o f instruction has significant effect on achievement o f pupils in Social Studies F (1.191) - 72.738, p< 0.05 Partial Eta Square n?= .276. Therefore the effect size (27.6%) is moderate. Hence, mode o f instruction accounted fo r 27.6% o f the total variance in the pupils’ achievement in Social Studies. Key words: Bilingual mode of instruction, Social Studies, Achievement, School Location. UNIVERSITY OF IBADAN LIBRARY 24 Felix Osa Ibode & Margaret Memrevughe Ojo Introduction C u llin g ford (1989) observed th a t th e essen tia l ch a ra c te r o f p eop le , a ttitu d e an d m o tiva tion a re fo rm ed in th e e a r ly y ea rs . B a s ic s ch oo ls , th e re fo re , fo rm th e fo u n d a t io n on w h ich th e b e h a v io r o f p u p ils is s e r io u s ly m o ld ed a n d w h ich o th e r le v e ls o f ed u ca tion a re bu ilt. It is im p era tiv e th a t p u p ils u n d ers ta n d th e va r iou s con cep ts th ey a re exp osed to a t th a t le ve l o f edu ca tion . C on cep ts a re d r iv en by lan gu age o f in s tru c tion . T h ere fo re , language is an aspect of child's development that can be singled out as principal to a child's educational advancement. Akinoso in George (2011) observed that there are reports of a positive correlation between medium of instruction and cognitive and academic achievement. Hassana Alidou,Aliou Boly, Birgit Brock-Utne, Yaya Satina Diallo, Kathleen Heugh, H. Ekkhard Wolff (2006) observed in some class room observation studies carried out in some countries or schools where languages familiar to the pupils are used as language of instruction, the teachers and learners communicate better. Such communication they claimed leads to better teaching on the part of the teachers and better learning on the part of the learners. However some Emanajo (1996) observed that lack of sufficiently trained bilingual teachers has not worked in favour of educational policy on medium of instruction in primary schools. This is as a result of the existence of multiplicity of languages in Nigeria; and the fact that few of the languages are standardized to be used in education. As such it may be an enormous task for the languages to be functional in education. However, according to National Policy on Education (NPE 2004) the medium of instruction at early stage of basic education should be mother tongue or language of immediate community and English language at later stage. Therefore Banjo (2005), while supporting this position condemned the attitude of some school authorities who are discouraging the use of Yoruba language in schools. He particularly frown at the situation whereby pupils are penalized for speaking indigenous language(s). Consequently, he noted that there is general apathy by parents and school authorities towards the teaching and UNIVERSITY OF IBADAN LIBRARY The Effect o f Bilingual Mode... 25 use o f Yoruba Language in Prim ary Schools. He fu rther observed that it is even an irony that m any paren ts prefer their w ards to be taught in English Language and encourage their ch ildren to speak English at home. H owever w h ile the N igerian ch ild is busy struggling, learning a foreign language during the greater part o f primary education, the European child learn ing through English language that is not alien m oves on to acquires new skills during the early years o f education (Banjo 2005). Furthermore, Cummins (2010) noted that the home language should be encouraged because pupils benefit from using their strong linguistic skills in the language they feel confident. Cummins (2000) opined that while m any children develop native speaker fluency within two years o f im m eraion in the target language, it takes between five to seven years for achild to be working on a level w ith native speakers as far as academ ic language is concerned. Bilingual education is a broad term that refers to the presence of two languages in instructional settings. The mode o f bilingual structure that may be used depends upon many variables, such as the native language o f the students, the language of instruction, and the linguistic goal o f the program. Students may be native speakers o f the majority language or a minority language. The students' native language may or may not be used to teach content material. Bilingual education programme can be considered either additive or subtractive in terms o f their linguistic goals, depending on whether students are encouraged to add to their linguistic repertoire or to replace their native language with the majority language. George (2011) observed that in additive bilingualism, the mother tongue (MT) is never removed as a medium o f instruction (MOI) and never used less than 50% o f the time and subject. Sutractive bilingualism occurs when the second language is added at the expense of the first language and culture. Dutcher (1994) observed that in many parts o f the world, bilingualism or multilingualism and innovative approaches to education which involve the use o f two or more languages constitute the normal everyday experience. The researcher noted that users o f languages either practice additive or subtractive bilingualism wherever UNIVERSITY OF IBADAN LIBRARY 26 Felix Osa Ibode & Margaret Memrevughe Ojo there is occurrence o f multiple languages. He opined that the use o f multiple languages in education may however be attributed to numerous factors, such as the linguistic heterogeneity o f a country or region, specific social or religious attitudes, or the desire to promote national identity. Bilingual education gives the pupil sense of belonging since the culture o f a language is reflected in the use o f the language. Bilingual mode of instruction is a system that affords pupils the opportunity of receiving formal instruction in two languages. The existence of a government policy, enabling social environment and availability of facilities are factors that are pertinent to the implementation of bilingual mode of instruction. Bilingual mode of instruction is the co­ existence of two or more languages that are means of communication, instruction and learning in a community. Ademowo (2010) opined that the use of indigenous languages enhances cognition and removes pedagogical barriers in learning. Thus, in places where bilingual education is appreciated, it is usually planned and are underlined by theory and defined by procedures. Oladejo (1991) noted that aspects of sociology, psychology, linguistic and pedagogy must be in favour of the existence of bilingualism for it to succeed. Paulstine (1988) observed that the current educational system in Nigeria must be mother tongue based bilingual due to linguistic heterogeneity of the country. The researcher observed that the lack of the adequate emphasis on use of mother tongue in basic education in Nigeria has constituted the ineffectiveness of the current basic education. Ademowo (2010) opined that both officially approved foreign language and the indigenous languages be developed, and adopted accordingly, as classroom medium of instruction with consequential provision of scientific books in both languages. The findings of Hassana et al (2006) on the relationship between language of instruction and teaching and learning in Africa suggests that an effective teacher is one that has mastery of the local language, knowledge and respect for tire child’s culture, loving and caring. Code switching is a characteristic o f bilingual education. Brice & Brice (2000), in Xu (2010), viewed Code­ switching as the use o f complete sentences, phrases, and borrowed words from another language. Teacher code­ switching can be noticed in class sessions where the language o f instruction is different from the mother tongue or language o f wider coverage. Code switching is a conscious or unconscious use o f two or languages in a discussion or interaction. Xu (2010) observed a quite common occurrence in UNIVERSITY OF IBADAN LIBRARY The Effect o f Bilingual Mode... 27 Chinese EFL classrooms. A switch in code occurs to convey important meanings over and above the referential meaning. This is as a result o f the fact that learners in such bilingual or multilingual environment may not have grasped the mastery o f language o f instruction, which may be foreign to the learners. The researcher noted that teachers 'code-switching between English and Chinese occurs inevitably more often in EFL teaching for non-English majors. It is unmarked linguistic choice and a teaching strategy that can be exploited by teachers teaching English as a foreign language (EFL) to achieve some specific teaching goals in bilingual teaching environment. The Yoruba language is spoken by twenty eight million natives in West Africa, both in and outside Nigeria. It is spoken in neighbouring countries such as the Republic of Benin and Togo. Yoruba language is also used spoken in places such as Cuba, Brazil, and the Caribbean. The language has an orthography that has gone through series o f developmental changes. It has a standard form represented in the Latin alphabet like English and is being utilised as a medium of instruction for early education in the public primary schools. Apart from being a compulsory subject in the primary and secondary schools in Yorubaland, it is also taught as an optional subject in some non-Yoruba states in Nigeria and in major universities in Nigeria. It is a viable medium o f instruction due to the developmental changes it has gone through. S o c ia l s tu d ie s is a s u b je c t ta u g h t a t p r im a ry le v e l. It e n ta i ls s o c ie ta l c o n c e p ts , fa m ily soc ie ta l liv in g an d en v iron m en ta l issu es am on g o thers . One of the acceptable definitions o f social studies is that which states that it is an integration o f experience and knowledge concerning human relations for the purpose o f citizenship education. Social Studies has also been defined by researchers as a field o f study that deals with the integration o f knowledge, experience and effective use o f resources for the purpose o f citizenship education. It is an interdisciplinary subject which has potential capabilities to achieve the aims of education in learning. It is a subject which is expected to help in the promotion o f consciousness and knowledge o f and UNIVERSITY OF IBADAN LIBRARY 28 Felix Osa Ibode & Margaret Memrevughe Ojo pride in the child’s local culture as well as an understanding of other cultures both within and outside his or her national boundary Makinde (1999) noted that social studies should assist the child to develop a patriotic attitude towards the welfare, fundamental human rights and development of the community and that of the country for a sustainable national development. Social studies is structured in the primary curriculum to reflect the needs of the contemporary times. New phenomenon on social issues are been introduced into the curriculum as they emerge afford pupils the opportunity of receiving adequate social education. It is flexible and dynamic in nature by incorporating all relevant topics so as to be able to achieve the laudable objectives of education in general and those of the social studies in particular. Statement of the Problem Primary education is the foundation for all other forms of education .Teaching and learning at this level must be handled with utmost care in order to imbibe meaningful education on the pupils. Thus, since there is positive correlation between medium of instruction and cognitive and academic achievement of pupils, it becomes apparent to find out the effect of the collaboratory use of English Language and the mother tongue or language of immediate community of the pupils on his or her academic achievement. This study therefore investigated the effect of bilingual mode of instruction on pupils’ achievement in Social Studies. Hypotheses HOi: There is no significant main effect of treatment on Social Studies Achievement HO2: There is no significant main effect of school Type on Social Studies Achievement HO3: There is no significant interaction effect of treatment and school type on Social Studies Achievement Scope Th e scope o f the s tu dy is bas ic six p u p ils in Ibadan . Th e s tu d y is ca rr ied ou t to ob serve th e e ffe c t o f the u se o f Y o ru b a as a co lla b o ra to ry lan gu age o f UNIVERSITY OF IBADAN LIBRARY The Effect o f Bilingual Mode... 29 in s tru c tion fo r p r im a ry s ix p u p ils ’ p e r fo rm a n ce in S oc ia l S tu d ies . P r im a ry S ix p u p ils w h e re u sed b ecau se E n g lish la n gu a ge a lon e is the m ed iu m o f in s tru c tion at th a t le ve l o f e d u ca tion .. Significance The resu lt o f th is study w ill provide em p irica l ev idence on the exten t to which collaboratory use o f M other tongue and English can enhance teach ing and learn ing outcom e in Social Studies pupils in prim ary schools in Ibadan. So, it will be useful to stakeholders in basic education in Nigeria in addressing some o f the problems confronting basic education in the country. Research methodology All basic six (6 ) pupils in Oyo state constitute the population o f the study. Multistage and random sampling technique was used to select four schools (2 experimental and 2 control). Two schools in the urban and two schools in the rural. A sample o f two hundred pupils (males: 87, females, 113) were used for the study. There are more females because the Population in tact was used since pupils cannot be sent out o f class because the official lesson period was used for the study. Social Studies Achievement Test (SSAT) was designed based on the scheme of work of basic six Social Studies by the researchers for the purpose o f the study. It was used to collect data for trial test. The data collected was subjected to Kuder Richardson 21, and its reliability coefficient for SSAT was 0.82. The data collection took five weeks. The official lesson period was used to administer treatment. Consequently, SSAT was used to collect data on each participant immediately after treatment. Research design T h is s tu dy is a qu as i-experim en ta l research . It is a 2 x 2 x 2 fa c to ria l design . It is a post-test, trea tm en t and con tro l group design . variables in the study 1. B ilin gu a l m ode o f in s tru c tion (In d ep en d en t Variable) UNIVERSITY OF IBADAN LIBRARY 30 Felix Osa Ibode & Margaret Memrevughe Ojo 2. Pupils achievement in Social Studies (Dependent variable) 3. School Location (Moderator variable) Table 1 2 X 2 X 2 Factorial Design for Social Studies Langu age o f Instruction Socia l S tud ies School Boys Girls Y o ru b a & E nglish Rural (E xp T rea tm en t) U rban English (control) Rural U rban Data collection procedure 1. Teacher introduces the topic Control Group: Teacher uses only English language as mode of instruction Experimental Group: Teacher uses both English and Yoruba as mode of instruction. 2. Teacher copies note on the chalk board 3. Teacher explains topic by applying treatment: Control Group: Teacher uses only English language as mode of instruction. Experimental Group: Teacher uses both English and Yoruba as mode of instruction. 4. Teacher and pupil interact to ask, answer questions and give answers and clarifications by a applying the appropriate treatment. 5. Apply instrument to collect data. Treatment Control group: The topic was introduced to the pupils in English Language. The notes were written on the board in UNIVERSITY OF IBADAN LIBRARY The Effect o f Bilingual Mode... 31 English. The teacher then reads the note to the pupils, asks them to read and explains the topic in English Language. The teacher asks questions and also responds to questions from pupils in English Language. Pupils ask questions, respond and contribute to discussion in English Language. SSAT is used to collect data on each pupil. Experimental group: The topic was introduced to the pupils in English Language. The notes were written on the board in English. The teacher then reads the note to the pupils asks them to read, and explains the topic in English Language and Yoruba. The teacher asks questions and also responds to questions from pupils in English Language and Yoruba. Pupils ask questions respond to questions and contribute to discussion in English Language and Yoruba as pupil feels disposed. SSAT is distributed to collect data on each pupil. Data analysis procedure Analysis of covariance (ANCOVA) was used to analyze the data collected to determine both the main effect and interaction effect of the dependent and independent variables for this study. Sidak was used to examine the magnitude of differences among the groups with significant difference. Cohen (1988) is used to interpret the effect size. The analysis of the data was carried out at 0.05 level of significance. UNIVERSITY OF IBADAN LIBRARY 32 Felix Osa Ibode & Margaret Memrevughe Ojo % Table 2: Ancova Table of Pupils’ Achievement in Social Studies Dependent VariableiPostsos Sum of Mean Eta Source Squares Df Square F Sig. Squared Corrected Model 1369.3033 8 171.163 13.329 .000 .358 Intercept 14299.272 1 14299.272 1.1143 .000 .854 Presos 15.324 1 15.324 1.193 .276 .006 Treatment 934.021 1 934.021 72.738 .000 .276 Sch_location 40.689 1 40.689 3.169 .077 .016 Sex 12.921 1 12.921 1.006 .317 .005 Treatment * Sch_location 43.391 1 43.391 3.379 .068 .017 Treatment * Sex 5.051 1 5.051 .393 .531 .002 Sch_location * Sex 33.165 1 33.165 2.583 .110 .013 Treatment * Sch_location * Sex 1.798 1 1.798 .140 .709 .001 Error 2452.617 191 12.841 Total 105252.000 200 Corrected Total 3821.920 199 a. R Squared = .358 (Adjusted R Squared = .331) Table 2 showed that, there was significant difference in the main effect o f bilingual mode o f instruction on achievement of pupils in Social Studies F (1.191) - 72.738, p< 0.05 Partial Eta Square n2= .276. The effect size (27.6%) was moderate. Hence, mode o f instruction accounted for 27.6% o f the total variance in the pupils’ achievement in Social Studies. Therefore, the null hypothesis that there is no significant main effect o f treatment on achievement in Social Studies is rejected. As a result, Adjustment for multiple comparism: Sidak was carried out. UNIVERSITY OF IBADAN LIBRARY The Effect o f Bilingual Mode... 33 Table 3 pairwise comparism of social studies achievement test Dependent Variable:Postsos 95% Confidence Interval for Mean Difference3 (I) (J) Difference Lower Upper Treatment Treatment (I-J) Std. Error Sig.a Bound Bound Control exp -4.554* .534 .000 -5.607 -3.501 Exp control 4.554* .534 .000 3.501 5.607 Table 3 showed that, based on estimated m arginal means, there was rem arkable difference in the m ean for Social Studies Achievem ent Test for Control group ( -4.554) and the Experim ental group higher mean (4.554). The pairw ise com parison is significant p= 0.00 It m eans the pupils in the experim ental group had higher total score. Estimated Marginal Means of Postsos Fig. 1 The profile plot offers some support for the difference. UNIVERSITY OF IBADAN LIBRARY 34 Felix Osa Ibode & Margaret Memrevughe Ojo Table 4: mean difference for effect of school location on pupils’ achievement in social studies Dependent Variable:Postsos 95% Confidence Interval Sch_location Mean Std. Error Lower Bound Upper Bound Rural 23.014* .394 22.238 23.791 Urban 21.946® .395 21.167 22.724 a. Covariates appearing in the model are evaluated at the following values: Presos = 7.01. This table shows the mean o f the schools in the rural schools (23.01) which is higher than the mean o f the urban schools (21.95). Table 5: the effect of school location on pupils’ achievement in social studies Sum of Mean Partial Eta Squares Df Square F Sig. Squared Contrast 40.689 1 40.689 3.169 .077 .016 Error 2452.617 191 12.841 This test is based on the linearly independent pairwise comparisons among the estimated marginal means. However, table 5 showed that the difference in means based on the null hypothesis that there is no significant main effect o f school location on Social Studies Achievement is not rejected. UNIVERSITY OF IBADAN LIBRARY The Effect o f B ilingual M ode... 35 mean Figure 2 Table 6: interaction effect o f treatment and school location on social studies Dependent Variable.Postsos Schjocatio 95% Confidence Interval Treatment n Mean Std. Error Lower Bound Upper Bound Control Rural 20.221a .512 19.212 21.231 Urban 20.185^ .524 19.151 21.218 Exp Rural 25.807a .619 24.586 27.028 urban 23.707= .550 22.623 24.791 a. Covariates appearing in the m odel are evaluated at the fo llow ing values: Presos = 7.01. Table 6 shows the m ean for in teraction o f treatm ent and school location. Control (rural M= 20.22, u rban M= 20. 19), Experim ental( rural M = 25.81, urban M= 23.71) . Based on the resu lt in tab le 4.1e ; F (i.i9i) =3.379, p= .068, partia l eta squared = .017, it showed that the in teraction o f treatm ent and school location is not significant. The in teraction accounted fo r on ly 1.7% o f the variance in the ach ievem ent o f UNIVERSITY OF IBADAN LIBRARY 36 Felix Osa Ibode & Margaret Memrevughe Ojo the pupils in Social Studies. Therefore, the hypothesis that there is no significant interaction effect of treatment and school location on pupils achievement is not rejected. Discussion The result of the analysis confirms the finding by Cummins (2000) whose hypothesis postulated that conceptual knowledge developed in one language helps to make input in the other language comprehensible. Cummins (2000) view that continued support of the first language, whilst learning the second language which would be beneficial for cognitive development as well as for other socio-cultural reasons also collaborate the result of this study. The post hoc analysis also established the fact that the bilingual mode of instruction contributed to the result of the experimental group. This is also collaborated by Clegg and Afitska (2011) observed that in Sub-Saharan Africa, education conducted in European language is associated w ith low school ach ievem ent w h ich m ay be the exp lanation for the ach ievem ent o f the control group o f there study. Williams and Mchazime in Hassana Alidou, et, al 2006 result of a study on reading proficiency in Chichewa and English among primary school children in Malawi also buttressed the result of talso buttressed the result of this study. They found that reading, listening, comprehension, and speaking in Chichewa were much easier for children. The same children performed poorly when they were tested in English. According to Commins (2000), it is pertinent for the learner to keep learning in the indigenous language. The result shows that conceptual knowledge developed in one language helps to make comprehensible input in the other language comprehensible. Hence, the collaboratory use of Yoruba and English Languages where the pupils and their teachers could interact in both languages in the process of learning in the class. The result of the test reveals that there is no significant difference in the achievement of pupils based on school location (rural or urban). This corroborates Ademowo (2010) that observed that the use of indigenous languages enhances cognition and removes pedagogical barriers in learning. Thus, indigenous languages should be UNIVERSITY OF IBADAN LIBRARY The Effect o f Bilingual Mode... 37 used for bilingual education. Hence, the mode o f instruction is an important variable for pupils’ achievement in education. Conclusion and Recommendations Bilingual mode of instruction has significant effect on pupils’ achievement irrespective o f school location. Consequently, the mode o f instruction for pupils in basic schools needs to be reevaluated. This becomes necessary to properly position pupils for higher achievement in social studies. Therefore, the present policy that stipulates the use o f only English language as mode o f instruction for later part o f basic education should be revisited. The implication is that the teachers should be encouraged to be bilinguals to enhance the achievement o f pupils. The materials should be designed to support in bilingual educational policy. More so, policy formulators should give consideration to bilingual mode o f instruction. There should be public enlightened on the positive effect o f the use o f indigenous language in education. The educational policy should positively encourage the use o f both indigenous language and English Language. The bilingual mode o f instruction would also stimulate improved sustainable interaction between teachers and pupils. Educational Implications Findings in this study have implications for teachers, pupils and parents. Bilingual mode o f instruction training should form part o f the curriculum for teacher training programmes to facilitate bilingual skill acquisition. Learning becomes easier and higher achievement for pupils. Learners should also be encouraged to use their indeginous languages since they can learn through it. UNIVERSITY OF IBADAN LIBRARY 38 Felix Osa Ibode & Margaret Memrevughe Ojo References Ademowo, A. J. 2010. Teaching Science and Technology: The Employment of Indigenous African Languages Publication: The Journal o f Pan African Studies (Online) abuad. academia, edu / AdemowoY emiJ ohnson /... / Teaching_Sci... Banjo, E.A 2005. Teacher Perception of Yoruba as a subject in primary schools in Ogun State, Nigeria Educational Perspective. Cedric Cullingford 1989. The Primary Teacher: The role of the Educator and the purpose of primary education Great Brita in : Biddies Ltd Guildford and King's Lynn. Clegg J. and Afitska Oksana 2011. Teaching and Learning in Two Languages in African Classrooms Christina Bratt Paulston 1988. international Handbook of Bilingualism and Bilingual Education.books.google.com.ng/books? isbn=0313244847... Cummins, J. (2000) Language. Power and Pedagogy: Bilingual Children in the Crossfire. Clevedon: Multilingual Matters Dutcher, N., in collaboration with Tucker, G.R. 1994. The use of first and second languages in education: A review of educational experience. Washington, DC: World Bank, East Asia and the Pacific Region, Country Department III Evans, Ellis D. 1975. Contemporary influences in Early Childhood Educational. USA: Holt, Rinehart and Winston, Inc httn: / / www.eric.edgov/ ERICWEBPORTAL/recordDetail?acc no=ED186512 UNIVERSITY OF IBADAN LIBRARY The Effect o f Bilingual Mode... 39 Federal Government of Nigeria 2004. National Policy on Education Lagos NERDC. Hassana Alidou et al. 2006. Optimizing Learning and Education in Africa - the Language Factor. Makinde, S. A. 1999. “Human Rights, Social Studies and sustainable National Development” paper presented at the Social Studies Association of Nigeria (SOSAN) Conference. University of Ibadan. Xu, Qing 2010. The paper analyzes the factors of teachers' English/Chinese code-switching in EFL teaching. http://books.google.com,na/books?id=xG9 cN9Ndu8C&pg=PA 345&lpa=PA345&da=bilinaual+education+in+niaeria&so urce=bl&ots=KJBaRivGts&sia=frlL5bNVsKRGbniJsbGM WZaPo0c&hl=en&sa=X&ei=J00DUMvDAuPU0QXSioWA Bw&ved=OCFOQ6AEwBO A Stock-taking Research on Mother Tongue and Bilingual Education in Sub- Saharan Africa http:/ / www.unilorin.edu.no/ publications/ iekapinoluwa/ 26.% 20Views%20of%20Niaeria%20Teacehers.htm Theory on bilingual education www.editavenue.com/portfolio/sample30246-l.pdf The language learning theories of Professor J. Cummins http: / / www. esl .fis. edu/ teachers/ support/ cummin .htm http://www. unilorin. edu. na/publications/ iekauinoluwa/26. % 20Views%20of%20Niaeria%20Teacehers.htm http: / / www.scotedreview.org.uk/pdf /171 .pdf http: / / sitemaker.umich.edu /butler.356 / student achievemen t http:/ /www. istor. org/ stable/40029637 UNIVERSITY OF IBA AN LIBRARY 40 Felix Osa Ibode & Margaret Memrevughe Ojo Jim Cummins: Educational Research in Bilingual Education http: / / www. iteachileam .com / cummins / educationalres earch.html http:/ /www.enwikipedia.org/wiki/Yoruba language UNIVERSITY OF IBADAN LIBRARY