PERFORMANCE OF TEACHERS AND NOMADIC PUPILS IN READING COMPREHENSION AND GRAMMAR TESTS IN FULFULDE AND ENGLISH IN ADAMAWA AND TARABA STATES
PERFORMANCE OF TEACHERS AND NOMADIC PUPILS IN READING COMPREHENSION AND GRAMMAR TESTS IN FULFULDE AND ENGLISH IN ADAMAWA AND TARABA STATES
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Date
2000-08
Authors
NAFISATU, D. MUHAMMAD
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Abstract
The study was designed to examine the implementation of language
education policy and practice at the primary school level. Specifically, it
assessed educational achievement, particularly in grammar and reading in two
languages, Fulfulde and English, of Fulfulde - speaking pupils and teachers in
nomadic primary schools in Adamawa and Taraba states.
A broad-based approach to data collection was adopted involving a
combination of observation and survey methods. The researcher used tests as the
instrument for the investigation. She also used structured anecdotal notes to
measure the conditions that prevailed in the situation examined. The study
sample was drawn from two groups made up of pupils and teachers from
Adamawa and Taraba states using a purposive sampling approach. Two sets of
language proficiency tests and a reading comprehension test in Fulfulde and
English were administered on 312 pupils in class five and on 84 teachers drawn
from 23 selected nomadic primary schools. Qualitative data was also collected
using anecdotal notes made by the researcher to capture the attitudes and
perceptions of policy makers and implementers of the Fulfulde Mother Tongue
Medium (FMTM) policy in the two sampled states.
The researcher set up some null hypotheses that served as the bases for
quantifying the obtained results and their various levels of significance. Data
collected on test performance were analyzed using frequency tables, t-test and
X
the Pearson Product Moment Correlation Coefficient. Similarly, descriptive
analysis was used especially for the research questions covering areas of
language difficulties.
The summary of the findings of this study showed low levels of
achievement in both reading comprehension and grammar tests among teachers
and learners. The subjects were found to be performing at two years below their
chronological and ability levels. Teachers and pupils from the Taraba schools
had higher mean scores than those from Adamawa State. The study also
revealed that the teachers' level of achievement was low, suggesting the possible
inability of the teachers to teach reading and grammar effectively. Furthermore,
specific areas of difficulties in vocabulary, structure and spelling, phonology and
reading were also noted. Qualitative data derived from the anecdotal notes
copiously made by the researcher on the attitudes and perceptions of problems
in using Pulfulde as MI revealed generally favourable attitudes. Responses also
showed the dearth of suitable instructional materials and the inadequacy of the
teaching/learning environment as some of the major constraints to the
realisation of the goals of FMTM instruction. The findings of this study showed
the major weaknesses in the implementation of the Fulfulde Mother Tongue
Medium policy in Adamawa and Taraba states. These findings brought to the
fore the unsatisfactory nature of a curriculum implementation effort. Based on
these findings, suggestions and practical recommendations for addressing these
problems were made.
Description
A thesis submitted in partial fulfilment of the requirement for the degree of
Doctor of Philosophy
(Language Arts)
At the
Ahmadu Bello University, Zaria
August 2000.
Keywords
PERFORMANCE,, TEACHERS,, NOMADIC PUPILS,, READING,, COMPREHENSION,, GRAMMAR TESTS,, FULFULDE,, ENGLISH,, ADAMAWA,, TARABA STATES.