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THE EFFECTS OF MOTHER TONGUE INTERFERENCE IN THE STUDY OF AGRICULTURAL SCIENCE IN SECONDARY SCHOOLS
Table of Content
Title page
Approval page
Certification
Dedication
Acknowledgement
Table of Contents
Abstract
CHAPTER ONE:
INTRODUCTION
1.1 Background of the study
1.2 Statement of the problem
1.3 Significance of the study
1.4 Purpose of the study
1.5 Research Question
1.6 Hypothesis
1.7 Scope of the study
1.8 Definition of terms
CHAPTER TWO:
LITERATURE REVIEW
2.1 Brief History of the development, teaching and learning of the agricultural science
2.2 The Medium of Communication
2.3 Interference of Second Language
2.4 Language uses in Nigeria
CHAPTER THREE:
RESEARCHER METHODS
3.1 Research Design
3.2 Area of Study
3.3 Population of the Study
3.4 Instrument for Data Collection
3.5 Validation of Instrument
3.6 Reliability of the Instrument
3.7 Data Collection
3.8 Data Analysis
CHAPTER FOUR:
Presentation of Results
CHAPTER FIVE
SUMMARY OF FINDINGS,CONCLUSION AND RECOMMEMDATIONS
5.1 Discussion of Finding
5.2 Summary
5.3 Conclusion
5.4 Implication of Finding
CHAPTER ONE
1.1 Background of the study
The study is designed to examine the effect of mother tongue
interference in the study of agricultural science in secondary schools in Orumba
LGA Anambra state. The study investigated if mother tongue is solely
the cause of the students’ woeful performance in agricultural science or if there
are other complementing factors.
The subjects for the study were one hundred male and female SSI
students drawn from various government schools in western Nigeria.
Using simple percentage descriptive statistic, the research questions
that were raised analysed. The findings reveal that mother tongue
influences the students’ poor performance in Agricultural science and that there
are other factors contributing to students’ poor performance in
Agricultural science. These other factors are poor method of teaching, lack of
textbooks, language background and lack of professional growth and
development of teachers. Measures that could be taken to enhance
students’ achievement in every aspect of Agricultural science are suggested also.
The respondents’ age ranged between 10.52 and 15.17.
1.2 Statement of the problem
The importance of Agricultural science as a school subject derives mainly from its
utilitarian value to the larger Nigerian society.
However, one of the current educationalproblems of public interest is
that of poor levelof achievement especially in public examinations
(Kolawole 1998, Kolawole and Dele 2002). Thisproblem of
underachievement among school students has persisted in many subject
areas suchas Mathematics, English and Science (Ivowi,
Okebukola, and Oladotun, 1992; Falayajo, 1997).
This poor level of achievement in many subjectareas may be due to poor
foundation in Agricultural science in the secondary school level. There arealso
several research reports, which support theview that language
inefficiency invariably leadsto poor academic performance (Ayodele,
1988;
Falayajo, 1997). No wonder why today, accordingto Iroegbu (2006) much
emphasis is placed onthe passing of Agricultural science at credit ordistinction
level in addition to other subjects toenable any candidate gain
admission into anyNigerian Higher Institution of learning or be
placed well in a good white collar job.
In recognition of the importance of Agricultural science for enhancing educational
attainmentas well as for improving communication abilityof citizens,
the government had made the subject
a core subject (FGN, 2004). It is also compulsoryfor science students
to have credit in Agricultural science before entering the university. This also
explainswhy many parents go off their way to see thattheir children
pass at credit level or above in
Agricultural science.
1.3 Research Objectives
1. To understand the effects of mother tongue interference in the
study of Agricultural science
2. The understand the relationship between the mother tongue and the
study of Agricultural science
3. To know the solutions to challenges of studying Agricultural science after
learning the mother tongue
1.4 Research Questions
1. What are the effects of mother tongue interference in the study of Agricultural science?
2. What are the relationship between the mother tongue and the study of Agricultural science?
3. What are the solutions to challenges of studying Agricultural science after
learning the mother tongue?
1.5 Research Hypothesis
H0: Mother tongue interference have a negative effect in the study of Agricultural science
H1: Mother tongue interference does not have a negative effect in the
study of Agricultural science
H0: There is a negative relationship between mother tongue
interference and the study of Agricultural science
H1: There is a positive relationship between mother tongue
interference and the study of Agricultural science
1.6 Limitations of the study
There was limited time and finance during the course of the research
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