CHAPTER ONE

BACKGROUND OF THE STUDY

1.1            INTRODUCTION

The modern instructional materials are objects which assist Teacher of Hausa Language in transmitting information and idea to the pupils. A goods modern instructional materials are one of that is attractive, neat, accurate and logically arranged in clear step. The main aim of modern instructional materials is to facilitate learning in schools for the achievement of aims and objectives on which school is established.

According to ACE (1981) Modern instructional materials are classified into three namely: Audio aid, Visual advertisement, and audio visual aid. These have been playing a very important role in history at teaching of Hausa Language. Modern instructional aid plays very important roles to the Nigeria in general.

In the tradition sense and means pieces of apparatus which are prepared by student’s teacher to improve learning. The traditional concept of these modern instructional materials is that they help teachers to conduct their lesson well also help pupils learn effectively.

In this project we are seriously concerned that the inadequacy and underutilization of modern instructional materials of teaching Hausa language in our secondary school can cause the falling standard of standard of education in Sokoto. For this reason, an attempt was made to investigate the effectiveness on the use of these materials in the teaching process and to suggest to teachers on the effective use of some of those materials with specific reference to their application in teaching.

1.1     BACKGROUND OF THE STUDY

The Teaching of Hausa Language in Secondary and teacher Training Colleges stared when schools were established in northern Nigeria since colonial days. At that time however, teachers were instructed to teach Hausa Language in their own native language and as a result, in Hausa State, teacher used Hausa Language as the main medium of communication within the schools.  

Lord Laggard, the then colonial Governor requested Hans Vitcher to study the situation with a view to allowing Hausa language as a medium for communication.

Hans Vitcher comes to realized that to teach in mother tongue, would be the best policy. He did that by allowing even the royal sons to come to school with their slaves who would then carry on their personal and educational assignments. They were infact, allowed to wear their traditional dresses. Even before colonial rule, Hausa Language has been in existence both in writing and reading in Arabic alphabets (Ajami Scripts). The coming of western education contributed immensely to their wider knowledge of English Language.

Since the famous Addis Ababa conference of African ministers responsible for education in Africa in 1961, there have been man suggestions on how to improve teaching and what to teach in our school. Still there is no satisfaction on what is being taught and how it is taught. To an average educationist, it seems the Ahole problem lies in lack of effective communication particularly the language is the vehicle for through and is the prime tool for knowledge.

Likewise, behaviorist like B.F Skume and mentalist like M. Chomsky have since the importance of language in teaching and learning process and they have undertake numerous important researches, and they have undertaken theories are projected here, the their importance concerned with                      Mr. Chomsky who started that “ the linguistic development of children is a process of maturation:. This reveals the fact that language acquisition in children is not the result of imposition on them by authority but through appropriate conditioning or reinforcement.

That every child has the ability to learn the language since chose environment he is brought up and proves is innate. This started innate tendency then reveal itself as he matures and so acquires more language.

The child starts learning his mother tongue right from infancy and by the end of third year, most children have a fair command of a good many phonemic and syntactic structure of their mother tongue comprehension in communication.  However, this early language ability in children is in fundamentally department on many variables such as culture and the like of a child.

But what has yet to come or be achieved by the child is an increase in size and scope of vocabulary and the complexity of stent or and above all the development of a more complex relationship between structural semantic system of the language must be taught even if it is a mother tongue. It is at this juncture that Hausa Language it’s complexity of syntax and relationship must be taught formally in and out of education system.

Therefore, it is suggested that the three major reasons should be the prime guides making special arrangement in schools for the teaching of the mother tongue.

In the first place, mother tongue is the medium instruction at least for all teaching in lower classes of primary schools as clearly stated in the federal republic of Nigeria National Policy on education, section III, and subsection IV under primary education.

“Government will see to it that medium of instruction in the primary schools is initially the mother tongue or the language of immediate community and a later stage English”.

Therefore, for this reason, competence in mother tongue is very necessary before proceeding to another language.   

Secondly, it is the medium in which much of our thinking is organized and carried out more effectively. Therefore, improvement in using and responding to the mother tongue, ensures improvement in thinking.

Thirdly it plays such as important role almost every experience of the children in communication of the experience to those around them.

The writers would like to mention that the Hausa Language has a wealth of available literature; the Hausa language, has the oldest literacy tradition in the country as it is clearly investigated and reported by Dr. Ibrahim Yaro Yahaya in his thesis ‘called “Takaitaccen tarihin rubuce-Rubuce cikin Hausa”.

April 23rd 1980, Cibiyar Nazarin Harsunan Najeriya, Jamiar Bayaro, Kano. In this investigation, it was clear that local Hausa teachers (Malams) had literacy production written in Hausa Arabic Letter or Ajami script centuries before the British took over the administration of Northern Nigeria.

Hausa language Board was established by the colonial government in 1945 to further the standardization of written Hausa. The Gaskiya Corporation which was very useful in mass production of various Hausa language textbook as well as local newspaper was also found in 1945.

From what the writers have been discussing on the position of Hausa language in the country one might be convinced that the problems of teaching the language in our schools should be regarded with seriousness and all possible efforts should be made to solve or at least reduce them.

1.2     STATEMENT OF THE PROBLEM          

The problems which the writer intends to investigate problems associated with the teachers themselves, the shortage of adequately qualified teachers, inadequate training of teachers and migration of teachers away from teaching profession.

It is also the writer intends to look up lack of respect for the Hausa and the subject itself when the teaching and learning of Hausa language is taking place.

Lack of resource and instructional materials of teaching Hausa language, poorly designed classroom activities and curriculum of Hausa language as whole.     

To set it modern instruction materials are used to create a new learning environment which might help to solve some problems of teaching Hausa language.   

Finally, to put forward some recommendation for promoting and effective utilization of instructional methods in the teaching of Hausa language in Sokoto Metropolis particularly and the state in general.

1.3     OBJECTIVES OF THE STUDY

The objectives of this project is to investigate the roles or importance of modern instructional materials of teaching Hausa language in secondary schools with Sokoto metropolis and examining the various types of modern instructional materials used in teaching of Hausa language in to the secondary schools.    

The objectives of the study is to investigate the modern instructional materials used in our secondary schools and colleges and also how too often they are been utilized. It will further examine the application of these materials in the teaching Hausa language in secondary schools within Sokoto metropolis.

Moreover, the objectives of this project to investigate if the modern instructional materials are of their importance to the teaching and learning situation. It is also intend to bring light about modern instructional resource so as to enable the Hausa teachers and the authorities concerned appreciate the need to used adequate instruction resources and importance teaching methods so as to ensure maximum cooperation within the classroom.   

Lastly the study objective of making recommendation concerning modern instructional materials based on its investigation.

1.4     SIGNIFICANCE OF THE STUDY

The research study will provide insight into the disadvantage of not using modern instructional materials in the learning process which will enable us to offer useful suggestion. The researchers here will provide some possible suggestions and recommendation that will help minimizing the problems of instructional materials.   

It is also hoped that the investigation of the study will serve as guidance to teachers in terms of using modern instructional materials for teaching Hausa language in secondary schools.

The ‘research study’s investigation will also help the curriculum, “planners in designing a suitable curriculum that will involve the use of modern instructional materials for teaching Hausa language in our secondary schools.

The project would also serve as a reference materials to our fellow students in further who might engage themselves studies like this and to those who are interested in studying Hausa language in Sokoto metropolis.

It is hoped that this study will serve as a source of inspiration for her educationalist that may care to carry out their research study on the same topic or similar topic.   

1.5     SCOPE AND LIMITATION OF THE STUDY

This study is to investigate the frequency and used of modern instructional materials and methods used by the Hausa teachers. The study will be conducted in Sultan Muhamadu Bello Secondary School, Sani Dingyadi Unity Secondary School, Sultan Atiku Secondary School, the three secondary school, in Sokoto metropolis.

The investigation and recommendation contained are base on the contained are base on the contained in the questionnaire “turned in” by both students and teachers from the school used in the study. The researchers will limit the of randomly selected schools within Sokoto metropolis.    

In this concentration, the study will only cover the frequentation of modern instructional materials and method within the dimly selected sample.                  In addition, the study will focus its attention to re problems facing the teaching and learning Hausa language the sample schools.

The study is concerned only with the teaching of the Hausa Language Secondary Schools, but investigation can be applicable in other educational institutions. The research is instructional materials in teachers of Hausa Jage with available and utilization of the materials instructional materials.

This research is limited to some selected Secondary School in Sokoto metropolis.

RESEARCH QUESTION

The research question of this project includes;

1.       Does the modern instructional provide are useful and effective of teaching Hausa language.

2.       What are the benefits is regard to the available modern instructional materials of teaching?   

3.       Does the modern instructional materials for teaching Hausa Language provide in school are sufficient?

4.       Are the available resources in your school property utilized?

1.7     RESEARCH HYPOTHESIS           

i.                   There is no significance different in using modern instructional material of teaching Hausa Language Secondary School.

ii.                 There is no significant different in benefit of using available or insufficient modern instructional materials of teaching Hausa language in secondary school.  

iii.              There is no significance difference in the material available or insufficient between using or non-insufficiencies of available material.

DEFINITION OF TERMS

The operational definition of the following terms becomes necessary as they are actually used in the cause of writing the project

Audio: Communication system used in preparation sending and receiving of message based on sound, signals and hearing e.g. audio tape, radio e.t.c.

Visual: It refers to communication system or materials which are needed to send out message, idea and experience through the active participation of the eyes, e.g. picture, fieldtrips, films etc.

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