GASPRO International Journal of Eminent Scholars

ABSTRACT

This study sought to examine the Mother Tongue as First Language and its effect on Learning

among Tertiary Institution Students in Akwa Ibom State. The study adopted an Expost facto

research design. The study was conducted in Akwa Ibom State using tertiary institutions in the

state (University of Uyo, Akwa Ibom State University, Akwa Ibom State Polytechnic, Akwa Ibom

State College of Education Afaha Nsit, and Akwa Ibom State College of Science and

Technology). The population of the study comprised undergraduate students from the five

institutions. Simple random sampling technique was adopted in selecting 40 undergraduate

students from each of the 5 institutions, giving a total of 200 respondents for the study. The main

instrument used in this study was a questionnaire titled “Mother Tongue Effect on Learning

among Tertiary Institution Students Questionnaire (MTELTISQ)”. Face and content validation

of the instrument was carried out. Cronbach Alpha technique was used to determine the level of

reliability of the instrument. The reliability coefficient obtained was 0.84 and this was high

enough to justify the use of the instrument. The researcher subjected the data generated for this

study to appropriate statistical techniques such as simple regression analysis and independent ttest

analysis. The test for significance was done at 0.05 alpha levels. The study revealed that

mother tongue is the child’s environment and is the natural basis on which verbal skills can be

built, children learn through communicating in a language, which they understood. It was

concluded that there is significant effect of mother tongue on learning among tertiary institution

students. There is significant difference between male and female students in the level of learning

effectiveness due to mother tongue. One of the recommendations was that the Nigerian

government should address the implementation of the National Policy on Education in the part

of language of instruction in early childhood settings more seriously

KEYWORDS: Mother Tongue, Language, Effect, Tertiary Institution, Students