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首页> 外文期刊>International Journal of African and Asian Studies >Mother-Tongue Education Policy: Effects on Children’s Achievement in Reading Skills
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Mother-Tongue Education Policy: Effects on Children’s Achievement in Reading Skills

机译：母语教育政策：对儿童阅读技能成就的影响

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Researches have shown that instructions received in the mother tongue are easily assimilated and permanent than those received in a second or foreign language. The thrust of this paper is to investigate on the effect of the mother tongue education policy on Nigeria children’s achievement in reading skills. The study adopted the randomized pre-test experimental and control group as design. Three research questions were used as a guide to the study. Two hypotheses were also raised for the study at 0.05 level of significance. The sample consisted of 215 primary 3 pupils taken from 4 primary schools in two geo-political zones. The sample size consisted of 110 pupils from rural and 105 pupils from urban schools. Standard deviation, means and analyses of covariance were used to analyze the data. The results indicates that children in the rural schools taught in the mother-tongue performed better than those from urban schools who were taught in English Language in reading skills. From the findings, it is recommended that the language policy on mother tongue usage should be enforced as medium of instruction in the early primary schools years. Keywords: Mother-tongue, policy, achievement and reading skills.
机译：研究表明，以母语接收的指令比以第二语言或外语接收的指令更容易被吸收和永久化。本文旨在探讨母语教育政策对尼日利亚儿童阅读技能成就的影响。该研究采用随机试验前的实验和对照组作为设计。三个研究问题被用作研究的指南。本研究还提出了两个假设，其显着性水平为0.05。样本包括来自两个地缘政治区的4所小学的215名小学3名学生。样本量包括来自农村的110名学生和来自城市学校的105名学生。使用标准差，均值和协方差分析对数据进行分析。结果表明，以母语教学的农村学校的孩子的表现要优于以英语授课的英语学校的孩子。根据调查结果，建议在小学早期就以母语为母语的语言政策作为教学语言。关键字：母语，政策，成就和阅读技巧。

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