Attitudes Of Students Towards Learning The Hausa Language (Interest, Pride And Effect)

    Background to the Study        

    Many researches affirm the role, which students’ attitude play in the improvement of their academic achievement (Robert, 1992; Theresa, 2006). Engagements of students to learning are directly molded by the students’ attitudinal characteristics toward the learning. These characteristics include motivation, positive learning values, enthusiasm, interest and pride in success among others (Newman, 1992). With these (attitudinal characteristics), a student displays curiosity, a desire to
    know more as well as positive emotional responses to learning and school in general (Turner 1998; Smerdon 1999; Theresa, 2006).
    On the other hand, Adelinda et al (2008) conducted an empirical research on the students’ attitudes towards learning. The findings show that, to a higher extent, contextual and cultural experiences dictate different kind of attitudes toward school and learning. This is because; social and family experiences influence students’ construction of meaning about school and learning. Therefore, it could be concluded at this juncture that, attitudes of learners affect their academic performance. Whereas, on the other hand, attitudes of learners toward learning is as much molded by their cultural experience as well as contextual elements (Theresa, 2006; Adelinda et al, 2008).
    However, students studying other courses, especially science courses, and sometimes the community at large, positioned Hausa language students at lower elevation. This is for the fact that, Hausa is an indigenous language in Nigeria. Thus, it is regarded as local, common and which has less importance to the political and socio-economic climate of the country. As such, only few are into the study of the course willingly. More so, many of Hausa students feel ashamed to show out their course of study (Bunza, 2010). This is indeed a great treat against the academic pursuit of the students concerned. Thus, especially considering the relationship which students’ attitudes have with learning.
    Notwithstanding, if a step is taken towards ascertaining the real causes of this reluctance and lack of pride which Hausa language students treat their course with, a better end could be met. It is therefore of paramount importance to conduct research on this phenomenon, so as to study the attitudes of undergraduate Hausa language students towards the course in Usmanu Danfodiyo University, Sokoto, Nigeria. The result could be generalized on other Hausa language students studying in various institutions of education other than the location of this research, or serve to open gate for similar and/or further studies.

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