Citation: Nuhu, A. & Sani, A-U. (2017). Attitudes of Hausa Students Toward Learning the Course (Hausa): Focus on Usmanu Danfodiyo University. In Fabunmi, B. et al (eds). Ife Journal of Languages and Literatures. Vol. 3, No.1. Ile-Ife: Department of Linguistics and African Languages. ISSN 2467-8635, Pp 56-67.
Attitudes of Hausa Students Toward Learning the Course
(Hausa): Focus on Usmanu Danfodiyo University
By
Alamuna NUHU1
Department of
Nigerian Languages and Linguistics
Kaduna State
University, Kaduna, Nigeria
Phone No.
08030472882
And
Abu-Ubaida SANI2
Department of
Languages and Cultures
Federal University
Gusau
Phone No.
08133529736
As previous studies explore relationship between students’ attitudes and their academic performance. This study also sets to investigate the attitudes of Hausa students at the Usmanu Danfodiyo University, Sokoto, Nigeria towards learning the course. The population of the study consists of 168 students of Department of Nigerian Language UDUSOK, Nigeria, out of which one hundred and forty-seven students are selected as a sample of the survey. The instrument was validated by experts and a reliability index of 0.74 was drawn using Pearson correlation moment. Descriptive statistics is employed for analysing the collected data, in which the researchers used frequency count, simple percentages and tables. Major findings of the research are discussed thereafter. In accordance with the findings, the researchers offered some recommendations thus, lecturers, school management and other concerned groups or individuals at tertiary level should attach importance to addressing negative attitudes of students towards learning courses they are admitted to study, and that, the pride, which the students attached to the course, should be preserved through lecturers’ motivation (i.e. motivating the students). Great importance should be attached to the students’ pride for its impact on their learning achievements.
Keywords: attitude, pride, Hausa
Introduction
Hausa
is the most widely spoken language in Africa apart from Arabic and Swahili,
which is dominantly spoken in Nigeria and Niger Republic (Inuwa, 2014).
Recently, the language has been estimated the first language of nearly one
hundred million speakers, and reasonably more than one hundred million
nonnative speakers with varied notch of ability in the language (Yusuf, 2011).
Hausa, as a field of study has been taught outside the African continent around
1885, during which the course was initially offered in Berlin, Germany. Today,
Hausa courses are offered on regular basis throughout the world, mainly at
universities that have a department specializing in African languages
(Ekkehard, 2012; Thompson, 2015; ALS, 2015). More than any other language in
Africa, Hausa (language, literature and culture) has the highest number of
experts, ranging from holders of National Certificate of Education (NCE),
Diploma, B.A., M.A., M.Phil., Ph. D. and indeed vast number of professors
(Bunza, 2015).
However,
Nigerian universities that offer Hausa language include; Ahmadu Bello
University, Zaria; Bayero University, Kano, Federal University, Kashere in
Gombe, University of Maiduguri, Maiduguri, Sokoto State University, Sokoto,
Umaru Musa ‘Yar’adua University, Katsina and Usmanu Danfodiyo University in
Sokoto among others (Adejala, 2014). Other university that currently offered
the course include: Federal University Gusau, Zamfara State, Sule Lamido
University, Kafin Hausa, Jigawa and Federal University Kebbi. Apart from
Nigeria, Hausa, particularly in the field of Linguistics is been taught in
other African, Asian, American and European countries especially Warsaw University, Poland, University of London, United Kingdom,
Research Institute
for the Languages and Cultures of Asia and Africa (ILCAA)
in Japan, University of South Africa,
South Africa and University of Ghana, Ghana among others (SBA, 2012).
However,
students studying other disciplines, especially science courses, and sometimes
the community at large, positioned Hausa students at lower elevation. Due to
the fact that Hausa is an indigenous language in Nigeria thus regarded it is as
local, common and which has less importance to the political and socio-economic
climate of the country. Consequently, 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 threat against the
academic pursuit of the students concerned, especially considering the
relationship which students’ attitudes have with learning. Therefore, it is
imperative at this juncture to investigate the attitudes of Hausa students
toward learning the course in the university, hence to find out the
interconnectivity between students’ attitudes and their academic performance
and achievements.
Statement of the Problem
It
has been proved that the motivation, self-esteem, self-concept and indeed
attitudes of a learner, among other factors, directly or indirectly affect
his/her learning outcomes. Learning results from the active involvement of the
learner. Meanwhile, the learner’s involvement is, to high extent, determined by
his/her attitudes toward learning the course in question. Though it has been
observed that many undergraduate Hausa students did not choose to study it as a
course of carrier study willingly nevertheless they are given the course to
study out of volition. More so, many of the students find the course difficult
than they expected (i.e. mere language that is used in everyday communication
and other socio-cultural aspects of Hausa people). Perhaps, these could be the
genesis of the low proficiency in both oral and written aspect of the course
(Hausa Language).
Therefore,
if a step is taken towards ascertaining the real causes of this reluctance and
lack of pride which Hausa students perceive and 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 students in learning the course at Usmanu Danfodiyo University, Sokoto.
The result could be generalized to other Hausa students studying in various
institutions of learning beside the location of the research, or serve to open
gate for similar and/or further studies concerning the phenomena.
Objectives of the Study
The
study strives to determine:
1.
Determine the gravity of effects, which
the attitude of Hausa students at Usmanu Danfodiyo University has toward
learning the course.
2.
Determine the pride which Hausa students
at Usmanu Danfodiyo University, Sokoto attached to the course.
Research Questions
This
research is guided by the following research questions:
1.
To what extent does the attitude of
undergraduate Hausa students at Usmanu Danfodiyo University has effect on
learning the course?
2.
To what extent have the undergraduate
Hausa students at Usmanu Danfodiyo University attached pride to the course?
Significance of the Study
The
findings of this study are expected to be relevant to the government,
educational planners and administrators, parents, language educators and indeed
students. The aforementioned categories of beneficiaries will be provided with
knowledge of the attitudes of the undergraduate Hausa students toward learning
the course in Usmanu Danfodiyo University.
Perhaps,
it will provide to the educational planners and administrators, relevant
information on the attitudes of undergraduate students toward studying Hausa.
This could be worthy of consideration during the process of educational
planning. More so, guidance and counseling officers could use the findings
during ascertaining the causes of failure or success of students. It could as
well be useful when sending feedback information to students’ parents.
Finally,
the findings could serve reference functions to researchers who wish to conduct
related researches. This is because, the research highlights on the attitudes
of students toward the course i.e. Hausa, which could be reason for the failure
and impediment of smooth flour of teaching and learning process with respect to
the field of study in question.
Literature Review
For
many years, attitudes had been considered as a central concept of social
psychology. Meanwhile, early writers have defined social psychology as the
scientific study of attitudes (Norbert & Gerd, 2001). The concept of
attitude has been changing over decades. The definitions during the early years
were broad compared to the present day’s definition of attitude. During the
early years, the concept encompassed cognitive, affective, motivational as well
as behavioral components. This could be seen if the definitions of the term
over the years are tabled. For instance, attitude in 1935 was defined as:
…a mental and
neural state of readiness, organized through experience, exerting a directive
and dynamic influence upon the individual's response to all objects and
situations with which it is related (Allport, 1935: 810).
Similarly, the term is defined by Krech
& Crutchfield as: “…an enduring organization of motivational, emotional,
perceptual, and cognitive processes with respect to some aspect of the
individual's world” (Krech & Crutchfield, 1948: 152). It could be noted
here that, both the aforesaid definitions emphasize on the enduring nature of
attitudes and their close relationship to individuals' behavior. On the other
hand, attitude in the recent years have been regarded as a mere concept, which
shows likes and dislikes. For instance, in 1999 it is defined as: “…a
psychological tendency that is expressed by evaluating a particular entity with
some degree of favor or disfavor” (Eagly & Chaiken, 1993: 1).
Nevertheless,
one thing which is true is that it is difficult, if not impossible, to design
reliable empirical test for attitude evaluation. As sometimes individuals may
hold multiple attitudes about an object, a phenomenon or any variable of
interest to the researcher. Thus, an attitude, at a time, would be accessed
depending on the time and indeed physical and psychological state of the
individual. That is to say, the result will come up with a few credible
assumptions, by which each is only well-matched with the available data
(Norbert & Gerd, 2001). It is for this reason that Norbert & Gerd,
(2001) opined that, attitude and other scientific concepts of its kind are to
be evaluated on the basis of their explanatory power, thus, without taking
judgmental processes into account. Apart from these, however, numerous studies
justify the relationship between students’ attitudes and learning (cf. Robert,
1992; Theresa, 2006; Ibrahim, 2008; Rasaq, 2011; Tambuwal, 2012). Further,
Robert, (1992) believed that without positive attitudes and perceptions (to
learning), students have little chance of learning proficiently, if at all.
This is similar to Theresa’s opinion, in which he holds that, extensive
evidence exists that engagement and motivation are critical elements in student
success and learning (Theresa, 2006).
On
the other hand, learning achievements have significant influence on students’
attitudes toward learning. Students with lower performance and higher rate of
school failure experienced more negative attitudes towards learning and
education at large. To be precise, previous school performances experienced by
students have negative influence on the attitudes they show towards learning.
Perhaps, they will be less committed to school as well as learning activities
(Adelinda, et al, 2008). Many
researches uphold 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).
Alternatively,
Adelinda et al (2008) conducted an
empirical research on the students’ attitudes toward 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).
Relationship Between Students’ Pride
and Learning
Pride
is defined as the feeling of respect that individual has for oneself. It is
also been defined as the feeling of pleasure or satisfaction about something or
someone closely connected with the individual concerned (Turnbul, J. et al eds, 2015). Tracy & Robins
hold that, the feeling of pride might have evolved to provide information about
an individual’s current level of social status and acceptance (Tracy &
Robins, in Isabella & Francesca, 2002). Perhaps, according to Isabella
& Francesca, (2002), pride,
represented in words like accomplished and confident, is positively
associated with personality traits of extraversion, agreeableness,
conscientiousness, and with genuine self-esteem. Jessica & Richard, (2007)
considers pride as an important emotion that plays a critical role in many
domains of psychological functioning. It reinforces behaviors such as altruism
and adaptive behaviors like achievements. That is to say, pride in a particular
discipline is the feeling of confidence, satisfaction, agreeableness and self-esteem
of being studying or having been studied the course.
Learner’s
pride on particular discipline of study could positively influence his learning
achievements. In doing so, Siek, Connelly & Rogers (2006) hold that the
pride many individuals have influence their choices, thus resulting in
preference interfaces that they could not accurately interpret. In essence, the
level of pride a learner has on a particular course is subject to his interest
in that very course. Notwithstanding, the pride of learner on a particular
discipline would determine his/her attitude towards that disciple. As such,
student’s pride is a determiner of his/her learning achievements.
Methodology
The research design employed for the study is a
descriptive survey. The population of the study consist all undergraduate
students at the Department of Nigerian Languages, Usmanu Danfodiyo University,
Sokoto. The department has a total number of one hundred and sixty-eight adult
students (168) as of 2016/2017 ranging between 18-30 or more years of age. However,
a proportionate sampling technique was employed in selecting the participants
over a period of the study by using Krejcie & Morgan (1970:30) table for
determining a sample size.
An
questionnaire instrument, however, was constructed in Likert form using three
response categories. The response categories are yes, no and undecided, which
was validated by two experts from Department of Curriculum and Educational
Technology and Department of Educational Foundations of the University
respectively. However, section A of the instrument is the respondent’s bio-data
while section B comprising five (5) items try to find the extent to which the attitude
of the undergraduate participants has affected their learning of the course.
Section C carries seven (7) items that ascertain the extent to which the
undergraduate students, attached pride to the course. The final version of the
instrument was subjected to test re-test method that yield a reliability index
of 0.74. Descriptive statistics as already mentioned is used for data analyses,
in which the researchers use frequency count, simple percentage and tables.
Data Presentation and Analysis
The
data obtained during the study is presented and analyzed under this session.
Major Findings
The
major findings of the study are:
i.
The undergraduate Hausa students at Usmanu
Danfodiyo University, Sokoto barely have negative attitude towards the course,
which have effect on their educational achievements.
ii.
To a highly significant extent, the
undergraduate Hausa students of Usmanu Danfodiyo University, Sokoto are
interested in the course. Yet, majority developed the interest only after they
are given the course to study.
Discussion of the Major Findings
Though
majority of the students had bad attitudes towards the course initially, they
later (majority of them) developed good attitudes toward it. Thus, about 80%
enjoy the nature of the course and about 72% were happy about the course after
they were admitted to study it. This is an indication that, the teaching and
learning activities with regard to the course is, to some extent, planned
suitably to arise students’ interest. This include, simplifying –systematically
– the content, employing suitable method of instruction. However, the nature of
a given course also determines the attitudes of students towards same. If the
nature is not fittingly suitable to the learners, there is every tendency of
them having negative attitudes towards it. According to the findings of this
research, about 56% of undergraduate Hausa students at Usmanu Danfodiyo
University, Sokoto are comfortable with the nature of the course, while 19% of
the students are indecisive on that. That is to say, only about 25% of the
students are not comfortable with the nature of the course.
In
addition, students’ participation in teaching and learning activities of a
particular course defines their attitudes towards it. That is to say, if the
students have negative attitudes towards a course, he/she will undeniably
remain inactive in the teaching and learning activities of the course. Here,
about 88% of the students participate actively in all continues assessments of
the course and as well (majority i.e. about 68%) attend conferences, seminars
and public lectures on Hausa. However, the initial bad attitudes, which the
students held towards the course, might be subjected to certain variables.
Perhaps, factors such as lack of orientation about the course and its status in
the society.
Moreover, the research indicates that, the
undergraduate Hausa students in Usmanu Danfodiyo University have attached a
great pride to learning the course. The researchers also learnt that, the
development of this pride comes up only after finding themselves in the system.
With this, about 56% of the students disclose their course to those studying
other courses. Also, irrespective of the way Hausa (as a course) is positioned
by the society at lower elevation (Bunza, 2015), about 82% of the students do
not consider their course or lecturers inferior to other courses or the
lecturers of other courses. In doing so, about 84% of the students are bold to
defend the course whenever it is challenged. This indicates how proud the
students really are of the course. In addition, about 74% of them do advice
others to study the course. More so, about 71% of them are ready to be named
after the course.
Conclusion
Undoubtedly,
attitudes of learners towards learning affects their learning outcomes. Therefore,
as an implication, teachers, curriculum planners and implementers as well as
parents must take this variable into consideration; there by holding it as
constant value. However, the following recommendations are made concerning the
major findings of the study:
- Lecturers,
school management and others concerned body and individuals at tertiary
institutions of learning should attach importance to addressing negative
attitudes of students towards courses they are admitted to study. This
could be in form of orientations, public lectures, career talks and
positive motivation by lecturers among others.
- The
pride, which the students attached to the course, should be maintained
through lecturers’ motivation (i.e. motivating the students). Great importance
should be attached to the students’ pride for its impact on their learning
achievements.
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