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).
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.Get Material Online