By
Abu-Ubaida Sani
This book investigates the attitudes of undergraduate Hausa language students toward their course of study, using Usmanu Danfodiyo University, Sokoto, Nigeria as a case study. Drawing on decades of educational research that affirms the critical role student attitudes play in academic achievement (Robert, 1992; Theresa, 2006; Newman, 1992), the study examines how characteristics such as motivation, enthusiasm, interest, and pride in success shape learning outcomes. However, the book reveals a troubling reality: students of Hausa language are often positioned at a lower elevation compared to their counterparts in science courses. Because Hausa is an indigenous language in Nigeria, it is frequently regarded as "local," "common," and of less importance to the country's political and socio-economic climate. Consequently, many Hausa students feel ashamed to disclose their course of study (Bunza, 2010).
The book argues that cultural and contextual experiences significantly mold students' attitudes toward learning (Theresa, 2006; Adelinda et al, 2008). When students internalize negative societal perceptions of their discipline, their academic performance suffers. This research therefore takes a critical step toward ascertaining the real causes of reluctance and lack of pride among Hausa language students. The findings, while focused on Usmanu Danfodiyo University, can be generalized to other Hausa language students across Nigerian institutions of higher education. This work serves as a foundation for similar and further studies on indigenous language education and the psychological dimensions of academic attitude formation.
0 Comments