EFFECT OF THE USE OF MOTHER TONGUE ON ACADEMIC ACHIEVEMENT AMONG BIOLOGY STUDENTS IN WUDIL LOCAL GOVERNMENT

This study investigates the impact of using Hausa as a medium of instruction on the academic achievement of Biology students in senior secondary schools in Wudil Local Government Area, Kano State, Nigeria. Data were collected from 150 students (75 taught in Hausa, 75 taught in English) and 20 Biology teachers across five public schools using the Biology Achievement Test (BAT) and structured questionnaires. An eight-week intervention revealed that students taught in Hausa significantly outperformed those taught in English (p < 0.001), with a post-test mean score of 68.5 (SD = 9.3) compared to 54.8 (SD = 10.2) for the control group. No significant gender differences were observed in the experimental group (p = 0.517), indicating equitable benefits for male and female students. Teachers reported positive perceptions of Hausa instruction (mean = 3.9, SD = 0.8), with 75% noting enhanced student engagement, though 80% highlighted challenges such as limited Hausa-based resources and concerns about transitioning to English-based national exams. Qualitative findings underscored improved comprehension and engagement but identified the need for standardized Hausa scientific terminology. The study concludes that Hausa instruction enhances Biology performance and recommends policy support for bilingual education, teacher training, and development of Hausa-based instructional materials.