Application of indigenous Language (IGBO) for Improving the Teaching of Vocational Agriculture at the Junior Secondary Schools in Ebonyi State, Nigeria

Abstract

This study was aimed at determining the application of indigenous language (Igbo) for improving teaching of Vocational Agriculture at the Junior Secondary Schools. Four research questions and one null hypothesis guided the study. The design of the study was descriptive survey research design and the population of the study was two hundred and seventy six (276) teachers comprised (140 Igbo language teachers and 136 Vocational Agriculture teachers. There was no sampling, as the entire population was used for the study. A questionnaire designed by the researchers was used to collect data. The data analysis was done using mean, standard deviation and t-test was used to test the hypothesis. The results of the study indicated that the indigenous language (Igbo) could be used to teach vocational agriculture at the Junior Secondary Schools. Based on the findings, it was recommended that vocational agriculture teachers should use their local or indigenous language (Igbo) in teaching and learning of vocational agriculture at the Junior Secondary School level. Government and all the authorities concerned in Junior Secondary School administration should ensure that teachers’ manuals and hand books in vocational agriculture are fully translated in Igbo language for effective teaching and learning.

Keywords: Indigenous Language; Igbo; Teaching; Vocational; Agriculture; Junior Secondary.

DOI: 10.7176/JEP/11-36-03

Publication date: December 31^st 2020