Research Article

EFFECTS OF INDIVIDUALISED INSTRUCTIONS ON STUDENTS’ PERFORMANCE IN HAUSA LANGUAGE IN SENIOR SECONDARY SCHOOLS IN KADUNA STATE, NIGERIA

Saudatu YAHAYA1*, Hauwa ADAMU1
1 Department of Educational Foundations and Curriculum, Ahmadu Bello University, Zaria, Kaduna State, Nigeria.
* Corresponding author: yahayasaudatu@gmail.com
Published: Jun, 2025
Pages: 1-8
Views: 18
Downloads: 10

Abstract

Despite Hausa being a widely spoken indigenous language, students' performance in the subject has remainedpoor, largely due to conventional, teacher-centred teaching methods that limit engagement and comprehension.This study investigated the effects of individualised instruction on students' academic performance in the Hausalanguage in senior secondary schools in Kaduna State, Nigeria. The study adopted a quasi-experimental designinvolving pre-test and post-test measures, with 112 Senior Secondary II students purposively selected from twoschools: 50 in the experimental group (taught using individualised instruction) and 62 in the control group(taught using conventional methods). The Hausa Language Performance (HLP), a 50-item multiple-choice test,was used for data collection. Mean and standard deviation were used to answer research questions, and the t-testwas used to test the hypotheses at the 0.05 level of significance. Findings revealed a significant improvement inthe experimental group's post-test performance (mean = 43.52) compared to their pre-test (mean = 29.26), with amean difference of 14.26 (p = .000). Similarly, the experimental group outperformed the control group (mean =33.70) by a mean difference of 9.82 (p = .000). The study concluded that individualized instruction significantlyenhances students' performance in Hausa language compared to conventional methods. Recommendationsinclude encouraging Hausa language teachers to adopt individualised instruction and providing necessaryinstructional resources to support its implementation. School authorities should also create a conducive learningenvironment to facilitate the effective application of this learner-centred approach. The study underscores theimportance of tailored teaching strategies in improving language education outcomes in Nigeria.

Keywords

Individualised instruction Hausa language academic performance conventional methods secondary education Kaduna State.

References

  1. Abdulbaqi, S. Z., Isiaq, A. T., Balogun, O. S., Ibrahim, A. K., & Tejideen, T. O. (2025). Sociological assessment of operating AI and re-thinking capacity of undergraduate students in Southwestern Nigeria. Indian Journal of International Studies, 5(1), 37-58. [https://doi.org/10.5281/zenodo.15833644](https://www.google.com/search?q=https://doi.org/10.5281/zenodo.15833644)
  2. Abdulmumin, S. A. (2024). Indigenous languages, media and national development. Paper presented at International Conference on African Indigenous Languages. Organised by the Department of African Languages and Cultures in conjunction with Ahmadu Bello University, Zaria, Nigeria.
  3. Abu, A. O. (2020). The effectiveness of individualized and lecture instruction methods of teaching biology at senior secondary level of education [Unpublished Master of Education dissertation]. Ahmadu Bello University, Zaria, Nigeria.
  4. Adamu, I. (2015). The effect of cooperative learning strategies on elementary students' science achievement and social skills. International Journal of Science and Mathematics Education, 3(2), 293–314. [https://doi.org/10.1007/s10763-014-9563-8](https://www.google.com/search?q=https://doi.org/10.1007/s10763-014-9563-8)
  5. Akorede, S. N., Abdulfatah, H. A., Aliyu, M., & Alapa, J. O. (2019). Effects of reproductive health education intervention on sexual choices of female undergraduates of University of Ilorin. Journal of Physical Education Research, 6(2), 50-55. [http://www.joper.org/JOPER/JOPERVolume6_Issue2_4_6_2019_182.pdf](https://www.google.com/search?q=http://www.joper.org/JOPER/JOPERVolume6_Issue2_4_6_2019_182.pdf)
  6. Arseneau, D. L. (1994). A comparison of learning activity packages and open classroom instruction. [http://www.ncbi.ii/m.nch.gov/pubmed7851264](https://www.google.com/search?q=http%3A%2F%2Fwww.ncbi.ii%2Fm.nch.gov%2Fpubmed7851264)
  7. Biu, A. A., Akorede, A. A., & Isiaq, A. T. (2025). Effect of Health Education Intervention Programs on Emergency Contraceptives Awareness among University Undergraduate Female Students in Jigawa State, Nigeria. Zamfara International Journal of Education (ZIJE), 5(3), 258-265. [https://doi.org/10.64348/zije.202565](https://www.google.com/search?q=https://doi.org/10.64348/zije.202565)
  8. David, U. (2021). Effect of individualized instructions and cooperative learning instructional strategy on senior secondary school students’ academic achievement in organic chemistry. Electronic Journal of Science Education, 22(2).
  9. Furniss, G. (1996). Poetry, prose and popular culture in Hausa. Edinburgh University Press.
  10. Gibney, M. (2001). Development methodology: Learning activity package. In M. B. Parks (Series Ed.), Learning activity packages. Nova Southeastern University.
  11. Karam, G., Peris, E., & Rahman, H. (2019). The impact of individualized instruction on the achievement of Year 7 mathematics students. International Journal of Science and Mathematics Education, 17(5), 739–756. [https://doi.org/10.1007/s10763-018-9895-x](https://www.google.com/search?q=https://doi.org/10.1007/s10763-018-9895-x)
  12. Macharia, K., Githua, B., & Mboroki, G. (2009). Methods of instruction. Kijabe: Kenya.
  13. Mbacho, N. W. (2013). Effects of jigsaw cooperative learning strategy on students' achievement in secondary school mathematics in Laikipia East District, Kenya [Unpublished thesis project]. Egerton University.
  14. Muraya, D. N., & Kimamo, G. (2011). Effects of cooperative learning approach on biology mean achievement scores of secondary school students in Machakos, Kenya. Journal of Educational Research and Review, 6(12), 726–745.
  15. Nebpoh, O. J. E. (2012). The effectiveness of individualized instruction in clothing construction strategy and alteration. Department of Home Economics Education. Federal College of Education (Technical) Asaba, Delta State.
  16. Ningi, A. U., Akorede, S. N., Yahaya, A. U., Salihu, S., Lawan, A., & Ahmed, S. M. (2024). Assessment of vicarious teaching strategies awareness in teaching physical and health education among lecturers in tertiary institution in Bauchi State. Kashere Journal of Education, 6(1), 159-165.
  17. Olatoye, R. A., Aderogba, A. A., & Aanu, E. M. (2011). Effects of cooperative and individualized teaching methods on senior secondary school students’ achievement in organic chemistry. Pacific Journal of Science and Technology, 12(2), 310–319.
  18. Smith, A. A., & Harris, K. R. (2018). The effects of individualized instruction and worked examples on physics problem solving. The Journal of Experimental Education, 86(3), 431–459. [https://doi.org/10.1080/00220973.2017.1347776](https://www.google.com/search?q=https://doi.org/10.1080/00220973.2017.1347776)
  19. Umar, M. (2018). Effects of cooperative and laboratory method on performance and retention of students in chemistry in secondary schools in Jigawa State, Nigeria [Unpublished PhD thesis]. Ahmadu Bello University, Zaria.
How to Cite

YAHAYA, S., & ADAMU, H. (2025). EFFECTS OF INDIVIDUALISED INSTRUCTIONS ON STUDENTS’ PERFORMANCE IN HAUSA LANGUAGE IN SENIOR SECONDARY SCHOOLS IN KADUNA STATE, NIGERIA. Journal of Educational Research and Development, 20(1), 1-8.

S. YAHAYA, and H. ADAMU, "EFFECTS OF INDIVIDUALISED INSTRUCTIONS ON STUDENTS’ PERFORMANCE IN HAUSA LANGUAGE IN SENIOR SECONDARY SCHOOLS IN KADUNA STATE, NIGERIA," Journal of Educational Research and Development, vol. 20, no. 1, pp. 1-8, June 2025.

Share this article:
Facebook X / Twitter LinkedIn
Download PDF View Full Text (PDF) Back to Articles