USING HAUSA LANGUAGE IN THE ASSESSMENT OF STUDENTS: A CASE STUDY OF HIGHER INSTITUTION IN BAUCHI, NIGERIA

Abstract

Nowadays, use of native languages such as Hausa in teaching and learning is becoming an order of the day. This study utilized Hausa language to assess students of higher institution in Bauchi using a quasi-experimental approach involving 21 (test) students and 17 (control) participants.  The participants were assed using Montreal Cognitive Assessment in Hausa language. The study participants included; 55.3% males and 43.7% females; 65.8% pre-100 level students and 34.2% 100 level students; 68.4% Hausa, 7.9% Yoruba, and 23.7% Fulani; 92.1% Muslims and 7.9% Christians. This research investigates the impact of language on academic performance, comparing students assessed in Hausa language and English language. The results show that students assessed in Hausa language scored higher (mean score: 26.57+5.670) compared to those assessed in English language (mean score: 24.157+2.577). This finding suggests that using mother tongue in teaching and assessment may improve students' understanding and academic performance. The study's findings are consistent with previous research, and it is recommended that incorporating native languages in educational systems could improve academic achievement and performance. The study suggests that incorporating native languages in educational systems could improve academic achievement and performance.