• Dauda Habu Galadi
• Jamilu Sani
• Sani Saleh
• Sani Sule
• Sani Garba

This research in Jigawa State examines the effects of second language instruction on science performance among secondary students. Involving four schools, the study compared students taught in English with those taught in Hausa, revealing that Hausa instruction led to higher scores, notably in Biology (H: 81%, E: 62%) and Agricultural Science (H: 92%, E: 73%). Statistical analysis showed significant differences between the language groups, with T-Test p-values below 0.01 and a Chi-Square value for Geography of (χ² (1, N = 40) = 12.59) (p < 0.01). ANOVA indicated school environmental factors also affected outcomes, while MANOVA showed a broader impact of language on multiple subjects, with Pillai’s trace values reaching (V = 0.51) (p < 0.01). Correlation analysis linked bilingual resources to improved scores (r up to 0.67, p < 0.01), and regression analysis suggested that second language use outside class predicts performance ((β = 0.45), p < 0.05). The findings advocate for native language instruction to significantly boost science achievement.

vernacular, second language; basic science concepts; Kolb’s theory

"Investigation on the effects of teaching science subjects in a second language on students' performance in Jigawa State.", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.11, Issue 4, page no.c680-c694, April-2024, Available :http://www.jetir.org/papers/JETIR2404276.pdf

"Investigation on the effects of teaching science subjects in a second language on students' performance in Jigawa State.", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.11, Issue 4, page no. ppc680-c694, April-2024, Available at : http://www.jetir.org/papers/JETIR2404276.pdf