RESOURCE MATERIALS FOR TEACHING AND LEARNING HAUSA LANGUAGE: APPLICATION AND UTILIZATION IN SELECTED SECONDARY SCHOOLS IN KATSINA STATE, NORTH-WEST NIGERIA.

Abstract

This study investigates the availability, application, and utilization of resource materials in the teaching and learning of Hausa language in selected secondary schools in Katsina State, North-West Nigeria. Despite the significance of Hausa language in cultural preservation and national development, students’ academic performance in the subject remains unsatisfactory. This has been largely attributed to inadequate teaching methods, poor retention, and especially the insufficient or improper use of instructional resource materials. The study adopts a mixed-methods descriptive survey design, combining quantitative data from questionnaires administered to 50 teachers and 150 students with qualitative insights from interviews and classroom observations. Data will be analyzed using descriptive and inferential statistics, alongside thematic analysis for qualitative responses. The research focuses on assessing the availability of resource materials, frequency of their use, methods of application, and challenges hindering their effective utilization. It also explores strategies for improvisation where such materials are lacking. The findings are expected to demonstrate that effective use of resource materials enhances students’ engagement, retention, and overall academic achievement in Hausa language. The study will provide practical recommendations for teachers, school administrators, and policymakers on improving instructional practices through better integration of both traditional and digital teaching aids. Ultimately, the research contributes to the advancement of indigenous language education and supports efforts toward cultural sustainability and improved learning outcomes.