

































 

 
 

INDIGENOUS LANGUAGES AS AN INSTRUMENT FOR PROMOTION OF 

QUESTIONING SKILLS IN TERTIARY INSTITUTIONS IN NIGERIA 

 

Aturamu, Olayinka Omolayo, PhD1 and Awoolaoye, Sunday Olayinka, PhD2 
1Department of Language Education, Bamidele Olumilua University of Education, Science 

and Technology, IkereEkiti.  
2Department of Yoruba, Adeyemi University of Education, Ondo, Ondo State. 

Corresponding e-mail: aturamu.olayinka@bouesti.edu.ng  

Orcid ID No: 0000-0002-6463-8228        

  

 

 

 

 

     

Abstract  

This study examined indigenous languages as an instrument for promotion of questioning 

skills in tertiary institutions in Nigeria. The study assessed the level of relationship and 

knowledge of indigenous languages on questioning skills of academic staff of Bamidele 

Olumilua University of Education, Science and Technology, Ikere. The study adopted a 

descriptive research design of survey type. The sample size of 100 respondents which 

included lecturers and students was drawn from the population of 345 members of 

Academic Staff Union of Universities (ASUU), Bamidele Olumilua University of 

Education, Science and Technology, Ikere chapter. The instrument for data collection was 

a self-structured questionnaire tagged “Indigenous Language as an Instrument of 

Promoting Questioning Skills in Tertiary Institutions in Nigeria (ILIPQSTI) 

Questionnaire”. The three research questions raised to guide the study was answered 

using descriptive analysis of simple frequency count, percentage, mean and standard 

deviation. Two (2) research hypotheses formulated for the study was tested at 0.05 level of 

significance using Chi-square (χ2) statistic of independent sample. Analysis of the study 

revealed that there was significant relationship between indigenous languages and 

questioning skills in tertiary institutions in Nigeria. It was also revealed that lack of 

knowledge of indigenous languages does not influence the promotion of questioning skills 

in tertiary institutions in Nigeria. The study concluded that there is an urgent need to 

deliberately inculcate and imbibe right indigenous values and languages as sine qua non 

for student-centered academic development and excellence. The study recommended that 

Nigerian government must match actions with words by adopting policies that would 

promote their use by all and sundry, including the masses and the ‘exploitative’ elites and 

most importantly by tertiary institutions’ lecturers as a medium of instruction, 

communication and in development of their questioning skills. 

 

Keywords: Indigenous Language, Tertiary Institutions, Questioning Skills 

 

 

IJO- INTERNATIONAL JOURNAL OF SOCIAL SCIENCE AND HUMANITIES RESEARCH ( ISSN 2811-2466 )

Volume 5 | Issue 11 | November 2022 | 1

mailto:aturamu.olayinka@bouesti.edu.ng


 

 
 

Introduction  

Language is a viable instrument of expression; human beings need language for meaningful 
survival. According to Okonkwo (2004), origin of language coincide with that of society 
given the fact that a system of linguist communication is a necessary condition for the 
existence of a human group. Language can be seen as a means of communication, which is 
very unique to man more than to animals. Language relies on communication for its essence. 
Also, Awodun & Joshi (2022) noted that language is a method of communicating ideas, 
thoughts, and desires by means of sounds for psychological and physiological survival. 
Language is one of the most important attributes of mankind because it is the medium of 
communication. 

It is affirm that communication is a way of sending and receiving information and 

giving feedback. Through communication, message (thoughts and feelings) are encoded 

which can come in form of questions are encoded by the person who sends it (the speaker) 

and decoded by the person who receives it (the listener). Encoding and decoding of 

information are very essential. Communication is not complete until feedback that can come 

in form of answers has been received from the decoder. Indigenous language then play as a 

greatest weapon towards the laying the dangers inherent in communication between 

individuals and groups. Even in educational institutions, the power of questioning skills 

promote the use of indigenous language and makes learning and teaching easier and 

understandable among students and lecturers. 

 

Definition of Terms 

Indigenous Language 

Adedeji (2015) submit that local or indigenous language can be construed to mean a language 

spoken of belonging or connected with a particular place or area which one is talking about or 

with the place where one lives.  

Nigerian language 

Nigerian language are languages which are indigenous in Nigeria by virtue of the fact that 

they are spoken by people who hail from Nigeria and are legally Nigerians.  

Nigerian language policy 

The Nigerian language policy according to Mbak (2011) is a principled statement which has 

statutory flavor, guiding the teaching, learning and the use of different languages in the 

country. 

Questioning Skills 

According to Bhasiri (2021), questioning skills is an important aspect of learning. It is 

also good for the teaching process. Since it is very important and necessary for teachers to 

always ask their students questions about the content of their subject matter in order to feed 

back the teachers about the performance of their pupils or learners. Based on this, the 

students’ understanding could be rated and ascertained. As an educator, we are able to 

identify that asking questions tap the higher skills of the students and teachers.  

Normally, the ways of asking questions could be at the beginning of the lesson. 

Questions can also be asked in the middle of the teaching and at the end of the teaching. The 

common questioning techniques involves the 5Wh (who, where, when, why, what and how) 

 

IJO- INTERNATIONAL JOURNAL OF SOCIAL SCIENCE AND HUMANITIES RESEARCH ( ISSN 2811-2466 )

Volume 5 | Issue 11 | November 2022 | 2



 

 
 

Tertiary Institutions and Teaching 

In education sector, tertiary institutions teacher education is an aspect of tertiary 

institutions that is empowered to provide quality education to effect much needed change in 

our society (Amoo & Onuka, 2011). In  providing such change, research into this aspect of 

tertiary education should be geared towards national development, since education has 

become a weapon through which one can rise to prominence, and as well as development any 

country’s citizens. It means then, that the educational practice in any country including 

Nigeria should depend on sound philosophy and guiding curriculum.  The awareness and the 

demand for philosophy of education upon which Nigeria government fashions the curriculum 

have made the society to plan for accelerated educational development as well as the 

expansion of educational opportunities in recent times. As a result of this, the establishment 

and participation of private universities to accommodate more students and more 

employment opportunities ensured (Jubril, 2013).  The awareness and demand of the 

philosophy and curriculum by the stakeholders in education (including researchers in higher 

education teaching for national development) will go a long way to help develop our citizens.  

The tertiary education sector is composed of all universities; colleges of education and 

technology and other institutes of post-secondary education (Amoo & Onuka 2011, Jubril 

2013). In some countries, Odeyemi (2004) noted that the difference between universities and 

other tertiary institutions is the fact that research takes place in universities. In such countries 

accordingly, universities have research culture in which it is assumed that most lecturers will 

engage in research. It also may also include all research institutes, experimental campuses 

and schools operating under the direct control of, or administered by, or associated with, the 

higher education establishments. Higher Education is any of the various types of education 

given in postsecondary institutions of learning and usually affording, at the end of a course of 

study, a named degree, diploma, or certificate of higher studies (FME, 2009). Higher 

educational institutions include not only universities and colleges, but also various 

professional schools that provide preparation in such fields as law, theology, medicine, 

business, music, and art. Higher education also includes teacher-training schools, junior 

colleges, and institutes of technology (FRN, 2004). The basic entrance requirement for most 

higher-educational institutions is the completion of secondary education, and the usual 

entrance age is about 18 years in advanced countries (College University, 2010, Higher 

education, 2010). 

 

Research Questions 

The following research questions were raised to guide the study: 

1. Is there any relationship between indigenous languages and questioning skills in 

tertiary institutions in Nigeria? 

2. Will lack of knowledge of indigenous languages influence the promotion of 

questioning skills in tertiary institutions in Nigeria? 

3. Is indigenous language responsible for the promotion of questioning skills in tertiary 

institutions in Nigeria? 

 

 

 

IJO- INTERNATIONAL JOURNAL OF SOCIAL SCIENCE AND HUMANITIES RESEARCH ( ISSN 2811-2466 )

Volume 5 | Issue 11 | November 2022 | 3



 

 
 

 

Research Hypotheses  

H01: There is no significant relationship between indigenous languages and questioning 

skills in tertiary institutions in Nigeria. 

H02: The lack of knowledge of indigenous languages will not significantly influence the 

promotion of questioning skills in tertiary institutions in Nigeria. 

 

Methodology 

    The study adopted a descriptive design of the survey type. The population of the 

study consisted of 345 members of Academic Staff Union of Universities (ASUU) and 

3570 students of Bamidele Olumilua University of Education, Science and Technology 

(BOUESTI), Ikere chapter. Simple random sampling technique was used to select 50 

academic staff and 50 students in BOUESTI from the 3 Colleges of study totalling 100 

respondents. The sample for the study consisted of 55 female and 45 male respondents in 

the institution. 

     The research instrument for the study was a 20-itemed self-structure questionnaire. 

The questionnaire titled; “Indigenous Language as an Instrument of Promoting 

Questioning Skills in Tertiary Institutions in Nigeria (ILIPQSTI)” was constructed and 

subjected to validity and reliability test. A degree of internal consistency of 0.87 was 

obtained using Spearman-Brown split-half method. Data was analyzed using frequency 

count, percentage, mean and standard deviation to answer the three (3) research questions 

raised for the study. The two (2) research hypotheses formulated for the study were tested 

using Chi square statistic of independent sample at 0.05 level of significance with SPSS 

version 23. 

 

Results and Discussion  

Descriptive Analysis 

Research Question 1:  

Is there any relationship between indigenous languages and questioning skills in tertiary 

institutions in Nigeria? 

 

Table 1: Responses to relationship between indigenous languages and questioning skills in 

tertiary institutions in Nigeria. 

S/N Items SA 

(%) 

A (%) D (%) SD 

(%) 

Mean SD 

1 Indigenous language enables 

the development of people’s 

skills and intellectual 

abilities necessary for 

questioning  

69 

(69.0) 

23 

(23.0) 

7 (7.0) 1 (1.0) 1.40 .667 

2 Indigenous language as a 

medium of education would 

enhance best result in 

39 

(39.0) 

51 

(51.0) 

9 (9.0) 1 (1.0) 1.72 .668 

IJO- INTERNATIONAL JOURNAL OF SOCIAL SCIENCE AND HUMANITIES RESEARCH ( ISSN 2811-2466 )

Volume 5 | Issue 11 | November 2022 | 4



 

 
 

learning. 

3 A learner with language 

difficulty or learning 

disability can learn 

comfortably through 

indigenous language 

60 

(60.0) 

35 

(35.0) 

5 (5.0) 0 (0.0) 1.45 .592 

4 Native language is integral 

to the sense of well-being of 

native learners, and in turn, 

to their academic 

performance 

39 

(39.0) 

44 

(44.0) 

14 

(14.0) 

3 (3.0) 1.81 .787 

5  When an institution values 

and utilize student’s native 

language in the curriculum, 

there is increased student 

self-esteem, less anxiety and 

greater self-efficacy  

63 

(63.0) 

25 

(25.0) 

12 

(12.0) 

0 (0.0) 1.49 .703 

6 Giving instruction through 

indigenous language 

improves learners’ overall 

school performance, 

cognitive development, 

problem solving and 

creativity 

46 

(46.0) 

31 

(31.0) 

22 

(22.0) 

1 (1.0) 1.78 .824 

7 Good knowledge of 

indigenous language by the 

teachers enhances their 

questioning skills in tertiary 

institutions  

70 

(70.0) 

20 

(20.0) 

6 (6.0) 4 (4.0) 1.44 .783 

 

Table 1 showed the mean and standard deviation of items 1 to 7 regarding the response to the 

relationship between indigenous languages and questioning skills in tertiary institutions in 

Nigeria. The table showed the mean scores ranging from 1.40 – 1.78 and standard deviation 

values (.498 – .824). Analysis of statement revealed that (92.0%) of the respondents believed 

that indigenous language enables the development of people’s skills and intellectual abilities 

necessary for questioning, while the remaining (8.0%) held contrary view. 

 It was further held that (90.0%) of the respondents indicated that indigenous 

language as a medium of education would enhance best result in learning, (95.0%) of the 

respondents said that a learner with language difficulty or learning disability can learn 

comfortably through indigenous language, (83.0%) of the respondents agree that native 

language is integral to the sense of well-being of native learners, and in turn, to their 

academic performance, (88.0%) of the entire respondent held that when an institution values 

and utilize student’s native language in the curriculum, there is increased student self-esteem, 

IJO- INTERNATIONAL JOURNAL OF SOCIAL SCIENCE AND HUMANITIES RESEARCH ( ISSN 2811-2466 )

Volume 5 | Issue 11 | November 2022 | 5



 

 
 

less anxiety and greater self-efficacy, (77.0%) of the entire respondent held that giving 

instruction through indigenous language improves learners’ overall school performance, 

cognitive development, problem solving and creativity while (90.0%) of the entire 

respondents held that Good knowledge of indigenous language by the teachers enhances their 

questioning skills in tertiary institutions. 

 In summary, Table 1 showed the response to the relationship between indigenous 

languages and questioning skills in tertiary institutions in Nigeria. It was revealed that 

indigenous language enables the development of people’s skills and intellectual abilities 

necessary for questioning, and as a medium of education, would enhance best result in 

learning. Also, learner with language difficulty or learning disability can learn comfortably 

through indigenous language as it is perceived as an integral part to the sense of well-being of 

native learners, and in turn, to their academic performance. It was equally revealed that 

institutionalizing indigenous language into school curriculum and giving instruction through 

it will improve learners’ overall school performance, enhance cognitive development and 

creativity, boost students’ self-esteem, less their anxiety and enhances greater self-efficacy. 

Ultimately, good knowledge of indigenous language by the teachers enhances their 

questioning skills in tertiary institutions. Hence, there are relationship between indigenous 

languages and questioning skills in tertiary institutions in Nigeria. 

 

Research Question 2:  

Will lack of knowledge of indigenous languages influence the promotion of questioning skills 

in tertiary institutions in Nigeria? 

Table 2: Responses to whether lack of knowledge of indigenous languages will influence 

the promotion of questioning skills in tertiary institutions in Nigeria. 

S/N Items SA 

(%) 

A (%) D (%) SD 

(%) 

Mean SD 

1 Instruction which includes 

posing question using 

indigenous language during 

lessons is more effective in 

producing achievement gains 

than instruction carried out 

without the knowledge of 

indigenous language.  

73 

(73.0) 

25 

(25.0) 

2 (2.0) 0 (0.0) 1.29 .498 

2 Students perform better on test 

items previously asked using 

indigenous language as 

recitation question than on 

items they were taught without 

using indigenous language 

36 

(36.0) 

56 

(56.0) 

8 (8.0) 0 (0.0) 1.72 .604 

3 Oral questions posed during 

classroom recitations in native 

language are more effective on 

52 

(52.0) 

30 

(30.0) 

18 

(18.0) 

0 (0.0) 1.66 .768 

IJO- INTERNATIONAL JOURNAL OF SOCIAL SCIENCE AND HUMANITIES RESEARCH ( ISSN 2811-2466 )

Volume 5 | Issue 11 | November 2022 | 6



 

 
 

fostering learning than when 

they are written questions  

4 Knowledge of indigenous 

language plays a significant 

role in promoting questioning 

skills in tertiary institutions 

54 

(54.0) 

32 

(32.0) 

11 

(11.0) 

3 (3.0) 1.63 .800 

5  Teaching learners in a 

combination of English and 

native language opens up 

opportunities for 

multilingualism in classroom  

49 

(49.0) 

38 

(38.0) 

11 

(11.0) 

2 (2.0) 1.66 .755 

6 Teaching learners using 

indigenous language helps 

teachers to display their 

dexterity in the subjects.  

55 

(55.5) 

31 

(31.0) 

11 

(11.0) 

3 (3.0) 1.62 .801 

7 Teaching in indigenous 

language has a potential to 

boost teachers’ pedagogical 

confidence and enhance their 

subject mastery as they witness 

the growth in their learners’ 

understanding   

69 

(69.0) 

23 

(23.0) 

7 (7.0) 1 (1.0) 1.40 .667 

 

Table 2 showed the mean and standard deviation of items 1 to 7 regarding the response to 

whether lack of knowledge of indigenous languages will influence the promotion of 

questioning skills in tertiary institutions in Nigeria. The table showed the mean scores 

ranging from 1.29 – 1.72 and standard deviation values (.498 – .801). Analysis of statement 

revealed that (98.0%) of the respondents believed that instruction which includes posing 

question using indigenous language during lessons is more effective in producing 

achievement gains than instruction carried out without the knowledge of indigenous language  

while the remaining (2.0%) held contrary view. 

 It was further held that (92.0%) of the respondents indicated that students perform 

better on test items previously asked using indigenous language as recitation question than on 

items they were taught without using indigenous language, (82.0%) of the respondents said 

that oral questions posed during classroom recitations in native language are more effective 

on fostering learning than when they are written questions, (86.0%) of the respondents agree 

that knowledge of indigenous language plays a significant role in promoting questioning 

skills in tertiary institutions, (87.0%) of the entire respondent held that teaching learners in a 

combination of English and native language opens up opportunities for multilingualism in 

classroom, (86.0%) of the entire respondents held that Teaching learners using indigenous 

language helps teachers to display their dexterity in the subjects while (92.0%) of the 

respondents held that teaching in indigenous language has a potential to boost teachers’ 

IJO- INTERNATIONAL JOURNAL OF SOCIAL SCIENCE AND HUMANITIES RESEARCH ( ISSN 2811-2466 )

Volume 5 | Issue 11 | November 2022 | 7



 

 
 

pedagogical confidence and enhance their subject mastery as they witness the growth in their 

learners’ understanding. 

In summary, Table 2 showed the response to whether lack of knowledge of 

indigenous languages will influence the promotion of questioning skills in tertiary institutions 

in Nigeria. It was revealed that instruction which includes posing question using indigenous 

language during lessons is more effective in producing achievement gains than instruction 

carried out without the knowledge of indigenous language, which aids students’ better 

performance in test items previously asked using indigenous language as recitation question 

than on items they were taught without using indigenous language. It was further revealed 

that oral questions posed during classroom recitations in native language are more effective 

on fostering learning than when they are written questions as the knowledge of both English 

and indigenous language plays a significant role in promoting questioning skills in tertiary 

institutions and opens up opportunities for multilingualism in classroom. It was equally 

shown that teaching learners using indigenous language helps teachers to display their 

dexterity in the subjects and has a potential to boost teachers’ pedagogical confidence and 

enhance their subject mastery as they witness the growth in their learners’ understanding. 

Hence, lack of knowledge of indigenous languages does not influence the promotion of 

questioning skills in tertiary institutions in Nigeria. 

 

Research Question 3:  

Is indigenous language responsible for the promotion of questioning skills in tertiary 

institutions in Nigeria? 

Table 3: Responses to whether indigenous language is responsible for the promotion of 

questioning skills in tertiary institutions in Nigeria. 

S/N Items SA 

(%) 

A (%) D (%) SD 

(%) 

Mean SD 

1 Native language enhances 

questioning skills 

70 

(70.0) 

20 

(20.0) 

6 (6.0) 4 (4.0) 1.44 .783 

2 Indigenous language is 

instrumental in conveying 

order and information 

40 

(40.0) 

42 

(42.0) 

17 

(17.0) 

1 (1.0) 1.79 .756 

3 Indigenous language helps 

to embody and enable 

thought  

71 

(71.0) 

21 

(21.0) 

8 (8.0) 0 (0.0) 1.37 .630 

4 Effective, explorative use of 

and development of 

indigenous language 

enhances questioning skills 

47 

(47.0) 

40 

(47.0) 

13 

(13.0) 

 1.66 .699 

5  Indigenous language plays 

vital role in quest for 

academic excellence in 

tertiary institutions  

49 

(49.0) 

32 

(32.0) 

12 

(12.0) 

7 (7.0) 1.77 .920 

6 Indigenous language usage 58 21 18 3 (3.0) 1.66 .879 

IJO- INTERNATIONAL JOURNAL OF SOCIAL SCIENCE AND HUMANITIES RESEARCH ( ISSN 2811-2466 )

Volume 5 | Issue 11 | November 2022 | 8



 

 
 

guide against misconception 

and vagueness in 

questioning. 

(58.0) (21.0) (18.0) 

 

Table 3 showed the mean and standard deviation of items 1 to 6 regarding the response to 

whether indigenous language is responsible for the promotion of questioning skills in tertiary 

institutions in Nigeria. The table showed the mean scores ranging from 1.37 – 1.77 and 

standard deviation values (.630 – .920). Analysis of statement revealed that (90.0%) of the 

respondents held that native language enhances questioning skills while the remaining 

(10.0%) held contrary view. 

 It was further held that (82.0%) of the respondents agreed that indigenous language is 

instrumental in conveying order and information, (92.0%) of the respondents said that 

indigenous language helps to embody and enable thought, (87.0%) of the respondents agreed 

that effective, explorative use of and development of indigenous language enhances 

questioning skills, (81.0%) of the entire respondent held that indigenous language plays vital 

role in quest for academic excellence in tertiary institutions while (79.0%) of the entire 

respondents believed that Indigenous language usage guide against misconception and 

vagueness in questioning. 

In summary, Table 3 showed the response to whether indigenous language is 

responsible for the promotion of questioning skills in tertiary institutions in Nigeria. It was 

revealed that indigenous language enhances questioning skills, instrumental in conveying 

order and information, helps to embody and enable thought, and plays vital role in quest for 

academic excellence in tertiary institutions and also guide against misconception and 

vagueness in questioning. Thus, indigenous language is responsible for the promotion of 

skills in tertiary institutions in Nigeria.  

 

Hypotheses Testing 

Hypothesis 1: 

There is no significant relationship between indigenous languages and questioning skills in 

tertiary institutions in Nigeria. 

Table 4: Chi square analysis of therelationship between indigenous languages and 

questioning skills in tertiary institutions in Nigeria. 

Chi-Square Tests 

 Value Df Asymp. 

Sig. (2-

sided) 

Exact Sig. 

(2-sided) 

Exact 

Sig. (1-

sided) 

Point 

Probability 

Pearson Chi-Square 9.034a 4 .003 .017   

Likelihood Ratio 8.884 4 .0002 .050   

Fisher's Exact Test 9.404   .024   

Linear-by-Linear 

Association 
6.973b 1 .000 .010 .007 .003 

N of Valid Cases 100      

a. 4 cells (44.4%) have expected count less than 5. The minimum expected count is .60. 

IJO- INTERNATIONAL JOURNAL OF SOCIAL SCIENCE AND HUMANITIES RESEARCH ( ISSN 2811-2466 )

Volume 5 | Issue 11 | November 2022 | 9



 

 
 

b. The standardized statistic is 2.641. 

 

The result of the analyses in table 4 showed the effectiveness of indigenous language on 

questioning skills in tertiary institutions in Nigeria. The chi-square test revealed that 

calculated χ2 (.003) was less than the significant level at the 0.05. This implies that there is 

significant relationship between indigenous languages and questioning skills in tertiary 

institutions in Nigeria, hence the null hypothesis was not upheld. 

 

Hypothesis 2: 

The lack of knowledge of indigenous languages will not significantly influence the promotion 

of questioning skills in tertiary institutions in Nigeria.  

Table 5: Chi square analysis of the lack of knowledge of indigenous language and its 

significant influence on the promotion of questioning skills in tertiary institutions in 

Nigeria. 

 

Chi-Square Tests 

 Value df Asymp. 

Sig. (2-

sided) 

Exact Sig. 

(2-sided) 

Exact 

Sig. (1-

sided) 

Point 

Probability 

Pearson Chi-Square 31.439a 6 .060 .001   

Likelihood Ratio 36.958 6 .007 .020   

Fisher's Exact Test 32.033   .055   

Linear-by-Linear 

Association 
8.648b 1 .008 .003 .001 .001 

N of Valid Cases 100      

a. 6 cells (50.0%) have expected count less than 5. The minimum expected count is .91. 

b. The standardized statistic is -2.941. 

 

The result of the analyses in table 5 showed the analysis of the lack of knowledge of 

indigenous language and its significant influence on the promotion of questioning skills in 

tertiary institutions in Nigeria. The chi-square test revealed that calculated χ2 (.060) was 

higher than the significant level at the 0.05. This implies that lack of knowledge of 

indigenous languages does not influence the promotion of questioning skills in tertiary 

institutions in Nigeria, hence the null hypothesis was upheld. 

 

Discussion of Findings  

In view of hypothesis one, the stated null hypothesis that there is nosignificant 

relationship between indigenous languages and questioning skills in tertiary institutions in 

Nigeria was rejected. This result implies that there is effectiveness of indigenous language on 

questioning skills in tertiary institutions in Nigeria.  

On the second hypothesis, the stated null hypothesis that the lack of knowledge of 

indigenous languages will not significantly influence the promotion of questioning skills in 

tertiary institutions in Nigeria was accepted. This implies that the lack of knowledge of 

IJO- INTERNATIONAL JOURNAL OF SOCIAL SCIENCE AND HUMANITIES RESEARCH ( ISSN 2811-2466 )

Volume 5 | Issue 11 | November 2022 | 10



 

 
 

indigenous language will not influence the promotion of questioning skills in tertiary 

institutions in Nigeria. 

Conclusion  

This paper established that indigenous language can play vital role in classroom 

questioning and improvement of academic performance of undergraduates in Nigeria tertiary 

institutions. Indeed, it is convincing that there is an urgent need to deliberately inculcate and 

imbibe right indigenous values and languages as sine qua non for student-centered academic 

development and excellence. 

Language are the life wire of our mode of imparting knowledge in our institutions, 

therefore, effort should be made to take care of our lecturers through adequate funding to 

enhance proper stocking of libraries with relevant text with promoting information materials 

and others that will meet the information needs of the users. Academic lecturers should be 

able to display their good knowledge of questioning skills to render effective and efficient 

services that can promote sound education in our tertiary institutions. Lastly, the role of 

questioning skills in promoting indigenous language education among students in tertiary 

institutions is actual and should be taken into consideration. 

 

Recommendation 

As it were, it is glaring that those in government in Nigeria are not doing enough to 

promote the use of indigenous language. Granted that Nigeria has so many languages and 

enormous resources would be required to develop all of them to deal with contemporary 

realities, but we do not need to develop all the languages at once. We recommend that 

Nigerian government must match actions with words by adopting policies that would 

promote their use by all and sundry, including the masses and the ‘exploitative’ elites and 

most importantly by tertiary institutions’ lecturers as a medium of instruction, communication 

and in development of their questioning skills. Also, it is recommended that the learning of 

indigenous language be encouraged and the federal government should sponsor programmes 

or seminars motivating the languages more than before. 

It is further recommended that the use of research findings should never be in ways 

that would be detrimental to the Nigerian populace and the world at large. Questioning 

pattern on scientific researches in our tertiary institutions should be based on indigenous 

languages.  

 

Reference  

Adedeji, A.O. (2015). Analysis of use of English and Indigenous Languages by the Press in 

Selected African Countries. Arabian Journal of Business and Management Review 

(OMAN Chapter). 4(8). 

Amoo, S. A. &Onuka, A. O. U. (2011). Research for Higher Institution Development: In East 

African Journal of Educational Research and Policy (EAJERP) 6, 67-93 

Awodun & Joshi (2022). Effects of Mother Tongue Interference in teaching on Students’ 
Academic Performance in Basic Science in Junior Secondary Schools for Sustainable 
Development. International Journal of Early Childhood Special Education (INT-
JECSE), 14(06), 1006- 013. 

IJO- INTERNATIONAL JOURNAL OF SOCIAL SCIENCE AND HUMANITIES RESEARCH ( ISSN 2811-2466 )

Volume 5 | Issue 11 | November 2022 | 11



 

 
 

Bhasiri, K.B. (2021). An analysis of teachers’ questioning strategies. Educational Research 

and Reviews, 1(22), 2065- 078. DOI: 10.5897/ERR2016.3014. Article Number: A09F 

7161683. ISSN1990-3839.  

Jubril, M. (2013). Golden Jubilee Convocation Lecture. University of Lagos.  

FRN(2004). National Policy on Education. Lagos NERDC publisher  

Mbah, B.M. (2021). The role of the mother tongue / language of the immediate community in 

the social-economic development of Nigeria. Journal of the Association of Nigeria 

Language Teacher (JANLAT). (5). 1-17.  

Odeyemi, J. O. (2004). Nature of Mathematics and its Instructional Problems. A valedictory 

Lecture, Institute of Education, University of Ibadan, Nigeria. 

Okonkwo, U.M. (2004). Enhancing Learners’ Reading Skills through Cognitive Instruction. 

Literacy and Reading in Nigeria. A journal of the Reading Association of Nigeria, 10, 

34-41. 

FME, (2009). National Teacher Education Policy. ENHANSE/USAID/FME 

College. (2010). Encyclopædia Britannica. Encyclopaedia Britannica Ultimate Reference 

Suite.  Chicago: Encyclopædia Britannica. 

Higher education. (2010). Encyclopædia Britannica. Encyclopaedia Britannica Ultimate 

Reference Suite.  Chicago: Encyclopædia Britannica. 

IJO- INTERNATIONAL JOURNAL OF SOCIAL SCIENCE AND HUMANITIES RESEARCH ( ISSN 2811-2466 )

Volume 5 | Issue 11 | November 2022 | 12


