Effect of Students’ Preference to other Subjects in the Implementation of the National Language Policy in Secondary SchoolsiIn Ebonyi State, Nigeria

Abstract

The implementation of Nigeria’s National Language Policy (NLP) in secondary schools has faced numerous challenges, particularly regarding students’ academic preferences. This study examined the effect of students’ preference for other subjects on the implementation of the National Language Policy in secondary schools in Ebonyi State, Nigeria. The policy mandates the teaching and learning of a major Nigerian language (Hausa, Igbo, or Yoruba) as a core subject, but in Ebonyi State, the focus is on Igbo. However, many students exhibit stronger preferences for subjects such as English Language, Mathematics, and Science-related disciplines, often viewing indigenous language studies as less valuable for career advancement and higher education. Using a descriptive survey research design, data were collected from 400 senior secondary school students and 40 language teachers across 20 randomly selected schools in the three education zones of Ebonyi State. Questionnaires and semi-structured interviews were employed to assess students’ subject preferences, attitudes toward the Igbo language curriculum, and perceived obstacles to policy implementation. Findings revealed that a significant majority of students (over 70%) prioritized English and science subjects over the mandated indigenous language. Key factors influencing this preference included parental pressure, societal emphasis on English proficiency, limited job prospects for indigenous language proficiency, and a perception that Igbo language instruction is monotonous and irrelevant. Consequently, low student engagement, poor attendance in Igbo classes, and high failure rates in internal and external examinations were observed. The study concludes that students’ preference for other subjects negatively affects the effective implementation of the National Language Policy in Ebonyi State. Recommendations include curriculum enrichment, career guidance, and stakeholder sensitization to reorient student attitudes toward indigenous languages.

Keywords: Students’ preference, National Language Policy, subject preference, implementation challenges, Ebonyi State secondary schools