THE EFFECT OF THE NIGERIAN PIDGIN ENGLISH ON THE ACADEMIC PERFORMANCE OF COLLEGE OF EDUCATION STUDENTS IN NIGERIA
The study examined the effect of the Nigerian Pidgin English on the Academic performance of College of Education students in Nigeria. The main objective of the study was to examine the effect of the Pidgin English on the academic performance on College of Education in Ikere Ekiti, Nigeria.
Concerning methodology, the research employed College of education for the study. The secondary data used during the study was from the internet. The researcher used questionnaire for the collection of data from the respondents. A sample of 100 students from college of education Ikere Ekiti were used for the study. Data was analyzed using Chi-square method of hypothesis testing formulation.
Findings from the study revealed the effect of Nigerian Pidgin English on the academic performance of the students. The academic performance of students reflects out of the 100 students used for the study, majority asserted to this and the alternative hypothesis was accepted. Other findings from the study showed that there is a relation between student and the effect of their performance.
TABLE OF CONTENT
Table of content
Background to the Study
Statement of the Problem
Purpose of the Study
Significance of the Study
Scope and De-limitation
Review of Related Literature
Origin of Pidgin
The Evolution of Nigerian Pidgin
Status of Nigerian Pidgin
Attitudes towards Nigerian Pidgin
The Language composition of Nigerian Pidgin
Population of the Study
Sample and Sampling Technique
The textual / materials method
Method of Data Collection
Method of Data Analysis
Data Presentation and Analysis
Findings from the Data Analysis
Summary, Conclusion and Recommendations
Background to the Study
The term pidgin is used to refer to a language which develops in a situation where speakers of different languages have a need to communicate but do not share a common language. Pidgin is a grammatically simplified means of communication that develops between two or more groups that do not have a language in common: typically, mixture of simplified languages or a simplified primary language with other languages’ elements included. It is most commonly employed in situations such as trade or where both groups speak languages different form the language of the country in which they reside (but where there is no common language between the groups).
Fundamentally, a pidgin is a simplified means of linguistic communication, as it is constructed impromptu, or by convention, between individuals or groups of people. A pidgin is not the native language of any speech community. A pidgin may be built from words, sounds or body language from multiple other languages and cultures. They allow people who have no common language to communicate with each other. Pidgins usually have low prestige with respect to other languages. Not all simplified of “broken” forms of a language are pidgins. Each pidgin has its own norms of usage which must be learned for proficiency in the pidgin. Once a pidgin has emerged, it is generally learned as a second language and used for communication among people who speak differently.
Language is the most creative and unlimited instrument for social communication and it helps us to understand the social relevance, culture involvement and the human relatedness of language. Language is also the ‘heartbeat” of the cultural heritage of people: its speakers think and act in it; it is so central to all human endeavors that one can rightly say life would be meaningless without language.
Having said this, we can therefore agree that pidgin is a language of its own and not just a supplementary tongue as some people see it, since it serves as an unlimited instrument of social communication especially in a multilingual community as College of Education.
According to R. Linton1906, “The culture of a society is the way of life of its members, the collection of ideas and habits which they learn, share and transmit from generation to generation”.
These cultures, ideas and habits can only be transmitted from generation to generation through language.
In linguistics, every language is considered adequate to represent the communicative needs of its people and as such should not be made to suffer any biases. This cannot be said of Nigerian Pidgin – even though it is a language – because various attempts have been made by different faction to eradicate the use of Nigerian Pidgin English. These attempts have however been unsuccessful because of the significant value the language has to its users. It is a language that has brought people together in spite of their differences in ancestral culture and language by creating a local culture for itself which blends ideas from different cultures.
Statement of the Problem
Nigerian Pidgin is a language just as English and there is enough room for both languages to co-exist and be mutually enriching. Despite this and the fact that Nigerian Pidgin English appears to be the most popular means of communication among diverse groups and is easier to learn than any other language in the country today, it is generally asserted that it is not the suitable language for use in formal setting and its use in such setting is usually frowned at. Nigerian Pidgin English is a version of English and ethic Nigeria languages spoken as a kind of lingua franca across Nigeria and is referred to simply as “pidgin”, “Broken English” or “Broken”. It is estimated that Nigerian Pidgin English is the native language of approximately 3 to 5 million people and is a second language for at least another 75million.
Nigerian pidgin is an English-based pidgin and Creole language spoken as a lingua franca across Nigeria. The language is commonly referred to as “pidgin” or “Broken”. It is distinguished from other Creole language since most speakers are not true native speakers although many children learn it at an early age. It can be spoken as a pidgin, a Creole, or a decreolised acrolect by different speakers, who may switch between these forms depending on the social setting
This research work will explore the potentials of Nigerian Pidgin English as a language. If Nigerian Pidgin English has this potential, why is its usage and status denigrated? Also, does the speaking of Nigerian Pidgin affect students’ academic performance? Answers to these questions will enable us make useful recommendations for future studies.
Purpose of the Study
This work intends to look into the effectiveness and status of Nigerian Pidgin English. It is inherent that for a long period of time Nigerian Pidgin English has been the means of communication among students in the higher institutions. This research will bring into light if the use of Nigeria Pidgin English has any effect on the students of College of Education Ikere – Ekiti and their academic performance. The finding will be regarded to be generic, affecting also students in other institutions who equally exalt Nigerian Pidgin English above standard English.
Hypothesis of the Study
Ho: The use of Pidgin English does not negatively affect academic performance of
College of Education students.
Hi: The use of Pidgin English affects academic performance of College of Education students.
Significance of the Study
This study is important because its results can go a long way to finding out the cause of students’ in College of Education Ikere – Ekiti, negative or positive academic performance. If Nigerian Pidgin English has contributed negatively or positively to the students academic, this work will contribute to one’s knowledge especially in the department of English, College of Education, Ikere – Ekiti as it addresses some issues in educational planning. It will be a guide for the federal government in planning for effective educational system.
Scope and De-limitations
The scope of this project is on the effects of Nigerian Pidgin English in
College of Education community. An assessment of its use in various forms will be carried out. This research is limited to College of Education Ikere -Ekiti even though the findings might be generic.
Questionnaires were distributed to hundred (100) students in College of Education Ikere, Ekiti State which is my case study and these questionnaires were filled and collected all the hundred questionnaires were returned.
The total result of responses from the respondents will be analyzed in the yes/no format. The collection of data will later be done in two parts: The secondary and primary source. The primary source was the questionnaire; the secondary source included, textbooks, journals and so on. The materials were researched upon in Ekiti State College of Education library.
The total number of hundred (100) questionnaires were distributed and the percentage system is the method used in calculating the different responses.
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