Assessing the influence of teachers’ teaching experience and educational qualification on the use of oral tradition in teaching Igbo language in secondary schools in South-East Nigeria

Princess Ngozi Ndibe

doi:10.17977/um064v6i12026p77-91

Authors

Princess Ngozi Ndibe Department of Igbo and other Nigerian Languages, Nwafor Orizu College of Education, Nsugbe Anambra State, Nigeria

DOI:

https://doi.org/10.17977/um064v6i12026p77-91

Keywords:

oral tradition, teaching experience, educational qualification, Igbo language, secondary education

Abstract

The declining use of indigenous languages among younger generations and the increasing reliance on textbook-based instruction have raised concerns about the sustainability of the Igbo language and its cultural heritage. This study examined the influence of teacher-related factors on the integration of oral tradition in Igbo language instruction at the secondary school level. A descriptive survey design was employed. The population comprised public secondary school Igbo language teachers, from which 500 respondents were selected using multistage sampling techniques. Data were collected using a validated questionnaire, and reliability was established through Cronbach’s alpha coefficient. Data analysis involved mean, standard deviation, and analysis of variance (ANOVA) using SPSS, with hypotheses tested at the 0.05 level of significance. The findings revealed a moderate level of oral tradition integration in Igbo language teaching. Folktales, storytelling, songs, and chants were more frequently utilized than proverbs and student-centered practice activities. Educational qualification significantly influenced teachers’ integration of oral tradition, whereas teaching experience showed no significant effect. Teachers generally perceived oral tradition as effective in enhancing students’ interest, retention, confidence, and academic performance, although its contribution to vocabulary development was comparatively lower. Major challenges identified included time constraints, inadequate curricular support, resource demands, and limited student interest. The study concludes that strengthening teacher training and continuous professional development is essential for enhancing the integration of oral tradition in Igbo language instruction, thereby supporting cultural preservation and improving learning outcomes.

References

Afolayan, M. O. (2021). Teaching folklore and oral traditions: The folktale medium as pedagogy. In The Palgrave handbook of African oral traditions and folklore (pp. 995–1010). Springer International Publishing.

Akinsola, I. T. (2025). Resource-person-mediated instruction and secondary students’ learning outcomes in Yorùbá orature: A culturally responsive education. Education Sciences, 15(6), 661.

Akpokiere, R. U., Niyi, O. O., & Salihu, H. (2025). Teachers’ perceptions of integrating indigenous languages for basic science and mathematics teaching in Niger State, Nigeria. Federal University Gusau Faculty of Education Journal, 5(3), 77–83.

Enemuo, C. J., & Muogbo, U. F. (2023). Extent of awareness and adoption of Zoom technology in teaching and learning among lecturers in colleges of education in Anambra State. International Journal of Education Research and Scientific Development, 2(2), 12–22.

Enemuo, C. J., & Muogbo, U. F. (2024). Students’ perceptions of lecturers’ computer literacy skills used in teaching and learning in South East colleges of education, Nigeria. International Journal of Novel Research in Education and Learning, 11(1), 1–10.

Falola, T. (2022). Indigenous knowledge and oral traditions in Nigeria. In The Oxford handbook of Nigerian history (pp. 21–37). Oxford University Press.

Hilda, M. N., & Pelokazi, N. (2023). Enhancing communicative competence in English as a second language classrooms through traditional storytelling. International Journal of Research in Business & Social Science, 12(2), 1–10.

Muogbo, U. F., Okafor, T. U., & Okafor, C. F. (2025). Experiential learning strategy as a predictor of male and female students’ interest in computer studies in Nnewi Education Zone, Anambra State, Nigeria. IRASS Journal of Arts, Humanities and Social Sciences, 2(5), 112–116.

Obeka, O. N. (2024). Influence of teachers’ qualifications on students’ achievement in English language at the upper basic education level in Ebonyi State, Nigeria. British Journal of Education, 12(4), 47–56.

Okafor, C. F., Enemuo, C. J., Anakpua, B. C., Muogbo, U. F., Okpara, B. A., Francis-Mario, C., & Umezulike, F. O. (2023). Blended learning for enhancing mathematics retention and conceptual understanding: Implications for STEM teachers. Nanotechnology Perceptions, 19, 1–8.

Okudo, A. R. (2023). Teacher professional qualities and instructional strategies’ impact on academic performance in Igbo among upper basic students in Education District IV, Lagos State, Nigeria. Journal of Nigerian Languages’ Studies (NILAS), 7(1), 37–49.

Ozoigbo, O. M. C., & Ubah, I. A. (2025). Oral literature as a tool for moral education in senior secondary schools in Imo State, Nigeria. Journal of Education Research and Library Practice, 8(8). https://doi.org/10.70382/ajerlp.v8i8.024

Shaiegy, E. S. A. S. (2021). The impact of teachers’ teaching experience on the implementation of English language curricula in public schools in Aqaba Governorate, Jordan. Middle Eastern Journal of Research in Education and Social Sciences, 2(4), 75–88.

Ugobueze, A. N. (2024). Factors influencing the teaching and learning of the Igbo language in secondary schools in Onitsha North Local Government Area of Anambra State, Nigeria. Indonesian Journal of Innovative Teaching and Learning, 1(2), 87–97.