Perception of Parents and Educators on the Use of Indigenous Languages in the Teaching of Stem Subjects in Delta State

Abstract

This study investigates the perceptions of parents and educators regarding the integration of indigenous languages in the teaching and learning of Science, Technology, Engineering and Mathematics (STEM) subjects among secondary school students in Oshimili South Local Government Area LGA. The study area is known for its rich cultural heritage and linguistic diversity, provides a unique setting for exploring the potential benefits and challenges of incorporating indigenous languages into STEM curricula. A total of ten schools, representing a mix of public and private institutions across urban and semi-urban areas, were selected to ensure a representative sample. Data were collected through structured questionnaires distributed to 500 participants, with a high retrieval rate of 491 responses (98.2%). The quantitative data were analyzed using SPSS. The findings reveal that parents generally support the integration of indigenous languages in STEM education, recognizing its potential to enhance their children's understanding and engagement with STEM concepts. However, some parents expressed concerns about the possible impact on future career opportunities and the preparedness of teachers. Educators similarly view the integration positively, noting improvements in students' academic performance, comprehension, and participation when indigenous languages are used. Nevertheless, they highlight the need for additional training and resources to effectively implement this approach. Based on these findings, the study recommends providing comprehensive professional development for teachers to enhance their proficiency in using indigenous languages for STEM instruction. Additionally, developing culturally relevant STEM curricula and engaging local communities and indigenous leaders are crucial for successful implementation. Securing government and institutional support is also essential to sustain and scale up these efforts. In conclusion, integrating indigenous languages into STEM education in Oshimili South holds significant promise for improving educational outcomes and preserving cultural heritage. However, addressing the identified challenges through targeted interventions and collaborative efforts is vital for realizing the full potential of this approach.