Mmetụta Mpaghara, Na Akụ Na Ụba Nne Na Nna Na Mmeta Nke Ọma Ụmụakwụkwọ Sekọndịrị Sinịọ N’ideta Asụsụ Igbo

Abstract

Ụmị
E mere nchọcha a ịchọpụta mmetụta mpaghara, na akụ na ụba nne na nna ala Igbo Naịjirịa na mmeta nke ọma ụmụakwụkwọ sinịọ sekọndịrị n’ideta asụsụ Igbo, na zoonu Edukeshọnụ Nsụka, Steeti Enugwu. Naijirịa. Nchọcha a gbasara usoro “Expo Facto”, e ji
klasị atọ wee mee. Ajụjụ nchọcha atọ na ụmaokwu atọ ka onye nchọcha guzobere maka ya bụ nchọcha. E ji usoro “stratified” họpụta ụmụakwụkwọ dị otu narị na iri abụọ (120). Ngwaa nchọcha abụọ ka e ji mee nchọcha bụ ule n’asụsụ Igbo (UAI) na njụmaza n’ọnọdụ
akụ Akụnụba (NOA) nke ndị ọkammụta na ngalaba asụsụ Igbo, ‘Measurement and Evaluation’ nyochara ma kwenye na ọ dabara na nchọcha e ji ya eme. Ntụkwasị obi UAI na NOA n’usoro ihe omume mmalite na nke mmecha nke nyere aka 0.72 na 0.74 n’otu oge. Nchọpụta gosiri na ụmụakwụkwọ ndị ogbenye nwere mgbakọ akara dị elu n’asụsụ Igbo. Nchọpụta gosikwara na ụmụakwụkwọ ndị nwaanyị metara nke ọma karịa ndị nke nwoke, ndị nọ n’obodo mepere emepe mere nke ọma karịa ndị nọ n’ime obodo, ebe ụmụakwụkwọ ndị nne na nna nwere akụ na ụba nke ukwu (High socio-economic status) emetaghị nke ọma, n’ebe ndị nne na nna ha enweghị akụ na ụba nọ. Aro ndị nchọcha tụpụtara gosiri na ndị nkuzi, asụsụ Igbo ga-etinye ndịiche ndị ahụ dị n’etiti ụmụaka
ndịnne na nna ha nwere akụ na ụba na ndị ogbenye, abụm nwoke na nwaanyị, ndị nọ n’ime obodo nakwa obodo mepere emepe n’ọrụ mgbe ha na-akuzi Asụsụ Igbo. Igodo Okwu – Asụsụ Igbo, mmeta nke ọma, abụm nwoke na nwaanyị, Akụ na ụba nne na nna na mpaghara ụlọakwụkwọ,.

Abstract in English
The study examines the influence of environment and socio-economic statues of parents on students’ achievement and interest on Igbo language in Senior Secondary Schools, in Nsukka Education zone of Enugu State Nigeria. The study use Expo-facto research design involving three intact classes. Three research questions and three hypotheses were formulated to guide the study. Stratified random sampling technique was used to sample 120 students. The two (2) instruments used were the pre-test / post-test of Igbo Language Achievement Test (ILAT) and Socio-economic status Inventory Test (SEIT) which comprises of ten questions. The instruments were developed by the researcher and validated by three experts who are relevant in the study. The instruments conducted using
ILAI and SEIT yields a reliability index of 0.72 and 0.74 respectively. Both instruments were positive and high enough and considered usable. The result shows that children from low socio-economic status performed higher than those of high socio-economic status, female students performed higher than the male students. Students in the rural areas performed better than those in the urban area when taught Igbo language. Recommendations were therefore made on the basis of the findings of this study. It was suggested among others that teachers should consider those differences amongst the socio-economic class, male and female gender, urban and rural while teaching Igbo language.