ABSTRACT

The influence of home environment on learning and usage of Igbo language by secondary school students in Nsukka local government area (LGA) of Enugu state has been assessed. The assessment followed a descriptive survey research method guided by five research questions and four null hypotheses. The sample for the study was made up of 193 respondents drawn from a population of3 128 SS2 students of 6 public secondary schools in Nsukka LGA. The instrument titled 'influence of home environment on students' learning and usage of Igbo language Questionnaire (IHSESLUIQ)' was face-validated by three experts from University of Nigeria, Nsukka and Michael Okpara University of Agriculture, Umudike and subsequently used for the study. The instrument was administered to 30 students from Udenu LGA (outside the study area). Data collected from the 30 students were subjected to reliability test using Cronbach Alpha method which yielded a reliability index of 0.85. Data collected from the 193 respondents were subjected to descriptive statistical (mean score and standard deviation) to provide answers to the five research questions. The data were further subjected to one-sample t-test using four null hypotheses at a significant level of 0.05. The study revealed that the students of Nsukka LGA communicate in Igbo language in their homes and that parental motivation, education and economic status aid in the learning and usage of Igbo language by the students. Parental occupation has no clear effect on the learning and usage of lgbo language by the students. This study has shown that parental motivation is the major aspect of home environment that aids in the learning and usage of Igbo language by secondary school students of Nsukka LGA. Based on the findings of the studies, it was recommended that parents should always motivate their children to speak Igbo language.