TRANSMISSION OF HAUSA CULTURE THROUGH PRIMARY EDUCATION IN NORTH CENTRAL NIGERIA: TRENDS, CHALLENGES, AND PEDAGOGICAL ISSUES

Abstract

This study examined trends and issues in the transmission of Hausa culture through primary school education in North Central Nigeria, driven by concerns over the declining and inconsistent integration of indigenous cultural values in formal schooling. The purpose was to assess the extent of Hausa cultural integration in classroom practices and school activities, identify teachers’ instructional strategies, and examine the challenges affecting effective cultural transmission. A descriptive survey design was adopted. The population comprised primary school teachers and head teachers in public schools within Hausa-speaking communities, and a multi-stage sampling technique was used to select 200 respondents. Data were collected using a structured questionnaire on a 4-point Likert scale and analyzed using mean scores. Findings show generally positive use of culturally responsive strategies, including storytelling (3.46), proverbs (3.52), practical demonstrations (3.73), and cultural clubs (3.67), with an overall strong use of multiple strategies (4.08). Hausa language inclusion in timetables (4.00) and cultural activities (4.00) reflected strong institutional support, but Social Studies showed weak integration of Hausa culture (2.26). Key challenges include inadequate teacher preparation, limited instructional materials, curriculum overload, Western cultural influence, and low parental support. The study recommends improved teacher training, enriched cultural materials, curriculum reform, and stronger school–community collaboration.