Paper Contents
Abstract
This study investigates the impact of socio-cultural factors on English language learning outcomes among students in public and private secondary schools in Katsina State, Nigeria. Using a mixed-methods approach, data were collected through questionnaires and analyzed to identify the relationship between socio-cultural variables such as family background, parental education and socio-economic status and studentsproficiency in English. Findings reveal that socio-cultural elements significantly affect English language acquisition, with private school students generally performing better than their public school counterparts. Parental involvement, peer influence, and media exposure in English emerged as key factors that contribute positively to language learning outcomes. However, socio-economic challenges and limited access to learning resources were significant barriers, particularly for students in public schools. The study recommends targeted interventions, including teacher training on culturally responsive pedagogy, enhanced learning resources, and greater parental involvement to support equitable English language education. These insights aim to inform educators, policymakers and stakeholders on strategies to bridge the socio-cultural gap in language learning, fostering better academic outcomes in diverse educational settings.
Copyright
Copyright © 2024 Muhammad Abba Inuwa Danjuma, Abubakar Usman. This is an open access article distributed under the Creative Commons Attribution License.
