1.0 Introduction
1.1 Background of Study
The Hausa people, one of the largest ethnic groups in West Africa, have a long-standing tradition of playing indigenous games that serve both recreational and educational purposes. These traditional games have historically been passed down orally from one generation to the next, often taught informally by elders, parents, and community leaders as part of cultural upbringing (Ibrahim, 2016). The games were designed not only to entertain children but also to instill values such as cooperation, strategic thinking, patience, and social responsibility. In Katsina State, the practice of Hausa traditional games has deep roots dating back centuries, closely intertwined with the community’s social and educational structures. For example, games like Dambe (a form of traditional boxing), Langa (a strategic board game similar to mancala), and Shadi (hide and seek) have been used to develop physical fitness, mental acuity, and social skills among children (Sani, 2018).
Traditional games have been an integral part of many African societies, serving not only as a source of entertainment but also as a means of socialization and informal education. In Nigeria, and particularly among the Hausa people of Katsina State, these games carry rich cultural values and are instrumental in the cognitive and social development of children (Garba, 2017). Historically, Hausa traditional games such as Dambe, Langa, and Shadi have been used to teach essential life skills including strategy, cooperation, discipline, and critical thinking (Bello & Musa, 2019). However, the rapid modernization and increased emphasis on formal education have contributed to the gradual decline in the practice and transmission of these games within the school system. This decline poses a risk to the preservation of indigenous knowledge and cultural heritage (Yahaya, 2021).
Research shows that the inclusion of culturally relevant pedagogical tools, such as indigenous games, can enhance student engagement, improve comprehension, and foster a sense of identity and belonging (Okoye, 2018). In Katsina, where the Hausa culture is predominant, leveraging traditional games as educational tools offers an opportunity to make learning more relatable and meaningful for young learners. Education is a vital tool for societal development, and incorporating culturally relevant teaching methods can significantly enhance learners' understanding and engagement. In this regard, traditional games play an important role in the educational and social development of children, especially at the lower primary school level.
Traditional games as defined by Okafor (2015), is an indigenous recreational activities that have been passed down through generations, reflecting the cultural heritage and values of a community (Okafor, 2015). These games are not only a source of entertainment but also serve as informal educational tools that develop physical skills, cognitive abilities, social interaction, and cultural knowledge (Adegoke & Ibrahim, 2018). The Hausa ethnic group, predominantly found in Northern Nigeria and especially in Katsina State, has a rich history of traditional games such as Dambe (boxing), Shadi (hide and seek), and Langa (a form of local mancala game) (Abubakar, 2019). This study, therefore, seeks to investigate how teaching and learning Hausa traditional games can enhance understanding and academic performance among lower primary school pupils in Katsina.
1.2 Statement of Problems
Investigation revealed that teachers often rely on conventional teaching methods that may not be as effective for young learners who benefit more from interactive and culturally relevant activities. The absence of Hausa traditional games in the classroom setting is limiting opportunities for students to develop essential skills such as problem-solving, teamwork, and strategic thinking in a context that resonates with them (Abubakar, 2019). In addition, many students find it difficult to fully engage with lessons that do not connect with their everyday lives or cultural realities, which affects their overall understanding and academic performance (Suleiman, 2020).
Furthermore, as modernization and urbanization continue to influence younger generations, the knowledge and practice of Hausa traditional games are gradually fading, risking the loss of an important aspect of cultural identity among children (Yahaya, 2021). It is against the backdrop that this study seeks to address these problems by exploring how teaching and learning Hausa traditional games in lower primary schools can enhance students’ understanding and make learning more meaningful and enjoyable.
1.3 Aim and Objectives of Study
The aim of this study is to explore how teaching and learning Hausa traditional games can enhance understanding and improve learning outcomes among pupils in lower primary school classes in Katsina.
The specific objectives of the study are as follows:
- To identify the most commonly played Hausa traditional games suitable for lower primary school pupils in Katsina.
- To examine the current extent of incorporation of Hausa traditional games in teaching at lower primary school classes.
- To assess the impact of using Hausa traditional games on pupils’ understanding and engagement during lessons.
- To determine the challenges faced by teachers in integrating Hausa traditional games into the classroom.
- To recommend strategies for effective teaching and learning of Hausa traditional games to improve educational outcomes in lower primary schools.
1.4 Research Questions
The study came up with research questions so as to be able to ascertain the above stated objectives. The research questions for the study are stated below as follows:
- What are the most commonly played Hausa traditional games that are suitable for lower primary school pupils in Katsina?
- To what extent are Hausa traditional games currently incorporated into teaching practices at lower primary school classes in Katsina?
- How does the use of Hausa traditional games affect pupils’ understanding and engagement during lessons?
- What challenges do teachers face in integrating Hausa traditional games into the classroom curriculum?
- What strategies can be recommended to effectively teach and learn Hausa traditional games to improve educational outcomes in lower primary schools?
1.5 Significance of Study
The outcome of this research will assist pupils in developing cognitive, social, and motor skills through culturally relevant games, which will enhance their overall learning experience and make school more enjoyable. Additionally, teachers will benefit from the study as it will offer practical strategies for incorporating traditional games into classroom activities, thereby improving teaching effectiveness.
Furthermore, policymakers will find this study useful in advocating for educational reforms that embrace indigenous methods alongside formal curricula, ensuring a more inclusive and culturally responsive education system.
Lastly, parents and community members will appreciate the revival and recognition of traditional games as important educational tools that support children's holistic development. It will also encourage parents and community members to value and support the use of traditional games as a means of reinforcing learning and preserving cultural identity among children.
1.6 Scope of Study
This study will be limited to investigating the role of Hausa traditional games in enhancing learning and understanding among lower primary school pupils within selected public primary schools in Katsina Local Government Area of Katsina State.
The research will involve classroom teachers, head teachers, and education officers under the supervision of the Katsina State Universal Basic Education Board (SUBEB). It will cover only lower primary school classes (Primary 1 to 3), as this is the critical stage where foundational learning occurs and where playful, culturally familiar learning tools like traditional games are most effective.
1.7 Limitations of the Study
This study was limited to selected public primary schools in Katsina Local Government Area under the supervision of the Katsina State Universal Basic Education Board (SUBEB). It focused specifically on lower primary classes (Primary 1 to 3), and as such, the findings may not be fully applicable to upper primary or secondary school levels.
The research was also limited by time and financial resources, which restricted the number of schools and respondents that were included. Access to certain schools and data was constrained due to academic calendar disruptions and administrative bottlenecks. Additionally, the use of Hausa traditional games in classrooms was not uniformly practiced, making it difficult to generalize findings across all public schools in the area under study.
1.8 Definition of Terms
Teaching:
Teaching in the context of this study refers to the process by which educators deliver knowledge, skills, values, and cultural practices to pupils. It involves guiding and supporting pupils to understand concepts using various methods, including the integration of traditional games. Teaching is not just about passing on facts; it is a creative and interactive process that shapes how children learn and relate to the world around them (Eggen & Kauchak, 2012).
Learning:
Learning refers to the process through which pupils acquire knowledge, attitudes, and skills through study, experience, or instruction. In this study, learning is viewed as an active process where pupils interact with their environment especially through Hausa traditional games to better understand classroom content. Learning is most effective when it is fun, engaging, and culturally meaningful (Ormrod, 2016).
Traditional Games:
Traditional games are culturally-rooted recreational activities passed down from one generation to another. These games, such as Dambe, Langa, Suwe, and Kokawa, are often played informally among children in Hausa communities. They serve both educational and social functions and are rich in moral lessons, teamwork, and problem-solving skills (Akindutire, 2010).
Hausa Traditional Games:
These are games indigenous to the Hausa ethnic group, commonly played in Northern Nigeria. They are often simple, requiring minimal resources, and are deeply embedded in the community’s way of life. In educational settings, these games offer an opportunity to bridge the gap between formal education and cultural identity (Abdullahi, 2014). Examples include tauri, mara tsaye, and kallon juna.
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