The Impact of English as a Medium of Instruction on Students’ Understanding and Participation in Science Education in Nigeria: A Critical Examination

This study critically examines the negative effects of using English as the medium of instruction in the teaching of science subjects in Nigerian schools. Employing a questionnaire-based data collection method and guided by Sociocultural Theory, the research investigates how language barriers influence students’ comprehension and participation in science education. The study analyses responses from both teachers and students, revealing that many students struggle to understand scientific concepts and terminology when instruction is delivered exclusively in English. The findings underscore the significant role of language in shaping educational outcomes and highlight the need to consider students’ cultural and linguistic backgrounds when designing effective science curricula in Nigeria.