Impact of Technology on Teaching and Learning Hausa and Arabic Grammar in Tertiary Institutions in Katsina State, Nigeria

Abstract

Technology-enhanced language instruction is increasingly promoted globally, but evidence from indigenous and classical language contexts in sub-Saharan Africa remains limited. This study investigated the association between technology-assisted instruction and students’ grammar proficiency, motivation, and anxiety in learning Hausa and Arabic grammar, while also identifying contextual challenges to technology integration. A mixed-methods convergent design was employed. Quantitative data were collected from 300 randomly stratified students across six tertiary institutions in Katsina State, Nigeria, using a structured questionnaire (Cronbach’s α = 0.84–0.89 across subscales). Qualitative data were gathered through semi-structured interviews with 30 purposively selected lecturers and classroom observations. Technology-assisted instruction comprised eight weeks of access to grammar applications, multimedia tutorials, and online resources, compared with traditional lecture-based instruction. Students in the technology-assisted group demonstrated significantly higher grammar proficiency scores than the traditional instruction group (t(298) = 11.43, p < .001, Cohen’s d = 1.32). They also reported higher motivation (65% positive response) and reduced anxiety (60%). Lecturers confirmed that digital tools simplified teaching of abstract grammatical concepts. However, 54% of participants identified poor internet connectivity, 42% limited device access, and 38% inadequate lecturer training as major barriers. Technology is associated with measurable improvements in Hausa and Arabic grammar learning, but its effectiveness depends on addressing infrastructural and capacity-building deficits. Findings support constructivist pedagogy while highlighting diffusion-of-innovation constraints.