Attitude Of Twi Students Towards The Learning Of Ghanaian Language In The University Of Cape Coast

Abstract

The study examined the attitude of Twi students towards learning Ghanaian language in the University of Cape Coast. The study employed a quantitative approach, employing a descriptive cross-sectional survey involving 240 Twi students from levels 200, 300, and 400, selected through multi-stage sampling. Both Bachelor of Arts and Bachelor of Arts (Education) students were included, with data collected using a 5-point Likert scale ranging from strongly disagree (1) to strongly agree (5). The study employed descriptive statistics (mean and standard deviation) and inferential statistics (independent t-test) for the analysis. Pre-entry attitudes of Twi students were negative, with no significant difference found between male and female students or between Bachelor of Arts and Bachelor of Arts (Education) students. The students‘ current attitudes toward studying Twi were favourable, with no statistically significant differences found based on gender or programme. The study found high motivation among Twi students on both integrative and instrumental levels, with no significant gender or programme-based differences in motivation. Twi students encountered challenges despite high motivation levels, including insufficient learning materials and a lack of organized excursions. The government, Ghana Education Service, Twi language lecturers and the general public were encouraged to collaborate and promote the benefits of learning Twi beyond academic assessment while addressing negative attitudes toward Ghanaian language learning.