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.
