Perceptions, supports, and barriers to Yoruba language learning among secondary school students in Ondo West Local Government Area, Ondo State, Nigeria: a cross-sectional study

Yoruba is one of Nigeria’s major indigenous languages and plays an important role in preserving cultural identity, indigenous knowledge, and heritage. However, concerns have emerged regarding declining interest in Yoruba language use and learning among younger generations due to the increasing dominance of English in education and communication. This study assessed secondary school students’ perceptions, motivations, instructional experiences, and perceived barriers related to Yoruba language learning in Ondo West Local Government Area, Ondo State, Nigeria. A descriptive cross-sectional survey was conducted among 120 senior secondary school students selected from two secondary schools using a multistage sampling approach involving school selection and systematic random sampling of eligible students. Data were collected using a structured questionnaire assessing students’ attitudes, learning experiences, available instructional resources, family and school support, and perceived challenges. Data were analyzed using descriptive statistics, including frequencies and percentages, with non-parametric tests used to examine response patterns. Most students reported enjoying Yoruba lessons (79.2%) and considered Yoruba important (82.5%). However, only 32.5% indicated an intention to use Yoruba in their future careers, suggesting limited perceived professional relevance. Students reported positive family support (85.0%) and parental encouragement (65.8%), while peer support was comparatively lower (51.7%). Although textbooks were generally considered adequate (81.7%), the use of multimedia resources was limited (32.5%). Key perceived barriers included preference for English (40.8%), peer discouragement (38.3%), and the perception that Yoruba is not compulsory in schools (40.8%). Secondary school students in Ondo West generally value Yoruba culturally but face challenges sustaining long-term engagement with the language. Strengthening learner-centered teaching approaches, integrating digital resources, and improving the perceived relevance of Yoruba beyond the classroom may support continued language learning and preservation.