An Assessment of Hausa Language Textbooks Used in Junior Secondary Schools in Niger State

The quality and currency of language textbooks are critical determinants of pedagogical effectiveness in the teaching of Hausa at secondary school level. This study assesses the quality of Hausa language textbooks currently in use in junior secondary schools in Niger State, examining linguistic accuracy, cultural relevance, pedagogical design, and alignment with current curriculum standards. A textbook evaluation design was adopted, using a structured assessment rubric to analyse five Hausa language textbooks approved for use in Niger State schools by the Ministry of Education. The rubric assessed vocabulary range, grammatical accuracy, cultural representation, exercise design, reading text quality, and alignment with the national Hausa language curriculum. Interviews with 15 Hausa language teachers from three local government areas in Niger State collected classroom-level user perspectives. Findings reveal that the majority of textbooks in use were produced before 2017 and contain vocabulary and cultural references that do not reflect contemporary Hausa society, including outdated occupational examples and limited representation of female role models. Grammatical exercises prioritise rote learning over communicative competence development. Several textbooks contain orthographic errors that may reinforce incorrect spellings in learners. The study recommends an urgent review and update of Hausa language textbooks in Niger State, the development of supplementary digital materials, and teacher training to compensate for identified textbook limitations. Keywords: Hausa textbooks, Junior secondary schools, Niger State, Curriculum alignment, Pedagogical quality.