LINGUISTIC STUDENTS’ PERCEPTIONS OF LINGUISTIC STUDIES: A STUDY OF GOMBE STATE UNIVERSITY, NIGERIA

Abstract

This study examines the perception of linguistics studies in higher education with specific focus on Gombe State University (GSU), Nigeria, in order to determine whether the programme is perceived as progressive or deprogressive by students. Linguistics plays a vital role in understanding language structure, communication, culture, and social interaction, especially in a multilingual society like Nigeria. Despite its importance, concerns remain regarding students’ perceptions, relevance of the curriculum, and future career prospects associated with linguistics studies. The study adopted a descriptive survey research design and employed a structured interview as the main instrument for data collection. A purposive sampling technique was used to select twenty undergraduate students from the department of languages and linguistics across 100 to 400 levels. Data collected were analysed using thematic analysis, guided by Tyler’s Objective-Based Evaluation framework, which focuses on evaluating educational programmes based on their objectives, learning experiences, organisation, and outcomes. Findings from the study reveal mixed perceptions among students. While a majority of respondents view linguistics studies at GSU as progressive due to exposure to analytical skills, applied linguistics, and interdisciplinary opportunities, some students perceive the programme as deprogressive, citing challenges such as difficult course content, limited practical exposure, and unclear career pathways. The study also shows that senior students (300–400 level) tend to have more positive perceptions compared to junior students, largely due to increased academic exposure and understanding of applied areas of linguistics. The study concludes that linguistics studies at GSU show signs of progress but still require improvement to enhance relevance, student motivation, and employability. It therefore
recommends increased practical-oriented teaching, better career orientation, and stronger integration of interdisciplinary and applied linguistics components to strengthen the programme and improve students’ perceptions.