STUDENTS' PERCEPTION OF THE USE OF IMMERSION AND EXCURSION AS METHODS OF TEACHING YORUBA PROVERBS AND CULTURE

Abstract

This study investigates students' perceptions of immersion and excursion as pedagogical methods for teaching Yoruba proverbs and culture. As indigenous languages face increasing marginalization in contemporary educational systems, innovative teaching methodologies become crucial for cultural preservation and transmission. Through a mixed-methods approach combining surveys and focus group discussions with 240 secondary school students in southwestern Nigeria, this research examines how experiential learning methods affect student engagement, comprehension, and appreciation of Yoruba cultural heritage. Findings indicate that both immersion and excursion methods significantly enhance students' understanding of proverbs within their cultural contexts, with 78% of participants reporting improved retention and cultural connection compared to traditional classroom instruction. The study reveals that immersion techniques foster deeper linguistic competence, while excursions provide authentic cultural contexts that make proverbs more meaningful and memorable. However, students also identified challenges, including logistical constraints, time limitations, and the need for better integration with formal curricula. These findings have important implications for language education policy and the development of culturally responsive pedagogies in African educational contexts.