THE ROLE OF NIGERIAN PIDGIN ENGLISH: A CASE STUDY OF COMMAND DAY, ENUGU STATE

TOPIC: THE ROLE OF NIGERIAN PIDGIN ENGLISH: A CASE STUDY OF COMMAND DAY, ENUGU STATE

TOPIC IS SUITABLE FOR: 
1.Department of English and Literary Studies

2. Department of Linguistics

3.Department of Mass Communication

4. Department of Education

This research material contains:

1-Chapter One to Five

2-Recent References/citations

3-Tables/Charts/Graphs in Chapter Four

4-Accurate Data Analysis

5-Table of Contents

6-Questionnare

ABSTRACT
This study was carried out to examine the role of Nigerian Pidgin English using Command Day Secondary School, Enugu State as a case study. The study was specifically carried out to examine the extent of the use of Nigerian Pidgin English among students of Command Day Secondary School, assess the role of Nigerian Pidgin English in facilitating communication among students of Command Day Secondary School, determine the influence of Nigerian Pidgin English on students' proficiency in the English Language at Command Day Secondary School, and assess the role of Nigerian Pidgin English in promoting social interaction among students of Command Day Secondary School. The study employed the descriptive survey research design. The study population comprised 1,200 students of Command Day Secondary School, Enugu State, while a total of 300 respondents were selected as sample size using the Taro Yamane formula. Out of the 300 questionnaires distributed, 285 were returned and 285 were validated for analysis. The questionnaire was used for data collection, while the data collected were analyzed using frequency tables, mean scores, standard deviation, and Pearson Product Moment Correlation (PPMC) with the aid of SPSS version 26. From the responses obtained and analyzed, the findings revealed that Nigerian Pidgin English is extensively used among students of Command Day Secondary School with all the items measuring its usage recording mean scores above the criterion mean of 3.00. The study also showed that Nigerian Pidgin English plays a significant role in facilitating communication among students at r = 0.63, p = .000. Likewise, Nigerian Pidgin English was found to have a significant influence on students' proficiency in the English Language at r = 0.58, p = .000, while Nigerian Pidgin English also showed a significant role in promoting social interaction among students at r = 0.66, p = .000. The study therefore recommends that school administrators and teachers should encourage the appropriate use of Nigerian Pidgin English for social communication while strengthening students’ competence in Standard English for academic purposes.

Keywords: Nigerian Pidgin English, Communication, English Language Proficiency, Social Interaction, Students, Secondary School.

CHAPTER ONE
INTRODUCTION (Preview)
1.1 Background to the Study
Language is one of the most important tools of human communication, the vehicle by which people express ideas, reach meaning, pass on their heritage and hold social relationships. Language in all societies serves as much as a means of communication as it does a means of socialization, identity formation and integration of groups. In a multilingual context, there may be a need for the development of shared modes of communication for the interaction of people who speak different languages. Okwuduba et al. (2021) argued that language is an important medium in promoting social cohesion and interpersonal relationship in heterogeneous communities. Likewise, James et al., (2023) noted that social reality and communicative needs in a particular environment affect language practices. Bankole et al. (2023) added that language mirrors the dynamic interaction that happens between people and groups in culturally diverse contexts. The perspectives here remind us of the irreplaceable importance of language in human society and serve as a kind of starting point to understanding the emergence and significance of contact languages in multilingual countries like Nigeria.

The linguistic diversity has played huge role to the development and usage of Nigerian Pidgin English as a means of communication. This is the case of a contact language known as Nigerian Pidgin English which came up from the continuous contact between English speakers and speakers of the indigenous Nigerian languages. The Nigerian Pidgin English is a pragmatic tool for facilitating communication between people of different ethnic and linguistic groups as stated by Ogunbodede and Oribhabor (2022). Nigerian Pidgin English is a vibrant and flexible language variety which has now become so prominent in different aspects of the Nigerian society as described by Aboh (2025). Similarly, Olajide et al. (2023) argued that its simplicity, flexibility and expressive richness have increased its acceptability among the young people. Ngonso et al. (2025) also argued that Nigerian Pidgin English acts as a medium of communication which encourages understanding between people of diverse cultural and language backgrounds. Consequently, the language has become a part of daily life in many domains such as in schools.

The growing status of Nigerian Pidgin English in the educational system has brought up its communicative and social relevance amongst the students. In secondary education, students usually come in contact with other learners who speak different languages, thus setting up a communicative context where it becomes a necessity to speak a common language. Mshelia (2025) found that Nigerian Pidgin English, as a means of communication, facilitates relaxation of communication barriers among the youths in Nigeria as it creates a common ground for communication which fosters inclusion among the youths. Similarly, Eleje et al. (2025) pointed out that Nigerian Pidgin English is used by learners to have spontaneous discussions as it makes their among-peer communication effective. Zabbey & Fubara (2025) also noted that the language helps to create bonds and strengthen a sense of belongingness to other members among adolescents. Also, Olowoyeye and Morolayo (2025) said that the use of Nigerian Pidgin English is a means of asserting a sense of belonging among the students, fostering unity and building interpersonal relationships. The language is not only communicative but has also permeated the social experiences of many children and youth, patterns of interaction and the linguistic environment in educational institutions.

The use of Nigerian Pidgin English in the school community is an interesting background for the study of the role of Nigerian Pidgin English among command day secondary school students of Enugu State. Schools are significant sites of language negotiation, where learners constantly negotiate language options with regard to academic, social and cultural realities. Ngonso et al. (2025) noted that the use of language in schools is a reflection of the wider society and is likely to impact students' communication practices. It can be noted that Nigerian Pidgin English (NPE) has gained a lot of popularity among the youths and thus is visible across secondary school settings as observed by Ogunbodede and Oribhabor (2022). The same applies to Aboh (2025) who underscored the continuing role of the language as a tool of communication and socialization among the students in Nigeria. In Command Day Secondary School, a school with students of mixed background, who can be seen using Nigerian Pidgin English on a regular basis, Nigerian Pidgin English (NPE) is a significant phenomenon that deserves research in the academic setting. Thus, this study aims to investigate the level of Nigerian Pidgin English usage among students of Command Day Secondary School, test the effectiveness of communicating using Nigerian Pidgin English in promoting social interaction among students and investigate its impact on students' proficiency in the English Language.

1.2 Statement of the Problem

The multilingualism of the wider society still echoes in the linguistic environment of the secondary schools in Nigeria as students use different varieties of the language for academic and social purposes. The use of Nigerian Pidgin English (NPE) in the midst of the youths is becoming more noticeable among the varieties as a means of communication because it is accessible and widely used. Ogunbodede and Oribhabor (2022) state that Nigerian Pidgin English has become well known as a language of everyday communication among the youths in Nigeria. Likewise, Aboh (2025) observed that the language has shifted from informal spaces and is now in a prominent space in several social spaces. Effective communication within schools should be supported and language practices should complement students' mastery of the English Language. It is thus imperative to understand the way Nigerian Pidgin English operates in the classroom to produce empirical evidence which can guide decisions and practices about language and education among the secondary school learners.

Although Nigerian Pidgin English has communicative value, the level of usage of Nigerian Pidgin English by learners and its effects on language learning in school has triggered some concerns. It is hoped that the students can be able to communicate effectively with one another and still be proficient in Standard English the official medium of instruction in Nigerian schools. The growing use of Nigerian Pidgin English (NPE) among students has however raised some uncertainties on its effect on the competence of the students in using English Language and effective academic communication. A study conducted by Olajide et al. (2023) revealed that Nigeria Pidgin English is a language which has been used greatly by adolescents in their daily life. Similarly, Mshelia (2025) noted that language is one of the main media of peer communication among the students. These studies showed the emerging of Nigerian Pidgin English usage but they were of limited evidence on the level of usage and the influence of the pidgin on the students of Command Day secondary school, Enugu State.

The communicative and social role of Nigerian Pidgin English by the students and the scanty empirical facts in the study area is another important concern. There is a need for educational stakeholders to have a good understanding of the functions of the language varieties to facilitate communication, promote social interaction and impact the language experience of students in schools. But, there is still not enough localized evidence on the use of Nigerian Pidgin English in the interpersonal relationships and Communication among Command Day Secondary School students. Some researchers, like Ngonso et al. (2025), argued that Nigerian Pidgin English is a bonding tool for people with different backgrounds; Zabbey and Fubara (2025) noted that it plays a role in bonding and interacting with people. However, application of such observations to students of Command Day secondary school is yet to be explored. This need is the motivation for the current study which aims at investigating the level of usage of Nigerian Pidgin English, the communicative and social functions of the pidgin and its effect on the students' performance in the English Language.

1.3 Objectives Of The Study

The study's main goal is to examine the role of Nigerian Pidgin English: a case study of Command Day, Enugu State. The study specifically attempted to:

i.Examine the extent of the use of Nigerian Pidgin English among students of Command Day Secondary School.

ii.Assess the role of Nigerian Pidgin English in facilitating communication among students of Command Day Secondary School.

iii.Determine the influence of Nigerian Pidgin English on students' proficiency in the English Language at Command Day Secondary School.

iv.Assess the role of Nigerian Pidgin English in promoting social interaction among students of Command Day Secondary School.

Other parts of chapter one include:
1.4 Research Questions

1.5 Hypotheses

1.6 Significance of the Study

1.7 Scope of the Study

1.8 Operational Definition of Terms

CHAPTER TWO
REVIEW OF LITERATURE (Preview)
This chapter critically examines relevant literature that would assist in explaining the research problem and, furthermore, recognizes the efforts of scholars who had previously contributed immensely to similar research. The chapter intends to deepen the understanding of the study and close the perceived gaps. This chapter therefore focuses on the concept of Nigerian Pidgin English, extent of the use of Nigerian Pidgin English among students, role of Nigerian Pidgin English in Facilitating communication among students, etc. The chapter is sub-grouped into the following major headings:
Conceptual Framework

Theoretical Framework

Empirical Review

Summary of literature reviewed

CHAPTER THREE
METHODOLOGY (Preview)
Presented below is a snapshot of key areas of the study methodology, the full and detail chapter three methodology is contained in the instant download document.

Research Design: The study adopted a descriptive survey research design.

Population of the Study: The population of the study comprises all students of Command Day Secondary School, Enugu State, for the 2024/2025 academic session.

Sample Size Determination: The study adopted the Taro Yamane formula to determine a sample size of 300 participants.

Sampling Technique: The study employed a stratified sampling technique and simple random sampling technique to select the individual respondents.

Research Instrument: The study utilized a structured questionnaire titled “Role of Nigerian Pidgin English Questionnaire (RNPEQ)” as the instrument for data collection.

Methods of Data Analysis: The collected data were analyzed using frequencies, percentages, means, and standard deviations to summarize and present the demographic characteristics of the respondents and their responses. Inferential statistics, specifically Pearson Product Moment Correlation (PPMC), were used to test the hypotheses.
Full outline for chapter three;
3.1 Research Design

3.2 Population of the Study

3.3 Sample Size Determination

3.4 Sampling Techniques

3.5 Instrument for Data Collection

3.6 Validity of the Instrument

3.7 Reliability of the Instrument

3.8 Methods of Data Collection

3.9 Method of Data Analysis

3.10 Ethical Considerations

CHAPTER FOUR: DATA ANALYSIS AND PRESENTATION 
MAJOR FINDINGS (Preview)
The analysis results were presented in tables and charts. Based on the results obtained from the analysis, the following major findings were made:

i. The study found that Nigerian Pidgin English is widely used among students of Command Day Secondary School, as evidenced by mean scores ranging from 3.58 to 3.64 and a grand mean of 3.61, which is above the acceptance benchmark of 3.00. This implies that Nigerian Pidgin English is a common means of communication among students, particularly during informal discussions, break periods, social gatherings, and interactions with peers.

ii. The study found that Nigerian Pidgin English plays a significant role in facilitating communication among students of Command Day Secondary School, as evidenced by mean scores ranging from 3.59 to 3.63 and a grand mean of 3.61, which is above the acceptance benchmark of 3.00. This was further confirmed by the result of the corresponding hypothesis test, which showed a correlation coefficient (r) of 0.63, t-value of 13.71, and p-value of 0.000 (p < 0.05), leading to the rejection of the null hypothesis. This implies that Nigerian Pidgin English contributes positively to ease of interaction, effective expression, mutual understanding, reduction of communication barriers, and the exchange of information among students.

iii. The study found that Nigerian Pidgin English significantly influences students’ proficiency in the English Language at Command Day Secondary School, as evidenced by mean scores ranging from 3.58 to 3.62 and a grand mean of 3.60, which is above the acceptance benchmark of 3.00. This was further confirmed by the result of the corresponding hypothesis test, which showed a correlation coefficient (r) of 0.58, t-value of 11.96, and p-value of 0.000 (p < 0.05), leading to the rejection of the null hypothesis. This implies that Nigerian Pidgin English is significantly associated with students’ spoken expression, grammatical usage, vocabulary development, writing skills, and performance in English Language-related activities.

iv. The study found that Nigerian Pidgin English plays a significant role in promoting social interaction among students of Command Day Secondary School, as evidenced by mean scores ranging from 3.61 to 3.64 and a grand mean of 3.63, which is above the acceptance benchmark of 3.00. This was further confirmed by the result of the corresponding hypothesis test, which showed a correlation coefficient (r) of 0.66, t-value of 14.80, and p-value of 0.000 (p < 0.05), leading to the rejection of the null hypothesis. This implies that Nigerian Pidgin English contributes to friendship formation, social bonding, active participation in peer interactions, a sense of belonging, free interaction, and the strengthening of social relationships among students.

CHAPTER FIVE: SUMMARY, CONCLUSION, AND RECOMMENDATIONS
This chapter covers the following outline:

5.1 Introduction

5.2 Summary of the Study

5.3 Conclusion

5.4 Recommendations

5.5 Limitations of the Study

5.6 Suggestions for Further Studies

Reference
Appendix

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