Result: Problems of Teaching and Learning Hausa During Covid-19 Pandemic in Selected Primary and Secondary Schools in Jahun Local Government of Jigawa State

This study investigates the challenges of teaching and learning the Hausa language during the COVID-19 pandemic in selected primary and secondary schools within Jahun Local Government Area of Jigawa State, Nigeria. Using questionnaires administered to students, teachers, and parents, as well as semi-structured interviews with educators and policymakers, the study examined both structural and pedagogical barriers. Findings revealed that poor internet connectivity, lack of Hausa-compatible technological tools, inadequate digital content, and the absence of proper Hausa orthography in digital platforms undermined effective teaching and learning. The unpreparedness of teachers to deliver online lessons, coupled with limited access to smartphones, computers, and affordable data, further compounded the situation. These challenges disproportionately affected rural learners, leaving many without meaningful learning opportunities throughout the lockdown. The study recommends targeted investment in digital infrastructure, development of localized Hausa learning resources, regular teacher training in remote pedagogy, and inclusion of Hausa lessons in radio and television broadcasts. Furthermore, remedial programs should be introduced post-pandemic to recover learning losses, while policy frameworks should ensure the resilience of indigenous language education during future crises.