Medium of instructions and its relationship on pupils’ learning outcomes in Mathematics
Teacher III, Galang Elementary Memorial School, Apalit District, SDO Pampanga 2000, Philippines.
Research Article
World Journal of Advanced Research and Reviews, 2024, 22(01), 1035–1060
Publication history:
Received on 03 March 2024; revised on 11 April 2024; accepted on 13 April 2024
Abstract:
This study determined the relationships between medium of instruction and learning outcomes in Mathematics. Using the mixed methods of research with 44 Grade 3 teachers and 36 Grade 4 teachers as respondents of the study, findings showed that Grade 3 teachers agreed that they perceived Kapampangan as effective medium of instruction in teaching Mathematics. Meanwhile, these teacher respondents moderately agreed that they encountered some difficulties or barriers in using Kapampangan in teaching Mathematics. Further, these teachers agreed that they frequently used Kapampangan as medium of instruction in teaching Mathematics. Grade 4 teacher respondents agreed that they perceived English as effective medium of instruction in teaching Mathematics. On the other hand, these teacher respondents moderately agreed that they encountered some difficulties or barriers in using English in teaching Mathematics. Meanwhile, these teachers agreed that they frequently used English as medium of instruction in teaching Mathematics. Based on the findings of the study, the following conclusions were drawn: There is a significant relationship between medium of instruction and pupils’ learning outcomes in Mathematics. Kapampangan and English were found positively correlated to pupils’ performance in Mathematics. Kapampangan was found more effective than English as medium of instruction in teaching Mathematics.
Keywords:
Medium of instruction; Mother Tongue-Based Multilingual Education; English-based instruction; Pupils’ learning outcomes; Mathematics Education
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