Effect Of Mother Tongue Instructional Strategy On Senior Secondary School Students Academic Achievement In Mathematics

Mathematics Education Project Material

Effect Of Mother Tongue Instructional Strategy On Senior Secondary School Students Academic Achievement In Mathematics


Abstract


This study was carried out to examine the effect of mother tongue instructional strategy on senior secondary school students academic achievement in mathematics using some selected senior secondary school in Owerri Imo State as a case study. The study is was specifically set to find out if the use of mother tongue improves students comprehension of mathematics in secondary schools, find out if the use of mother tongue improves students’ academic achievement in mathematics in secondary schools ascertain if there is a significant between the achievement of students taught mathematics with mother tongue and students taught with English language and ascertain if there is a significant between the achievement of male and female students taught mathematics with English language. The survey design was adopted and the simple random sampling techniques were employed in this study. The population size comprise of students of some selected senior secondary school in Owerri Imo State. In determining the sample size, the researcher conveniently selected 229 respondents and 210 were validated. Self-constructed and validated questionnaire was used for data collection. The collected and validated questionnaires were analyzed using frequency tables. While the hypotheses were tested using T-test statistical tool SPSS v23. The result of the findings reveals that the use of mother tongue improve students comprehension of mathematics in secondary schools. The result of the findings reveals that there is no significant difference between the achievement of male and female students taught mathematics with English language. Therefore, it is recommended that parents who dwell at other places where the people speak different language or dialect should not allow their own dialect to go into extinction. They should always use it as a medium of interaction or communication with their children and should not stop them from speaking it. To mention but a few.


Table of Content


  • Title Page
  • Certification
  • Dedication
  • Acknowledgement
  • Table of Content
  • List of Tables
  • Abstract

Chapter One:

Introduction

  • 1.1 Background of the Study
  • 1.2 Statement of the Problem
  • 1.3 Objective of the Study
  • 1.4 Research Questions
  • 1.5 Research Hypothesis
  • 1.6 Significance of the Study
  • 1.7 Scope of the Study
  • 1.8 Limitation of the Study
  • 1.9 Definition of Terms
  • 1.10 Organisations of the Study

Chapter Two:

Review of Literature

  • 2.1 Conceptual Framework
  • 2.2 Theoretical Framework
  • 2.3 Empirical Review

Chapter Three:

Research Methodology

  • 3.1 Research Design
  • 3.2 Population of the Study
  • 3.3 Sample Size Determination
  • 3.4 Sample Size Selection Technique and Procedure
  • 3.5 Research Instrument and Administration
  • 3.6 Method of Data Collection
  • 3.7 Method of Data Analysis
  • 3.8 Validity of the Study
  • 3.9 Reliability of the Study
  • 3.10 Ethical Consideration

Chapter Four:

Data Presentation and Analysis

  • 4.1 Data Presentation
  • 4.2 Analysis of Data
  • 4.3 Answering Research Questions
  • 4.4 Test of Hypotheses

Chapter Five:

Summary, Conclusion and Recommendation

  • 5.1 Summary
  • 5.2 Conclusion
  • 5.3 Recommendation
  • References
  • APPENDIX
  • QUESTIONNAIRE

Chapter One


Introduction

1.1 Background of the Study

All students deserve to become mathematically literate regardless of gender, socioeconomic background, language, cultural background, learning ability or previous mathematics experiences (Njagi, 2015). Equity in education has become a common concern with a focus on positive attempts to achieve equity in different educational systems Equity in education can be achieved by teaching students corresponding to their level of readiness, their interests and learning style, maximizing their opportunities for personal learning and growth. Thus equity in education and social justice can only be met if teachers find the way to correspond to various learning situations by modeling teaching.

The development and growth of the society largely depend on the language which links the people together (Abubakari, 2015). Boris, Stefan, Sherry, Ashok and Michael (2009) defined language as a vehicle for conveying the culture and traditions of the people that own it. This implies that language must be the pivot on to which the appreciation of culture revolves. In other words, people’s culture cannot be fully appreciated without the use of language which conveys such culture. Therefore people that lose its language will be people without a culture and once people have no culture they cannot be identified as people; it becomes people without a future and identity.

Language education is the most important of a people’s culture; it is the most distinctive of all the traits that separates human being conceivable. In other words, it is that tool that differentiates the human from animals. Language forms the basis for translating thought, discoveries and inventions into reality from one generation to another (Adefugbo, 1980).

The general usage of the term “mother tongue” denotes not only the language one learns from one’s mother, but also the speaker’s dominant and home language, that is, not only the first language according to the time of acquisition, but the first with regard to its importance and the speaker’s ability to master its linguistic and communicative aspects (Richard, 2019).

Mathematics is called the language of science. “The universe cannot be read until we have learnt the language and become familiar with the characters in which it is written. It is written in mathematical language, and the letters are triangles, circles and other geometrical figures, without which means it is humanly impossible to comprehend a single word” (Anne, 2019). Students’ performances in mathematics at the senior secondary school level have been the major concern of researchers. Having read that mathematics is a language on its own, it is important to also note that there is another language with which the mathematical language is communicated to the students. English language is one of the languages with which the mathematical language is communicated to the students yet there are still records of poor achievements in the subject. It is for this reason that the researcher carries out a study to investigate the effects of mother’s tongue on the mathematics achievement of senior secondary school students.


1.2 Statement of the Study

Though mathematics is an important and compulsory subject for all students at the primary and secondary schools in Nigeria and many other countries in the world, researchers found that it is the subject mostly failed by students in both their internal and external examinations in Nigeria (Adetula and Salam, 2017, Galadima & Okogbenin, 2012, Ochepa & Sanni, 2002). Chief Examiner’s Report (CER, 2005 & 2007) of WASCE, noted that many candidates avoided questions in geometry and those attempted them recorded very low marks as a result of the language of instruction. According to Alonge (2000), the ability of a child to participate actively in the acquisition of knowledge depends on how competent he is in the language used in the teaching process. Language reflects the physical and social environment of human society, thus mathematical language must be clearly understood to every student so as to solve mathematical problem (Adetula and Salam, 2017).

Evidences shows that Nigerian students faced a greater challenge in understanding the terminologies used in teaching mathematics because most of them are either English words or barrowed words from other foreign languages such as Greeks, Latin, Hebrew, etc, (Mercy, 2017). According Ahmad and Saidu (2018), this continues sliding in the students’ mathematics performance in Nigeria courses greater concern not only for the teachers but also for all stake holders in the business of education. Similarly, Iji, Okoronkwo and Anyor (2019), also reported that despite the importance of mathematics in human life and development, the students’ achievement in secondary school mathematics especially at West African Examination Council (WAEC) and General Certificate in Education (GCE) examination result in the subject are not encouraging in Nigeria.


1.3 Objectives of the Study

The major of this study is to critically assess the effect of mother tongue instructional strategy on senior secondary school students academic achievement in mathematics.

By extension, this study will specifically;

  1. Find out if the use of mother tongue improves students comprehension of mathematics in secondary schools.
  2. Find out if the use of mother tongue improves students’ academic achievement in mathematics in secondary schools.
  3. Ascertain if there is a significant between the achievement of students taught mathematics with mother tongue and students taught with English language.
  4. Ascertain if there is a significant between the achievement of male and female students taught mathematics with English language.

1.4 Research Question

The study will be guided by the following questions;

  1. Does the use of mother tongue improve students comprehension of mathematics in secondary schools?
  2. Does the use of mother tongue improve students’ academic achievement in mathematics in secondary schools?
  3. Is there a significant between the achievement of students taught mathematics with mother tongue and students taught with English language?
  4. Is there a significant between the achievement of male and female students taught mathematics with English language?

1.5 Research Hypotheses

  • Ho1: There is no significant difference in the mean achievement of senior secondary school students taught mathematics with mother tongue and senior secondary school students taught mathematics with English language.
  • Ho2: There is no significant gender difference in the mean achievement of male and female students taught mathematics with mother tongue.

1.6 Significance of the Study

This study therefore will be significant in the following ways:

The findings of this study will help the Ministry of Education (MOE) and Universal Basic Education Board (UBE) to come up with strategies to encourage the use of culture and mother tongue in teaching students at primary and secondary of education

The findings of the study would help parents to understand that education is not associated with the ability to speak foreign language (English) only, but their own rich culture and native language are the most important factors for educating their children.


1.7 Scope of the Study

This study is to critically assess the effect of mother tongue instructional strategy on senior secondary school students academic achievement in mathematics. The study specifically seeks to ascertain if there is a significant between the achievement of students taught mathematics with mother tongue and students taught with English language, and ascertain if there is a significant between the achievement of male and female students taught mathematics with English language. The respondents for this study will be obtained from some selected senior secondary school in Owerri Imo State.


1.8. Limitation of the Study

Like in every human endeavour, the researcher encountered slight constraints while carrying out the study. Insufficient funds tend to impede the efficiency of the researcher in sourcing for the relevant materials, literature, or information and in the process of data collection, which is why the researcher resorted to a limited choice of sample size. More so, the researcher simultaneously engaged in this study with other academic work. As a result, the amount of time spent on research will be reduced.


1.9 Definition of Terms

Mother tongue: The first language learned at home in childhood and still understood by the person at the time the data was collected.

Academic achievement: Performance outcomes in intellectual domains taught at school, college, and university.


1.10 Organization of the Study

The study is categorized into five chapters. The first chapter presents the background of the study, statement of the problem, objective of the study, research questions and hypothesis, the significance of the study, scope/limitations of the study, and definition of terms. The chapter two covers the review of literature with emphasis on conceptual framework, theoretical framework, and empirical review. Likewise, the chapter three which is the research methodology, specifically covers the research design, population of the study, sample size determination, sample size, and selection technique and procedure, research instrument and administration, method of data collection, method of data analysis, validity and reliability of the study, and ethical consideration. The second to last chapter being the chapter four presents the data presentation and analysis, while the last chapter(chapter five) contains the summary, conclusion and recommendation.


Chapter Five


Summary, Conclusions and Recommendations:

5.1 Introduction

This chapter summarizes the findings on the effect of mother tongue instructional strategy on senior secondary school students academic achievement in mathematics using some selected senior secondary school in Owerri Imo State as a case study. The chapter consists of summary of the study, conclusions, and recommendations.


5.2 Summary of the Study

In this study, our focus was to examine the effect of mother tongue instructional strategy on senior secondary school students academic achievement in mathematics using some selected senior secondary school in Owerri Imo State as a case study. The study was specifically carried out to find out if the use of mother tongue improves students comprehension of mathematics in secondary schools, find out if the use of mother tongue improves students’ academic achievement in mathematics in secondary schools ascertain if there is a significant between the achievement of students taught mathematics with mother tongue and students taught with English language and ascertain if there is a significant between the achievement of male and female students taught mathematics with English language.

The study adopted the survey research design and randomly enrolled participants in the study. A total of 210 responses were validated from the enrolled participants where all respondent are students of some selected senior secondary school in Owerri Imo State.


5.3 Conclusion

Based on the findings of this study, the researcher concluded that;

  1. The use of mother tongue improve students comprehension of mathematics in secondary schools.
  2. The use of mother tongue improve students’ academic achievement in mathematics in secondary schools.
  3. There is a significant difference between the achievement of students taught mathematics with mother tongue and students taught with English language.
  4. There is no significant difference between the achievement of male and female students taught mathematics with English language.

5.4 Recommendation

Based on the responses obtained, the researcher proffers the following recommendations:

  1. The States Ministry of Education with the help of the Federal Government should allow students to be taught mathematics in their mother tongue especially in States where the language is dominant.
  2. The students should be allowed to express themselves in their mother during the mathematics instructional process.
  3. Parents who dwell at other places where the people speak different language or dialect should not allow their own dialect to go into extinction. They should always use it as a medium of interaction or communication with their children and should not stop them from speaking it.
  4. Parents who restrict their children to speaking English language only should desist from such act. Children should rather be encouraged to learn their mother.

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