Attitude Towards the Used of Mother Tongue Based Multi-Lingual Education in Mathematics and Academic Performance of Grade 2 Pupils: Basis for Lesson Exemplars

Abstract

INTRODUCTION

Students' attitudes toward Mathematics class lessons can be different from each other. Attitudes can change once the atmosphere is favorable to them. A student can be good in Mathematics class at the beginning of the year because they have no distraction yet. This student can be good throughout the year depending on the situation. A student can be poor right from the start because he does not like everything in the school while the rest of the class is striving to be good. This is the environment in almost all classes, whether it is a private school or a public school. If the teacher is good at explaining her subject and her methodology is a perfect fit for students then we can expect high results and attitudes can be good as well.

METHODS

The study made use of descriptive research because this design is suited in the present study as it will describe how the respondents assess the present practices of teachers. It will involve the description, encoding, analysis, and interpretation of the processes of assessment.

RESULTS

The study revealed that attitudes of the pupil’s influence students' achievement in Mathematics. It also revealed that good student attitudes lead to better achievement in Mathematics. It was also observed that pupils generally have good attitudes toward Mathematics using MTB MLE. From the findings, we discovered the following major findings: There was a significant relationship between students' attitudes toward MTB MLE and academic achievement in Mathematics. There was a significant difference in academic achievement in Mathematics and attitudes of the Grade 2 pupils on Mathematics using MTB MLE.

DISCUSSIONS

The reason pupils were not doing well in Mathematics is because of their ineffective attitudes toward Mathematics when teachers are not using pupils' native language. Most students do not solve or practice mathematical problems because they assume that Mathematics consumes their time. Because of this, the consequence reveals that they have low achievement. With these, we can conclude that the positive attitudes of the pupils are a predictor of pupil’s achievement in Mathematics and for a pupil to do well in the subject, he/she must use the appropriate (native) language which is easily understood by them.