Language Connection to Mathematical Test of Grade 10 Students

Abstract

INTRODUCTION

Mathematics education is one of the priorities of Department of Education. The dismal state of Mathematics in high school is evident in the results of the national and regional test in mathematics. Since the English language is used in teaching Mathematics, complaints are heard that students could hardly understand simple pure English as a medium of instruction in Mathematics lessons. It is one of the reasons for the poor performance of students in Mathematics. Due to this instance, this study attempts to address the gap and assumptions of language to the mathematical tests of Grade 10 students in selected public high school of Laguna.

METHODS

Descriptive statistical analysis was used in analyzing the data. 342 average Grade 10 students from 10 selected public high schools participated in the survey. They were grouped according to the type of tests they answered. The respondents who answered the English type Mathematics test were in Group A and the respondents who answered Filipino type mathematics test were in Group B. Weighted mean was used to describe the overall standard performance of the respondents. ANOVA and 5-point Likert scale were also used to examine the relationship between the extent of Language Connection and the level of the respondents Mathematics' test.

RESULTS

The two groups of respondents had similarities in their positive and negative attitudes in their study habits. It seemed that respondents understood concepts regarding the test given through the use of English/Filipino language, but the result showed that they had poor performance in mathematics test. Based on the grading system of K to 12 curricula, the respondents fell under the beginner level. The computed p-value of the indicator to the level of mathematics test was less than the significance level of 0.05, it revealed a highly significant relationship between the extent of language connection and the level of their Mathematical test.

DISCUSSIONS

Science and Mathematics as cited by Ogundele, and Olanipekun (2013) claimed, language proficiency in English was significantly related to academic performance. Language functions played a significant role in critical and analytical thinking. The more language functions with which students were adept, the more effective their thinking. The more students were proficient with the English language, the more they were likely to perform. Indeed, language proficiency is the key to academic performance.