Enhancing Academic Performance in Mathematics using Bilingual as a Medium of Instruction

Abstract

INTRODUCTION

Language is a tool for teaching and learning. Filipinos are known to be bilingual for having proficiency in at both Filipino and English. These languages are used as mediums of instruction and tools for communication in school. The purpose of this research is to determine the effect of the use of bilingual as a medium of instruction in the academic performance in Mathematics of select Grade 7 students of Carmona National High School.

METHODS

The researchers gathered data from the results of a test taken by Grade 7 students of School Year 2017-2018. The researchers' pretest and posttest were based on the least mastered competencies in the third periodical test results. The respondents of the study were 60 Grade 7 students who were divided into two groups (control and experimental) of 30 students each. The study made use of the Quasi-Experimental Design involving quantitative methods which utilized matched Two-Group Pretest Posttest Design. T-test for un-correlated means were computed to describe significance differences in the achievement level of the two groups.

RESULTS

The study revealed that the mean score for the pretest of the control group was 7.83 while the experimental group was 7.72. The mean score for the posttest of the control group was 11.62 while the experimental group was 11.52. This means that the control group has a greater level of performance than the experimental group. On the t-test, the computed t-statistics was 0.62 which is less than the level of significance for one-tailed test which is 1.701. Therefore, there was no significant difference between the result of posttest between the control group that taught using monolingual (English) and the experimental group that taught using bilingual (English-Filipino).

DISCUSSIONS

The mean of the pretest and posttest of the control group was greater than the experimental group, which means that the level of performance of the control group was greater than the experimental group and the computed t-statistics was less than the level of significance for one-tailed test. Therefore, there was no significant difference between the result of posttest in the control and experimental group. The medium of instruction using bilingual is as good as using monolingual in the teaching and learning process.