Implementation of Mother Tongue-Based Instruction and Academic Achievement of Key Stage 1 Pupils in Math

AUTHOR(S)

Gina F. Fiel

ABSTRACT

This study aimed to determine the significant relationship between the mother tongue-based instruction and academic achievement of key stage 1 pupils. Employing the descriptive correlational research design, the researcher utilized survey in determining the extent of the implementation of mother tongue-based instruction in teaching Math in terms of language learning, classroom instruction and implementation. Moreover, the researcher also gathered the academic achievement of the key stage 1 pupils in Math in the 2nd quarter. And based on the statistical treatment of the data, the study revealed a significant relationship between the extent of mother tongue-based instruction in terms of language learning and implementation and academic achievement in Math. On the other hand, no significant relationship exists between the extent of mother tongue-based instruction in terms of classroom instruction and academic achievement in Math. Further, key stage 1 teachers encountered challenges in teaching Math using mother tongue as medium of instruction in the manner that not all pupils have the same mother tongue used at home and that there are terms in Mathematics which are difficult to understand when it is used in the lesson using the prescribed medium of instruction. Thus, the study shows that implementation of mother tongue as medium of instruction in teaching Math to key stage 1 pupils has emerged a very satisfactory academic performance despite of the challenges encountered by the teachers in the implementation.