Effect of the Mother Tongue on Students' Performance in Senior School mathematics in Ogbomoso, Nigeria

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dc.contributor.authorOgunniran, V.O
dc.contributor.authorSURAJUDEEN, A. B
dc.date.accessioned2018-12-18T09:06:34Z
dc.date.available2018-12-18T09:06:34Z
dc.date.issued2017
dc.description.abstractThe woeful performance of the students in Mathematics has been the concern of the students, parents, teachers, government and the society as a whole. It was the compelling issue that led to this study, and discovered that the mathematical concepts, terms and scales are difficult, and the fact that Nigerian students have to be taught in a second language compounds the problem. this research work examined the effects of the mother tongue (mt) on students performance in the senior secondary school mathematics in Ogbomoso South Local Government, Oyo State. Two purposes of the study, two research questions and hypotheses were formulated to guide the study. The non-equivalent control group design was adopted for the study. Two senior secondary schools were sampled from Ogbomoso South Local Government Area of Oyo State. One of the intact classes constituted the experimental group while the other served as the control group. One hundred and eighteen (118) students and five (5) teachers participated in the study: 62 students were in the experimental while 56 students were in the control group. The instrument for data collection were pretest, multiple choice questions; teaching packages and post test multiple choice items. The instruments were validated and tested for reliability at 0.693 and was used to collect data for this study. Two hypotheses were postulated and tested using the analysis of co-variance at 0.05 level of significance. The result of this study showed that there was a significant difference in the performance of students taught mathematics through the medium of English and the MT, and their counterparts (i.e. the 56 students in the control group) taught through the medium of English without the Mt. Thus, the study favoured the initial 62 students in the experimental group who learnt Mathematics through the medium of English and the MT. On the basis of these findings, it was recommended that teachers of Mathematics should use the MT and the language of instruction by code mixing and code switching to teach Mathematics effectively and to explain the content of the subject where necessary.en_US
dc.description.sponsorshipNilen_US
dc.identifier.isbn2616-1311
dc.identifier.urihttp://hdl.handle.net/123456789/1406
dc.language.isoenen_US
dc.publisherDepartment of Adult and Primary Educationen_US
dc.subjectMother Tongueen_US
dc.subjectStudents' Performanceen_US
dc.subjectMathematicsen_US
dc.subjectMedium of Instructionen_US
dc.subjectCode mixingen_US
dc.titleEffect of the Mother Tongue on Students' Performance in Senior School mathematics in Ogbomoso, Nigeriaen_US
dc.typeArticleen_US

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