Abstract

EFFECTS OF BILINGUAL MODE OF INSTRUCTION ON JUNIOR SCHOOL STUDENTS? PERFORMANCE IN MATHEMATICS IN ILORIN, NIGERIA

1Aleshinloye N. I., 2Salman, M.F.

---

Abstract The effects of instructional strategies on the academic performance of students cannot be over-emphasised as evidenced in previous studies. As a result of the importance of instructional strategies, this study, therefore, investigated the effects of bilingual mode of instruction on junior school students? performance in word problems in Mathematics. The study employed quasi-experimental design, which involved a pre-test, post-test control group design. The sample for the study comprised 190 junior secondary II students drawn from two randomly selected co-educational schools in Ilorin, Nigeria. The research instrument was Mathematics Performance Test (MPT) containing items adapted from relevant standardized NECO questions. The test-retest method of two weeks interval was employed to establish the reliability of the test instrument. The Pearson-Product Moment Correlation Coefficient (PPMC) was used to analyse the scores and a reliability coefficient of 0.73 was obtained. Data collected were analysed using t-test and ANCOVA. The findings of this study revealed that there was a significant difference in the performance of students taught word problem using bilingual mode of instruction (BMOI) and the students taught word problem using traditional methods, in favour of the students taught using BMOI. The study also indicated that significant difference did not exist in the performance of students based on gender but it revealed a difference in the performance of students with different score levels in favour of the students with low the score level. It was therefore recommended that Mathematics teachers should adopt strategies such as bilingual mode of instruction to enhance meaningful learning. Key words: Instructional strategy, BMOI and Performance

PDF