Enhancing rural pupils achievement in mathematics through the use of mother tongue in Nigeria
Date
2019-08
Authors
Akor, Christiana
Journal Title
Journal ISSN
Volume Title
Publisher
Strathmore University
Abstract
This study investigated the effect of the use of mother tongue as a medium of SBS instruction
on rural pupils achievement in basic school mathematics. It also examined how gender affects
pupil’s achievement in statistics when taught using mother tongue in rural areas. The study
adopted a quasi-experimental non-equivalent pretest/post-test research design. The target
population for the study was all the basic six pupils in 420 schools in 2011/2012. The sample
(N = 380) made of boys (N =235) and girls (N = 145) was drawn using a multistage sampling
technique. Basic school Statistics Achievement Test (BSSAT) with the reliability coefficient
of 0.82 using Kuder Richardson 20 was used to collect data. Mean and standard deviations
were used to answer the research questions while analysis of covariance was used to test
hypotheses at .05 alpha level. It was found that pupils taught mathematics using mother tongue
achieved significantly higher than those taught using English language. There was no
significant difference in terrns of achievement between male and female pupils taught statistics
using mother tongue. It was recommended that school authorities, Ministry of Education
should encourage mathematics teachers to teach basic school mathematics to pupils using the
mother tongue of the local environment. This calls for policy back up and a trial study on some
other indigenous languages across the nation to allow for generalization and full
implementation.
Description
Paper presented at the 5th Strathmore International Mathematics Conference (SIMC 2019), 12 - 16 August 2019, Strathmore University, Nairobi, Kenya
Keywords
Language of instruction, Pupils achievement in mathematics