Numeracy Achievement of Learners: An Aftermath of Mother Tongue- Based Multilingual Education

Abstract

Although there are obvious advantages in having a multilingual education system, it remains a challenge to Mathematics educators. This study determined the numeracy achievement of Grade IV pupils as an aftermath of the use of Mother Tongue as the Language 1 and English as the Language 3 in San Juan District, Schools Division of Ilocos Sur during the School Year 2017-2018. The pupils’ numeracy achievement was measured by means of an achievement test using the Mother Tongue and English. The descriptive method of research was utilized in this study with a questionnaire and two sets of achievement tests as main tools for data gathering. The respondents involved 223 pupils from the selected schools in San Juan District, Schools Division of Ilocos Sur. Ethical principles and considerations were strictly observed. The gathered data were analyzed using frequency and percentage, mean and simple linear correlation analysis. Based on the results, it was found out that there is no significant relationship between the level of usage of Mother Tongue and English on the Numeracy Achievement of Learners. Therefore, the level of pupils’ performance may be improved by encouraging learners to be involved more in Mathematics-related activities to further enhance their knowledge and improve their performance like the following: think-pair share, quick-writes, anticipatory charts, peer-teaching, manipulative and gamification