It is assumed that the use of the native
language as a medium of instruction is the best and most natural way to build a
solid foundation in mathematics literacy. The influence of using the native
language in kindergarten mathematics teaching was explored in this report. A
total of 34 children aged five to six years attended a pre-test-post-test,
quasi-experimental study with 17 participants in each control group or English
group and in each native language group (Waray) or experimental group. It was
presumed that the use of the native language in mathematics would improve
academic success. The findings showed a highly significant difference between
the mean control benefit and the experimental groups (p-value=.000), suggesting
that the mathematics output of the experimental group was substantially higher
than that of the control group. The outcome suggests that the pupils in kindergarten
who were introduced to the native language performed better in Than those who
have been exposed to English, mathematics. The study concludes that in teaching
kindergarten mathematics, the use of the native language results in a higher
output of mathematics than the use of a foreign language as a medium of
instruction. The study therefore indicates that in kindergarten, the native
language could be maximised by encouraging children to use it fluently to grasp
basic concepts, develop academic language skills, and use it as a cornerstone
for learning another language. Being fluent in the language of instruction,
whether it be a native language or some other language, will contribute to
greater opportunities for academic success.
Author(s) Details
Dr. Janet P. Espada
Leyte
Normal University, Philippines.
View Book :- https://bp.bookpi.org/index.php/bpi/catalog/book/311
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