THE ROLE OF USAGE OF DIFFERENT INSTRUCTIONAL LANGUAGES IN TEACHING OF MATHEMATICS AT PRIMARY LEVEL IN SINDH, PAKISTAN
Journal Title: Asian Journal of Management Sciences and Education - Year 2018, Vol 7, Issue 1
Abstract
The study focused at” The role of usage of different instructional languages in teaching of mathematics at primary level in Sindh”. Academic achievement of the students in Mathematics at primary level was analyzed and compared. Furthermore, the relationship between the contextual languages Urdu and Sindhi in mathematics at primary level was evaluated. There were two null hypotheses which were tested to compare the role of usage of different instructional languages Urdu and mother tongue on students’ academic achievement in mathematics. The relationship between these two variables was also determined. The study was experimental in nature. The analysis was conducted by SPSS virgin 22. The population of the study was 50 students 4th grade of the Laboratory high school PITE Sindh District Shaheed Benazir Abad. The selected numbers of students were divided into two groups’ i.e. high and low achiever. The 20 students from the each group of high achievers and 20 from the low achievers were randomly selected and assigned as experimental and control group. The researcher used two languages Urdu and Sindhi. The achievement test in Mathematics for 4th class was developed as pre-test and post-test. The tests were validated through peer review, expert opinion and pilot testing. The simple t-test was applied and their effect size was also calculated to draw findings and conclusions. It is observed that the students taught through mother tongue performed better than the students taught through other language. The reasoning ability of the students was also compared and found that the students of experimental group showed better reasoning ability than the students of control group. The Comparison of reasoning ability within the experimental group reflects that high achiever students of experimental group were better than the low achiever students on mother tongue tests. A strong positive relationship exists between the academic achievements of mother tongue test. Similarly, there is also strong positive relationship between reasoning ability and academic achievement of the students.
Authors and Affiliations
Mehmood Kaloi, Mehboob Ali Dehraj
Keywords
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