Effects of Mother Tongue Instruction on Students Mathematical Achievement in the Bekwai Municipal, Ghana

Fuseini Abdul-Ganiyu, Benjamin Adu Obeng, Bright Asare, Yarhands Dissou Arthur
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Abstract

The study examined the effect of the mother tongue teaching on students' mathematical achievement. From St. Joseph Senior High Technical School, two experimental classes and one control class were chosen. While the control group was instructed only in English, the first experimental group was instructed exclusively in their native language (Twi), whereas the second experimental class was instructed using mother tongue (Twi) as an additional medium of instruction. The results of the pre-test and post-test were statistically examined using the t-test. The findings showed that using Twi as the sole teaching language and using English as the only training language were equally unsuccessful, while mother tongue (Twi) was found to be statistically significant in improving students’ mathematics achievement.  
母语教学对加纳 Bekwai 市学生数学成绩的影响
本研究探讨了母语教学对学生数学成绩的影响。研究选取了圣约瑟夫高级技术学校的两个实验班和一个对照班。对照组只用英语授课,第一个实验组完全用母语(特维语)授课,而第二个实验班则使用母语(特维语)作为额外的教学媒介。使用 t 检验对前测试和后测试的结果进行了统计分析。结果表明,使用 Twi 作为唯一的教学语言和使用英语作为唯一的培训语言同样不成功,而母语(Twi)在提高学生数学成绩方面具有显著的统计学意义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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