Achievement and attitude of freshman students in college algebra under different media of instruction: A comparative analysis.

• Main Author: Daquioag, Renato R.
• Format: text
• Language: English
• Published: Animo Repository 1996
• Subjects: Academic achievement; College students > Attitudes; Algebra > Study and teaching; Central Luzon State University > Students; Mathematics > Study and teaching; Teaching > Aids and devices; Bilingualism; Algebra
• Online Access: https://animorepository.dlsu.edu.ph/etd_doctoral/760
• Institution: De La Salle University

This is a comparative analysis of the achievement and attitude towards Mathematics of freshman students based on the medium of instruction used inside the classroom. This tests the effectiveness of either bilingual instruction or the typical use of English in Math classes.One hundred twenty-seven freshman students in College Algebra of Central Luzon State University (CLSU) were the respondents of the study. The control group, composed of sixty-three students, underwent the typical way of using English inside the classroom. The experimental group, composed of sixty-four students, underwent bilingual instruction. Aside from the medium of instruction (MI), the other factors considered were the respondents' mother tongue (MT), and entering ability (EA) in Mathematics. The study was conducted for the entire semester of SY 1995-1996. It covered the whole syllabus of College Algebra in CLSU.Results showed no significant difference between the two groups' gain in scores from pretest to posttest. Likewise, no significant difference existed between the two groups' change in attitude towards Mathematics. However, it was proven that bilingual instruction tended to lessen the gap in achievement scores between those with high levels and those with low levels of entering ability. Students' attitude and achievement were found to be significantly correlated. Neither the medium of instruction nor the mother tongue influenced the achievement of the respondents. It was the entering ability in Mathematics that significantly influenced the students' achievement.