Effect of Bilingual Instructional Method in the Academic Achievement of Junior Secondary School Students in Mathematics

The importance of mathematics in the modern society is overwhelming. The importance of mathematics has long been recognized all over the world, and that is why all students are required to study mathematics at the primary and secondary school levels, whether they have the aptitude for it or not (Ojo, 2015; Adebayo, 2008; Adeleke, 2007). However, despite the importance of mathematics in the Nigerian education system, the students’ performances continue to deteriorate year after year. Several reasons have been proffered for the high failure rate in mathematics. Given the options, many students will not offer mathematics (Agwagah, 2013). Agwagah noted that an increasing number of students find it difficult to do well in mathematics because of the teaching method used in teaching most of the themes are not interesting. In other words, the prime position accorded mathematics in the society is at risk because of persistent poor performance. According to Kurumeh and Achor (2008), the difficulties of students in learning mathematics could be attributed to the approach to which the contents are being presented to the students, the abstractness of mathematical concepts, and poor foundation, among others. Most students, especially, at the Junior Secondary School (JSS) have difficulties in understanding mathematics because of the language of instruction (which is English Language) (Ifeanacho, 2012). Majority of the students who are highly proficient in performing mathematical operations, in solving symbolic problems are less proficient in solving problems when it is algebraic (Iji, Abakpa, language, talk, text and the production and interpretation of symbols are integral to the creation of learning, teaching and assessment, particularly in mathematics. The contributions of language, the politics of discourse, and critical studies, with most emphasis on the issue of multilingual classrooms need the urgent attention of education stakeholders. Multilingualism is the ability to speak two or more languages fluently. There are many benefits of multilingualism, such as improving cognitive, social, emotional, and economic skills. Multilingualism does not seem to have a significant impact on mathematical reasoning or problem-solving. However, multilingual students who are allowed to use many languages to discuss and solve problems have increased mathematical productivity, creativity, and problem-solving skills. Teachers working in a multilingual setting should be aware that the use of the first language may have a great influence on mathematics learning, especially when the students are involved in cognitively complex issues. The study of multilingual mathematics learners requires theoretical notions that address not only the cognitive and domain-specific aspects of learning mathematics but also the linguistic and cross-cultural nature of this work.Multilingualism has multiple benefits for students, such as giving them an academic advantage and improving their employment prospects once they leave school. Moreover, multilingualism gives them access to more than one culture and improves their understanding of different cultures and languages (Halai Essien, 2018) found insignificant number of publications that focused on multilingual classroom practices and students’ achievement. In addition, research on the role of language in multilingual primary school level was insignificant compared to the role of language in mathematics at other levels of education. While literature has focused on pedagogical practices, role of language and conceptual framework necessary to support teaching and learning in a multilingual classroom ( e.g. Freeman Viesca Popoola & Ajani, 2011). When achievement is below expectation, it is referred to as under-achievement or poor achievement. When students are successful in examination they will have the feeling of pride that they made success with their own efforts and skill. Small success can give students sense of achievement. On the other hand, persistent failure dampens students’ interest.