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Jan 5, 2024Article Details
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Main Article Content
English as a Medium of Instruction in Junior High Schools in the Yendi Municipality: A Boon or Bane for Mathematics Achievement
Evelyn Agyei
Ebenezer Bonyah
Abstract
This study explored the role that teachers’ language of instruction plays in students’ performance in mathematics. The research design and methods of this study were based on pragmatism as the guiding paradigm. This study used a mixed method approach that combined exploratory qualitative and quantitative phases. The target population comprised junior high school students and mathematics teachers in the Northern region of Ghana, and the accessible population comprised junior high school students and mathematics teachers in the Yendi Municipality. The instruments used in the study included an interview guide and an achievement test. The respondents of this study were two mathematics teachers, and 466 students were selected through a stratified sampling technique. The study was driven by a pair of research inquiries: First, it sought to understand the impact of a teacher's language of instruction on the process of teaching and learning mathematics. Second, the study aimed to compare the academic achievements of students who were taught exclusively in English or Dagbani with those who experienced a combination of these two languages in their instruction. The study concludes that the language of instruction can impact students' academic performances in mathematics. Using the native language of students as the instructional medium can yield more favourable academic results. Therefore, educational establishments are advised to incorporate students’ native languages, particularly in the context of mathematics instructions.
