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Table 4. Performance of students in Math 4 with intervention

Table 4 Performance of students in Math 4 with intervention

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Topics in the course syllabus have been organized and multilingual approach is being adopted by the faculty-researcher in teaching mathematics. The approach was employed as a tool, pedagogy or an art in teaching Mathematics. This served as_ the throughput or process of the study. The students’ performance during the post-test vis-a-vis the pre-test was analysed with the assumption of better results achieved. As an output of the study, a protocol on multilingual instruction was developed.
Topics in the course syllabus have been organized and multilingual approach is being adopted by the faculty-researcher in teaching mathematics. The approach was employed as a tool, pedagogy or an art in teaching Mathematics. This served as_ the throughput or process of the study. The students’ performance during the post-test vis-a-vis the pre-test was analysed with the assumption of better results achieved. As an output of the study, a protocol on multilingual instruction was developed.
Table 2. Profile of the respondents in terms of Gender
Table 2. Profile of the respondents in terms of Gender
Table 5 reflected the results in the test of significant difference between the two groups: the experimental or the group with interventions and the control group or the no intervention group. It can be observed that the computed t-value for the group with intervention is very much higher which 8.507 than the critical values for 5% and 1% level of significance which are 1.671 and 2.390, respectively. This means highly significant difference between the pre-test and the post-test. It also implies that after the intervention was made, there was a higher performance achieved. Likewise, in Table 4b, a highly significant difference between post-test for both groups was observed. The association can be attributed to the use of the multilingual instruction which is the intervention per se. The result is an affirmation that language plays a vital role in cognitive development of the students according to Corpuz, Lucas, Borabo, and Lucido [10]. It further implies that language opens its doors for learners to acquire knowledge that others already have. Learners can use convenient language to know the world and solve problems.
Table 5 reflected the results in the test of significant difference between the two groups: the experimental or the group with interventions and the control group or the no intervention group. It can be observed that the computed t-value for the group with intervention is very much higher which 8.507 than the critical values for 5% and 1% level of significance which are 1.671 and 2.390, respectively. This means highly significant difference between the pre-test and the post-test. It also implies that after the intervention was made, there was a higher performance achieved. Likewise, in Table 4b, a highly significant difference between post-test for both groups was observed. The association can be attributed to the use of the multilingual instruction which is the intervention per se. The result is an affirmation that language plays a vital role in cognitive development of the students according to Corpuz, Lucas, Borabo, and Lucido [10]. It further implies that language opens its doors for learners to acquire knowledge that others already have. Learners can use convenient language to know the world and solve problems.
Table 6. Test of difference between pre-tests and between post-tests.
Table 6. Test of difference between pre-tests and between post-tests.
Related topics:
Languagesquasi-experimental method
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