Language as Determinant

of Educational Achievement of Learners in Mathematics

Mathematics is of the core life skills needed by the learners in order to cope-up

with the rapidly changing world. Learners who achieve functional proficiency in

Mathematics are more likely to solve real life problems, most of which involves basic

computations. Mathematics is important to the scientific, industrial, technology and

social progress of the society. That Mathematics as an important tool and a subject thus

become undeniable and undebatable. But in order to achieve functional literacy in

Mathematics, learners should learn the basic concept and skills associated with it.

However, Mathematics is perceived to be the hardest subject learned by Filipino

learners. Results of the International Studies by Trends in Mathematics and Science

Studies (TIMMS) and the National Achievement Test (NAT) of Deped confirmed this.

One reason maybe because is that mathematics is taught in English while the language

or dialect spoken by the general population is Filipino, Tagalog or the local dialect

spoken in the area. Thus, the language used to teach and learn Mathematics then

become a very vital issue for the students to gain proficiency in this essential subject.

The language used in the school system as well as the language spoken at

home might be a determinant in the academic performance and achievement of

learners. While the language of the academe has been English as a state policy, the

general population and the families used Filipino and their local dialect for their

communication. The low performance in and the perceived difficulty of teaching and

learning Mathematics can be traced back to this state policy. Learners are taught in

English, a foreign language, and yet when they converse to one another and discuss
Mathematics among themselves, it is in Filipino or in their local dialect. This discrepancy

in language used is an important factor to achieve academic proficiency.

It Mathematics is taught and discussed in Filipino or the local dialect (the native

language of the learners) while the concept remains in English (as the case of Science

and Mathematics), there is a possibility that the academic achievement in Mathematics

will increase. The difficulty in explaining the subject from a language foreign to the

learners will be sure minimized if not be totally eliminated and learners will sure have a

better grasp and understanding of the lesson. Learners learning in their native language

will have a better understanding of the concepts and skills being learned because the

processing of information, concepts and skills will be in their native language even if the

concepts is in their foreign language.

Input Process Output

Mathematics Mode of Instructions in Increased Academic

Concepts and Filipino or Native Achievement in
Skills Language Mathematics

Figure 1. Conceptual Paradigm