ABSTRACT
Studies have established that when pupils are taught using mother tongue they
comprehend and perform well in mathematics and sciences. However, frequent
teaching mathematics in English language by teachers in lower primary
schools in Yola south local government area contributes to low performance of
pupils in mathematics. This study aimed to investigate to what extent teachers
use mother tongue in teaching mathematics in lower primary school classes.
The objectives of the study were to; establish the extend to which teachers use
mother tongue in teaching mathematics, to find out the influence of teachers‘
training on use of mother tongue in teaching mathematics, to determine the
influence of teachers‘ teaching experience on use of mother tongue in teaching
mathematics, to find out the influence of teachers‘ motivation on use of mother
tongue in teaching mathematics and to determine the challenges faced by
teachers while using mother tongue to teach mathematics. The study was
guided by social constructionist by Robert Craig. This study used descriptive
research design. The study targeted a population of 1,211 teachers in lower
primary school classes in Yola South local Government. The researcher
employed multistage random sampling techniques to select the sample. Sample
size 126 teachers of lower primary school class. Data was collected using
questionnaires. A pilot study was carried out in two primary schools. Validity
of the instruments was tested using content validity. Test re-test method was
used to determine the reliability of the instruments at a correlation coefficient
(r) of 0.75. data was analysed qualitatively and quantitatively. Statistical
Package for Social Sciences (SPSS was used to analyze quantitative data and
results were presented in tables. Results from the study showed that, majority
of the respondents always used mother tongue in teaching counting and
recognition of numbers. Quantitative results revealed that teachers rarely used
mother tongue in teaching mathematics. Qualitative data from class
observation also showed that teachers rarely used mother tongue in teaching
mathematics in lower primary school classes. The study therefore,
recommended that School Board of Management should sponsor teachers to
attend training programmes to learn how to use mother tongue in teaching in
lower primary schools.
UMAR, F (2021). Teacher Factors Influencing Use Of Mother Tongue In Teaching Of Mathematics In Lower Primary Schools In Yola South Local Government. Afribary. Retrieved from https://afribary.com/works/teacher-factors-influencing-use-of-mother-tongue-in-teaching-of-mathematics-in-lower-primary-schools-in-yola-south-local-government
UMAR, FATIMA "Teacher Factors Influencing Use Of Mother Tongue In Teaching Of Mathematics In Lower Primary Schools In Yola South Local Government" Afribary. Afribary, 02 Jun. 2021, https://afribary.com/works/teacher-factors-influencing-use-of-mother-tongue-in-teaching-of-mathematics-in-lower-primary-schools-in-yola-south-local-government. Accessed 15 Oct. 2024.
UMAR, FATIMA . "Teacher Factors Influencing Use Of Mother Tongue In Teaching Of Mathematics In Lower Primary Schools In Yola South Local Government". Afribary, Afribary, 02 Jun. 2021. Web. 15 Oct. 2024. < https://afribary.com/works/teacher-factors-influencing-use-of-mother-tongue-in-teaching-of-mathematics-in-lower-primary-schools-in-yola-south-local-government >.
UMAR, FATIMA . "Teacher Factors Influencing Use Of Mother Tongue In Teaching Of Mathematics In Lower Primary Schools In Yola South Local Government" Afribary (2021). Accessed October 15, 2024. https://afribary.com/works/teacher-factors-influencing-use-of-mother-tongue-in-teaching-of-mathematics-in-lower-primary-schools-in-yola-south-local-government