Medium of Instruction and Mathematics Achievement of Students'

Abstract

This study intended to compare the students' achievements in mathematics taught by English and Nepali medium of instruction. The objectives of this study were to compare the mathematics achievement of students in English and Nepali medium schools and to analyze the teaching learning activities in English and Nepali medium schools. The researcher adopted mixed method research design to achieve the objectives. Firstly, the quantitative data collected through achievement test and secondly the qualitative data was obtained through classroom observation of teachers. For this study, the researcher had selected 200 students randomly from six schools as the sample of the study. Among them, three schools were English medium and three schools were Nepali medium. From these schools four mathematics teachers were selected randomly including two from each English medium and Nepali medium school. The quantitative data obtained from mathematics achievement test were analyzed and interpreted by using percentage, mean, standard deviation and t-test and qualitative data obtained from observation form were analyzed descriptively. The test paper shows that, student of English medium schools secured 94 percentages in distinction, 4 percentages in first division, 1 percentage in second and third division. Students of Nepali medium schools secured 10 percentages in distinction, 28 percent in first division, 40 percent in second division, 20 percent in third division and 2 percent failed. The mean score of the students in English medium schools and Nepali medium schools students are 37.05 and 21.82 respectively. The t-value calculated is 22.35. Since, the calculated t-value is greater than tabulated value 1.96. The qualitative data obtained from classroom observation, it shows that the teaching learning activities of English medium school was effective than the Nepali medium school.