EFFECT OF INSTRUCTION ON ACHIEVEMENT IN MATHEMATICS USING LEXICALLY AMBIGUOUS ENGLISH WORDS AMONG JUNIOR SECONDARY SCHOOLS IN MICHIKA/MADAGALI LOCAL GOVERNMENT AREAS, ADAMAWA STATE

EDUCATION

This paper examined the effect of instruction on Achievement in Mathematics Using Lexically Ambiguous English Words among Junior Secondary Schools in Michika/Madagali Local Government Areas, Adamawa State. A sample of 271 junior secondary III students was sampled for the study from four schools. The study adopted the pre-test post-test Quasi - experimental research design, in which a fully randomized control group as well as an intervention group was selected. Two research instruments, Translation of Mathematical words to English (TMWE) and Translation of English words to Mathematics (TEWM) were concurrently used. Both the instruments TMWE and TEWM consists of 15 multiple choice questions (MCQs) of ambiguous words each constructed by the researcher. The instruments were validated by experts. The reliability of the instruments was determined using Cronbach-Alpha. Reliability coefficient of .71 and .73 were obtained for TMWE and TMWE respectively. Mean and standard deviation was used to answer the research questions, while analysis of variance (ANOVA) and multivariate Analysis of Variance (MANOVA) were used to test the hypotheses stated at 0.05 level of significant. The Test of Translating Mathematical Words to English treatment (TMWE) generally improved student’s performance in mathematics than Test of Translating English Words to Mathematics (TEWM). Results of overall mean scores of Inter-Gender performances revealed that, there was no statistically significant difference in their performance. In line with the findings, it was recommended that there is need to translate Technical words expressed in English Language in the students’ own mother-tongue.

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