It is assumed that the use of the native language as a medium of instruction is the best and most natural way to build a solid foundation in mathematics literacy. The influence of using the native language in kindergarten mathematics teaching was explored in this report. A total of 34 children aged five to six years attended a pre-test-post-test, quasi-experimental study with 17 participants in each control group or English group and in each native language group (Waray) or experimental group. It was presumed that the use of the native language in mathematics would improve academic success. The findings showed a highly significant difference between the mean control benefit and the experimental groups (p-value=.000), suggesting that the mathematics output of the experimental group was substantially higher than that of the control group. The outcome suggests that the pupils in kindergarten who were introduced to the native language performed better in Than those who have been exposed to English, mathematics. The study concludes that in teaching kindergarten mathematics, the use of the native language results in a higher output of mathematics than the use of a foreign language as a medium of instruction. The study therefore indicates that in kindergarten, the native language could be maximised by encouraging children to use it fluently to grasp basic concepts, develop academic language skills, and use it as a cornerstone for learning another language. Being fluent in the language of instruction, whether it be a native language or some other language, will contribute to greater opportunities for academic success.
Dr. Janet P. Espada
Leyte Normal University, Philippines.
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