Influence of Bilingual Instruction on Mathematics achievement and Retention of Junior Secondary School Students in North-East, Nigeria

Abstract

This study investigated the effect of bilingual (Margi-English) instruction on mathematics achievement, retention, and gender performance among Margi-speaking Junior Secondary School students in North-East Nigeria. A quasi-experimental design involving non-equivalent control groups with pretest and posttest measures was adopted. The sample comprised 231 JS II students selected through simple random sampling from Margi-speaking public Junior Secondary Schools in Adamawa and Borno States. The Mathematics Achievement Test (MAT), validated by experts, was used for data collection. The experimental group received bilingual instruction (Margi-English), while the control group was taught using English only. Data obtained from the pretest, posttest, and retention tests were analyzed using Analysis of Covariance (ANCOVA).Findings revealed that students taught through bilingual instruction achieved significantly higher mathematics scores than those taught in English alone. The use of the mother tongue (Margi) improved students’ retention of mathematical concepts, indicating deeper comprehension and long-term recall. Both male and female students benefited from bilingual teaching, with females performing slightly better, showing that the approach promotes inclusivity and equitable learning outcomes.The study concluded that integrating mother-tongue instruction alongside English enhances comprehension, retention, and overall performance in mathematics. It was recommended that bilingual pedagogy be incorporated into Nigeria’s secondary school curriculum, with adequate teacher training and the development of bilingual instructional materials to support effective classroom implementation.