Effect of Indigenous Language and Gender on the Retention of Junior Secondary School Mathematics

Abstract

Mathematics serves as a powerful language through which we interpret and understand patterns in the world that requires proper way of dissemination. This study therefore examines students’ retention in mathematics using indigenous language (specifically Yoruba) among junior secondary school students in Ijebu-Ode Local Government Area of Ogun State. Indigenous Knowledge System framework underpins the theory of the study. Three hypotheses were formulated and tested at 0.05 level of significance. The study made use of quantitative approach of a Quazi-experimental design of pre-test, post-test, and control group. The samples comprise of 80 students who were selected from two schools purposively. Data was collected using the Mathematics Retention Test (MRT), with a reliability coefficient of 0.787. Over the course of eight instructional weeks, the study was conducted. The acquired data was assessed using the mean, standard deviation, and Analysis of Covariance (ANCOVA). According to the findings, students who were taught mathematics in Yoruba outperformed those who were taught in English in terms of retention. However, gender had no significant effect on students’ retention, indicating that both male and female students benefitted equally from instruction in the indigenous language. The study concluded that teaching mathematics through the indigenous language enhances retention among junior secondary school students.