Improving Word Problem Solving Skills In Mathematics 3 Using Multilingual As Medium Of Instruction
Johneth R. Olitres, Christymae Cañete, Ma. Lorelove R. Mariscal, Kenith M. Sumalinog, Charlene L. Tajanlangit, Em E Lyn F. Tirol, Anthony P. Yangan
Student Research · 2025
Bachelor of Elementary Education
Multilingual instruction refers to the use two or more languages in teaching. This study examined its effectiveness in improving Grade 3 students' word problem-solving skills and its impact on their academic performance. A quasi-experimental, quantitative design was used with 27 participants from the section with the lowest Math mean percentage score. Pre- and post-tests assessed their skills before and after multilingual instruction. Initially, students had fair scores, showing room for improvement. After multilingual discussions, their skills improved significantly, with generally good scores. A Paired Sample T-test confirmed a significant difference, rejecting the null hypothesis and supporting multilingual instruction’s effectiveness. Likert scale assessed multilingual instruction’s extent, revealing that students gained knowledge and improved performance through this approach. Additionally, thematic analysis showed increased engagement and comprehension, with students participating more actively in multilingual lessons. Based on the findings, the researchers recommended to the use of multilingual approach to enhance students word problem solving skills and improve their overall academic performance. The researcher proposed the implementation of using multilingual approach in the teaching-learning process to help students develop their word problem solving skills.
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