The Influence of English Language Proficiency on Mathematics Teaching and Learning in Islamic Secondary Schools: Evidence from Edo State, Nigeria
DOI:
https://doi.org/10.67046/jietd.v2i01.103Keywords:
English language proficiency; mathematics education; language of instruction; medium of instruction; secondary schoolsAbstract
This study examines the influence of English language proficiency on Mathematics teaching and learning activities in Islamic secondary schools in Edo North Senatorial District, Edo State, Nigeria. Grounded in sociocultural theory and the language-mathematics interface framework, the study adopted a descriptive survey design. A total of 300 participants, comprising Mathematics teachers and secondary school students, were selected through simple random sampling using the ballot method. Data were collected using a researcher-designed, expert-validated instrument titled Influence of English Language in the Teaching and Learning of Mathematics (IELTLM), comprising the Mathematics Teachers Questionnaire and the Students Questionnaire. The instrument yielded a reliability coefficient of r = 0.68 using the Pearson product-moment correlation. Data were analysed using mean scores and standard deviations, with a decision criterion of mean ≥ 3.0. The findings revealed that English language proficiency significantly influences students' Mathematics achievement, while inadequate teacher proficiency in the language of instruction, limited professional development opportunities and poor library facilities hinder effective teaching and learning. The study recommends language-focused professional training for Mathematics teachers, continuous capacity-building programmes, and improved educational resources. The findings have important implications for curriculum implementation, teacher education and educational equity in multilingual contexts across Nigeria and similar sub-Saharan African countries.
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