










































 

EDUCATIO : Journal Of Education 
Volume 9 , Number 2, November 2025 

 ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online)  

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Effectiveness of Bilingualism in Mathematics Achievement of the 
Grade Seven Students 

 
Gianne Chanelle Sardual Santos 

Philippines  

37332020@holycross.edu.ph 
 

Accepted: 

10 August 2025 

reviewed:  

5 September, 2025 

Published:  

20 November 2025 

 

Abstract: This study investigated the impact of bilingual instruction in Filipino and English on 
students' Mathematics achievement and engagement, employing a quasi-experimental design with 
two comparable sections of 40 students each—one taught exclusively in English and the other 
using a bilingual approach. The methodology utilized purposive sampling to ensure initial group 
equivalence and incorporated pre- and post-assessments to measure academic gains, alongside 
structured observation checklists to quantify classroom engagement. The collected data were 
rigorously analyzed using statistical tools, including mean calculations, a T-test, and the Mann-
Whitney U test. The results demonstrated a statistically significant advantage for the bilingual 
group, which outperformed their English-only counterparts in both academic performance and 
observed levels of engagement (t = 2.11, p > 0.038). This compelling evidence suggests that 
bilingual instruction serves as a more effective pedagogical strategy, potentially by leveraging the 
students' native language to foster a more accessible and inclusive learning environment. The use 
of Filipino likely enhanced conceptual clarity, reduced cognitive load, and increased student 
participation, thereby directly facilitating a deeper understanding of mathematical concepts and 
leading to superior overall learning outcomes. Consequently, the study strongly advocates for the 
strategic integration of bilingualism as a viable and potent tool to enhance both achievement and 
engagement in Mathematics education. 
 

Keyword:  Bilingualism, English-only, Instructions, Mathematics Achievement, and Student 
Engagement. 
 

Introduction 

The current issue in mathematics education is the significantly low performance of Filipino 
students compared to international standards. This is evidenced by the Philippines' ranking in the 
PISA 2022 assessment according to DepEd - National Report of the Philippines (2022).. 
Contributing factors may include difficulties in translating English language into mathematical 
expressions, and potentially ineffective teaching strategies. Further research would be needed to 
fully determine the root causes and develop effective interventions. The issue of low student 
performance in mathematics specifically, points out that even though the mean percent score 
(MPS) on the National Achievement Test (NAT) has improved, it still hasn't reached the target 
percentage, indicating an ongoing problem with mathematics proficiency in both elementary and 
secondary levels. 

One major contributor to this ongoing challenge is the cognitive difficulty students face in 
translating mathematical problems articulated in English into symbolic expressions. This issue is 
especially pronounced in bilingual contexts, where learners must navigate two languages while 
grappling with abstract concepts. These language-related barriers can hinder comprehension, 
particularly when foundational literacy in both the first and second languages is still developing. 
Studies have emphasized that student performance and motivation are shaped by a network of 

mailto:37332020@holycross.edu.ph


  
 

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interrelated factors, including instructional quality, peer support, and access to adequate learning 
resources (Cordova, Maria, & Santos, 2022; Bernardo, 2005). When these elements are misaligned, 
meaningful learning in mathematics is compromised. 

The integration of educational technology, meanwhile, presents opportunities for 
innovation in mathematics instruction. Mobile applications designed for solving math problems, 
interactive simulations, and adaptive learning platforms are increasingly accessible. However, as 
noted in both global and local studies, the effectiveness of these tools depends heavily on their 
usability, the relevance of content, and students’ engagement levels (Llenada Santos, 2022; Kalloo, 
Mohan, & Kinch, 2016). This reveals a gap in implementation: while the tools exist, their 
integration into classrooms—particularly in low-resource settings—remains uneven and often 
unoptimized. 

Instructional relevance further complicates the picture. When students perceive a 
disconnect between what they are learning and their personal interests or future goals, engagement 
tends to decline. Theories of motivation and identity development support this link (Eccles & 
Wigfield, 2002), and empirical studies have noted that alignment between learners’ skills, interests, 
and educational experiences may result in improved outcomes—even when statistical significance 
is not always achieved (Perez & Santos, 2022). In mathematics education, this suggests a need for 
instruction that is not only pedagogically sound but also culturally and linguistically responsive. 

Given these persistent challenges and promising avenues, it becomes imperative to explore 
alternative strategies that address both the cognitive and contextual barriers in mathematics 
learning. Bilingual instruction, for instance, offers an approach that may reduce linguistic load and 
improve accessibility. Anchored on well-established theories of language acquisition, motivation, 
and cognitive development, this study investigates how integrating bilingual strategies in 
mathematics teaching could help bridge the performance gap and foster deeper engagement 
among Filipino learners. 

Philippine math education programs, while existing, are insufficient, as indicated by low 
National Achievement Test (NAT) scores despite some improvement. The persistent challenge of 
language barriers for bilingual students, particularly the difficulty translating English math terms, 
highlights a critical gap. Although promising, bilingual instruction remains under-researched and 
under-utilized, necessitating further investigation to develop more effective solutions. 

This study is anchored on Jim Cummins’ Common Underlying Proficiency Theory (1981), 
Carol Dweck’s Achievement-Goal Theory (1986), and Lev Vygotsky’s Theory of Student 
Engagement (1978). Cummins’ theory suggests that both languages used by bilingual individuals 
operate through a shared cognitive system, allowing academic knowledge acquired in one language 
to support learning in another. Dweck’s theory emphasizes how students’ goals influence their 
motivation and learning behaviors, with mastery-oriented goals promoting deeper engagement and 
achievement. Vygotsky’s theory highlights the importance of social interaction and collaborative 
learning, where language plays a key role in constructing understanding within a learner’s Zone of 
Proximal Development. 

The integration of bilingualism as a medium of instruction in mathematics education has 
been shown to be an effective teaching strategy in improving students' mathematical achievement 
and engagement. Bialystok (2017) introduces a developmental aspect of bilingualism, explaining 
that it enhances cognitive flexibility and academic achievement, particularly in Mathematics. By 
presenting mathematical concepts in both Filipino and English, teachers can make the subject 
more understandable and interesting for their students. This approach allows students to grasp 
complex concepts more quickly and enhances their problem-solving abilities, cognitive flexibility, 
and mathematical reasoning. The use of bilingualism as a medium of instruction in mathematics 
education is a valuable teaching strategy that can improve students' mathematical achievement and 
engagement. By embracing bilingualism, educators can create a more inclusive and effective 
learning environment that fosters students' mathematical understanding and enthusiasm.  



  
 

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This study aimed to determine the effectiveness of bilingualism in Mathematics 
achievement of the grade seven students. 

Specifically, it sought answers to the following questions: 

1. How may the level of Mathematics achievement of English-only and Bilingualism group 
be described in terms of: 
1.1 Pre-assessment; and 
1.2 Post-assessment? 

2. How may the student engagement of the English-only group be described in terms of: 
2.1 Active Participation; 
2.2 Attentiveness; 
2.3 Critical Thinking; and 
2.4 Contribution to Group Dynamics? 

3. How may the student engagement of the Bilingualism group be described in terms of: 
3.1 Active Participation; 
3.2 Attentiveness; 
3.3 Critical Thinking and; and 
3.4 Contribution to Group Dynamics? 

4. Is there a significant difference between pre-assessment and post-assessment results of 
English-only group? 

5. Is there a significant difference between pre-assessment and post-assessment results of 
Bilingualism group? 

6. Is there a significant difference between the level of Mathematics achievement of the 
English-only and Bilingualism group? 

7. Is there a significant difference between the student engagement of the English-only and 
Bilingualism group? 

8. What action plan may be proposed to improve the effectiveness of bilingualism in the 
Mathematics achievement of the grade seven students? 

The proposed intervention aims to enhance students' mathematical achievement and 
engagement through the integration of bilingualism in classroom activities. By encouraging 
students to switch between Filipino and English while engaging with mathematical concepts, the 
intervention seeks to improve students' mathematical vocabulary, comprehension, problem-
solving skills, and critical thinking. It is expected to contribute to solving the problem of low 
mathematical achievement and engagement among students. By using bilingualism as a medium 
of instruction, teachers can present mathematical concepts in a more understandable and 
interesting way, allowing students to grasp complex concepts more quickly. The intervention's 
focus on collaborative learning activities, such as role-playing and game-based challenges, is also 
expected to increase student engagement and motivation. The use of bilingualism and collaborative 
learning activities is expected to increase student engagement and motivation, seeks to enhance 
students' bilingualism skills, which can benefit their academic and professional careers. The study 
can promote awareness of the benefits of bilingualism instruction and encourage educators to 
adopt this approach in their teaching practices.  
 

Methods 

This study employed a quasi-experimental research design to examine the cause-and-effect 
relationship between the use of bilingualism as a medium of instruction and students' achievement 
in Mathematics. The research was conducted at Sto. Rosario National High School, located in Sta. 
Rosa, Nueva Ecija. A total of 80 Grade 7 students were purposefully selected for the study. These 
students were divided into two groups: 40 students in the experimental group who received 
instruction using bilingual strategies (Filipino and English), and 40 students in the control group 



  
 

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who received instruction using English only. Participant selection was facilitated by the school’s 
Mathematics head teacher and was based on students’ average performance levels to ensure group 
comparability. 

To gather data, the researchers used two main instruments: a pre-assessment and post-
assessment test adopted from Aseron et al. (2013), and an observation checklist adapted from 
Cassa and Jang (2010). These tools were chosen to assess students’ mathematical achievement and 
classroom engagement, respectively. 

Data collection involved two key methods: observation and examination. According to 
Creswell and Creswell (2018), observation involves collecting open-ended, firsthand information 
by directly watching people and events. Meanwhile, examination refers to formal testing methods 
used to assess knowledge, such as those used in classroom settings (PISA, 2019). 

The process began with securing approval from the school administration, followed by a 
formal request to the school principal and Mathematics head teacher. The researchers explained 
the purpose of the study and confirmed that all selected participants met the established criteria. 
A pre-assessment test was administered to both groups to evaluate their prior knowledge of the 
selected mathematics topics. During instruction, the observation checklist was used to monitor 
student participation and engagement in both experimental and control groups. After the 
instructional period, a post-assessment test was administered to determine any differences in 
achievement attributable to the bilingual instructional approach. 
 
Figure 1. - Flow Chart of the Data Gathering Procedure 

 
The study utilized both descriptive and inferential statistical methods. To assess and 

compare the effectiveness of bilingual instruction in mathematics education: 

• Weighted mean was used to interpret students’ engagement levels based on the observation 
checklist. 

• Mean scores were computed to evaluate student performance in the pre- and post-
assessment tests. 

• The independent samples t-test was used to determine if there was a statistically significant 
difference in Mathematics achievement between the control (English-only) and 
experimental (Bilingual) groups. 

• The Mann-Whitney U test, a non-parametric alternative to the t-test, was used to compare 
the engagement levels of students in both groups, especially in relation to the variable of 
critical thinking..  

 
Table 1 - Rating Scale for Student Engagement 

Degree of 
Response 

Range of Mean Verbal 
Description 

Verbal Interpretation 



  
 

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5 4.20 - 5.00 Always 81 - 100 percent of the students 
are actively engage in the class 
discussion. 

4 3.40 - 4.19 Often 61 - 80 percent of the students 
are participated in the class 
discussion. 

3 2.60 - 3.39 Sometimes 41 - 60 percent of the students 
are somewhat engaged in the 
class discussion. 

2 1.80 - 2.59 Rarely 21 - 40 percent of the students 
responded in the class discussion. 

1 1.00 - 1.79 Never 0 - 20 percent of the students 
observed in the class discussion. 

 
This observation checklist served as a tool to measure the level of engagement among 

Grade 7 students and contributed to assessing the effectiveness of bilingualism as a medium of 
instruction in Mathematics. 
 
Table 2 - Rating Scale for Mathematics Achievement 

Descriptive Rating Scale 

Excellent 16 – 20 

Above Average 12 – 15 

Average 8 – 11 

Below Average 4 – 7 

Poor 0 – 3 

 
The t-test and Mann-Whitney U test were used to determine the significant differences 

between the experimental and control groups. The t-test was used to compare the statistical results 
to determine whether there was a significant difference in the level of Mathematics achievement 
between the English-only and Bilingual groups. Meanwhile, the Mann-Whitney U test was used to 
analyze the differences in student engagement between the two groups in relation to the Critical 
Thinking variable. 
 

Result And Discussion 

Table 3 - Mean Score of the Control Group and Experimental Group 

 Group Mean Verbal Description 

Pre-assessment Experimental 6.03 Below Average 

 Control 
 

8.100 Average 

Post-assessment Experimental 8.32 Average 

 Control 
 

9.075 Average 

Difference Experimental 
 

2.30 -  



  
 

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 Control 0.975 -  
 

Table 3 presents the pre- and post-assessment mean scores of both the experimental and 
control groups. Before the intervention, the control group demonstrated a stronger understanding 
of the mathematics topic with a mean score of 8.10 (Average), while the experimental group scored 
6.03 (Below Average). 

Following the implementation of bilingual instruction, both groups exhibited 
improvement. The control group slightly increased its score to 9.08 (Average), whereas the 
experimental group showed a more notable gain, rising to 8.32 (Average). While the control group 
improved by 0.98 points, the experimental group recorded a larger improvement of 2.30 points, 
suggesting that bilingual instruction had a positive effect, particularly for students who initially 
performed below average. 

These findings align with the work of Fung et al. (2018), who emphasized the connection 
between affective, behavioral, and cognitive engagement and students’ mathematics performance. 
Moreover, Schunk and DiBenedetto (2021) define mathematical achievement as not only 
knowledge of mathematical concepts but also the capacity to apply them with fluency, accuracy, 
and critical thinking. 

In light of these results, further investigation is warranted into how bilingual instruction 
enhances student engagement across different domains—particularly cognitive and affective 
engagement—and how these dimensions contribute to improved mathematical achievement. 
Interventions that incorporate bilingual teaching strategies may be especially beneficial for 
academically at-risk students, as they help bridge language barriers while simultaneously building 
conceptual understanding. 

A review of existing literature should also explore the measurement of engagement, its 
differentiated impacts on achievement, and context-specific approaches that have proven 
effective. These insights can inform evidence-based strategies to support low-performing students 
and improve instructional delivery in mathematics, particularly in bilingual settings. 

 
Table 4 - Mean Score of the Student Engagement Variables for Control Group 

 Mean Verbal Description 

Active 
participation 

 

3.28 Sometimes 

Attentiveness 
 

4.11 Often 

Critical thinking 
 

3.25 Sometimes 

CGD 4.08 Often 

 
Table 4 presents the engagement levels of the control group across four student 

engagement dimensions: active participation, attentiveness, critical thinking, and contribution to 
group dynamics (CGD). The results show that students in the control group were "sometimes" 
actively participating and engaging in critical thinking, with mean scores of 3.28 and 3.25, 
respectively—suggesting that 41% to 60% of the students were moderately engaged in these areas. 
In contrast, higher levels of engagement were noted in attentiveness (M = 4.11) and group 
contribution (M = 4.08), both falling under the "often" category, which reflects participation from 
61% to 80% of the students. 

These results indicate that while students in the control group remained attentive and 
contributed to group dynamics regularly, their involvement in higher-order thinking and active 
class participation was less consistent. This pattern may reflect limitations in the instructional 



  
 

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strategy used—delivered in English only—which could have hindered deeper engagement among 
students with lower language proficiency or confidence. 

The findings support prior research emphasizing the critical role of student engagement in 
learning outcomes. Fung et al. (2018) identified a strong link between affective and cognitive 
engagement and mathematics achievement, affirming that students who are mentally and 
emotionally invested in learning are more likely to perform well. Fletcher (2019) further broadens 
this definition, describing engagement as any sustained connection a learner has with educational 
tasks, environments, or institutions. The control group's mixed engagement levels echo broader 
research indicating that engaged learners—particularly those who feel emotionally and cognitively 
connected to the material—tend to achieve higher academic outcomes. 

These observations reinforce the importance of tailoring instructional approaches to foster 
all dimensions of engagement, particularly active participation and critical thinking, which were 
notably lower in the English-only group. Future instructional models may benefit from 
incorporating more inclusive strategies, such as bilingual delivery, to support a wider range of 
learners and encourage deeper academic involvement. 

 
Table 5 - Mean Score of the Student Engagement Variables for Experimental Group 

 Mean Verbal Description 

Active 
participation 

 
4.44 Always 

Attentiveness 
 

4.72 Always 

Critical 
thinking 

 
3.17 Sometimes 

CGD 4.92 Always 

 
Table 5 presents the student engagement levels of the experimental group across four 

engagement dimensions: active participation, attentiveness, critical thinking, and contribution to 
group dynamics (CGD). The results indicate consistently high engagement in most areas, with 
mean scores of 4.44, 4.72, and 4.92 for active participation, attentiveness, and CGD, respectively. 
These fall under the “always” category, suggesting that 81% to 100% of students were consistently 
engaged in these areas during the intervention using bilingual instruction. 

In contrast, critical thinking received a comparatively lower mean score of 3.17, falling 
under the “sometimes” category. This suggests that while students were highly engaged in 
observable behaviors such as participation and attentiveness, their engagement in higher-order 
thinking tasks was more variable. This may reflect the cognitive transition still required when 
navigating complex mathematical reasoning in two languages, despite increased overall 
engagement. 

The findings support Fletcher’s (2019) conceptualization of student engagement as a 
“sustained connection to any aspect of learning, schools, or education.” High engagement in the 
experimental group demonstrates how bilingual instruction can strengthen that connection, 
particularly by making classroom discourse more accessible and inclusive. By reducing linguistic 
barriers, bilingual teaching appears to encourage greater participation, focus, and collaboration 
among students. 

Overall, the results underscore the potential of bilingual instruction as an effective 
pedagogical strategy for enhancing student engagement, especially in affective and behavioral 
dimensions. However, the relatively lower score in critical thinking points to the need for explicit 
instructional strategies that target cognitive engagement, ensuring that students are not only 



  
 

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involved but are also challenged to think critically and reason mathematically within a bilingual 
learning environment. 

 
Table 6 - Difference of Post-Test and Pre-assessment of Control Group using Student’s T-
test 

Group 1 Group 2 Statistic p Decision Remarks 

Pre-
assessment 

control 

Post-
assessment 

control 
-2.27 0.029 Reject H0 Significant 

 
Table 6 presents the result of the paired sample t-test conducted for the control group, 

which received instruction using English only as the medium of instruction. The computed t-
statistic was -2.27, and the p-value was 0.029, which is below the significance level of α = 0.05. 
This led to the rejection of the null hypothesis, indicating a statistically significant difference 
between the pre-assessment and post-assessment scores of the control group. In other words, the 
English-only instruction had a positive impact on students’ mathematics achievement. 

Although improvement was observed, the magnitude of change was modest compared to 
that of the experimental (bilingual) group. This finding suggests that while English-only instruction 
can be effective, its benefits may be limited for students who struggle with English as a second 
language. 

This is supported by Barwell (2018), who emphasized that language plays a central role in 
mathematical comprehension. According to his research, the use of English can both support and 
hinder understanding depending on the learner's linguistic background and familiarity with 
academic vocabulary. In contrast, Ali et al. (2023) highlighted the effectiveness of code-
switching—the strategic use of both first and second languages—as a means to enhance 
mathematical communication and conceptual understanding among bilingual learners. 

Taken together, these insights suggest that while English-only instruction can yield 
significant gains in some contexts, bilingual or code-switched instruction may provide more 
equitable access to mathematics learning for students with diverse linguistic profiles. These 
findings contribute to the growing body of evidence supporting contextualized and linguistically 
responsive pedagogy in mathematics education. 
 
Table 7 - Difference of Post-Test and Pre-assessment of Experimental Group using 
Student’s T-test 

Group 1 Group 2 Statistic P Decision Remarks 

Pre-
assessment 

experimental 
 

Post-
assessment 

experimental 
-5.29 ˂ .001 Reject H0 Significant 

 
Table 7 displays the results of the paired sample t-test conducted for the experimental 

group, which received instruction using bilingualism as the medium of instruction. The t-statistic 
was -5.29, with a p-value less than .001, which is well below the standard significance threshold of 
α = 0.05. This leads to the rejection of the null hypothesis, indicating a statistically significant 
difference between the group’s pre-assessment and post-test scores. The notable increase in 
performance suggests that the use of bilingual instruction had a strong positive impact on students’ 
mathematics achievement. 

This finding reinforces the growing body of research supporting bilingualism as an 
effective pedagogical approach in mathematics education. According to Moschkovich (2015), 



  
 

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bilingual instruction allows students to use their first language as a cognitive scaffold, facilitating 
the transition to academic proficiency in a second language. This approach not only reduces 
linguistic barriers but also enables students to conceptualize mathematical ideas more effectively. 

Furthermore, Mukan et al. (2017) emphasized that the ability to switch between languages 
fosters creativity and critical thinking, which are essential for success in subjects that require 
problem-solving and logical reasoning, such as mathematics. The substantial improvement in the 
experimental group's scores supports this perspective, highlighting the value of linguistically 
responsive instruction for diverse learners. 

Overall, the results provide compelling evidence that bilingual instruction can significantly 
enhance mathematical understanding, especially for students who may initially struggle with 
content delivered solely in English. These findings have important implications for curriculum 
planning and teacher training in multilingual educational contexts. 
 
Table 8 - Independent Sample T-Test for Mathematics Achievement 

 Statistic p Decision Remarks 

Pre-
assessment 

 
-3.58 ˂ .001 Reject H0 Significant 

Post-
assessment 

 
-1.23 0.221 Reject H0 Significant 

Difference 2.11 0.038 Reject H0 Significant 

 
Table 8 presents the results of the independent samples t-test comparing the Mathematics 

achievement of the control and experimental groups before and after the intervention. 
The pre-assessment results show a significant difference between the two groups, with a t-

value of -3.58 and a p-value < .001, indicating that the control group initially outperformed the 
experimental group. However, following the intervention, the post-assessment comparison 
revealed a t-value of -1.23 with a p-value of 0.221, which is not statistically significant. This suggests 
that after the implementation of bilingual instruction in the experimental group, the performance 
gap between the two groups narrowed considerably. 

More importantly, the comparison of score gains (post-test minus pre-test) yielded a t-
value of 2.11 and a p-value of 0.038, indicating a significant difference in improvement, favoring 
the experimental group. This result implies that while the control group began with a higher 
baseline, the experimental group demonstrated greater academic growth over the course of the 
intervention—highlighting the positive impact of bilingual instruction on Mathematics 
achievement. 

These findings align with the work of Appiah et al. (2022), who emphasized that student 
achievement is shaped by a combination of factors, including teacher-student relationships, self-
efficacy, and perceptions of the subject matter. Additionally, May (2016) supports the role of 
gradual linguistic immersion in improving students’ proficiency in the language of instruction, 
which in turn can enhance comprehension and learning outcomes. 

The observed improvement in the experimental group’s performance underscores the 
potential of bilingual instruction as a context-sensitive educational strategy. By leveraging students' 
first language while gradually reinforcing English proficiency, bilingual teaching may enhance 
engagement, comprehension, and confidence—especially among learners who may otherwise 
struggle in an English-only setting. These results advocate for a more inclusive and linguistically 
responsive approach to instruction in mathematics education. 

 
 



  
 

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Table 9 - Independent Sample T-Test for Student Engagement 

  Statistic p Decision Remarks 

Active 
Participation 

Student’s t -3.900 0.003 Reject H0 Significant 

Attentiveness 
Mann-

Whitney U 
10.0 0.209 Reject H0 Significant 

Critical 
Thinking 

Student’s t 1. 170 0.868 
Failed to Reject 

H0 
No Significant 

CGD Student’s t -4.767 <.001 Reject H0 Significant 

  
Table 9 presents the results of independent samples tests comparing student engagement 

variables between the control and experimental groups, based on the observation checklist. 
The results reveal statistically significant differences in active participation (t = -3.900, p = 

0.003) and contribution to group dynamics (CGD) (t = -4.767, p < .001), with the experimental 
group scoring significantly higher in both areas. These findings suggest that students exposed to 
bilingual instruction were more likely to participate actively and engage collaboratively during 
mathematics classes. 

On the other hand, no significant differences were found in attentiveness (U = 10.0, p = 
0.209) and critical thinking (t = 1.170, p = 0.868), indicating that both groups performed similarly 
in these aspects. While the experimental group showed high levels of engagement overall, these 
two dimensions may require additional instructional scaffolding to foster deeper cognitive 
involvement and sustained attention, especially in complex tasks. 

These findings are consistent with Eccles’ (2016) assertion that student engagement is 
positively associated with academic achievement and resilience. When students are meaningfully 
engaged, they are not only more likely to perform better academically but also develop the 
perseverance needed to overcome challenges. The significant improvements in group interaction 
and active involvement observed in the experimental group suggest that bilingual instruction may 
contribute to a more inclusive and participatory classroom environment, which, in turn, 
strengthens student motivation and resilience. 

Additionally, Ghaznavi et al. (2021) emphasize the importance of teaching strategies that 
reflect students' diverse learning styles. Their study supports the notion that engagement increases 
when instruction is personalized and culturally responsive. The experimental group’s heightened 
involvement may reflect this responsiveness, as bilingual instruction allows students to learn in a 
way that resonates more with their linguistic and cognitive backgrounds. 

In sum, the results reinforce the importance of adopting inclusive, student-centered 
approaches—such as bilingual instruction—that promote participation and peer collaboration. At 
the same time, they signal the need to further explore strategies to elevate attentiveness and critical 
thinking, ensuring a more holistic engagement profile in mathematics education. 

 
Conclusion 

This study investigated the effectiveness of bilingualism as a medium of instruction in 
enhancing the mathematics achievement and engagement of Grade 7 students. The findings 
revealed that the experimental group, which received bilingual instruction, showed greater 
improvement in post-assessment scores compared to the control group. Although the control 
group began with higher pre-assessment scores, the experimental group demonstrated a more 
substantial gain, indicating the positive impact of bilingual instruction on academic performance. 

In terms of engagement, students in the bilingual class consistently exhibited higher levels 
of active participation and contribution to group dynamics. These areas showed significant 
improvement compared to the control group, highlighting the role of bilingual instruction in 
fostering student involvement and collaborative learning. While both groups displayed similar 



  
 

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levels of attentiveness and critical thinking, the results suggest that additional support may be 
needed to further enhance students' critical thinking abilities. 

Overall, the use of bilingualism in mathematics instruction proved to be effective in 
improving student achievement and promoting more dynamic and participatory classroom 
interactions. The approach made mathematical content more accessible and relatable, especially 
for learners who may struggle with English-only instruction. These findings support the integration 
of bilingual teaching strategies in mathematics to create a more inclusive and effective learning 
environment. 
 
Recommendations 

Based on the findings of this study, several actionable steps are recommended to sustain 
and extend the positive effects of bilingual instruction on student performance and engagement 
in Mathematics. 

The study revealed that bilingualism as a medium of instruction significantly improved 
students' mathematics achievement and fostered higher engagement, particularly in active 
participation and group dynamics. In response to these findings, the following Proposed Action 
Plan in table 10 has been developed to guide the integration of bilingual practices in mathematics 
classrooms. 

 
Table 10 - Proposed Action Plan  

Factor s Objective Activities Person  in 
Charge 

Timeline Expected 
Outcome 

Bilingualism  To enhance the 
students’ 
comprehension by 
using bilingualism 
as medium of 
instruction. 

Integrate activities 
such as Math 
Storytelling and 
reflection where it 
incorporates math 
concepts using 
language. 
Teachers may also 
use activity like 
Bilingualism Math 
Debates where 
students present 
their arguments in 
bilingualism and 
respond to counter-
arguments. 

Subject 
Teacher 

January 
 to March 

80 percent of the 
students enhance 
their 
comprehension 
on the subject 
area, may able to 
communicate 
and interact with 
peers and teacher 
and effectivel and 
appreciate the 
mathematical 
learning in 
bilingualism. 

Mathematics 
Achievement 
 

To enhance 
student’s 
proficiency in 
mathematical 
concepts, problem-
solving and critical 
thinking, fostering 
logical reasoning 
and analytical 
thinking by 
integrating the use 
of bilingualism. 

The Facilitator may 
use activities such as 
real-world word 
problem for 
students be able to 
understand the 
concept.  
They may also use 
activity like 
Bilingualism Math 
Flashcards where 
students enhance 
mathematical 
vocabulary and 
communication 
skills.  

Subject 
Teacher 

January to 
March  

80 percent of the 
students 
approach 
complex 
mathematical 
problems, justify 
mathematical 
conclusion, and 
improved 
academic 
performance in 
Mathematics  

Student 
Engagement 

To encourage 
active involvement 

Teachers may 
incorporate 

Subject 
Teacher 

January to 
March 

80 percent of the 
students shall 



  
 

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-Active 
Participation 
-Attentiveness 
-Critical 
Thinking 
-Contribution 
to Group 
Dynamics 

in the learning 
process. By 
fostering interest 
and enthusiasm for 
learning in the use 
of bilingualism. 

educational activities 
and challenges that 
encourage student 
engagement by 
having activities 
such: 
 Language Math-
Swap where it is 
under the variable 
active participation 
and critical thinking 
where students 
collaborate on math 
problems, to 
enhance 
mathematical 
understanding and 
language proficiency 
of the students.  
Activity that is under 
the attentiveness is 
Bilingualism Math 
Songs, Poem, and 
Raps to facilitate 
conceptual 
understanding and 
illustrate 
mathematical 
concepts.  
Activity that can also 
enhance students’ 
contribution to 
group dynamics is 
the Dual-Language 
Math Scavenger 
Hunt, that also 
promotes the use of 
bilingualism by 
integrating through 
the use of hints and 
phrases.  

have long term 
retention by 
active 
participation, 
attentiveness, 
critical thinking, 
and contribution 
to group 
dynamics in 
classroom 
activities and 
increased 
academic 
motivation and 
performances. 

 

This action plan promotes inclusive mathematics instruction by enabling students to access 

content through familiar language while developing academic English proficiency. It emphasizes 

translanguaging, code-switching, and contextualized language use to support both conceptual 

understanding and linguistic development. By incorporating activities such as bilingual math 

storytelling, debates, flashcards, songs, and scavenger hunts, the plan aims to enhance not only 

cognitive engagement but also affective and behavioral dimensions of learning. The goal is to 

create a classroom culture that values linguistic diversity, encourages active participation, and 

improves overall academic performance in Mathematics. 

To further deepen the understanding and applicability of bilingual instruction in 

mathematics, future research is highly recommended. First, longitudinal studies should be 

conducted to examine the sustained effects of bilingual teaching on students’ mathematics 

achievement and language development over multiple academic years. Such studies could provide 

insights into long-term academic growth and the stability of bilingual learning outcomes. 



  
 

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Additionally, comparative studies between urban and rural schools—or among students with 

varying levels of English and Filipino proficiency—can help identify context-specific strengths and 

challenges in implementing bilingual strategies. 

Exploring the integration of bilingual instruction into other STEM subjects, such as 

Science and Technology, may also yield valuable cross-disciplinary insights. This could broaden 

the impact of bilingual pedagogy across the curriculum and support holistic academic 

development. Furthermore, the use of digital bilingual tools—such as mobile apps, interactive 

flashcards, and learning platforms—should be evaluated to determine their effectiveness in 

enhancing both mathematical comprehension and language fluency in a tech-integrated 

environment. 

Lastly, future research should examine cognitive and affective outcomes related to bilingual 

instruction. This includes assessing how it influences students’ confidence, anxiety levels, and 

attitudes toward Mathematics. Understanding these psychological and emotional dimensions will 

provide a more comprehensive view of the benefits and limitations of bilingual teaching. 

Collectively, these future directions can inform more nuanced and evidence-based strategies for 

implementing bilingual instruction, ensuring that educational practices remain responsive, 

equitable, and effective. 

 

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