INFLUENCE OF MOTHER TONGUE INTERFERENCE IN THE TEACHING OF INTEGRATED SCIENCE

ABSTRACT

This study was to determine the influence of Mother Tongue Interference in the teaching and learning of Integrated Science. The instrument used for data collection was questionnaire, which was developed and administered to 100 JSS3 students from Junior Secondary Schools in Ovia North East Local Government Area of Edo state. The data from their responses were analysed with the use of simple percentage. The results of the research revealed that students were more motivated to learn, participate in class discussions and engage actively in the learning process when taught with the interference in Mother Tongue. Mother Tongue Interference help the students to relate what they learn in the classroom to real life and help them prepare for future roles. By integrating the occasional use of Mother Tongue and applications into the educational process, students are provided with relatable and practical framework that enhances their understanding and retention of scientific concepts. The students performed better when they are they are interested in the subject. The occasional use of Mother tongue increases the students interest as it is a child centred learning process. The students remember concepts taught with mother tongue Interference, and are able to implement them in their everyday life. The use of Mother tongue Interference has many advantages but is hindered by lack of facilities and resources, lack of skilled teachers to implement, occasions where mother tongue is not homogeneous.