Using the Filipino Language in Bilingual Instruction to Enhance Mathematics Learning Among Junior High School Students

This study employed a mixed-methods research design to determine the effectiveness of using the Filipino language in bilingual instruction to enhance Mathematics learning among Grade 7 students in the Zamboanga City Division. The participants were Grade 7 junior high school students at a public secondary school during the 2025–2026 school year, selected through purposive sampling. The study found that Filipino-language bilingual instruction was an effective strategy in improving students’ Mathematics learning. Before the intervention, students experienced difficulties in understanding concepts, solving problems, and explaining their mathematical ideas. After using Filipino alongside English during Mathematics lessons, students showed better understanding, increased participation, and greater confidence in performing mathematical tasks. The findings showed that Filipino helped students connect their existing knowledge with new mathematical concepts, making lessons easier to understand and more meaningful. The study also revealed that Filipino bilingual instruction contributed to improving teaching practices and supporting learners’ needs. The findings emphasized that the use of Filipino served as a support that helped learners participate actively and express their reasoning more clearly. For researchers, the results provided valuable insights for improving Mathematics instruction through the development of bilingual learning materials, responsive teaching strategies, and approaches that consider students’ language backgrounds. Based on the findings of the study, the school may consider adopting Filipino-language bilingual instruction as a complementary strategy in Mathematics classrooms, particularly in addressing language-related learning difficulties. The school may institutionalize regular capacity-building activities, the development of bilingual instructional resources, and collaborative planning among Mathematics teachers to ensure effective implementation. Continuous monitoring and evaluation should be conducted to refine the approach and ensure that Filipino serves as a bridge toward deeper mathematical understanding while maintaining learners’ development of English mathematical literacy.

Filipino Language, Bilingual Instruction, Mathematics Learning

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