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Using purposive sampling, the study compares learners’ performance before and after delivering Mathematics lessons through Filipino alongside English. Results show improved concept understanding, higher participation, stronger confidence, and clearer explanation of mathematical reasoning. The approach helps students connect prior knowledge to new ideas, supports teaching practices, and addresses learners’ language-related needs. Findings suggest adopting bilingual instructional resources and capacity-building for effective implementation.",{"@graph":69,"@context":114},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/using-the-filipino-language-in-bilingual-instruction-to-enhance-mathematics-learning-among-junior-high-school-students/328510/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/using-the-filipino-language-in-bilingual-instruction-to-enhance-mathematics-learning-among-junior-high-school-students/328510.png","ImageObject",300,407,{"name":92,"@type":93},"Noah","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-09-21",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108],{"name":109,"@type":110,"acceptedAnswer":111},"How does the study justify the use of Filipino in Mathematics instruction?","Question",{"text":112,"@type":113},"It connects Filipino bilingual use to policy frameworks supporting Filipino and English as instructional media and argues that Filipino helps learners bridge existing knowledge to new mathematical concepts while addressing language-related learning difficulties.","Answer","https://schema.org",{"og:url":83,"og:type":116,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":118,"canonical":83},"index,follow",{"doc_id":120,"site_id":62},328510,1790314376,{"code":4,"msg":5,"data":123},{"doc_id":120,"user_id":124,"nickname":92,"user_avatar":125,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":126,"file_id":127,"file_url":128,"file_type":129,"file_size":130,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":131,"language":132,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":133,"faqs":134,"seo_title":135,"seo_description":67,"update_tm":136,"read_time":137,"preview_page_count":4},8796095462418,"https://ap-avatar.wpscdn.com/avatar/80000253c1241d02b47?x-image-process=image/resize,m_fixed,w_180,h_180&k=1778826106357471780","Using the Filipino Language in Bilingual Instruction to Enhance Mathematics Learning Among Junior High School Students  \nDeborah E. Bandahala1 ; Helen C. Manangan2  \n1Zamboanga National High School – West, Department of Education  \n2Universidad de Zamboanga, Tetuan, Zamboanga City  \nDOI: [https://doi.org/10.47772/IJRISS.2026.100700225](https://doi.org/10.47772/IJRISS.2026.100700225)  \nReceived: 11 July 2026; Accepted: 16 July 2026; Published: 29 July 2026  \nABSTRACT  \nThis 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 ofthe study, the school may consider adopting Filipinolanguage 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.  \nKeywords: Filipino Language, Bilingual Instruction, Mathematics Learning Context and Rationale  \nThe Philippines’ language‑in‑education framework has long emphasized bilingual competence in both Filipino and English as integral to quality learning and national development. According to the 1987 Policy on Bilingual Education, Filipino and English are designated as co‑equal media of instruction in specific subjects to enhance learning and foster national unity, literacy, and global competence (DepEd 1987, secs. 1–2) . The corresponding implementing guidelines reaffirm that Filipino and English be used separately but strategically in the classroom, ensuring that content learning is not sacrificed by language transitions (DepEd 1987, sec. 2.1–2.4) . These policy provisions, grounded in Article XIV, Section 7 of the 1987 Philippine Constitution, justify the contextual relevance of investigating how Filipino functions within bilingual mathematics instruction in secondary schools.  \nDespite the legislative push for bilingual proficiency, student achievement in mathematics continues to be a persistent concern in the Philippines, particularly where instruction relies heavily on English. Research on bilingual arithmetic education shows that using students’native languages as medi","cbCaimgZ2aJmrJyJ","https://ap.wps.com/l/cbCaimgZ2aJmrJyJ","pdf",592862,31,"English","# Abstract\n## Research design and participants\n## Key findings\n## Policy and context rationale\n## Challenges and implementation needs","[{\"question\":\"How does the study justify the use of Filipino in Mathematics instruction?\",\"answer\":\"It connects Filipino bilingual use to policy frameworks supporting Filipino and English as instructional media and argues that Filipino helps learners bridge existing knowledge to new mathematical concepts while addressing language-related learning difficulties.\"}]","Using the Filipino Language in Bilingual Instruction to Enhance Mathematics Learning Among Junior High School Students | PDF",1789980005,78]