Abstract
This study delved into the comparison of students' performance and attitudes toward Mathematics in Junior High School when taught in English and Mandarin, aiming to discern the influence of language on student outcomes. By drawing upon Don Elger's Performance Theory and Daniel Katz's Functionalist Theory of Attitudes, the research explored how instructional language shapes student attitudes and performance in Mathematics. Utilizing a descriptive correlational analysis approach, data from structured questionnaires and academic grades were scrutinized using statistical methods such as t-tests, weighted mean, standard deviation, and the Pearson Product-Moment Coefficient of Correlation to unveil patterns and relationships between instructional language, attitude, and academic achievement in Mathematics. The findings revealed significant insights: (1) No significant difference was observed in the performance of students in Mathematics taught in English versus Mandarin; (2) Significant disparities emerged in the attitudes of students toward Mathematics when taught in English versus Mandarin; (3) Negligible and insignificant correlations were found between students' performance and attitude in Mathematics taught in Mandarin; and (4) Low but significant correlations were observed between students' performance and attitude in Mathematics taught in English. These findings underscored the pivotal role of attitude in academic performance, aligning with the Functionalist Theory of Attitudes, which posits that individuals seek to maximize rewards and minimize penalties in their environment. Furthermore, the results supported the Theory of Performance, suggesting that educators, regardless of the instructional language, should enhance teaching methodologies to enhance students' proficiency in Mathematics.
