This study aimed to evaluate the effectiveness of bilingual instructional approach, using English and native language of the respondents, on the mathematics performance of the students in enhancement class. Employing the experimental design, the researcher conducted the pre-test to the three sections of Grade Seven students in one of the National High Schools in Davao Oriental. The enhancement class was conducted to two groups of low performing students. In the control group, English was used as medium of instruction while in the experimental group, English and Dabawenyo were used. The pretest results showed that both groups had the same level of performance. Both groups did not meet the expectation and there was no significant difference between the levels of performance. However, the post-test results showed that the level of performance of the respondents in control group did not meet the expectation while the experimental group performed satisfactory and that there was a significant difference on the performance of the students. It also showed that there was a significant difference in the performance of the students when provided with enhancement class using English, but they perform better using bilingual instructional approach. This study concluded that there was an increase on the level of the performance of the students in mathematics when the teaching-learning process utilized bilingual instructional approach.
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