Home language-based instruction and students’ academic performance

Abstract

This study explored the association of eighth-grade Nepali students' schooling in mother tongue on their academic performance using the multiple linear regression analysis. Data were collected from four schools in Nepal that enrolled students from diverse linguistic backgrounds. Data includes students’ home language background and test scores converted to GPA in standardized examinations in five core subjects as defined by the eighth-grade national curriculum in Nepal. As the current analysis revealed, students with Nepali as the home language received significantly higher GPA than students who had a different mother tongue, indicating a clear advantage of the medium of instruction in home language. Findings suggest that students who receive education in the mother tongue not only excel in core sciences but also in language arts, social sciences, and a third language, such as English as a foreign language. This study conforms to international research that provides evidence of the academic advantage of multilingual education. Yet, it is essential to note that relatively small sample size, exploration of limited home languages, and moderate effect sizes of the relationships suggest the need for more robust research to generalize the findings.

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