Enhancing Mathematics Learning Through CLIL: A Comparative Study

Abstract

Under Content and Language Integrated Learning (CLIL) is a teaching approach where content such as mathematics, history, or science is taught through a second or foreign language. This study examines the effectiveness of CLIL in improving mathematics achievement and attitude towards CLIL pedagogy among pre-service teachers. A quasi-experimental single-group pre-post-test design was employed with a mixed-methods approach including both quantitative and qualitative data analysis. The study was conducted on a sample of 20 B.Ed. interns of the Department of Education, Chitkara University, Rajpura, Punjab. Pre- and post-tests were conducted to assess academic improvement, while participant feedback provided qualitative data. The results depicted a steep increase in post-test scores, demonstrating that CLIL intervention positively influenced mathematical learning. Consequently, the null hypothesis (Ho1) was rejected confirming the success of CLIL in enhancing subject comprehension and linguistic skills concurrently. The findings highlight the capability of CLIL to build multilingual education and reinforce Ek Bharat, Shreshtha Bharat Mission goals and help integrate linguistic and cultural aspects within India. Also, NEP 2020 under 4.14, 10.8, 20.4, 22.10 discusses bilingualism in the classroom.  These conclusions can be applied by teachers, educationists, and curriculum planners in order to adopt more effective multilingual teaching methods.