Development, Validation and Summative Evaluation of Code-mixed Localized Instructional Materials (CMLIMs) in Mathematics I

Abstract

This study aimed to develop, validate, and conduct a summative evaluation of Code-Mixed and Localized Instructional Materials in Mathematics I to enhance comprehension and engagement among Grade 1 learners. In response to the linguistic and cultural diversity in early education settings, the materials integrated the local language (mother tongue) with English to support a gradual language transition while preserving contextual relevance. The development process followed the ADDIE model—Analysis, Design, Development, Implementation, and Evaluation. Content and language experts validated the instructional materials using a researcher-developed tool assessing content accuracy, linguistic appropriateness, cultural relevance, and instructional design. The materials received a high overall mean rating, indicating strong validity. For the summative evaluation, a quasi-experimental design was employed involving two groups: the experimental group, which used the code-mixed and localized materials, and the control group, which used standard materials. Pre-tests and post-tests were administered to measure learning gains. The results demonstrate that the localized materials effectively support learner comprehension and engagement in bilingual settings. Results revealed that the experimental group significantly outperformed the control group in terms of mathematics achievement, indicating that the use of code-mixed, localized materials had a positive impact on learners’ understanding and retention of mathematical concepts. Qualitative feedback from teachers and pupils further supported the effectiveness and cultural relevance of the materials. The study concludes that code-mixed, localized instructional materials are effective tools for enhancing mathematics instruction in the early grades, particularly in multilingual settings. It is recommended that educators and curriculum developers integrate local languages and culturally relevant examples into instructional design to bridge linguistic gaps and promote deeper learning.