Abstract

This study investigated how students perceive and respond to the influence of their mother tongue in Chemistry. Mother tongue interference involves the interpretation of Chemistry concepts through the native language. Notwithstanding its overlooked status, understanding these students perceptions is of paramount importance. This study adopted descriptive survey research design. Two research questions and one hypothesis were formulated to guide the study. The population for this study consisted of all science students in Education District V in Lagos State. The samples for this study are seventy (70) chemistry students. In selecting schools for the study, stratified sampling technique was used. The study used a self-structure questionnaire to collect data from respondents. The results revealed that use of a mother tongue does not interfere with the teaching and learning of Chemistry. Also, there was significant relationship between the students' gender and perception on the use of mother tongue interference in the teaching and learning of Chemistry. (r= 0.35; p<0.05). The results show students appreciate mother tongue interference in Chemistry as it fosters comprehension and personal relevance. Yet, translating technical terms poses challenges. The study recommends further research to explore its impact on learning outcomes and develop strategies to address the identified challenges.