Exploring Student Perceptions and Challenges of English as a Medium of Instruction in Mathematics: A Mixed-Method Study on Problem-Solving Skills

This study examined Senior High School students’ perceptions, challenges, and lived experiences in using English as a Medium of Instruction (EMI) in mathematics at Holy Cross of Mintal, Inc. (HCMI). Grounded in a Pragmatic Worldview, Vygotsky’s Sociocultural Theory, and the Content and Language Integrated Learning (CLIL) framework, the research employed a mixed-methods approach using a convergent parallel design. Quantitative data were collected through a modified 20-item survey instrument, while qualitative data were gathered using open-ended questionnaires and unstructured interviews with purposively selected participants. Descriptive statistics and stepwise discriminant analysis were used to analyze quantitative data, while thematic analysis was applied to qualitative responses. Findings revealed a high level of positive perception toward EMI, particularly in its role in enhancing analytical thinking, confidence, and problem-solving skills. However, an average level of linguistic challenges was identified, particularly in understanding technical vocabulary and decoding complex word problems, indicating a perceptual-practical gap. The discriminant analysis showed that the perceived impact of EMI on problem-solving skills was the strongest predictor of students’ perception levels. Qualitative findings further highlighted linguistic-cognitive barriers, as well as the importance of scaffolding strategies such as visual aids, bilingual support, and digital tools. The integration of findings demonstrated convergence between quantitative trends and lived experiences, emphasizing the need for adaptive instructional approaches. The study concludes that EMI can be effective when supported by multimodal and techno-linguistic scaffolding strategies and recommends institutional, instructional, and learner-level interventions to enhance comprehension and engagement. This study aligns with SDG 4 (Quality Education) and SDG 10 (Reduced Inequalities) by addressing inclusive and equitable learning in multilingual classrooms. It contributes to educational, socio-economic, and institutional sustainability by promoting adaptive teaching practices, improving learners’ problem-solving competencies, and informing context-responsive language policies.