Impact of CLIL Teaching on Primary Students' Learning Outcomes: A Quantitative Study

Abstract

This study investigated the effect of Content and Language Integrated Learning (CLIL) pedagogy on selected learning outcomes of primary grade students through a quantitative approach, utilizing a sample of primary school students This study was carried out within the educational environment of Punjab. For the purpose of this study, two private schools located in District Mohali were chosen. The current study employed an Explanatory Sequential Research Design, beginning with a quantitative approach (Experimental study) to evaluate the effectiveness of CLIL in comparison to non-CLIL group students. In the quantitative phase, a quasi-experimental setting was employed, utilizing a pretest-posttest control group design to gather data (CLIL GROUP = 200, NON CLIL GROUP = 170).  The participants in the study, encompassing both the experimental and control groups, were chosen from students attending six sections of 4th and 5th grades at two private schools located in Banur, Punjab. The intervention group received instruction through CLIL methodology, while the control group was taught using a bilingual method by the investigator. For Quantitative analysis and hypotheses testing, t test and effect size calculation were performed along with descriptive analysis. Quantitative results indicated that the CLIL group achieved superior performance compared to the Non-CLIL group in language scores as well as in Content gain scores. The findings indicated that the implementation of CLIL as a pedagogical approach was effective for students, as evidenced by the gain scores in language. This suggests that the CLIL group outperformed the Non-CLIL group in language as well as Content gain scores. This study culminated in recommendations for future experimental research utilizing CLIL pedagogy across additional subjects such as science and mathematics.