Chapter 1

THE PROBLEM

Introduction

There are lots of strategies and techniques were being used to attain high quality

of education in our country. Despite of those strategies, unfortunately, the country still

come up to have low quality education such as high percentage of illiterate youth,

numbers of drop outs and low academic performance. By this, the government find

ways to solve this problem in which they decided to include the mother tongue and uses

Mother Tongue Based as strategy. Mother tongue means ones native language or the

language learned by children and passed from one generation to the next. Multilingual

Education refers to first-language-first education, that in school, it begins in the mother

tongue and transition to additional languages. The Mother Tongue-Based Multilingual

Education (MTB-MLE) is a formal or non-formal education which uses the children's

mother tongue as a bridge in learning Filipino and English. Using the language they

understand, the children develop a strong foundation in their mother language . Thus, this

study assesses the effectiveness of Mother Tongue Based-Education-Multilingual

Education as medium of instructions through integration to out of school Youth.

Mother Tongue-Based Multilingual Education (MTB-MLE) has structural and

ideological challenges which has in recent years been gaining ground in many

educational contexts around the world. The 2013 Functional Literacy, Education and

Mass Media Survey (FLEMMS) covered around 36 million population aged 6 to 24

years. According to the survey, one in every ten or about 4 million and youth was out-of-

school in 2013. Out-of-school children is defined in the FLEMMS as persons aged 6 to

 2

14 years who are not attending school while out-of-school youth as persons aged 15 to 24

years who are not attending school, have not finished any college or post-secondary

course, and are not working. Out-of-school children and youth in ARMM comprised 14.4

percent, which is the highest across regions. Six regions have proportion of out-of-school

children and youth higher than the national figure at 10.6 percent, namely,

SOCCSKSARGEN, Davao, Central Luzon, Zamboanga Peninsula, Caraga and

MIMAROPA (ranging from 11.2 to 12.3 percent).

Top reasons for not attending school, according to the 2013 FLEMMS results also

showed that of the nearly 4 million out-of-school children and youth, 22.9 percent have

entered into union or marriage. Another 19.2 percent cited insufficient family income to

send child to school as the reason for not attending school (this refers to all educational

expenses other than tuition fee), while 19.1 percent lack the interest in attending school.

Among females, 4 out of every 10 have already entered marriage while 3 in every 10

males have no interest in attending school. The proportion of out-of-school children and

youth whose family income was not sufficient to send child to school was 22.7 percent

and 17.0 percent, among males and females, respectively. These 19.1 percent who are not

interested in attending school because of the factors and one of these factors is about the

communication or the medium of instruction given by the teachers.

This study will measure how effective MTB (Mother Tongue Based) - MLE

(Multilingual Education) as medium of instruction to out of school youth and compare

the two placement scores before and after the intervention.

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Conceptual Framework

This study is anchored on the DepEd Order No. 28 series of 2013 which states

that the seven additional languages will be used in the specified regions and divisions

starting SY 2013-2014 are Ybanag for Region II (Tuguegarao City, Cagayan, and

Isabela); Ivatan also for Region II (Batanes Group of Islands); Sambal for Region III

(Zambales); Akianon for Region IV (Aklan and Capiz); Kinaray-a for Region VI (Capiz

and Aklan); Yakan for Autonomous Region in Muslim Mindanao (Basilan province);

and Surigaonon for Caraga (Surigao City and provinces). The DepEd implemented the

MTB-MLE last year with the introduction of 12 major languages Tagalog,

Kapampangan, Pangasinense, Iloko, Bikol, Cebuano, Hiligaynon, Waray, Tausug,

Maguindanaoan, Maranao, and Chabacano.

"The MTB-MLE aims improve the pupil's language and cognitive development

as well as his or her socio-cultural awareness," Luistro says. This strategy is a great

help to the Out-of-School Youth specifically the ALS students through integration of

MTB-MLE in their classes. According to 42 USCS 12511 (Title 42, The Public Health

and Welfare; Chapter 129, National and Community Service; National and Community

Service Grant Program; General Provisions), the term "out-of-school youth" means an

individual who has not attained the age of 27, has not completed college or the equivalent

thereof, and is not enrolled in an elementary or secondary school or institution of higher

education. The Alternative Learning System (ALS) is a free education program

implemented by the Department of Education (DepEd) under the Bureau of Alternative

Learning System which benefits those who cannot afford formal schooling and follows
 4

whatever is their available schedule. The program provides a viable alternative to the

existing formal education instruction, encompassing both the non-formal and informal

sources of knowledge and skills.

Instead of using the Tagalog and English language, the ALS teachers will use

the mother tongue and to be oriented by the researchers. Before that the researchers will

have first the teachers qualification.

To check if the strategy is effective, the researchers will keep track on the ALS

students placement scores/examination scores after taking the ALS class. After having

the placement scores, and if the researchers see to it that the strategy being used was

effective, the researchers will proceed in making modules. This will refers to the module

that will be made by the researchers and will be validated by someone who is expert in

his field. It will use the Sugboanong Pinulungan

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Medium of Instruction
DEPED Order No. 28 series of 2013

MTB-MLE

Teacher of Out of
School Youth

Demographic Profile

Gender
Age Frequency of using
Educational Attainment MTB-MLE
Years of expertise

Placement
Scores

Module

Figure 1

Schematic Diagram of the Conceptual Framework

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Statement of the Purpose

The purpose of this study is to determine the effectiveness of the Mother Tongue

Based (MTB)- Multilingual Education (MLE) as a medium of instruction and associates

the frequency of applying the medium of instruction on the placement scores of the out of

school youth in the selected public schools in Cebu City School Year 2016-2017.

1. What is the demographic profile of the ALS teachers in terms of:

1.1 Gender;

1.2 Age;

1.3 Educational attainment; and

1.4 Years of Expertise

2. How often the teacher use or apply MTB-MLE as a medium if instruction?

3. What is the placement test scores of out-of-school youth?

4. Is there a significant relationship between the frequency of using MTB-MLE and

placement scores?

5. Is there a significant relationship between the:

5.1 Gender of the teacher and placement scores;

5.2 Age of the teacher and placement scores;

5.3 Educational Attainment of the teacher and placement scores; and

5.4 Years of Expertise of the teacher and placement scores.

Null Hypothesis

Ho 1 : There is no significant relationship of frequency of using MTB-MLE and

placement scores.
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Ho 2 : There is no significant relationship between the:

Ho 2.1 : Gender of the teacher and placements scores;

Ho 2.2 : Age of the teacher and placements scores;

Ho 2.3 : Educational Attainment of the teacher and placement scores; and

Ho 2.4 : Years of Expertise

Significance of the Study

As future teachers and rational being, constantly search for answer to satisfy the

eagerness of knowledge. Faced with the challenge of teacher practice in diverse cultural

setting especially in handling out of school youth, teacher learn to appreciate the

importance in conducting studies in addressing problems they encounter. The findings of

the study are beneficial to the following:

Out of school youth will benefit from the study because it will motivate them and

understand that in proper school is not far from the informal classes like Alternative

Learning System (ALS) and out of school youth classes conducted by the Non-

Government Organization (NGO) and aspirant teachers in community.

ALS Teachers will benefit from the study for it would be easy for them to choose

the type of medium of instruction to use. It will lessen the burden of teachers in having

motivation as well as it makes the teachers more innovative.

The Department of Education can use the result of this study and give possible

actions to help teachers provide better understanding to the students to excel in school.
 8

University of the Visayas will benefit from the study because the school has its

community linkages in different barangays, by these they can redesign their medium of

instruction as curriculum.

Researchers will benefit from the study not only because they are aspirant

teacher but because it help them understand that a teacher must be flexible,

knowledgeable and most of all diverse in education.

Future Researchers will also benefit from the study in terms of giving

information in such related to their chosen topic. It will help them understand and analyze

the gap of the problem or phenomenon.

Definition of Terms

For better and clearer understanding of the study, some of the terms are

operationally defined;

ALS (Alternative Learning System) is a free education program implemented by the

Department of Education (DepEd) under the Bureau of Alternative Learning System

which benefits those who cannot afford formal schooling and follows whatever is their

available schedule. Non formal education program in the Philippines for dropouts in

elementary and secondary schools, out-of-school youths, non-readers, working Filipinos

and even senior citizens.

Mother Tongue Base-Multilingual Education (MTB-MLE) is a strategy which uses

more than one language as medium of instruction and which will be use by the ALS
 9

teacher in teaching the out of school youth. Mother tongue is a language learned since

birth.

Out of School Youth are an individual who have not completed college or the equivalent

thereof, and is not enrolled in an elementary or secondary school or institution of higher

education.

ALS Teachers are the ones who teaches the out of school youth and are the main

respondents of the study.

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Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

Presented in this chapter is the synthesis of research that supports the evaluation of

the effectiveness of the mother tongue base education - multilingual education in

teaching the out of school youth. Included in the chapter is related literature, related

studies and overall summary of the review.

Related Literature

The related literature presented is some of the studies that helps the other

researchers to enhance their work about the development of Mother Tongue Based

(MTB) Education and Multilingual Education (MLE). These studies will help to

determine whether the null hypothesis is acceptable or should we keep on the

alternatives.

According to Alvarez (2014) in his journal: This article reports the results of an

action-research project that examines enhancing students English learning processes

through the selective use of their mother tongues with the aim of overcoming their

reluctant attitudes toward learning English in the classroom. This study involves forty

ninth-graders from an all-girls public school in Medellin, Colombia. The data gathered

included field notes, questionnaires, and participants focus group interviews. The

findings show that the mother tongue plays an important role in students English

learning processes by fostering students affective, motivational, cognitive, and attitudinal

aspects. Thus, the mother tongue serves as the foothold for further advances in learning

English when used selectively.

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The research study of Alvarez (2014) is only focusing on English Subject, how

about the Math areas and the other areas or subjects. Their respondent is only girls that

being enrolled in the proper school, how about the boys and as well as those respondents

that are out of school youth. Does the researchers exclusively used the mother-tongue

based medium of instruction?

In the paper of Li and Majhanovich (2010) it stated: This paper reports a study of

the effectiveness of the mandatory mother-tongue education policy in post-colonial Hong

Kong. Special attention has been placed on students academic achievement before and

after the policy implementation in 1998 in order to find out if students learn better

through their mother tongue without sacrificing their knowledge of the English language.

A content analysis has been conducted on the relevant policy documents, and students

public examination results have been gathered to serve as a policy-effectiveness indicator.

Findings reveal that mother-tongue education is beneficial to studentslearning in some

subjects, especially the language-intensive ones. However, studentsperformance in

English learning has been adversely affected by the policy. We end with suggestions in

response to the recently announced finetuning arrangements of the mother-tongue

education policy.

The research study of Li and Majhanovich (2010) is at range but it always focus

on the English area how about the other areas like math. The other problem is that it only

conducted in the proper school, how about to those who are not attending in school, do

the researchers anticipating the design of their medium of instruction (MOI). Does the

researchers exclusively used the mother-tongue based medium of instruction?

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Walter, Dekker (2011) in his journal:in the modern era, the prevailing model of

public education has been that of one size fits all, with private schooling being a small

but notable exception. Language (of instruction) was generally viewed as a minor

variable readily overcome by standard classroom instruction. As researchers have

sharpened their focus on the reasons for educational failure, language has begun to

emerge as a significant variable in producing gains in educational efficiency. This paper

reports the intermediate result of a controlled study in a very rural area of a developing

country designed to examine the effect of language of instruction on educational

outcomes. In the experimental schools, children are taught to read first in the local

language (via the local language) and are taught other key subjects via the local language

as well. English is taught as a subject. Teachers in the control or standard schools

continue the standard national practice of teaching all subjects in either English or

Filipino, neither of which is spoken by children when they begin school. Year-end

standardized testing was done in all subjects throughout grades one to three as a means of

comparing the two program methodologies.

Mata (2014) stated in her journal: This study aims to elaborate a framework for

both the foundation and application of professional standards for mother-tongue teachers.

The main issue with which this study is concerned constitutes the lack of a set of clear

standards for the initial training of mother-tongue teachers. In terms of theory, that which

has currently been analyzed in this study relates particularly to the most relevant

approaches and the current research in the field of professional standards for language

teachers at a general level, and to the reference documents for mother tongue teacher

education at a specific level. In agreement with current approaches, an innovative

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approach for the training of pre-service mother-tongue teachers with the goal of

developing pedagogical standards has been elaborated in this study. The objective of the

current research endeavours to identify specific pedagogical competencies at the level of

initial programs for mother-tongue teacher education. The operational categories of

pedagogical competencies were subjected to the expertise of a group of 38 specialists in

the field of language education in higher education. The results of the questionnaire

research highlight the openness of subjects toward a new perspective of forming

professional standards for pre-service mother-tongue teacher education.

Related Studies

These are some of the many related studies that the researchers connect its works,

these related studies could be one of the basis of the null hypothesis on the topic chosen.

Alvarez (2014) method and planning actions first is to enhance students English learning

wrapped up the selective use of L1 or first language, Alvarez (2014) planned to initiate

the following actions: (a) inform students about the study as well as the implementations

that is aiming to be performed in the English classes, (b) adjust the teachers speech in the

English classes, (c) students should be permitted to resort to their L1 but guided by

established boundaries, (d) bolster collaborative work among the students during the

classes, and (e) adjust the class methodology towards a more communicative approach.

Additionally, to gather qualitative and quantitative data for this study, Alvarez

(2014) planned to use the following instruments: (a) field notes from all of the classes

observed and taught during the school year to note the circumstances within the

classroom; (b) two questionnaires in Spanish, the first adapted from Eschewers (1999)

and Tang (2002) and including closed-ended questions to scrutinize the students
 14

perceptions toward English and L1 use, and the second, also including closed-ended

questions and a section for reflections, to analyze the brunt of the implementations

performed in class; (c) audio-recording of two structured interviews with my CT to

collect insights about the class, the students, and their use of language (L1 and L2); and

(d) audio-recording of three semi-structured focus group interviews with five students

each to gain insights on their perspectives toward L1 use and the implementations

performed in class.

In the following section, Alvarez (2014) provide more details of each teaching

action and its development. To analyze the data collected, Alvarez (2014) choose the

framework for qualitative data analysis proposed by Burns (1999) involving assembling,

coding and comparing the data, building interpretations, and reporting the outcomes.

First, to analyze the field notes, Alvarez (2014) systematically looked the different

journal entries written after each class. Afterward, following Emerson, Fretz, and Shaw

(1995), Alvarez (2014) coded the data by using open and focused coding to look for

emerging patterns. Alvarez (2014) then sets some preliminary criteria for arranging the

data. Once it finished, Alvarez (2014) reread the field notes to code the arranged data into

the identified broader categories. Second, to analyze the questionnaires, Alvarez (2014)

gathered the responses into a chart arranged. Afterward tabulated the number of

responses for each item and set them into percentages.

Then, following the recommendations of Bell (1993), Alvarez (2014) coded and

recorded the responses as soon as they were tabulated and arranged. Once itfinished,

Alvarez (2014) created a visual display by putting the data into graphic charts.Third, to

analyze the CT and focus group interviews, first is to transcribe the entire interviews for
 15

subsequent analysis. Afterward, Alvarez (2014) coded the interviews transcripts through

open and focused coding to know emerging ideas, patterns, and issues. Finally, arranged

the codes into preliminary and broader categories. At the end, the entire process was

validated by triangulation of the different data sources with the aim of enhancing the

trustworthiness of my findings and by peer examination to determine my advisors

opinions regarding the findings, which were acknowledged as logical and reasonable.

This process helped me to build interpretations and articulate them with my

research question and objectives. The findings of this study, the purpose of which was to

enhance the students English learning processes through the selective use of L1, were

encompassed in terms of (a) the students use of L1 and (b) the teachers use of L1, all of

these comprising the role that L1 plays in enhancing students English learning processes.

The data revealed how the students use of L1 enhanced their English learning processes

in specific aspects such as acquiring and defining vocabulary, which led to English

learning and increasing confidence. Data from this study revealed that L1 played an

important role in the EFL classroom by helping students to understand and acquire

vocabulary in English, as illustrated in the following excerpt from a focus group in which

one student expressed how her L1 use helped her in learning English vocabulary. The use

of Spanish has helped me a lot at the moment of learning more vocabulary in English,

because when I am taught new words and I dont have a clear meaning in Spanish, I

forget them, but when I can and am able to connect them with their meaning, it is easier

to learn them and retain them.

The excerpt above shows how the L1 use assisted students in learning vocabulary

by providing an effective tool for cross-linguistic analysis to confront both English and
 16

Spanish because every newlanguage is confronted by an already-existing mother

tongue (Butzkamm, 2003, p. 30). This tool allowed students to analyze and compare

words in English to make connections with their counterparts in L1, thus facilitating

acquisition and retention. In addition, the use of L1 as a cross-linguistic tool was

important for students learning; they acknowledged its usefulness as a way to elicit

meaning from the English vocabulary, as illustrated in the following excerpt from a focus

group: For me, Spanish is really important for learning English because its as I say, for

me is a comparison, I compare a word in English with one in Spanish to be able to

understand it.

This process of comparison is worth consideration because students are,

especially at lower levels, always using their knowledge of the world and their L1 to

make comparisons with English trying to make it L2 more comprehensible (Ferrer,

2002, p. 4). The data showed that L1 use also played a supportive and facilitative role

within the EFL classroom by leading the students through the process of learning the

foreign language. Students utilized their L1 as a reference point to compare grammar

structures and to make sense of the information that had been provided in the L2, as

illustrated in the following excerpt from a focus group:The use of Spanish does help me

at the moment of learning more English because it seems easier to learn and retain the

information when I make some kind of comparison between these two languages, for

example in the structure of a sentence. Although it is different in each language, Spanish

helps me to identify the parts of the sentence such as the verb, subject, complement, etc.,

and, with this as a base, to be able to easily learn and identify the parts or structures of

one sentence in English.

 17

Thus, L1 appeared to be a tool for learning the foreign language, which helped

students to achieve better understanding of the mechanics of English by making

comparisons and creating signposts to associate similar structures in both languages. This

role of L1 in facilitating students access to English was acknowledged by Butzkamm

(2003), who stated that L1 is the greatest asset people bring to the task of foreign

language learning . . . the tool which gives us the fastest, surest, most precise, and most

complete means of accessing a foreign language (p. 31). This role of L1 was also

intuitively acknowledged by the students, who understood that their mother tongue was

their foothold to advancing in L2, which facilitated their understanding and served as a

guide in learning L2, as illustrated in Figure 1, which shows an excerpt from a students

reflection regarding whether the L1 use had helped her enhance her learning process.

The data revealed that the L1 use played an important role in increasing students

confidence in utilizing the L2 within the EFL classroom. In fact, students were allowed to

moderately resort to L1 in some activities as a way to overcome nervousness or any other

difficulties that could have appeared when they were expressing their ideas in L2. For

instance, during an activity in which students had to describe some words to their

classmates, I allowed them to resort to L1 with established boundaries such as only a

specific number of words in L1, as illustrated in the following excerpt from my journal in

which I asked one student to describe a specific word as part of a game in class:I gave the

word corn and she was confused; she knew neither the meaning of the word nor how to

explain it in English. She asked me if I could allow her to use Spanish to explain the

word. I told the class that I was going to allow them to use Spanish but just for three

words.
 18

This selective use of L1 increased students confidence to face the challenge of

using L2 during class activities and increased their satisfaction after performing those

activities, as is illustrated in the following excerpt from a focus group: The use of

Spanish gave me confidence. For example, when we have to go in front to explain

something in English and because we could talk in Spanish, we could do it a little better,

and by doing so, we felt better. Consequently, using L1 during class activities increased

students motivation toward and interest in the subject, which was reflected in their

improved performance, participation, and attitudes toward learning English, as evidenced

in the following excerpt from a focus group: The use of Spanish helped me in many

ways. For example, I paid more attention in class, I was more encouraged to participate in

class and I buckled down to do the tasks in class.

Teachers Use of L1 to Enhance Students English Learning Processes, the data

revealed that the teachers selective use of L1 served to enhance the students English

learning processes in specific aspects such as helping them to comprehend vocabulary,

clarifying doubts when giving explanations, and providing affective support in the

English classroom .

The data showed that the teachers selective use of L1 helped students to

comprehend vocabulary inEnglish. Then, using L1 selectively to elicit meaning and

providing accurate translations to L1 when necessary assisted students in comprehending

and learning the L2 vocabulary, as illustrated in the following excerpt from my journal in

which a student constructed her own statements to describe some words to her classmates

as part of a class activity: Another student came, and this time the word was submarine.

She asked me how she could say bajo el agua, I quickly replied underwater, and then
 19

she started saying, is something underwaterwith periscopio periscope. Students

immediately understood it was a submarine.

Walter and Dekker (2011)indicated in his related studies. The major schools in the

Lubuagan area agreed to be divided into two groups onein which the local language is

used as a language of instruction (the experimental group) and one in which the

prevailing national model of providing instruction in English and Filipino is used (the

control group). The largest school participates in both models with one section of each

grade in the experimental group and one section of each grade in the control group.

Assignment to one of the two sections is random with the exception of occasional

specific requests from parents. The result of this arrangement is three schools or

classes in the control group and three in the experimental group. For assessment

purposes, tests were developed in the following content areas: reading, Math, Filipino,

English and Social studies (Makabayan3).

The language of the test followed the scheme used in instruction. The tests were

constructed by the research team (the authors plus two highly experienced local teachers)

using the national curriculum statement of learning outcomes for each grade. The team

first extracted lists of learning outcomes in each content area and then constructed test

items designed to measure mastery of each learning outcome. The tests were first

prepared in English (reading, Math and English) or Filipino (Filipino and social studies).

Each test item on each test was individually reviewed by the entire team together to

ensure clarity, aptness and appropriateness.

Then, as needed, the tests were rendered in Lilubuagen and again checked for

clarity and aptness as expressed in Lilubuagen. Most test items used a multiple choice
 20

format to reduce ambiguity in scoring. The set of tests included multiple examples of how

to use the multiple choice format in test-taking. This format was additionally explained

by the test administrators several times as they administered the tests to ensure that

children Makabayan is the Tagalog term for social studies.

Instructions on how to take the test were given to all children in both groups in

Lilubuagen so that all children heard the same explanations and had the same training in

test-taking. Two test administrators both native speakers of Lilubuagen and speakers of

both English and Filipino as second languages administered all the tests to ensure parity

of administration. All tests were presented in written form with each child having a

personal copy of each test. In grades one and two, each test item in each test was read to

the children by the test administrator (for both controls and experimental) to compensate

for limited or unpredictable levels of reading skill among this group. No further

explanation or hint was given about the test item. The test administrators did not read the

list of possible answers leaving this task to the test-taker. Grade three children were

responsible for the entire test with the test administrator simply proctoring the test.

After the tests were administered, they were scored locally, with the scoring spot

checked by one of the authors who speaks Lilubuagen. This spot-checking identified two

items on the math test for one grade which were inconsistently scored, so these two items

were discarded from all tests for that grade for both control and experimental groups

before analysis.

Findings stated that the score reported in the Mean column is the average raw

score for all students tested on all tests for that grade. The score in the Percentage

column is simply the mean score converted to a percentage based on the total number of
 21

test items in all tests combined. Several points stand out in Table 2. First, the (percentage)

scores across grades are quite uniform suggesting appropriate scaling of the test items in

the test instruments. Secondly, the Experimental group consistently scored 21 to 22

percentage points higher than the Control group. And third, the level of statistical

significance (of the difference) is high.

Since the test instruments were designed as criterion-referenced tests, the data

suggest that children in the control schools are consistently mastering only a little over 50

per cent of the content while those in the experimental schools are consistently mastering

75 to 80 per cent of the curricular content.

Overall Summary of the Reviews

The related literature and the related studies are similar to the researchers topic

because it addresses the problem of the students in their development through vocabulary

and understanding to unfamiliar words. It is similar in way that they are aiming to help

students as well as themselves in the development of Education in the country. But, there

are also difference between the researchers work and the other related literature and

studies because the researchers work focusing on five schools and has functioning ALS

program. The study is unique and reliable because it is one of the biggest problem in

Education right now especially here in Philippines, the researchers are aiming to help

Schools who has Community Linkages and Extension, NGO who has great vision in

terms of Education, and especially Aspirant Teacher who has help through teaching in

their places in a way of modifying or making their medium of instruction.

On the other studies of Li and Majhanovich (2010) relevant documents on the

mother-tongue education policy were collected from the Hong Kong Education Bureau
 22

website. The policy objectives were identified and students results in the two public

examinations, the Hong Kong Certificate of Education Examination (HKCEE) and the

Hong Kong Advanced Level Examination (HKALE),were gathered from the Hong Kong

Examinations and Assessment Authority (2008a & 2008b) as a policy-effectiveness

indicator. TheHKCEE is a public examination taken by students at the end of their5-year

secondary education (secondary 1 to 5). The admission to secondary 6 depends on

students HKCEE results. The HKALE is taken by students at the end of their 2-year

sixth-form (secondary 6 and 7)studies The HKALE results determine whether students

can get promoted to university. Due to the time constraints of the present research, only

11subjects were selected for analysis; these have been categorized by the researchers into

three groups: a) language-intensive subjects (economics, geography, history, and

biology); b) non-language-intensive subjects(additional mathematics in HKCEE, applied

mathematics in HKALE, mathematics, chemistry, and physics); and c) language subjects

(English and Chinese).

These 11 subjects were chosen by the researchers as they are the most common

core subjects provided by secondary schools for their senior secondary levels (secondary

4 to 7). By taking these subjects (the choice depends on whether the student is in the arts

or science stream), students are able to meet the minimum requirements of most

university programmes.
 23

Chapter 3

RESEARCH METHODOLOGY PROCEDURES

This chapter of the study presents the concepts of integrating MTB-MLE on

teaching out of school youth, essentially the study is all about assessing the teachers

medium of instructions and be able to create a module that will fit on the level of the out

of school youth.

Design

The researchers will use the descriptive-correlation method in order to gather data

and information from the out of school youth teachers, subsequently the researchers will

be asking for the placement scores of the students from the teachers to measure the

development of the students ability on how students can understand the topic. The

researchers will be involving 5 out of school youth teachers from various ALS program

venue.

Environment

The study will be conducted in the Guadalupe Elementary School, Tejero

Elementary School, Mabolo National High Scool, Abellana National School, Gothong

National High School. The mentioned schools above were chosen to be the focused of the

study for its never ending service to the mankind especially in producing quality

individuals who wish to pursue their studies to the higher level. Thus, it is expected that

teachers in the said schools are using varied methods in teaching that is the main reason

why the researchers subjected it to be the environment of the study since MTB-MLE can

also be a strategy in teaching the out of school youth.

 24

Respondents

The respondents of the study will be the ALS teachers of the five mentioned

schools above. The five teachers will be catered in order to get the most reliable result of

the study. Teachers may have different ways of integrating MTB-MLE in their lecture.

There are five teachers in the study.

Instrument

The researcher will use a self-made questionnaire. The instrument has two (2)

parts: part one (1) is the demographic profile and part two (2) will be the frequency of

using MTB-MLE of the teachers.

Data Gathering Procedure

The researcher will follow the following process in order to gather all the

necessary data needed in the study. The researcher will ask for a permission from the

DepEd Superintendent and to the principals to conduct the study in the said schools. After

the researcher gained the permission, the researcher will then directly gather data on the

respondents needed in the study. The researcher will explain to the respondents what the

study all about. The confidentiality issues will also be discussed and how will the

researcher keep all the gathered data like putting all the questionnaires in the private

cabinet of the researcher. Furthermore, the researcher will also explain the very core

importance of the study in order for the respondents to trust and give their full

participation in the study. After the respondents give their consent, the researcher will

then give the survey questionnaires.

 25

Statistical Treatment

In order to come up with reliable results, the researchers made use of different

statistical tools such as finding the Mean, Standard Deviation, Slovins Formula, and

Pearson Product Moment Correlation Coefficient.

The formulas are as follows:

To find the percentage of Gender, we use

G B
Pg = x 100 Pg = x 100
N N

Where:

Pgis the percentage of gender (male/female)

G stands for the number of out of school youth teachers who are female

B stands for the number of out of school youth teachers who are male

N stands for the population

To find the mean of the scores, we use

x
m=
n

Where:

m is the group mean

x stands for the summation of the scores

n stands for the sample scores

To find the standard deviation, we use

2 1
s= ( ( xm )
( n1 ) )2

Where:
 26

s is the standard deviation

stands for the summation

x is the scores

m stands for the mean

n is the sample size

Slovin's formula is written as

N
n 2
1+ N e

Where:

n = the number of samples needed

N = total population

e = error tolerance/ margin of error

To find the Pearson Product Correlation Coefficient, we use

cov ( X , Y )
X ,Y =
XY

Where:

= the Pearson product correlation coefficient

cov = is the covariance

X = is the standard deviation of X

Y = is the standard deviation of Y

To find the significant difference of the hypothesis, the statistical software used is

Minitab Release 13.20.

 27

Figure 2. Minitab Statistical Software Version 13.20

Ethical Considerations

A. Risks and Benefits Assessment

To ensure that the study was conducted as thoroughly and ethically as possible, the

following ethical guidelines were put into consideration for the entire research period.

According to Polit and Beck 2008, the potential benefits of the respondents are: (1)

comfort in being able to discuss their situation or problem with a friendly and objective

person; (2) increase knowledge about themselves or their conditions, either through

opportunity for introspection and self-reflection or through direct interaction with

 28

researchers; and (3) satisfaction that information they provide may help others with

similar problems or condition.

Benefits

Students will benefit from the study for they can gain knowledge on how they can

use their gadgets for positive and quality education. The fear in mathematics will vanish

for they can apply it to daily life especially in E-games. Parents will be able to know their

childs academic performance and they will be able to guide their child properly. Teachers

will benefit from the study in such a way that it would be easy for them to connect the

class into the big picture of the real-world scenario as teachers use high-tech gadgets.

Also, it lessens their time in preparing instructional media and challenges the student

through E-games. The School will benefit from the study in the sense that the

administration could revise their curriculum if the study is found to be effective.

Furthermore, the researchers will benefit from the study not only because the researchers

are aspiring to become math teachers in the nearer future but because it helps them to

understand that a teacher must be innovative and productive. Teachers must be eager to

educate their students in challenging and appealing settings.

Risks

There is identified minor risk that is foreseen in the conduct of the study especially

during the survey and examination of the respondents. The respondents may lose half and

hour of their time and may not be able to have their vacant time. When they feel some

discomfort at responding some questions, they are free to ask to skip the question. The
 29

researchers made sure that the respondents are not to be subjected to harm in any ways

whatsoever.

B. Content, Comprehension and Documentation of Informed Consent

In order to safeguard the rights of the respondents in this study, an informed

consent form indicating approval by the IRB (Institutional Review Board) was given

to respondents together with the discussion of the nature of the research study.

Participation in the research study is completely voluntary and agreement to the said

research was validated by the respondents signature in the consent form. There will

be 15 elements involved in the informed consent.

1. Respondents Status.

Respondents have clearly understood that the study involves an interview

to find out the frequency of using MTB-MLE in teaching out of school youth

and an examination to measure their performance and that data collected will

be for research purpose only.

2. Study Goals.

The researcher presented to the respondents the purpose of the study

before the conduct of the face to face interview.

3. Type of data.

Prior to the conduct of survey and examination, respondents were given

the type of data to be collected by the researcher.

4. Procedures.
 30

Data collection procedure includes a survey and a multiple choice type

examination. The results of the survey will then be tallied, and the multiple

choice type examination will be checked according to the answer key

provided.
5. Nature of the commitment.
The researchers asked the availability of the respondents for a one time

survey and examination. The researchers considered the most convenient time

the respondents can provide. The survey and the examination will last not

more than half an hour.

6. Sponsorship.

The study is part of an academic requirement and the expenses incurred

are financed by the researchers.

7. Participant selection.

The study used stratified random sampling technique wherein the

researchers made some qualifications for the respondents such the respondents

must be an out of school teachers from Gothong National High School, Tejero

National High School, Abellana National High School, Guadalupe Elementary

School and Mabolo Elementary School.

8. Potential risks.

There is identified minor risk that is foreseen in the conduct of the study

especially during the survey and examination of the respondents. The

respondents may lose half an hour of their time and may not be able to spend
 31

their vacant time. The researchers tried their best to keep the in informants in

their most relaxed moments to avoid stress both physically and emotionally.

9. Potential benefits.

The results of the study will be made available to the respondents should

they wish to receive them. Their minds will also be exercised to function

when answering the examination. Furthermore, the researchers will benefit

from the study not only because the researchers are aspiring to become

teachers in the nearer future but because it helps them to understand that a

teacher must be innovative and productive.

10. Alternatives.

The researchers will be depending on the vacant or free time of the

respondents in conducting their survey and examination.

11. Compensation.
This study will be no compensation between the researchers and the

respondents. Respondents will not receive any payment for their participation

in this research study.

12. Confidentially pledge.

The researchers will be informing the respondents that the data gathered

will be kept confidential. Their responses to the survey and examination will

be anonymous. Every effort will be made by the researchers to preserve their

confidentiality including assigning code names/ numbers for participants that

will be used on all research notes and documents; and shredding notes, survey

results and any other identifying participant information. After analyzing the
 32

data gathered, the researchers will submit the answered questionnaires to the

IRB office provided strict outmost confidentiality.

13. Voluntary Consent.
The respondents have the right to ask for their voluntary answer from the

given questionnaire, thus still, the respondents have the right to participate

with the said study or otherwise have their right to decline their cooperation.

14. Right to withdraw and withhold information.

The respondents are given the freedom to withdraw from the study at any

time they wishes, rest assured that they will be treated in the usual and

customary fashion.

15. Contact information.

The researchers and respondents may contact Marites G. Arcilla, UV Main

Colon St., Cebu City, UVirb2015@gmail.com, 416-8607 from the

Institutional Review Board of the University of the Visayas for further

questions, comments or complaints at any time during the research study.

C. Authorization to Access Private Information

The covered entity such as College of Education will conceal the individual

information about the respondents and the documents or will be just disclosing only if the

respondents will sign authorization can be incorporated into the consent form, or it can be

a separate document. The authorization, whether it will be obtained separately or as part

of the consent form must be including the following first (1) the following school will
 33

receive the information: Gothong National High School, Abellana National High School,

Tejero National High School, Guadalupe Elementary School and Mabolo Elementary

School who will receive the information. Second (2) the type of information will be

disclosed is the confidentiality of the information. And lastly (3) the need for the

respondents authorization to access their identity that will be obtained for date that is

created as part of the researchers, as well as the information already maintain in

institutional records.

D. Confidentiality Procedures

The researchers will ensure the confidentiality of the answer of the respondents and

still it will be kept confidential. Their responses to the survey and examination will be

anonymous. Every effort will be made by the researchers to preserve their confidentiality

including assigning code names/ numbers for participants that will be used on all research

notes and documents and shredding notes, survey results and any other identifying

participant information. After analyzing the data gathered, the researchers will submit the

answered questionnaires to the IRB office provided strict outmost confidentiality.

E. Debriefing, Communications and Referral

The researchers will be proactive in minimizing emotional risk by carefully attending

with the interaction of the respondents. There will be formal strategies done by the

researchers like communicating with respect and concern with the respondents.

F. Incentives or Compensation
 34

There will be no compensation between the researchers and the respondents. The

researchers will only give gratitude to the respondents for their active and voluntary

participation in the conduct of the study.

G. Conflict of Interest

There will be no conflict of interest to the study or unto the respondents and to

whatsoever in the related study. If the faculty or the adviser will make use of the study,

they will be required to sign an agreement and the students will become co-authors.

CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the data collected from the respondents of the study. The

study shows the interpretation, analysis and interpretation of the data gathered from the

respondents. Analysis is a process of finding out the result while interpretation is giving

of explanations and implications that are derived from the result. The purpose of this

chapter is to answer all the sub problems raised in the study. Data are presented in

accordance with their appearance in the questionnaire. Specific care was exercised to

avoid mixing of information and the researcher validated all information entered on the

table to ensure its reliability.

Demographic Profile has been defined as a consensus of data about the degree of

exposure of the respondents to playing electronic games. The objective of the study is to

be able to determine the effectiveness of Electronic games (E-games) as enhancer of

 35

mathematical skills among the second year education students of the University of the

Visayas Academic Year 2016-2017.

Table 1

Demographic profile of the respondents in terms of gender

GENDER Frequency
MALE 1
FEMALE 4
Total 5
n=5

The tabular data presented shows that most ALS teachers are female or 80%

while on the other hand male ALS teacher is 20% with a total of 100%.

The table simply shows that most of the teachers in the ALS program are female.

Table 2

Demographic profile of the respondents in terms of age

GENDER Frequency
20 - 29 0
30 - 39 2
40 - 49 2
50 59 1
Total 5
n=5

The tabular data presented shows that most ALS teachers are in the age of 30

39 and 40 49. For 30 39 there are 2 out of 5 or just simply 40% and for the 40 49

there 2 out 5 or just simply 40% while on the other hand 50 59 with a frequency of 1 or

just simply 20%.

 36

The table simply shows that most of the teachers in the ALS program are in the

age of 30 39 and 40 49.

Table 3

Demographic profile of the respondents in terms of Educational attainment

Educational Attainment Frequency

Baccalaureate 4
Masters Degree 1
Doctors Degree 0
Total 5
n=5

The tabular data presented shows that most ALS teachers graduated as

baccalaureate with the frequency of 4 out of 5 or just simply 80%. On the other hand,

there is 1 for masters degree or simply 20% and 0 for doctors degree or 0%.

The table simply shows that most of the teachers in the ALS program are

bachelors degree only.

Table 4

Demographic profile of the respondents in terms of Year of Expertise

Year of Expertise Frequency

1-10 1
11-20 3
30 and beyond 1
Total 5
n=5

The tabular data presented shows that most ALS teachers in terms of year of

expertise are at the range of 11-20 years with the frequency of 3 or just simply 60%.

While others are 1-10 year, 30 and beyond with the frequency of 1 or 20%.
 37

The table simply shows that most of the teachers in the ALS program are in the

age of 11-20 years of expertise.

Table 5

How often the teacher use or apply MTB-MLE as a medium of instruction

Teacher Frequency of MEAN SD Interpretation

the Question
1 10 2.700 0.483 Always
2 10 2.900 0.316 Always
3 10 2.600 0.516 Always
4 10 2.700 0.483 Always
5 10 2.500 0.527 Always
Total 50 2.680 0.4712 Always
n = 5; 1.000 1.66 as Never, 1.67 2.33 as Sometimes and 2.34 3.00 as Always.

The tabular data presented shows that all ALS teachers in terms of frequency of

using MTB-MLE as a medium of instruction are implemented or applied. For teacher 1

until teacher 5 with the mean of 2.680 and the standard deviation of 0.4712 it shows that

the teachers are always using MTB-MLE as medium of instruction in teaching out of

school youth.

The table simply shows that all of the teacher in the ALS program are applying or

implementing the MTB-MLE as medium of instruction.

Table 6

What is the placement test scores of out-of-school youth?

School Number of Placement f(x) Weighted SD

students (f) Scores (x) Mean

Gothong National 13 291 3,783 5.740 2.136
 38

High School
Tejero National 18 336 6,048 6.900 1.717

High School
Abellana National 17 289 4,913 5.780 2.188

High School
Guadalupe 22 505 11,110 10.180 3.640

Elementary School
Mabolo 15 307 4,605 6.140 1.818

Elementary School

The tabular data presented shows the placement test scores of out of school youth

from the participating school. Gothong National high school with 13 number of

studentsor out of school youth got the scores of 291 in all with weighted mean of 5.740

and standard deviation of 2.136. Tejero National High School with 17 number of students

or out of school youth got the scores of 336 in all with the weighted mean of 6.900 and

standard deviation of 1.717. Abellana National School with 17 numbers of student or out

of school youth got the scores of 289 in all with weighted mean of 5.780 and standard

deviation of 2.188. Guadalupe Elementary School with 22 number of students or out of

school youth got the scores of 505 in all with weighted mean of 10.180 and standard

deviation of 3.640. Mabolo Elementary School with 15 number of students or out of

school youth got the scores of 307 in all with weighted mean of 6.140 and standard

deviation of 1.818.

The table simply shows that all of the teacher in the ALS program are applying or

implementing the MTB-MLE as medium of instruction.

 39

Table 2

Mean of Mathematical skills enhanced in terms of Dienes Theory of Mathematics

Learning

Mathematical Skills
Logical Spatial Strategic
Mean
Dienes Dynamic Principle 25.5
Perceptual Variability Principle 31.25 16
Theory of Constructivity Principle 19 8
Mathematical Variability Principle 19.5 30 37
Mathematical

Learnings
N = 50

From the table 3 Presentation, DP (Dynamic Principle) enhanced the spatial

skills with a 25.5 mean. PVP (Perceptual Variability Principle) enhanced the spatial

skills with a 31.25 mean and also strategic thinking with a 16 mean. CP (Constructivity

Principle) enhanced the logical skills with a 19 mean and also strategic thinking with a 8

mean. MVP (Mathematical Variability Principle) enhanced the logical skills with a

19.5 mean, spatial skills with a 31.25 mean and strategic thinking with a 37 mean. The

table above shows that Mathematical Variability Principle of Dienes Theory is the most

dominant in terms of mathematical skills. Thus, respondents are more likely to have a

correct answer if the question is about mathematical variability under the strategic and

spatial skills it got 37 and 30 calculated mean respectively. Second to the highest is the

Perceptual Variability Principle it has 31.5 calculated mean. On the other hand, the least

is Constructivity Principle under the strategic skills, respondents had a difficult time to
 40

answer the certain question because it really requires deep critical comprehension that is

why it is the lowest among all.

Table 3

Ranking of the Preferred Electronic Games of the respondents

Preferred E-games of the respondents

E-games Frequency Rank

Tetris 26 1st

COC (Clash of Clans) 8 2.5th

Minecraft 8 2.5th
10! 10! Grams 6 4th
Dota 2 5 5th
Jurassic 2 6.25th
Word Wow Big City 2 6.25th
Puzzle 2 6.25th

Candy Crash 2 6.25th

Color Switch 1 10.25th

Adventure Town 1 10.25th

Star Acres 1 10.25th
Plant vs Zombies 1 10.25th
Total
65
 41

From the table shown above that most preferred Electronic games of the

Electronic gamers is Tetris. Tie at second and third are Clash of Clans and Minecraft.

Rank fourth is 10! 10! Grams while rank fifth is Dota 2. Tie at rank sixth, seventh, eighth,

and ninth are Jurassic, Wow-wow Big City, Puzzle, and Candy Crash. Tie in the tenth,

eleventh, twelfth, and thirteenth rank are Adventure town, Color Switch, Star Acres and

Plant vs. Zombies. Thus, respondents or student are more likely to play Electronic Games

like Tetris. Most of the 2nd year College of Education students prefer to play Tetris

because it is the most accessible game where it can be found in cellphone, laptop and the

like.

Tetris ranked highest due to its accessibility. This game can be played using

cellphone, computer, or laptop.

Table 4 put the specific tally including the frequency c/o DIAZ

Significant difference between the Electronic Gamers and Non-gamers of Dienes test

Groups N Mean St Dev

Electronic Gamers 50 10.600 3.010

Non-Gamers 50 8.640 2.028

Difference 50 1.960 3.597

T-Value =3.85
P-Value = 0.000
Level of significance a 0.05
 42

From the table shown above, Electronic gamers with 50 sample size got the mean

performance score of 10.600 with standard deviation of 3.010 while the non-gamers got

mean performance score of 8.640 with standard deviation of 2.028. Based on the result,

there is significant difference between the Electronic Gamers group since the statistics

value or P-value 0.000 is lesser than the level of significance at a 0.05. It means that

the Electronic Gamers are smarter than those non-gamers in terms of Mathematics. Thus,

Electronic gamers are more likely developed their Mathematical Skills such as logical

skills, spatial skills and strategic skill compare to non-gamers.

Based on the table, there is significant difference between the electronic gamers

and non-gamers. Electronic gamers have greater mathematical skills than those students

who doesnt play electronic games.

Limitations

The researchers have to adjust to the vacant schedule of the respondents, thus this

made the data gathering procedure longer.

 43

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 45

Ethical Consideration

To ensure that the study was conducted as thoroughly and ethically as possible, the

following ethical guidelines were put into consideration for the research period:

1. The researchers made sure that there are no minor respondents;

2. The respondents are not to be subjected to harm in any ways whatsoever.

3. The respondents should be able to read, understand and fill-up the informed consent

form before he or she becomes an official research respondent;

4. The respondents are given the freedom to withdraw from the study at any time they

wishes, rest assured that they will be treated in the usual and customary fashion;

5. All data collected from the respondents will be coded in order to protect their identity.

Following the study there will be no way to connect their name with their data.

6. The results of the study will be made available to them should they wish to receive

them; and

7. The research data remained confidential to protect the identity and privacy of the

respondents given that they are not obliged to provide their real names in the

research.