Performances in English and MTB Math Examinations 1

Running Head: Performances in English and MTB Math Examinations

THE PUPILS PROFILE AND THEIR PERFORMANCES IN THE ENGLISH-BASED

AND MOTHER TONGUE-BASED EXAMINATIONS IN MATHEMATICS

MARLON T. VILLALUZ
Graduate School
Negros Oriental State University
 Performances in English and MTB Math Examinations 2

ABSTRACT

This study examined the pupils profile and their performances in the English-based and Mother
Tongue-based examinations in Mathematics. The purpose of the study was to help school leaders
cultivate professional development that can successfully address some identified challenges met
by MTBMLE teachers when transitioning into Mother Tongue-Based Multi-Lingual Education
(MTBMLE).

The researcher conducted this research for a month after the 2 nd quarter periodical test of
the grade IV pupils in seven complete elementary schools of Sibulan South District, Negros
Oriental, Philippines. The researcher determined the relationship between the demographic
profiles as independent variables and the level of performance of the researchers Mother Tongue-
based self-made test as well as 2nd quarter English-based test as dependent variables.

The data show that the Binasaya is the most common mother tongue of the Bisaya
respondents regardless of the type of community they reside and their monthly family income.
From the test results, however, the pupils of the grade IV English-based and the Mother Tongue-
based Mathematics achieve average mastery level in Mathematics skills. The test of relationship
between the two variables against the demographic profile of the respondents is not statistically
significant except the type of community. However, it is significantly different on English-based
test and mother tongue-based test as well when group according to the demographic profiles.
Hence, in the test of correlation between the performance of English-based and Mother Tongue-
based examination, the null hypothesis is rejected.

Therefore, there is a statistically significant relationship between the two variables.

Keywords: Type of Community, Ethnicity, Mother Tongue, Mother Tongue-Based Multi-Lingua l

Education (MTBMLE), MTB Mathematics test, descriptive design, correlational design,
Language-based Theory of Learning (LTL), Social Interaction and Sociocultural Theories, R. A.
10533
 Performances in English and MTB Math Examinations 3

The Pupils Profile and Their Performances in the English-Based and

Mother Tongue-Based Examinations in Mathematics

Introduction

The main target of Education for All (EFA) 2015, specifically goal 6, was to improve every
aspect of quality education (UNESCO, 2000). However, Jesli Lapus, former Secretary of
Department of Education (DepEd), admitted that the quality of education in the country had sunk
to its lowest level based on the performance of National Achievement Test 2006 (Ubac, 2008).

Meanwhile, Mathematics plays a dynamic role in peoples daily lives. It leads people to
discover and invent a lot of technological devices. It is the key to all sciences. Hence, effective
Mathematics instruction had become an absolute necessity in all levels of education (Gabriel,
2012). However, the situation was ironically different knowing that pupils think Mathematics
taught in school is a boring subject which includes memorizing formulas and analyzing diffic ult
problems. They believe that only the four fundamental operations are relevant to their daily
experiences. The result of this misconception developed a negative attitude of the pupils towards
Mathematics (Swan, 2004).

The performance of the pupils revealed the gap between Mathematics taught in Englis h-
based formal education and Mathematical practices developed culturally by people outside the
schools. So, the researcher also investigated the performance of the grade IV pupils in Mathematics
as the first results of K-12 program implementing Mother Tongue-based education from grade one
to grade three.

Consequently, these reflections persuaded the researcher to conduct a study on the pupils
profile and their performances in the English-based and Mother Tongue-based examinations in
Mathematics.

This study aimed to examine the Mother Tongue-based performance in Mathematics with
demographic profile of the respondents and the relationship among these variables.

Specifically, the study sought answers to the following questions:

1. What is the demographic profile of the respondents in terms of:
1.1. type of community;
1.2. ethnic group;
1.3. mother tongue;
1.4. family monthly income?
2. What is the level of performance of the grade IV in 2nd quarter Mathematics periodical test and
the Mother Tongue-based examination in Mathematics?
3. Is there a significant relationship between the demographic profile of the respondents and:
3.1. grade IV 2nd quarter mathematics periodical test;
3.2. Mother Tongue-based examination in Mathematics?
4. How do the tests scores of the pupils who took the English-based test and Mother Tongue-
based test compare when grouped according to the variables in question number 1?
5. Is there a significant relationship between respondents performance in the Mother Tongue-
based examination and English-based examination in Mathematics?
 Performances in English and MTB Math Examinations 4

The null hypotheses which the researcher investigated are:

Ho1 : There is no significant relationship between the demographic profile of the respondents
and:
1. Grade IV 2nd quarter mathematics periodical test;
2. Mother tongue-based performance.
Ho2 : There is no significant relationship between respondents performance in the Mother
Tongue-based examination and English-based examination.

Various literature and studies were reviewed by the researcher to be able to gain insight
into the particular area of research. This literature and studies give light in determining the
significance of the dependent variables relation with the level of performance in Mother Tongue-
based examination and English-based examination.

Ubiratan D'Ambrosio (2001) stated that the important component of Mathematics

education today should be to reaffirm and in some instances to restore the cultural dignity of
children. Although multicultural mathematical activities are important, they should not be our final
goal. As our students experience multicultural mathematical activities that reflect the knowledge
and behaviors of people from diverse cultural environments, they may not only learn to value the
Mathematics but, just as important, may develop a greater respect for those who are different from
themselves. According to Rosa and Orey (2003), students understand the nature of Mathematics
as they become aware of the Mathematics of their culture. With awareness, students see
Mathematics as a human activity rather than just a set of symbols, numbers, and figures presented
only at school.

Benson (2005) also concluded that designing a schooling system that recognizes the
ethnolinguistic background and competence of learners goes a long way toward improving
educational opportunities for all, including those from marginalized groups, and especially for
female learners. Malone (2011) added that the most effective early primary teaching methods are
extremely difficult in many cases, impossible when the teacher cannot use a language the
students understand. However, the case study in Asia, Both Thai and Northern Pwo Karen
NPKOM teachers report much greater class participation and enjoyment as a direct result of
allowing the children to use their mother tongue. Schools become much more child- friend ly
when the childrens mother tongue is used in the classroom (UNESCO, 2007).

Language theorist, Halliday (1993), according to Christie, F. and Unsworth, L. (2005),

proposed that language development involves learning language (the basic resource of the mother
tongue itself), learning through language (referring to the manner in which language is a tool for
articulating sense of relationship and of experience, and hence for learning about ones world),
and learning about language (referring to conscious learning about such matters as phonology, the
spelling system, grammar and registers, as part of the activities of school learning). This was a
useful model of language development for pedagogy, and widely adopted in the 1980s, though in
practice more systematic attention was given to curriculum discussion and theory to learning the
language and learning through language than to learning about language. Halliday is know n
because of his theory of learning, Language-based Theory of Learning (LTL), which boldly claims
that the ontogenesis of language is at the same time the ontogenesis of learning. In this theory,
when children learn the language, they are not simply engaging in one type of learning among
 Performances in English and MTB Math Examinations 5

many; but rather, they are learning the foundations of learning itself. It further says that the
distinctive characteristic of human learning is that it is a process of making meaning a semiotic
process; and the prototypical form of human semiotic is language (Wells, 1999).

Aside from this theory, Social Interaction and Sociocultural Theory was also proposed by
several social interactionists and constructivists such as Vygotsky (1978), and Swain (1990). This
theory, as mentioned earlier in this study, focuses on the language learning context and the process
of using the learners linguistic environment or their conversational interactions to build their
knowledge of the second language.

Another related study is Creating Space for Students' Mother Tongues in College
Classrooms by Bismilla (2011) which confirmed the importance of their L1 in scaffolding their
L2. Further, in the study of Jesselle Hannah A. Ancheta and Jessica Faelmoca (2014), they
emphasized that language plays an important role or matters in studying Mathematics or any other
subjects as well. Sometimes, the level of interest of the students depends on what language the
teacher uses to communicate. Next, the precise language would be a big help to students in
understanding lessons without any difficulty. It makes the flow of the lesson in class faster when
using the language they speak at home. In such case, both the student and the teacher should be
comfortable with the language they are using. As a consequence, students will be more interested
in the subject and the result would be better grades. In addition, students comprehension skill will
be developed and this can address the problem in the educational system. It also infuses the sense
of nationalism of the students. Lastly, Milton Rosas (2011) educational research entitled
Understanding the perceptions of high school leaders bout English language learners (ELLs) in
California: a mixed method study to understand the influence of language and culture in the
Mathematics learning concluded that school leaders and teachers who understand their students
linguistic and cultural differences strive for intentional variety in instruction, curriculum, and
assessments that lead to an improvement in the learning of Mathematics. Hence, school leaders
play a key role in encouraging and supporting appropriate professional development experiences
and best pedagogical practices for themselves and for all teachers and students in their schools.

According to Cabalza (2007), there are still many gaps in the anthropological study of local
mathematical concepts and systems. For example, how are mathematical skills learned, imbibed,
and passed over from generation to generation? Are the dates presented true for all Philipp ine
communities or are these limited to certain ethnolinguistic groups, such as the Tagalog,
Kapangpangan, Pangasinan, Visayan, and Ifugao? Obviously, there are more questions than
answers. These are very good inquisitive questions to ask the future researchers to study with
depth. He further said that the two major influential Asian traders in terms of Mathematics are the
Indian and Chinese traders. However, he said that the Filipino indigenous concept of Mathematics
is a type of folk Mathematics. It is not learned through formal institutions, such as schools, and
may or may not come into conflict with Western-derived mathematical concepts. The
Mathematics that local people know of is not something that is abstract nor divorced from everyday
life. This was proven in De Las Peas (2014) lecture, sponsored by the Ateneo De Manila
University Mathematics Department, demonstrating the Mathematics embedded in various mat
designs of a Philippine indigenous community. According to her, the various geometric elements
and algebraic structures are present in the elegant colored repeating patterns of the mats created
by the Jama Mapun (Verzosa, 2014). She added,
 Performances in English and MTB Math Examinations 6

even without advanced mathematical training, the weavers are able to

create, by hand, complex geometric designs depicting advanced levels of geometry
and algebra using a combination of a weaving and counting technique.
Interestingly, these motifs are woven directly into the mats relying only on a mental
blueprint, without any need for paper or pencil (Verzosa, 2014).

This presentation shows that the Filipino culture is creative and artistic by nature with rich
mathematical structure displayed through the beautiful designs. Baylas IV, Rapanut and De las
Peas (2012) concluded that the principles of symmetry and order seen in the weaving patterns
suggest the existence of an underlying mathematical structure about which the Northern Kankana-
ey women weavers may be unaware. Thus, they have shown that Mathematics is concretely
embedded in the peoples culture. Further, Manapat (2011), in his Posthumous Essay, explained
that the advent of ethnolinguistic terms in counting numbers in Tagalog region is patterned in their
cultural practices. This study was strengthened by the Regiona l Lingua Franca (RLF) Pilot Project
launched by the Department of Education under the leadership of Secretary Andrew B. Gonzales.
As Nolasco (2008) mentioned,

Based on the three-year pilot implementation of the lingua franca project,

the DepEd concluded that: (The) Lingua franca has effectively helped children
adjust to the school setting and learning tasks such as being able to read and write,
solve math problems, understanding science concepts and principles using the first
language at home and eventually English as a second language. (Nolasco 2008).

He added:

They (the pupils) became more interested in their day-to-day learning

activities. Comprehension was very evident as shown in (the) daily evaluatio n
done. (With) The use of the mother tongue, the language the pupils have, the
problem of communicating and expressing themselves freely had been overcome.
(Nolasco 2008).

He agreed that using Mother Tongue-based Multilingual Education (MTBMLE) brings the
pupils to express and engage themselves freely in learning the lessons. It is therefore recommended
by Rion (2014) in her study, Teaching Literature in the Mother Tongue: Its Impact on the
Learning Process & Appreciation of Ones Culture, that in teaching, literature teachers are
encouraged to maximize their creativity in producing instructional materials in the Mother Tongue.
She further suggested to design activities that would enhance the learners writing ability, improve
their communication skills and make research of the literature of the past where the culture, beliefs
and tradition of our people are embodied. Nolasco (2008) also concluded in his study, The
prospects of Multilingual Education and Literacy in the Philippines, that for MTBMLE to succeed
in the Philippines, it is not enough that we change the media of instruction. He added that the four
other conditions, although there may be more, must be met. One, there have to be good curricula,
one that is cognitively demanding. Two, we will need good teachers, who are competent in the
required language, content and methods. Three, there must be good teaching materials (i.e. error
free). Four, community support and empowerment must be present.
 Performances in English and MTB Math Examinations 7

The Philippine Educational System targets towards a goal to serve every Filipino by
providing quality education. Batas Pambansa Blg. 232 (1982), also known as Education Act of
1982, Section 3, states that the State shall promote the right of every individual to relevant quality
education, regardless of sex, age, creed, socio-economic status, physical and mental conditions,
racial or ethnic origin, political or other affiliation. The State shall, therefore, promote and mainta in
equality of access to education as well as the enjoyment of the benefits of education by all its
citizens. Hence, R.A. 10533, otherwise known as Enhanced Basic Education Act of 2013,
Section 5, under Curriculum Development, provides that

The DepED shall adhere to the following standards and principles in developing
the enhanced basic education curriculum: (f) The curriculum shall adhere to the
principles and framework of Mother Tongue-Based Multilingual Education
(MTBMLE) which starts from where the learners are and from what they already
knew proceeding from the known to the unknown; instructional materials and
capable teachers to implement the MTBMLE curriculum shall be available; (h)
The curriculum shall be flexible enough to enable and allow schools to localize,
indigenize and enhance the same based on their respective educational and social
contexts. The production and development of locally produced teaching materials
shall be encouraged and approval of these materials shall devolve to the regional
and division education units (RA 10533).

Shaeffer (2007), in his Introduction, elaborated that quality education also involves
imparting universally recognized moral values to the individual and integrating these with the
ethnic-specific ecocentric-values, cultural norms, and worldview. He further warned that if these
are not in place in an education system, a gap between the education system and the society will
arise. He added that this gap is often a result of using a language other than the mother tongue of
the learner in providing education. Curricula, syllabi, teaching methodologies and lesson plans that
are not suited to the community situation and a societys needs contribute to this gap. The outcome
is often an increase in the school dropout rate among minority linguistic and less privile ged
communities (UNESCO, 2007).

The negative attitude of the pupils towards Mathematics is another problem. The West
Australian Outcomes and Standards Framework: Mathematics Student Outcome Statements
acknowledged that many students leave school with negative attitudes towards Mathematic s
(Swan, 2004). The article concluded that if the cycle is to be broken, questions about the way we
teach need to be asked. Unfortunately, student teachers tend to teach the way they were taught and
hence, many of the practices that perpetuate poor attitudes toward Mathematics continue.

Nolasco (2008) concluded that many pupils do not understand what their teacher is saying
and, therefore, they cannot follow the lesson. He further believed that the language used in school
is one they can hardly speak and understand. This is a very interesting issue that prompted the
researcher to come up with a study about Mother Tongue-based performance in Mathematics.

The Mother Tongue-based program is a major factor in facilitating learning. Therefore, the
researcher saw the importance to explore the Mother Tongue-based performance with
demographic profiles of the respondents and the relationship among the variables in Mathematics.
This study aimed to determine the correlation between the variables. This was in line with the
 Performances in English and MTB Math Examinations 8

conceptual framework behind the Department of Educations K to 12 Curriculum Guide for

Mathematics.

Research Design and Methods

This section presents the methods of research, the procedures of the study, population,
sample and sampling technique, research instrument, data collection procedure and statistica l
treatment of data used in the study.
The independent variables consist the demographic profile of the respondents such as the
type of community, mother tongue, ethnic group, and monthly income. The dependent variables
included the performance level of the grade IV 2 nd quarter Mathematics (English-based test) and
researcher-made test (mother tongue-based). The studys variables were further taken into account
by the researcher by analyzing them correlatively in an independent-dependent variable fashion.

In this manner, the researcher determined the relationship between the independent
variables and the level of performance of mother tongue-based as well as English-based test. The
findings would be used as baseline data for the public and private agencies or persons interested
on the effect of Mother Tongue-based classroom instruction.

The purpose of this study was to determine the demographic profile, Mother Tongue-based
performance and the relationship between these variables of the respondents. This study used
mixed method which is a combination of descriptive and correlational research. The data gathered
were quantified, described, and analyzed. The researcher made inferences and generalization out
of the data gathered.

The respondents of this study were seven (7) randomly selected sections of grade four
pupils of seven public complete elementary schools of Sibulan South District, Division of Negros
Oriental, officially enrolled during the school year 2015-2016. All were drawn at random if the
school had more than one section.

Among the respondents, there are fifty or 18.87 % from Sibulan Central Elementar y
School. Bolocboloc Elementary School has forty-seven or 17.74 % respondents. Likewise, the
three schools rank nearest to or in the median such as Maslog Elementary School, Calabnugan
Elementary School, and Tubtubon Elementary School have forty or 15.09 %, thirty-eight or 14.34
% and thirty-six or 13.58 % respondents, respectively.

The two lowest in rank are Magatas Elementary School and Cangmating Elementar y
School which have only twenty-eight or 10.57 % and twenty-six or 9.81 % respondents. The total
number of respondents in seven public elementary schools in Sibulan south district is 265 (100
%). From this sample, the researcher studied the two dependent variables and independent
variables into four groups, namely, scores from the 2nd quarter English-based test, scores from
researchers Mother Tongue-based made-test, and the type of community, ethnic group, mother
tongue and monthly income profile of the respondents.

Most of the families of the respondents are town folks of the municipality of Sibulan but
some are transients. The town of Sibulan is a second-class municipality of Negros Oriental,
 Performances in English and MTB Math Examinations 9

Philippines. According to the census 2010, it had a population of around 51, 619 people with
163.00 km2 (62.93 sq. mi) land area. The entire DepEd Sibulan comprises South District and
North District. The seven public complete elementary schools are located in lowland and most
belong to the urban area except Calabnugan Elementary School.

The main instrument used in this study was the researchers mother tongue-based test. It
was prepared with the coverage skills of the grade four 2 nd quarter period. In this test, there are
two main parts. Part one is about the demographic profile of the pupils as respondents in this study.
It includes the information about the type of community, ethnic group, mother-tongue, and family
monthly income of the respondents. Part two is the thirty-six- item test. It was presented to the
adviser for comments and corrections and recommended by a math consultant from the Graduate
School. It was also proofread by the three trained K-12 implementers in public elementary schools,
which are Grade III, Grade IV, and MTBMLE national trainers of Grade I teachers, after which
the final revision was done. Then, validation test was conducted with a Cronbachs alpha .996
from 36 test items. Another type of instrument was the scores of grade four 2 nd quarter Englis h-
based mathematics periodical test. It was prepared by the grade four teachers and submitted to the
researcher.

After all those processes were undertaken to achieve a valid, reliable and objective
instrument, the researcher wrote a permission letter to the DepEd, Division of Negros Oriental, for
the conduct of the test, noted by the adviser and approved also by the Dean of the Graduate School.
It was addressed to the Schools Division Superintendent through the endorsement of the office of
the Public Schools District Supervisor. The test proper was conducted last November after
receiving the approval letter from the division office of Negros Oriental, which was signed by the
Schools Division Superintendent last November 4, 2015. This was followed by the administra tio n
of the test, immediate retrieval of test papers and answer sheets, and collection of scores of grade
four 2nd quarter test. Tabulation, analysis, and interpretation followed after the retrieval of the
answer sheets. The two dependent variables in this study addressed the problems stated in this
research. It determined the performance level of the grade four 2 nd quarter Mathematics test and
the researchers mother tongue-based test using the mean per score (MPS). Next, it was to define
the relationship on the level of performance in grade four 2 nd quarter test in Mathematics and
researcher-made Mother Tongue-based test against the four demographic profiles of the
respondents using chi-square test.

The researcher extracted two types of data for the study: the nominal and the interval/ra tio.
Nominal and interval were gathered from the test questionnaire. Six statistical measures were used
so as to come up with a sound and thorough processing of the raw data, to wit: Percentage, Mean
Score, Mean Percentage Score, Fisher's exact test- chi-square, Pearson product-moment
correlation coefficient.

Results and Discussions

1. The Demographic Profile of the Respondents

Type of Community of Respondents. It can be noted in Table 2 that majority are urban
dwellers with 224 or 84.53 % respondents. There are only forty-one or 15.47 % pupils who reside
in the rural type of community.
 Performances in English and MTB Math Examinations 10

The data reveal the real situation that there is only one public elementary school in Sibulan
South District situated in the rural type of communityCalabnugan Elementary School. It can be
advanced at this point, that more pupils in this study are exposed to the developing society of
Sibulan as well as in Dumaguete City, the capital city of Negros Oriental.

Alongside, Barangay Calabnugan is a little bit far from the highway and a remote area but
the road widening and concreting project from LGUs was also possible to have the same access to
those who are living in urban area.

Ethnic Group of Respondents. In table 3, almost 100 % or 263 respondents are Bisaya. The
Non-Bisaya is nearest to zero which is two or .8 %. Of the total respondents in the study, most of
them belong to the Bisaya ethnic group. The data validate the dominant ethnic group in this study
because the environment of the study is in Negros Oriental, a province in the Visayas region. It
also shows that only few of the respondents are migrants from another region.

Mother Tongue of Respondents. The data in Table 4 reveal identical result to the ethnic
group in Table 3. The Binisaya has 263 or nearest to 100 % talkers as the first language of the
respondents. Only two or .8 % are Non-Binisaya.

Binisaya is expected as the mother tongue because it is commonly used in Sibulan and even
in the whole province of Negros Oriental. Likewise, if the ethnic dominant group is Bisaya, so the
mother tongue prevailed. Hence, the language of the childs first community is definitely the first
language (L1) of the child.

Monthly Income of Respondents. Table 5 presents the family monthly income of pupils
parents by the respondents. More than a half of the respondentsone hundred eighty-six or 70.20
percentidentify Php 9, 999 and below, over the rest of the options.
 Performances in English and MTB Math Examinations 11

However, next to it (Php 10 000 39 999) which accounts 26.03 percent of the responses.
Third is Php 40 000 89 999, which indicates 7 respondents or 2.64 percent of the sample.
Lastly, Php 100 000 above is the least frequent, with less than 3 percent responses.

It is significant to note that the survey yielded a foreseeable outcome. In a public school
setting, the most common income range falls from Php 9, 999 and below. One thing that is
noticeable with the data is that there are respondents belonging to an earner ranging from Php 10
000 and above. Whether we believe it or not, there are a few families whose earnings range from
80, 000 and above. The instrument was limited only to the respondents family income. The
validation of respondents responses was not done during the data gathering due to lack of time.

The dominant mother tongue or L1, Binisaya, is also the language that the respondents
commonly use in a linguistic environment or oral interactions (Swain, 1990). Hence, the
MTBMLE program addresses the finding of Nolascos study that many pupils do not understand
what their teacher is saying (using L2) and, therefore, they cannot follow the lesson (2008). The
pupils cannot get the meaning of the lesson because of the second language (L2) used by the
teacher. This study confirms with Nolascos idea that using Mother-Tongue Based Multilingua l
Education (MTBMLE) makes the pupils express and engage themselves freely in learning the
lessons.

2. Level of Performance of the Respondents in Grade IV Mathematics and in Mother

Tongue-Based Mathematics

Table 6 presents the respondents level of performance in Grade IV Mathematics 2nd

quarter test which is an English-based test. This variable is utilized to triangulate the quantitative
study in mother tongue-based performance in Mathematics.

It shows that the Mean Percentage Score (MPS) of English-based test is 53.08. The highest
frequency is the average mastery with 177 respondents. Next from the highest is moving towards
mastery with 50 respondents. Then, it is followed by the low mastery with 25, closely
approximating mastery with 9 and very low mastery with 4 respondents. The level of performance
of the respondents in grade IV Mathematics is average mastery.
 Performances in English and MTB Math Examinations 12

Apparently, nobody obtains the mastery level, however, no one also falls under absolutely
no mastery level. Moreover, only a few attain low and very low mastery level which is 25 and 4
respondents, respectively. Both results reveal that the performance of the respondents is average
mastery in either English-based or mother tongue-based. This shows that most or 89 % of the
respondents get the average mastery skills in Mathematics as mean percentage score on a normal
curve.

The Mean Percentage Score (MPS) of mother tongue-based test is 51.57. The highest
frequency is the average mastery by 156 respondents. It is followed by moving towards mastery
with 57, low mastery with 45, closely approximating mastery with 4, mastered with 2 and very low
mastery with 1 respondent. The level of performance in Mother Tongue-based Mathematics of the
respondents is average mastery.

Table 6 discloses also that the 51.57 MPS belongs to the average mastery level of
performance in Mother Tongue-based Mathematics of the respondents. It is also consistent with
the 156 frequency of respondents who fall under average mastery level of performance. Although,
only 57 achieve moving towards mastery and four (4) closely approximating mastery, only two (2)
respondents achieve mastery level. On the contrary, 45 respondents belong to low average mastery
but only one (1) respondent plunges very low average mastery and none has absolutely no mastery.
The level of performance reflected in Mother Tongue-based test is consistent with respondents
achievement level which is settled at the average mastery level. Additionally, the 2 respondents,
who achieve mastery level of performance, surpass due to the mother tongue-based test.
 Performances in English and MTB Math Examinations 13

However, the status quo between the two levels of performances in grade IV Mathematics
and Mother Tongue-based test urges the need to strengthen the mastery of skills in Mathematics.
Nevertheless, according to Dr. Benito (2010), DepEd NETRC Director, 75 MPS and above is the
national target, which the performance level of the two variables fall short. At this 2nd quarter of
school year, the pupils gain confidence and freedom to learn without any hesitation, to engage the
lessons due to the MTBMLE. Nolasco (2008), as mentioned earlier, stated that the lingua franca
has effectively helped children adjust to the school setting and learning tasks such as being able to
read and write, solve math problems, understand science concepts and principle, use the first
language at home and eventually English as a second language. Though Dr. Benito (2010)
mentioned that 75 MPS as the national target, the results can enlighten the school administra tors
and teachers to scaffold the interest of the pupils to learn the lessons using the second language
(L2). Dennis and Susan Malone (2011), in their study Teacher Education for Mother Tongue- -
Based Education Programs, concluded that teacher education is clearly an essential component
of successful and sustainable MTB-MLE. They further said that relevant and useful collaboratio ns
among all stakeholders communities, teacher training institutions, and government agencies
will help develop and maintain teacher training programs that will produce effective MTB-MLE
teachers.

The average mastery level of performance in grade IV Mathematics is a sign that the
respondents achieved better performance in a transition stage from mother tongue-based K-12
implementation starting from grade one to grade three and to the English-based medium of
instruction as a second language (L2). However, it relays a message to the teachers that the
respondents need more practice and proficiency in Mathematics skills to elevate the performance
even up to mastery level.

The pupils performance in Mother Tongue-based test proves that the language barrier in
the test questionswhich was unleashed using Mother Tongue-based testis understood by the
respondents. Hence, the teachers effectively managed the smooth transition of Mother Tongue-
based medium of instruction in Mathematics to English-based.

3. Significant Relationship between the Demographic Profile of the Respondents and:

Grade IV 2nd Quarter Mathematics Periodical Test and Mother Tongue-Based
Performance

Chi-square Test Results between the Demographic Profiles of the Respondents and the
Level of Performance of Grade IV Mathematics. The data determine a significant relationship in
the level of performance of grade IV Mathematics if the same is tested against the demographic
profiles which include: type of community, ethnic group, mother tongue and family monthly
income.

As to the type of community, the chi-square p-value is 0.044 with 0.05 level of significa nce
and 4 degrees of freedom. The means of an urban and rural type of community are 51.47 and 61.40,
respectively. There is a statistically significant relationship between the variables. It means that
the frequency of the level of performance of grade IV Mathematics and the frequency of each type
of community is most likely similar.
 Performances in English and MTB Math Examinations 14

As to the ethnic group, the chi-square p-value is 1.00 with 0.05 level of significance and 4
degrees of freedom. The means of Bisaya, and Non-Bisaya ethnicity are 53.00 and 55.00,
respectively. There is no statistically significant relationship between the two variables. It means
that the frequency of level of performance of grade IV Mathematics and the frequency of each
ethnic group is most likely not similar. Therefore, there is no enough evidence to say that the two
are significantly related.

As to the mother tongue, the chi-square p-value is 0.302 with 0.05 level of significance and
4 degrees of freedom. The means of Binisaya and Non-Binisaya mother tongue are 53.08 and
45.00, respectively. There is no statistically significant relationship between the two variables. It
means that the frequency of level of performance of grade IV Mathematics and the frequency of
each language used are not similar, therefore, the two are not significantly related.

As to the family monthly income, the chi-square p-value is 0.112 with 0.05 level of
significance and 12 degrees of freedom. The means of 9, 999 and below, 10, 000 39, 999,
40, 000 89, 999, 90, 000 and above range of monthly income are 52.35, 54.40, 53.93 and
36.67, respectively. Thus, there is no statistical significance as to the family monthly income.

Chi-square Test Results Between the Demographic Profiles of the Respondents and the
Level of Performance of Mother Tongue-based Mathematics Test. The data determine whether
there is a significant relationship in the level of performance of mother tongue-based Mathematics
if the same is tested with the demographic profiles which include: type of community, ethnic
group, mother tongue and family monthly income.
 Performances in English and MTB Math Examinations 15

As to the type of community, the chi-square p-value is 0.000 with 0.05 level of significa nce
and 5 degrees of freedom. The level of performance in mother tongue-based Mathematics of an
urban and rural type of community are 43.41 and 62.87, respectively. Thus, there is a statistica lly
significant relationship as to the type of community.

As to the ethnic group, the chi-square p-value is 1.000 with 0.05 level of significance and
5 degrees of freedom. The level of performance in mother tongue-based Mathematics of Bisaya,
and Non-Bisaya ethnicity are 46.45 and 41.25, respectively. It means that the frequency of level
of performance of grade IV Mathematics and the frequency of each ethnic group are most likely
not similar. Therefore, there is no enough evidence to say that the two are significantly related.

As to the mother tongue, the chi-square p-value is 1.000 with 0.05 level of significance and
5 degrees of freedom. The level of performance in mother tongue-based Mathematics of Binisa ya,
and Non-Binisaya are 55.00 and 46.35, respectively. There is a statistically significant relations hip
as to the mother tongue.

This is same as to their family monthly income, the chi-square p-value was 0.977 with 0.05
level of significance and 15 degrees of freedom. The level of performance in mother tongue-based
Mathematics of 9, 999 and below, 10,00039, 999, 40,00089,999, and 90, 000 and above
family monthly income are 46.20, 47.58, 43.58 and 39.18, respectively. Thus, there is no
statistically significant relationship as to their family monthly income.

For the type of community against the two dependent variables, it is better to use other
methods to explore their interaction in a more detailed way. For this study, the researcher limits
only to a fairly simple way of discussing the relationship between variables. However, Obasi
(2011), in his study of Urban-Rural Differential in Teaching and Learning of Geography in
Ahiazu Mbaise and Owerri Municipal Council in IMO State, concluded that students in the rural
 Performances in English and MTB Math Examinations 16

schools can perform equally well as those in the urban schools given the necessary qualified staff
and equipment.

The level of performance of grade IV Mathematics is, therefore, not significantly related
when tested against the demographic profiles (ethnic group, mother tongue, and family monthly
income), except the type of community. Therefore, only the type of community, among other
demographic profile of the respondents, was dependent on the level of performance of grade IV
Mathematics. The level of performance of mother tongue-based Mathematics has, therefore, no
statistically significant relationship as tested against the demographic profile (ethnic group, mother
tongue, and family monthly income), except the type of community. This is consistent with the
result in grade IV mathematics performance that only the type of community has a statistica lly
significant relationship or most likely similar and dependent on the level of performance of Mother
Tongue-based Mathematics.

The outcome of the performance of the English-based test is higher than the Mother
Tongue-based test of this study and challenges the effectiveness of MTBMLE implementation. To
justify this noticeable results, some factors are to be considered during the administ ration of the
test such as teachers, pupils, environment and others. The instrument used by the researcher was
also another factor to look into. However, the difference between the performance of Englis h-
based test and Mother Tongue-based test which is 6 % dropped down from the average mastery
achievement level and a decrease of 1.5 MPS occurred at the average mastery achievement level.

4. The Tests Scores of the Pupils in the English-Based Test and Mother Tongue-Based
Test Compare when Grouped According to the Variables in Question Number 1

MANOVA Test Results of Scores of the Pupils in the English-based Test and Mother
Tongue-based Test Compared when Grouped according to the Demographic Profile of the
Respondents. The tables 9, 10, 11 and 12 present the result of the scores of the pupils in the Englis h-
based test and Mother Tongue-based test compared when they are grouped according to the type
of community, ethnic group, mother tongue and monthly income of the respondents using
multivariate analysis of variance (MANOVA). In this query, the researcher finds how the
demographic profile of the respondents influences some patterning of responses on the scores of
the pupils in the English-based test and Mother Tongue-based test.

In table 9, there is a statistically significant difference between urban and rural dwellers
when considered jointly on the variables English-based test and mother tongue-based test, p =
0.000 with MANOVA evaluated at an alpha level of 0.05 and the means of 20.59 and 24.56,
respectively for English-based.

The means of Mother Tongue-based urban and rural are 17.36 and 25.15, respectively. The
respondents living in the rural demonstrated significantly higher on the English-based test and
mother tongue-based test as well than in urban respondents.

Table 10 reveals that there is a significant difference between Bisaya and Non-Bisaya as
an ethnic group when considered jointly on the variables, English-based test and Mother Tongue-
based test, p = .000 with MANOVA evaluated at an alpha level of 0.05 and the means of 21.20
and 22.00, respectively. The means of Mother Tongue-based test are 18.58 and 16.50, respectively.
 Performances in English and MTB Math Examinations 17

The data indicate that the Non-Bisaya ethnic group is significantly higher on Englis h-
based test than the Bisaya ethnic group while on the Mother-Tongue based test, the Bisaya ethnic
group is significantly higher than the Non-Bisaya ethnic group.

In the same way, table 11 shows that the Binisaya and Non-Binisaya are significa ntly
different on English-based test and mother tongue-based test, p = .000 with MANOVA evaluated
at an alpha level of 0.05 and the means of 18.00 and 21.23, respectively for English-based.
 Performances in English and MTB Math Examinations 18

The means of Mother Tongue-based are 22.00, and 18.54, respectively. The data show that
the Binisaya is significantly higher on English-based test than Non-Bisaya. Unlike the mother-
tongue-based test, the results are reversed and Non-Binisaya is significantly higher than the Bisaya
ethnic group.

Finally, table 12 discloses the result that the family monthly income is significa nt ly
different on the variables, English-based test and Mother Tongue-based test, p = .000 with
MANOVA evaluated at an alpha level of 0.05 and the means are 20.95, 22.16, 21.57, and 14.67,
respectively for English-based. The means on Mother Tongue-based are 18.50, 19.03, 17.43, and
15.67, respectively. The data on the 9,999 and below family monthly income demonstrate a
significantly lower in the English-based test and Mother Tongue-based test than 10,000 and
above family monthly income.
 Performances in English and MTB Math Examinations 19

Another perspective to ponder from this study is the comparison of the scores of Englis h-
based test and mother tongue-based test when grouped according to the type of community, ethnic
group, mother tongue and monthly income of the respondents. Generally, the demographic profiles
provide enough evidence that there is significant difference when compared jointly with the
variables of English-based test and mother tongue-based test.

The results indicate that the demographic profile (type of community ethnic group, mother
tongue, and family monthly income) is significantly different on the level of performance of grade
IV Mathematics and mother tongue-based Mathematics.

5. Whether there is a Significant Relationship between Respondents Performance in

the Mother Tongue-based Examination and English-based Examination

Bivariate Correlations Test Between Respondents Performance in the English-based

Examination and Mother Tongue-based Examination. In table 13, there is a significant positive
relationship between scores on grade IV 2nd quarter math (English-based test) and scores of
researcher made-test math (Mother Tongue-based), r (263) = .492, p = .000. The scattered dots are
positive moderate correlation where r = .492. Finally, to test the null hypothesis, there is no
significant relationship between respondents performance in the Mother Tongue-based
examination and English-based examination based on the Pearson product-moment coeffic ie nt
test, findings show that it is rejected with the r (263) = .492, p = .000. All theoretical premises
mentioned earlier and related studies reviewed about the incorporation of MTBMLE in the formal
education are strengthened by the result of this study. The governments legal support in
implementing K-12 MTBMLE program by making a lawRA 10533 which known as Enhanced
Basic Education Act of 2013is on the right track.

Though this study limits only to the seven schools of Sibulan South Districts and cannot
speak on behalf of the whole Sibulan District, a division of Negros Oriental and even to the national
level, the results are considered as a good material to encourage other researchers to conduct a
similar study focused on scaffolding the effectiveness in implementing MTB-MLE in the
classroom and teacher training.
 Performances in English and MTB Math Examinations 20

Finally, the correlation test between respondents performance in the English-based

examination and Mother Tongue-based examination shows that the null hypothesis is rejected.
Therefore, there is a significant relationship between respondents performance in the Englis h-
based examination and Mother Tongue-based examination.

Conclusions

Based on the results just presented, the following conclusions are herein formulated to
answer the specific questions. Most of the respondents of this study are Bisaya with Binisaya as
their mother tongue or first language (L1) and living in urban and rural areas, regardless of monthly
income. Binisaya, as a mother tongue, was rooted down from their ethnicity of being a Bisaya as
manifested in their demographic profile. Therefore, the mother tongue of the respondents,
Binisaya, is the language of their hearts. Teachers are encouraged to maximize their creativity in
producing Mother Tongue-based instructional materials (IMs), designing locale-based activities
that would enhance the learners analytical ability and improve their problem-solving skills in a
conducive environment where the second language (L2) is understood using the mother tongue
(L1). Obviously, teacher education is clearly an essential component of successful and sustainab le
MTB-MLE.

The level of performance in grade IV Mathematics signals that the respondents achieve
average mastery from mother tongue to the English medium of instruction as a second language
(L2) in Mathematics. At the same time, it is closely similar to the performance in Mother Tongue -
based test. Hence, the language barrier, as one factor in comprehending the test questions, is
understood by the respondents due to the implementation of the K-12 MTB-MLE program. The
school leaders recognize the relevant and useful partnership among all stakeholders such as
parents, private training institutions, and government agencies, which will help develop and
maintain teacher training programs that will produce effective MTB-MLE teachers. The
Department of Education, among other government and private agency, shall collaborate in
providing training for the teachers, the MTB-MLE implementer, to be competent in the required
language, content and methods.

The test of independence between the level of performance of grade IV Mathematics and
mother tongue-based Mathematics against the demographic profiles such as ethnic group, mother
tongue, and family monthly income, except the type of community, is not statistically significa nt.
Though the only type of community is dependent on the level of performance of two dependent
variables, the need to use other methods is necessary in order to explore their interaction in more
detailed way. The respondents profile itself is an important determiner for the decision-mak ing
phase of language teaching; hence, it is eagerly recommended that the government agencies, such
as the Department of Education, DOST, and others, shall encourage and motivate the teachers to
conduct a comparable study and use other methods to explore their interaction in a more detailed
way. The Department of Education shall give motivational incentives to stimulate the teachers
passion to make more action research to be done at the classroom level.

The test for the difference in two or more vectors of means between the level of
performance of grade IV Mathematics and Mother Tongue-based Mathematics, when compared
jointly with the demographic profile of type of community, ethnic group, mother tongue and family
monthly income, demonstrates a significant difference. Therefore, the demographic profile of the
 Performances in English and MTB Math Examinations 21

respondents provides enough evidence to show the significant difference of scores in Englis h-
based test and mother tongue-based test. A parallel study be done in other districts in order to have
triangulated results of the study.

The null hypothesis is rejected. Therefore, there is a significant relationship between the
respondents performance in the English-based examination and Mother Tongue-based
examination. Mother Tongue-based Multilingual Education (MTBMLE) includes more than the
school and classroom. It begins in the learners homes and communities. For future researchers,
their study be focused on attitudes, interactions and perceptions of multiple stakeholders as well
as on test scores.

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