Republic of the Philippines

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

COLLEGE OF EDUCATION
GRADUATE SCHOOL
Sta. Mesa, Manila

Effectiveness of Mother-Tongue Based Instruction

on Grade 3 Pupils’ Achievements in
Mathematics of Mary Mount Academy

A study
Submitted to

Dr. JOSEPH MERCADO

Educational Statistics
EDU 641

By

David John E. Gumba

Reinalyn F. Malagueño
Dinnes A. Masubay
Ruth B. Pormilos

Master in Educational Management

April 2017
 Effectiveness of Mother-Tongue Based Instruction

on Grade 3 Pupils’ Achievements in

Mathematics of Mary Mount Academy

ABSTRACT

The study was conducted to examine the effectiveness of mother tongue based instruction on

the achievement of the Grade 3 pupils of Mary Mount Academy in Mathematics. Specifically, it

aimed to describe the profile of the pupils in terms of age and gender; ascertain the level of

achievement in Mathematics when the pupils were exposed to mother tongue based and

English instruction; compare pupils‘ Mathematics achievement in the mother tongue-based

instruction and English based instruction using the results of an standardized test made

exclusively for Mary Mount Academy and differentiate pupils‘ achievement in Mathematics

between two groups when they are categorized according to the profile variables: gender and

age. A quasi-experimental research design was used involving two (2) intact groups of Grade 3

pupils of Mary Mount Academy in School Year 2016-2017. The pupils who were exposed to

mother tongue-based instruction were assigned as the experimental group and the pupils

exposed to English instruction were assigned as the control group. The achievement test for the

mother tongue class was in mother tongue while the achievement test for the English class was

the same test but in English language.

 Chapter I

THE PROBLEM AND ITS BACKGROUND

INTRODUCTION

Language plays a vital role in the development and learning of an individual. It is vital in

education because learners need to understand to learn. Language is central to or pervasive in

the realm of human. Language forms the basis of whatever social cohesion we can attain,

determine our worldview. Language intimately links the past with the present and the present

with the future (Israel, 2013). Education comes from language that learners can understand

that’s why the Department of Education is pushing for the use of mother tongue instead of

English as medium of instruction in the primary level up to grade 3. Mother Tongue – Based

Multilingual Education (MTB-MLE) is the government’s banner program for education as a

salient part of the implementation of the K to 12 Basic Education Program. Its significance is

underscored by the passing of Republic Act 10523, otherwise known as the “Enhanced Basic

Education Act of 2013” and was supported by DO 28, s. 2013 which is the Additional Guidelines

to DepEd Order No. 16 s. 2012 ( Guidelines on the Implementation of the Mother Tongue

Based-Multilingual Education. MTBE is education, formal or non-formal, in which a student’s

native -language (mother tongue) and other languages were used as medium of instruction in

the classroom. The MTB-MLE aims to improve the pupil’s language and cognitive development,
as well as his/her socio-cultural awareness as provided in the enclosure of DepEd Order No. 16,

s. 2012.

The child’s language will serve as the fundamental language for literacy and learning. A person

first learn through the language they understand best, which is their mother tongue and develop

a strong foundation of literacy before adding additional language. Researchers stresses that

children with strong foundation on their mother tongue develop high literacy abilities in the

second language. Mother tongue serves as the bridge to transfer knowledge and skills across

languages. The bridge will enable the students to use both or all the languages they know for

lifelong learning and success in school. The school will engage the students to develop their

cognitive skills through enriching activities that will push these students beyond the basic wh-

questions to cover higher level thinking skills which they can transfer to other languages once

they are fully trained or equipped with enough Filipino or English to use these skills in thinking

and articulating thoughts. With the goal of making Filipino lifelong learners in their first language

(Mother Tongue), the second language (Filipino, national language), and the third language

(English, global language), the children will be more than prepared to develop the competencies

in the different learning areas. This will be the passport of these learners for the mainstream

educational system and in the end, they will contribute productively to their community and to

the larger society as well as Multilingual, Multiliterate, and Multi-cultural citizens of the country.

For the effective implementation of the MTB-MLE, it is suggested that the two-track method be

used. Those are the primer track to focus on the accuracy and the story track to focus on the

meaning. These two-track methods are useful to gain proficiency in literacy as well as

comprehending academic content and gain curriculum mastery, creative and critical thinking

skills for decisive decision-making.

The use of MTB-MLE is advantageous in providing the following: first, literacy. Students only

learn to read once and the ability to read using the first language develops skills that transfer to

ability to read the other language. Comprehension in reading the other language comes only

after oral proficiency has developed such that vocabulary in the second language will be part of

the learner’s spoken vocabulary. Second, prior knowledge. Students will be able to participate in

the discussion because the ideas are already familiar to them using the home language and it

enables better learning of the curriculum through integration and application of that knowledge

into current knowledge schemes. Third is cognitive development and high order thinking skills or

HOTS. The use of mother tongue is a strong foundation that enables the students to develop

high degree of comprehension and critical thinking. The knowledge, skills, attitude, and values

gained through the mother tongue better support learning the other language and also, learning

through the other language later. Fourth is it builds strong bridge from one language to another.

MTB-MLE provides a good bridge to listening speaking, reading, and writing to another

language which can be enriched through enriching activities that will build fluency and

confidence in using the other language for lifelong learning. Fifth, scaffolding. Mother tongue

can be a great support in instruction and comprehension when the second language is not

sufficiently developed to be used alone. The first language will be used as expression and the

teacher as facilitator will help the learner to adequately express the idea in the second

language. In this way, the first language strengthens the learning of the second language by

supporting the development of the second language in communication. Sixth, teaching for

meaning and accuracy. Decoding text requires accuracy, while comprehending text requires

decoding skills within a meaningful context. Last is confidence building and proficiency

development for two or more languages along the following macro-skills (listening, speaking,

reading, writing, and viewing) for both meaning and accuracy.

It is obvious that using the mother tongue as medium of instruction is a great advantage for the

students to learn. It provides great opportunity to understand concepts, comprehend texts and

provide meaningful learning to the students. Mother Tongue-Based instruction provides an

opportunity for our children to exercise their right to learn in their first language. Therefore, it

promotes literacy, as it hastens the learning process. They are able to: a) understand what the

teacher is saying, b) think well c) argue well and d) question properly and critically (Silva, 2016).

In an article in British Council entitled “Why schools should teach young learners in home

language", Prof. Angelina Kioko explain why it is necessary to use mother tongue for new

learners. She cited some reasons why the school should start teaching students using the

mother tongue. First, learning does not begin in school. Learning starts at home in learner’s

home language though school is the continuation of this learning. This also made significant

changes in the mode of education. The school is setting structures and controls the content and

delivery of a pre-determined curriculum which means the child is just starting to adapt and is just

learning through experience. Second, by using the learner’s home language, learners are more

likely to engage in the learning process. She pointed out that the interactive learner-centered

approach – recommended by all educationalists – thrives in an environment where learners are

sufficiently proficient in the language of instruction. It allows learners to ask questions, make

inquiries, make suggestions, answer questions, and create and communicate new knowledge

with enthusiasm. Language will not be a barrier for them to learn and interact with their peers.

Mother tongue-based instruction can be used in all of the subjects including mathematics.

Background of the Study

Many Filipino learners face various barriers in education and one of these barriers is that our

learners begin their schooling in a language where they do not comprehend. They do not
understand the language of education being used as a medium of instruction in the classroom

(DepEd, 2011). Many learners become discouraged and tend to drop out from school. Low

quality education often has disproportionate impact on vulnerable groups and leads to school

and resource wastage as learners drop out, are pushed out or end up repeating grades

(Alexander, 2000; Bowden, 2002). The learners should begin their education in a language they

understand; it will develop a strong foundation and a motivation to attend school. In addition, it

will develop their cognitive and reasoning skills enabling children to operate in different

language starting in the mother tongue with transition to Filipino and then English. Test carried

out in several developing countries revealed that many students had not attained the

competency levels required for their level of schooling. Thus, EFA reports that ―millions of

children are leaving school without having acquired basic skills‖ (EFA Summary Report 2010).

The EFA Report on the quality of education notes an enormous gap between the number of

graduating from school and those among them are mastering the minimum level of literacy. The

Department of Education Order No. 16 s. February 17, 2012, states that starting the school year

2012-2013, the mother tongue-based multilingual education will be implemented in all public

schools. The pupils‘ home language will be used to teach all the learning areas for literacy and

as a medium of instruction inside the classroom. The cognitive development and its effects in

other academic areas, pupils taught to read and write in their first language acquire

competencies more quickly. Pupils who have learned to read and write in their first language

learn to speak, read, and write in a second language (L2) and third language (L3) more quickly

than those who are taught in a second language or third language first; and in terms of cognitive

development and its effects in other academic areas, pupils taught to read and write in their first

language acquire such competencies more quickly (DepEd Order No. 74, s. 2009). The use of

mother tongue enables the young learners to immediately construct and explain without fear of

making mistakes, articulate their thoughts and add new concepts to that which they already

knew. In turn, the teachers can more accurately assess what has been learned and identify the
areas where they need help (Nolasco, 2010, Philippine Daily Inquirer). Mother tongue-based

education has a positive impact on educational and learning outcomes. The child‘s home

language can effectively be used as a language of instruction in the early years of schooling as

a bridge to learning. Appropriate language in education enables the teachers to instruct on the

language a child speaks most at home and understands well enough to learn academic content

through mother tongue. Mother tongue instruction promotes inclusion in education and improves

the quality of education by building on the knowledge and experience of both learners and

teachers. UNESCO believes and supports findings of studies showing evidence that mother

tongue instruction is a key factor for literacy and learning.

Hypothesis

1. Null Hypothesis(H0): There is no significant relationship between the achievements

of students using MTB instruction and English instruction.

2. Alternative Hypothesis ( H1): There is significant relationship between the

achievements of students using MTB instruction and English instruction.

Statement of the Problem

This study aimed to find out the achievement of the pupils in mother tongue-based instruction in

Mary Mount Academy. Specifically, it sought to answer the following questions:

1. What is the profile of the pupils in terms of:

a. gender,

b. age?

2. What is the pupils‘ level of achievement in Mathematics when exposed to mother tongue -

based and English instruction?

3. Is there a significant difference between the mean score of Pupils‘ Achievement in

Mathematics in the mother tongue class and English class when they are grouped according

to the profile variables:

a.gender,

b. age?

Objectives of the Study

The general aim of this study was to evaluate the achievement of pupils in mother tongue-

based instruction. Specifically it aimed to:

1. describe the profile of the pupils in terms of:

a. gender;

b. age

2. Ascertain the level of achievement in Mathematics when the pupils were exposed to mother

tongue-based and English instruction;

3. Differentiate Pupils‘ Achievement in Mathematics in the mother tongue class and English

class when they are grouped according to the profile variables:

a. gender,

b.age

Significance of the Study

The findings of this study hoped to serve as a baseline data in the achievement of the pupils in

mother tongue-based instruction. For the Grade 3 teachers, of their foremost roles in the

implementation of mother tongue based- multilingual education, this study is vital in that it may

be able to improve the program and provide appropriate instruction especially with respect to

the implementation.

For the parents who play a big role in their child‘s development, their involvement serves

as reinforcement for the pupils to grow in all aspects specifically in letting their children know

how to read and write. For the pupils, that they may able to have a lifelong learning using their

home language as a medium of instruction in the classroom and being proud of their heritage.

They will not be afraid to commit mistakes in articulating the word that they are going to speak.

Lastly, with the result of this study, the DepEd officials, curriculum makers and researchers

would be given a feedback with regards to the implementation of mother tongue based-

multilingual education as part of the K to12 Curriculum.

Scope and Delimitation of the Study

This research work focused on the effectiveness of mother tongue-based instruction among the

pupils‘ achievement in Mathematics. The study was conducted during the 3rd grading period for

the school year 2016-2017 at Mary Mount Academy. Only two heterogeneous classes out of the

three sections of Grade 3 classes were involved in the study. The topics were delimited to

sixteen lessons adopted in the first quarter of the Mathematics Grade 3 Teaching Guide of the

Department of Education. The lessons used in experimental and control group were parallel.

Conceptual Framework

The Cummins (1979) interdependence theory explains the positive transfer of literacy skills from

the first language (L1) to the second language (L2). He argued that the level of literacy

competence in L2 a child attains is partially a function of the level of competence the child has in

L1 at the time L2 teaching begins intensively. Thus, if an education system submerges learners

in L2 without first trying to further develop the skill they already have in L1, the school risks

impeding their competency in L2 for years to come, while also limiting continued, autonomous

development of their L1. This is because the sustained use of a foreign language of instruction

in schools negatively impacts the way children, earn to think, thus inferring with their cognitive

development (Wigglesworth & Simpson, 2008) support the idea that a child‘s initial acquisition of

language is vital to their learning how to think. Therefore, when education system imposes a

foreign language on children, disregarding their initial contact with a language and pattern of

processing new information, inhibits their development of cognitive function. Once the students

have a basic literacy skills in the L1 and communicative skills in the L2, they can begin reading

and writing in the L2, efficiently transferring the literacy skills they can have acquired in the

familiar language. The pedagogical principles behind this positive transfer of skills are Cummins‘

(1991, 1999) interdependence theory and the concept of common underlying proficiency,
whereby the knowledge of language, once oral L2 skills are developed, and no re-learning is

required. Consistent with these principles, it is possible for children schooled only in the L2 to

transfer their knowledge and skills to the L1, but the process is highly inefficient as well as being

unnecessarily difficult.

According to June Jordan (2009), ―You will never teach a child a new language by scoring,

ridiculing and forcibly erasing his first language. At the beginning of education, mother tongue

instruction is very important not only to develop a strong educational foundation, but also to

strengthen the cognitive development of learners. Unless the mother tongue is used in

education, there is a big gap between the student‘s home and the school. By developing literacy

skills in the first language, mother tongue-based multilingual education helps strengthen the first

language and provides a smooth transition from L1 (first language) to L2 (national language) or

L3 (international language) to be used as a medium of instruction. Mother tongue-based

education has a positive impact on educational and learning outcomes in most of the developing

countries. A child‘s home language can effectively be used as a language of instruction in the

early years of their schooling as a bridge to learning. The positive reinforcement decreases

rates of repetition, failure and dropouts, and ―provides long-term benefits like higher self-

esteem, greater self-confidence and higher aspirations for schooling and life‖ (UNESCO, 2006).

L1 classrooms allow children to express themselves, contribute to discussions and develop their

intellects as conversations are carried out in a familiar language. This is thought to lead to more

satisfaction from the education system, therefore reducing dropouts and because learners are

able to keep up with what is going on or at least feel they can ask questions where they do not

understand, rates of failure and repetition decrease. In contrast, learners in submersion

classrooms are forced to sit silently or repeat mechanically, leading to frustration and ultimately

repetition, failure and dropout (Benson, 2004). Mother tongue-based multilingual education

program have been established in many minority language communities around the world. Most
teachers, principals and parents of children in that program have found that students who begin

learning in their home language: (a) Have more confidence in themselves as learners; (b)

Participate more actively in classroom discussions; (c) Ask more questions; (d) Demonstrate a

deeper understanding of the subjects; (e) Learn to read more easily and understand what they

read; (f) Learn to write more easily and express themselves better in written form; and (g) Learn

the school language – oral and written – more easily and with greater comprehension. Through

a language a child is familiar with, the child is able to access the power of education, to develop

the self-esteem and pride and his potentials (Id21 Insights, 2006). Children who read and write

in the mother tongue before learning another language not only are more successful second

language learners but also excel more quickly than their peers who did not become literate in

their first language (UNESCO, 2003). In the same manner, the implementation of mother tongue

based- multilingual education tend to be drastic in our educational innovations. Though it

provides a positive effect towards the academic performance and the pride of our heritage the

use of mother tongue, but it advocates an insufficient readiness, trainings and other problems

that will be encountered by the concerned authorities such as the implementers and the

teachers.

Research Paradigm

FEEDBACK
 Chapter II

REVIEW OF RELATED LITERATURE

The related literature of the study will show how vast the research regarding the effectiveness of

Mother-Tongue Based Instruction in teaching, in both local and international setting. This

section includes related literature and studies which have direct relevance to the present study.

The review consists of three parts, which include the following: (1) Foreign Related Literature,

(2) Local Related Literature and Studies, and (3) Synthesis and Relevance of the Reviewed

Literature and Studies.

Foreign literature

Linguists and language researchers have the emergent awareness that mother tongue (MT)

education is more effective than bilingual or second language medium of instruction (Heugh,

2002: 171; Rademeyer, 2005:7). Hence, as one of the reforms of the new curriculum of the

Philippines, the vernaculars of the different regions of the country take the important role

specifically in the educational system of the elementary level. To brace this role, the Department

of Education (DepEd) has implemented the use of mother tongue as a channel of instruction

(DepEd order No. 74, series of 2009).

Several linguistic researches have already investigated the affirmative effects of MTBE in

different countries of the world. Such studies have been the basis of the promotion of MTBE by
UNESCO. In the new K to 12 curriculum, the Philippines has linked up to this language policy.

Faculty members are the role models for prospective K-12 teachers and can have a significant

impact on teachers’ use of instructional materials as well as technology in their future classroom

(Parker, 1997). This affects a larger community than Schools of Education because secondary

teachers come from all disciplines. The language prescription and teaching materials used by

the teacher are intertwined together to promote better learning.

Citing from wa Thiong’o (1992), Alexander (1994), and Achebe (1992)—three of some of the

most influential linguistics on the African continent—Phillipson (1996) reiterated that only a

couple of decades ago, 90% of Africans spoke only African languages, 70% of South Africans

understood Zulu, while the arbitrary classification of different types of English in Africa was

incorrect. More than half a century after UNESCO declared the importance of MTBE for minority

children, “and despite a plethora of books, articles, numerous conventions, declarations and

recommendations addressing this issue… most African countries continue to use” the European

languages inherited from the colonizers (UNESCO, 2010, p. 4). While some may see it as an

opportunity offered to Africans to contribute to the global discourse, others see this as

neocolonialism. For them, African languages face stigmatization because of English imperialism

(Phillipson, 1992, 1996). Yet, all languages are expected to have equal right to be “protected,

respected and developed” (McIlwraith, 2013, p. 7). This situation has led parents in some Asian

countries, for instance, to the hard choice between fighting English imperialism or accepting

English because of the socioeconomic opportunities that it provides (Li, 2002).

The UN has come out in support of mother- tongue based instruction, because their own

objective is to heighten the quality of education, with the belief that there is a need to identify

and appreciate linguistic minorities through the continuous use of local dialects in the academe.

By starting with the language that young learners speaks at home, the gap in understanding can
be bridged better and easier Hence, elementary students can better absorb lessons.

(Garbes,2012) Current series of linguistic r research have much revelation on language and

literacy. Some researchers conclude that becoming fluent in one‘s first language is important for

overall language and cognitive development, as well as academic achievement Evidence from

Cameroon, India, Mali, the Philippines, South Africa, Vietnam, and elsewhere attests to the

benefits of learning in a familiar language. First, children learn to read faster if they speak the

language of instruction, because they already have the cognitive basin of vocabulary,

knowledge of the construction of the utterances, and the ability to enunciate the sounds of the

language. (Ball, 2010). Amidst the controversy of the use of mother tongue along instruction,

language and dialect variation among multidialectal learners and the teachers’ dispositions

toward this linguistic issue become the core of debates among the educators involved in the K

to 12 curriculum. In order to deal with the linguistic demands of the curriculum, the Filipino

teachers should possess the disposition of being a polyglot. This matter point out to the burden

of educating the heterogeneous learners considering their dialect variations with different

cultural background. According to Yap, (2010) the mother tongues in the different regions play

an important role in the Philippine educational system. The Filipino, being bilingual in nature s

have strong ethnic loyalty and honor in using their own native tongues in some occasions. In

relation to globalization, the use of mother tongue and the priority in the use of international

language sometimes become an interesting topic among the linguists. Martin (2006) mentioned

that language preferences of teachers and students are often identified as the reasons behind

the continuing deterioration of English language proficiency among Filipino students. Amidst the

philosophical battle between English as the second language of Filipinos and Filipino as the

national language, some educators consider bilingualism in its pedagogical pedestal. It is

generally accepted that teachers of English play a leading role in providing learners with the

knowledge, skills and understanding they need to read, write, speak and listen effectively. This

is according to Arkoudis (2003). However, Goodwyn, et.al (2003) point out that all teachers
have stakes in effective literacy. Learners may fail to understand academic concepts through

the language they are still learning because their subject content teachers are not skillful of

assisting them. (Crandall, 1998).

In any curriculum, teachers must update themselves to the literacy demands of a curriculum

especially to the language demands in order to obtain flexible teaching techniques. Learners

who have been immersed in the learning environment in which the mother tongue has been

used showed statistically significant improvements in their academic performance compared to

children who were learning only in Filipino (Walter and Dekker, 2011). Although educational

researches are still needed to prove the implications of other based education in various

atmospheres and settings , educating the bilingual pupils in their vernacular language improved

cognitive acquisition and subject- centered knowledge.

Foreign and Local Studies

Citing a speech by Luis Enrique López, Dutcher (2001) outlines five major reasons why MTBE

should be promoted (p. 9). First, with MTBE, young learners develop strong L1 competencies.

Those learners perform well in all subjects. They develop a higher level of self-estem. They

develop a solid foundation on which all additional languages can be built if the students want to

learn an additional language. Last, MTBE promotes more participation of the parents and

community in the school activities. In the case of the Philippines, however, this may not

necessary be as attractive as it sounds because one classroom can easily have the

representation of more than five linguistic backgrounds. MTBE seems to be more challenging in

such multilingual settings (Ghimire, 2012), unlike settings where both students and teachers

share the same local language (Kang, 2012). In fact, while long-term effects of MTBE may have
been proven in Western countries, it has not been clearly conclusive in countries of the South

(D. Malone, 2008). In the case of MTB-MLE in the Philippines, Mahboob and Cruz (2013)

believe that due to the last century that was mainly focused on English instruction, this new

policy is a major paradigm shift. According to them, the success of MTB-MLE will highly depend

on the change in attitude towards languages. This is a conclusion they reached after their study

revealed some positive attitude towards the MTB-MLE policy.

The focus on English-only policy sometimes go to the extreme. In South Korea, the

overemphasis on English-only policy in Korean universities has created so much stress on

Korean students that Kang (2012) believes it may be cause of a number of student suicides.

Any extreme, no matter the direction that is taken, usually leads to undesirable results. English

has sometimes been associated with national and international competitiveness, better quality

of education, and better employment opportunities (Dawe, 2014; Gallego & Zubiri, 2011; Piller &

Cho, 2012). When applying for a job in a multilingual country where English is an official

language, candidates with a high command of English are certainly likely to take the job of those

with a low command. With an astonishing and still-rising number of multinational business

companies today, bilingual employees who know English seem to be favored. Despite the

prestigious position that English has assumed over a number of decades now (Finegan, 2011;

Phillipson, 1992, 1996; Yule, 2014), it seems to be facing some new challenges as more and

more emphasis is placed on mother-tongue based and multilingual education, at least in the

primary education (UNESCO, 2005a, 2005b, 2007, 2010). Some newer scholars have

surprisingly started pushing MTBE to go all the way to junior high school grades (McIlwraith,

2013). The discussion on when to stop MTBE and introduce English (or L2) seems to be never-

ending.
Synthesis and Relevance of the Reviewed Literature and Studies.

To keep in pace with the mandate of the newly absorbed curriculum in the Philippines, the

current study is intended to investigate the current perceptions of teachers about the MTBMLE

policy as well as the needed teaching materials considering the multilingualism and the bilingual

system of the country. Based from the findings of this study, conclusions were formed. With

regards to the profile of the respondents, majority of the respondents were female and they

were within the age range of 30-39 years old. Most of them have taught within the range of 1-5

years, and they started their masters’ degree. Majority of the respondents were dominated by

the Ilocanos. The overall mean 3.16 implies that the respondents as teachers of bilingual

learners slightly agree with the statements about the mother tongue based education or MTBE.

The Department of Education must constantly monitor the language mandate of the new

curriculum by providing series of evaluation and assessment among the Filipino pupils. Filipino

teachers who are teaching in the different regions with learners of different vernaculars must

manifest the interest to the academic demands of the curriculum considering the variations of

dialects in the different regions of the country. Continuous in-service training in the mother

tongue based education, monitoring and support must be provided by the department of

Education to ensure that the grade 1-3 teachers have the linguistic skills needed to effectively

operate the policy of the K to 12 curriculum along mother tongue based instruction. To support

the mother tongue- based policy as one of the mandate of the new curriculum, the Department

of Education should provide enough textbooks and teachers’ manual to teachers and pupils

which has been transcribed into the mother tongue of the leaners in the different regions of the

country. The Department of Education must constantly monitor the assessment of the impact of

MTB-MLE so that it can generally sustain and promote programs and help the educators toward

the effective implementation of the language policy as mandated in the newly embraced K to 12

curriculum. To ensure the quality instructional materials,the department of education,

publishers,local government, donors, and learning institutions need to collaborate to each other

and be given time to acquire , and assess mother tongue and the prescribed language materials

Adequate trainings must have been initially given to the educators of the pupils involved in the

newly prescribed subject in grades 1-3 which is the mother tongue subject. It is a separated

subject intended for the pupils for them to appreciate their vernacular.Aside from the Language

enhancement program for elementary teachers, language trainings for them may be initiated for

them to develop and unravel their communicative skills both locally and internationally. In this

way, a bilingual educator may maintain the balance between his ethnic identity and the external

needs in the internationally competitive world.

 Chapter III

METHODOLOGY

This study made use of a quasi-experimental research design. These involved two groups, the

experimental group which used mother tongue as the medium of instruction in the classroom

and the control group which used English as a medium of instruction in the classroom in

teaching Mathematics. The two classes were taught by the researcher during the period in

which they were assigned.

Locale of the Study

This study was conducted in the Mary Mount Academy, in the city of Parañaque. The school is

700 meters away from the National Highway. The school is composed of 20 regular teachers of

which two are kindergarten teachers, three grade one teachers, four grade two teachers, three

grade three teachers, three grade four teachers, two grade five teachers, two grade six teachers

and one school principal who manage the school. At present, it has a population of 774 from

Grade I to VI including the Kindergarten. The school site is accessible in terms of land

transportation. The school is supported by the different internal and external stakeholders like

GPTA (General Parents Teachers Association), and SGC (School Governing Council).
Participants of the Study

The participants of the study were Grade 3 pupils of Mary Mount Academy, in the city of

Paranaque who were enrolled in the school year 2016-2017. There were two intact classes for

Grade 3 pupils that represented the experimental group and the control group. The

experimental group used mother tongue as a medium of instruction in teaching Mathematics

while the control group used English as a medium of instruction in teaching Mathematics.

Table 1. Distribution of Participants of the Study

Groups Male Female Total

Mother Tongue-
19 14 33
Based Instruction

English Instruction 15 18 33

Total 34 32 66

Table 2. Profiles of Grade 3 Pupils Who were Taught Mathematics Using Mother Tongue-Based
Instruction.
PROFILE FREQUENCY PERCENTAGE
Gender
Boys 19 56%
Girls 14 44%
TOTAL 33 100
Age
7 7 20%
8 25 76%
9 1 4%
TOTAL 33 100

Table 3. Profiles of Grade I Pupils Who were Taught Mathematics Using English Instruction.
PROFILE FREQUENCY PERCENTAGE
Gender
Boys 15 46%
Girls 18 54%
TOTAL 33 100
Age
7 5 16%
8 26 78%
9 2 6%
TOTAL 33 100
Instrumentation

The lessons used in the experimental and control group were identical and parallel but they vary

on the language of instruction used. The experimental group used mother tongue as medium of

instruction in teaching Mathematics while the control group used English as medium of

instruction in teaching Mathematics.

The achievement test questionnaire was a 25 item test. This questionnaire was made by the

Master Teachers of Mary Mount Academy. The achievement test for the mother tongue class

was written in mother tongue while for the English class the achievement test was in English.

The coverage of the test was based on the topics of the lesson plans.

Research Instrument

The researchers used questionare as the primary tool for gathering data. Part I dealth

with the personal profile including the name, gender and age of the respondents while Part II is

the standardized test made by the Mater teachers of Mary Mount Academy

Demographic Profile. It is a questionare designed to gather data on the profile of the

repondents as to name, age, and gender. This is necessary to establish the background or

description of the research subject.

Standardized test. It is a test made by the Mater teachers of Mary Mount Academy to

measure the understanding of the students in a particular unit.

Data Gathering Procedure

The primary sources of data were the pretest scores, posttest scores, and retention test scores

of the two groups. The researchers handled the two classes. This is to minimize the effect of

differing teachers. The study was conducted during the first grading period. Throughout this
period the two groups of participants were taught the same lessons, exposed to the same

activities, given the same requirements, but were subjected to two different media of instruction.

Before the conduct of the study, a pretest was given to the two intact classes. The experimental

group answered the test questions which were written in mother tongue while the control group

answered the test questions which were written in English. After the last topic was discussed,

the same test was administered as posttest to both groups to measure the extent of the learning

of the pupils and for comparison of their scores.

Statistical Treatment of Data

1. Frequency and Percentage

2. Weighted Mean
 Chapter IV

Presentation, Analysis, and Interpretation of the Data

In this chapter, the results of the data analysis were presented. The data were collected

and then processed in response to the problem presented in Chapter 1. One fundamental

goal drove the collection of the data and subsequent analysis. The goal was to ascertain the

relationship between the achievements of students using MTB instruction and English

instruction.

The research used two groups of students. The first group, exposed to mother tongue-based

instruction, was assigned as the experimental group. This group is composed of 19 boys and

14 girls, these are 56% and 44% of the group respectively. 76% in this group aged 8 years,

20% is 7 years old and 4% is 9 years old. The second group, exposed to English instruction,

was assigned as the control group. This group is composed of 15 boys and 18 girls, these are

46% and 54% of the group respectively. 78% in this group aged 8 years, 16% is 7 years old

and 6% is 9 years old.

Table 4. Pupil’s Level of Achievement in Mathematics When Exposed to Mother Tongue-Based

Instruction
Mother-Tongue Pre-test Post test Qualitative
Based Instruction Description
Range of N Percent (%) N Percent (%)
Achievement
74% and below 6 18.2% 0 0 Beginning
75%-79% 11 33.3% 0 0 Developing
80%-84% 33.3% 54.4% Approaching
11 18 proficiency
85%-89% 4 12.1% 10 30.3% Proficient
90% and above 1 3% 5 15.2% Advance
 The table 5 shows the achievements of the group that have been exposed to the Mother

Tongue-Based instruction. During the pretest, 18.2% of the participants got 74% and below

score this labeled as beginning. 33.33% of the participants got 75%-79% that is developing,

and another 33.33% got 80%-84%, approaching proficiency. 12.1% got 85%-89% which is

proficient. Only 3% got 90% and above which is the advance level.

There is a noticeably improvement in students’ achievements at posttest results. NO one got

the beginning and developing scores. There were 18 pupils or 54.4% who had scored of 80%-

84% labeled as Approaching Proficiency (AP). There were 10 pupils or 30.3% who belonged

to the range of 85%-89% labeled as Proficient (P). Lastly, 5 pupils or 15.2% reached the

range of 90% and above labeled as Advanced (A).

Table 5. Pupil’s Level of Achievement in Mathematics When Exposed to English Instruction

Mother-Tongue Pre-test Post test Qualitative
Based Instruction Description
Range of N Percent (%) N Percent (%)
Achievement
74% and below 1 4% 0 0 Beginning

75%-79% 14 43% 0 0 Developing

80%-84% 15 45% 10 30.3% Approaching
proficiency
85%-89% 3 8% 13 40.4% Proficient
90% and above 0 0 10 30.3% Advance

In table 5, the achievements of the group that have been exposed to the English instruction.

During the pretest, 4% of the participants got 74% and below score this labeled as beginning.

43% of the participants got 75%-79% that is developing, 45% got 80%-84%, approaching

proficiency and 8% got 85%-89% which is proficient. No one got 90% and above.

However in the posttest, it showed improvements in their achievement. No one got the

beginning and developing scores. There were 10 pupils or 30.3% who had scores of 80%-

84% labeled as Approaching Proficiency (AP). There were 13 pupils or 40.4% who belonged
 to the range of 85%-89% labeled as Proficient (P). 10 pupils or 30.3% reaches the range of

90% and above labeled as Advanced (A).

Table 6. Analysis of Covariance (ANCOVA) of Pretest Mean Scores and Posttest Mean Scores
of Pupils Exposed to Mother Tongue-Based Instruction and English Based Instruction

Group Pretest Mean Scores Post Test Mean Scores

N Mean SD N Mean SD

Mother Tongue-Based
33 14.73 2.32 33 17.42 1.66
Instruction

English Instruction 33 14.85 1.62 33 18.73 2.13

Group Df Mean square F Sig.

Mother Tongue-Based Instruction 6 9.438 2.117 .086

English Instruction 8 2.364 .868 .556

The pupils‘ achievements that exposed to mother tongue-based instruction have mean scores

of 14.73 in the pretest with 2.32 SD and 17.42 in the post test with 1.66 SD, while the English

based instruction have mean scores of 14.85 in the pretest with 1.62 SD and 18.73 in the post

test with 2.13 SD.

There was a significant difference between the two instructions in pupils‘ Mathematics

achievement with F=2.117 at p=0.086 and F=.868 at p=0.556 in the post and retention tests

respectively.
Table 7. Mathematics Achievement Differences of Pupils‘ in Mother Tongue Class When
Grouped According to Gender.

Gender Mean SD t-value Probability

pretest
male 13.8947 1.88251
-5.930 .799
female 15.8571 2.44500
posttest
male 17.0000 1.41421
-2.924 .482
female 18.0000 1.83973

Table 8. Mathematics Achievement Differences of Pupils‘ in English Class When Grouped

According to Gender.

Gender Mean SD t-value Probability

pretest
male 14.7333 1.66762
-4.566 .539
female 14.9444 1.62597
posttest
male 18.2667 2.21897
-5.753 .092
female 19.1111 2.02598

Pupils exposed to mother tongue-based instruction had significantly higher Mathematics

achievement compared to those in the English based instruction. The pretest in the mother

tongue class with regards to groupings by gender showed that the males had the mean of

13.89 and a standard deviation of 1.88 while the females had a mean of 15.86 and a standard

deviation of 2.45 with a t-value of -5.930 and a non-significant Probability of .799.

The posttest of males had a mean of 17 and a standard deviation of 1.41 while the females

had a mean of 18 and a standard deviation of 1.84. The t-value was -2.924 and the probability

was .482.

The males in the pretest of the English class instruction had a mean of 14.733 with the

standard deviation of 1.67 whereas the females have the mean of 14.94 and the standard

deviation was 1.63 with t-value of -4.566 and a non-significant Probability of .539. The posttest
 of the males had a mean of 18.27 and the standard deviation is 2.22 whereas the females

have the mean of 19.11 with the standard deviation of 2.03. It had a t-value of -5.75 and the

Probability was .092.

Table 9. Mathematics Achievement Differences of Pupils‘ in Mother Tongue Class When

Grouped According to Age.

Gender Mean SD t-value Probability

pretest
7 years old 14.4286 2.99205
8 years old 14.76 2.20378 -4.361 .129
9 years old 16
posttest
7 years old 18.2857 1.60357
8 years old 17.24 1.64012 -4.989 .364
9 years old 16

Table 10. Mathematics Achievement Differences of Pupils‘ in English Class When Grouped
According to Age.
Gender Mean SD t-value Probability
pretest
7 years old 14.400 .54772
8 years old 15.077 1.71868 -3.200 .440
9 years old 13.000 .0000
posttest
7 years old 17.000 2.000
8 years old 19.000 1.97990 -6.432 .037
9 years old 19.500 3.53553

Tables 11 and 12 show the achievements of the pupils according to their age. The pretest in

the mother tongue class with regards to groupings by age showed that pupils age 7 have a

mean of 14.4286 and a SD of 2.99205. The 8 year old pupils have a mean of 14.76 and SD of

2.20378 while the correlation and t for 9 year old pupil cannot be computed because it is equal

to1. This has a t value of -4.361 and probability of .129.

In posttest, pupils age 7 have a mean of 18.2857and a SD of 1.60357. The 8 year old pupils

have a mean of 17.24and SD of 1.64012. Same as to the pretest, the correlation and t for 9
year old pupil cannot be computed because it is equal to1. The t-value is -4.989 and the

probability is .364.

The pretest in the English class with regards to groupings by age showed that pupils age 7

have a mean of 14.400 and a SD of .54772. The 8 year old pupils have a mean of 15.077and

SD of 1.71868 while the 9 year old pupils have a mean of 13.000 and SD of 0. This has a t

value of -3.200 and probability of .440. In posttest, pupils age 7 have a mean of 17.000 and a

SD of 2.000. The 8 year old pupils have a mean of 19.000 and SD of 1.97990 while the 9 year

old pupils have a mean of 19.500 and SD of 3.53553. This has a t value of -6.432 and

probability of .037.
 Chapter V

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