EFFECTS OF USING

MOTHER TONGUE IN
PUPILS’ PERFORMANCE
IN GRADE ONE
MATHEMATICS
RATIONALE
 STATEMENT OF THE
PROBLEM
 What are the personal
c h a r a c t e r i s t i c s i n t e r m s o f g e n d e r,
religion, language spoken, parents’
highest educational attainment and
monthly income that affect the
pupils’ performance in Grade I
Mathematics?
 Is there any significant relationship
b e t w e e n u s i n g M o t h e r To n g u e a s
medium of instruction and the
personal characteristics of the
pupils in terms of the performance
in Mathematics?
 HYPOTHESIS
 Personal characteristics such as
gender, religion, parents’ occupation,
parents’ educational attainment and
family income do not affect the pupils’
performance in Grade I Mathematics

 The use of Mother Tongue as medium

of instruction does not affect the
pupils’ performance in Grade I
Mathematics
METHODS AND
PROCEDURE
 Research Design
Input Throughput Output

PUPILS’ PERSONAL
CHARACTERISTICS

• Religion
• Gender Use of Mother
• Parents’ Performance of
Tongue as
Occupation Grade I Pupils in
Medium of
• Parents’ Mathematics
Instruction
Educational
Attainment
• Family
Income
 INSTRUMENT/S

1. Pupils’ Long
Quizzes for the Third
Grading Period
 Republic of the Philippines
Department of Education
Region III
Division of City Schools
Science City of Muñoz
DepEd-CLSU ELEMENTARY (LAB.) SCHOOL
PUPILS’ LONG QUIZZES SCORE

NAME OF PUPILS LONG QUIZZES

1ST 2ND 3RD TOTAL
(20 PTS.) (20 PTS. (20 PTS) (60 pts.)
No. BOYS
1. Bartolome, Prince D. 13 19 19 51

2. Cariaga, Justine Johnson C. 15 16 18 49

3. Estrada, Glen Andrei C. 14 17 19 50

4. Fernandez, Henrie B. 20 20 18 58

5. Hilario, Jericho R. 19 17 18 54

6. Jove, Jaydee V. 19 16 19 54

7. Juan, Jansen C. 15 14 14 43

8. Lucas, Cale Joshua G. 15 18 18 51

9. Marron, John Bryan G. 11 16 18 45

10. Mayo, John Paul A. 15 17 18 50

11. 57
Miguel, Justine A. 18 20 19
12. Pascual, James Kirby A. 19 18 15 52

13. 50
Quitos, Kenneth Eric D. 12 19 19
14. Santiago, King Joash Q. 16 20 15 51
2. Pupils ‘ Long
Quizzes Results
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region III
DIVISION OF CITY SCHOOLS
Science City of Muñoz
DepEd- CLSU Elementary (Lab.) School
LONG QUIZZES TEST RESULTS
THIRD GRADING
SY 2013 – 2014
GRADE: I-MAGALANG

SUBJECT N HPS HSO LSO M PL MPS

MATHEMATICS 40 60 59 43 50.75 84.58 84.89

3. Pupils’ Third
Periodical Score
 Republic of the Philippines
Department of Education
Region III
Division of City Schools
Science City of Muñoz
DepEd-CLSU ELEMENTARY (LAB.) SCHOOL

PUPILS’ THIRD PERIODICAL TEST SCORE

NAME OF PUPILS SCORE

(30 items)
NO. BOYS
1. Bartolome, Prince Henderson D. 27
2. Cariaga, Justine Johnson C. 26
3. Estrada, Glen Andrei C. 21
4. Fernandez, Henrie Angelo B. 28
5. Hilario, Jericho R. 20
6. Jove, Jaydee V. 20
7. Juan, Jansen C. 17
8. Lucas, Cale Joshua G. 20
9 Marron, John Bryan G. 24
10. Mayo, John Paul A. 26
11. Miguel, Justine A. 23
12. Pascual, James Kirby A. 20
13. Quitos, Kenneth Eric D. 28
14. Santiago, King Joash Q. 23
15. Vergara, Rod Kriel C. 26
16. Viernes, Psamuel B. 28
4. Pupils’ Third
Periodical Test
Results
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region III
DIVISION OF CITY SCHOOLS
Science City of Muñoz
DepEd- CLSU Elementary (Lab.) School

THIRD PERIODICAL TEST RESULTS

SY 2013 – 2014
GRADE: I- MAGALANG

SUBJECT N HPS HSO LSO M PL MPS

MATHEMATICS 40 30 29 17 24.30 81.00 81.38

 5. Pupils’ Grade for
the Second and Third
Grading Period
 Republic of the Philippines
Department of Education
Region III
Division of City Schools
Science City of Muñoz
DepEd-CLSU ELEMENTARY (LAB.) SCHOOL

GRADE ONE PUPILS’ SECOND AND THIRD FINAL GRADE IN MATHEMATICS

NAME OF PUPILS
NO.
BOYS 2ND GRADING 3RD GRADING
1. Bartolome, Prince Henderson D. 81 83
2. Cariaga, Justine Johnson C. 89 90
3. Estrada, Glen Andrei C. 86 86
4. Fernandez, Henrie Angelo B. 92 93
5. Hilario, Jericho R. 81 83
6. Jove, Jaydee V. 81 83
7. Juan, Jansen C. 78 80
8. Lucas, Cale Joshua G. 78 82
9 Marron, John Bryan G. 80 83
10. 89 90
Mayo, John Paul A.
11. 88 89
Miguel, Justine A.
12. 81 83
Pascual, James Kirby A.
13. 89 90
Quitos, Kenneth Eric D.
14. 78 79
Santiago, King Joash Q.
15. 90 90
Vergara, Rod Kriel C.
16. 92 92
Viernes, Psamuel B.
 6. Form
(Pupils’ Personal Characteristics)
 Republic of the Philippines
Department of Education
Region III
Division of City Schools
Science City of Muñoz
DepEd-CLSU ELEMENTARY (LAB.) SCHOOL

PUPIL’S PERSONAL CHARACTERISTICS

Name:_____________________________________________
Religion:___________________________________________
Gender:____________________________________________
Language Spoken:___________________________________
Name of Father:____________________________________
EducationalAttainment:_______________________________
Occupation:_________________________________________
Name of Mother:____________________________________
Educational Attainment:______________________________
Occupation:_________________________________________
Monthly Family Income:__________________________________
 STATISTICAL TREATMENT OF DATA

• Frequency and Percentage

• Correlation
RESULTS AND
DISCUSSION
 FINDINGS
Table 1..PERSONAL CHARACTERISTICS

Personal Characteristics Frequency Percentage

A. Gender
Male 16 40%
Female 24 60%
Total 40 100%
B. Religion
Roman Catholic 28 70%
Jehova’s Witnesses 2 5%
Iglesia ni Cristo 4 10%
Others 6 15%
Total 40 100%
C. Highest Educational Attainment of
Father
High School Graduate 3 7.5%
Vocational Course 5 12.5%
College Undergraduate 10 25%
College Graduate 20 50%
Doctorate/Ph. D 2 5%

Total 40 100%
D. Highest Educational Attainment of
Mother
High School Graduate 1 2.5%
Vocational Course 2 5%
College Undergraduate 5 12.5%
College Graduate 32 80 %

Total 40 100%
E. Monthly Family Income
Below P10, 000 7 17.5%
P10, 000 – P39, 999 17 42.5%
P40, 000 – P69, 999 10 25%
P70, 000 – P99, 999 4 10%
P100, 000 and above 2 5%

Total 40 100%
Table 2. CORRELATION BETWEEN PERSONAL
CHARACTERISTICS AND PERFORMANCE OF GRADE ONE PUPILS
IN MATHEMATICS IN TERMS OF FINAL GRADE

Personal Characteristics Pupils’ Performance in

Mathematics

Gender -.145
Religion .114
Highest Educational of Father .016
Highest Educational of Mother .807**
Monthly Family Income .158
CONCLUSIONS AND
RECOMMENDATIONS
 CONCLUSIONS
Teachers’ have to take into
consideration the teaching
environment and the target
population they teach.
Pupils’ try to communicate in that
language, giving them the
opportunity to practice the target
language and drag out as much
output in second language as
possible.
English should be the primary
means of communication in second
language classroom and that you
should give students ample
opportunities to process English
respectively as well as to give them
the opportunity to practice the
target language and drag out as
much output in second language as
possible even outside classrooms.
 RECOMMENDATIONS
Use of a familiar language to teach
beginning literacy facilitates an
understanding of sound-symbol or
meaning –symbol correspondence.
Since content area instruction is provided
in the L1, the learning of new concepts is
not postponed until children become
competent in the L2.
Transfer of linguistic and cognitive skills is
facilitated in bilingual programs .
Student learning can be accurately
assessed in bilingual classrooms.
Unlike submersion teaching, which is
often characterized by lecture and rote
response, bilingual instruction allows
teachers and students to interact
naturally and negotiate meanings
together, creating participatory learning
environments that are conducive to
cognitive as well as linguistic
development.
ANALYN N. RAZON
The Researcher
THANK YOU VERY MUCH !!!