Académique Documents
Professionnel Documents
Culture Documents
controversy over Filipino, not only as medium of instruction but also as the national
language. This is the situation as of 1994.
The idea of a mother language is purely cultural a way of making our identity.
A mother language can be powerful, which I why government sometimes try to
suppress, even eradicate, the use of minority languages, which is often done because
of the notion that the national identity depends o the having only one language
throughout the country. The Department of Education (DepEd) will use 12 major
local dialects as medium of instruction in the coming school year to develop wellrounded and life-long learners under K to 12 education program. These are Tagalog,
Kapampangan, Pangasinense, Iloko, Bikol, Hiligaynon, Cebuano, Waray, Tausug,
Maguindanao, Maranao and Chavacano.
Multilingual Education seeks to specifically address the high functional
illiteracy for Filipinos where language plays a significant factor. Based on the 2003
Functional Literacy, Education and Mass Media Survey (FLEMMS), out of 57.59
million Filipinos aged 10 to 64 years old, there were: 5.24 million Filipinos who
could not read and write; 7.83 million Filipinos who could not read, write, and
compute; 18.37 million Filipinos who could not read, write, compute and
comprehend. Inability to read and understand largely explains poor performance, low
retention, and low learning outcomes in the high schools. For instance, from 2004 to
2006, the performance of 4th year high school students have remained stagnant at 44%
with marginal gains in science and mathematics and a drop of two percentage points
for English. (Maligalig and Albert, p.33).
Study made by the Summer Institute of Linguistics has found that although
good teachers play an important past in good early education, the use of the mother
tongue has been proven effective in making the students understand the lesson better.
The above statement made the researcher decide to determine the
Effectiveness of Mother Tongue-Based Multilingual Education in Balucuc
Elementary School.
Theoretical Framework
Cummins (1984) formulated an interdependence hypothesis, asserting that
second language competence depends upon the level of development of L1. Cummins
distinguished between two kinds of language mastery: interpersonal communication
refers to oral communication skills that are used in everyday situations, while
cognitive academic language proficiency (CALP) is achieved when the speaker can
use language in decontextualized ways, including writing, permitting the use of the
language as a cognitive tool. Cummins argues that if learners have achieved CALP in
L1, this competence can be transferred to L2, permitting them to participate
successfully in academic learning in L2. If, however, learners have not achieved
CALP in L1, both academic learning and second language learning are adversely
affected.
Cummins recommends beginning general academic instruction in the childs
mother tongue until the child has become highly competent (i.e., has achieved CALP)
in L1.
According to Noam Chomsky, the mechanism of language acquisition
formulates from innate processes. This theory is evidenced by children who live in
5
the same linguistic community without a plethora of different experiences who arrive
at comparable grammars. Chomsky thus proposes that "all children share the same
internal constraints which characterize narrowly the grammar they are going to
construct." (Chomsky, 1977, p.98) Since we live in a biological world, "there is no
reason for supposing the mental world to be an exception." (Chomsky, 1977, p.94)
And he believes that there is a critical age for learning a language as is true for the
overall development of the human body.
ConceptualFramework
INPUT
Figure 1
Paradigm of the Study
This research was made to find out the effectiveness of MTB-MLE as
assessed by the Teachers of Balucuc Elementary School.
PROCESS
e:
profile such as:
OUTPUT
ational attainment
erience
Interviews conducted
assess the Effectiveness of MTB-MLE in Balucuc Elementary School in such aspects of:
formance
Statistical Treatment
and learning, study habits, retention and application, comprehension
Learning
d Application
on Level
elationship
level,
P
ky
f Language
gnitive Development
Skills
(BICS)
and
Cognitive
Academic
Language
of Mother Tongue Based Multilingual Education in Balucuc Elementary School: an Assessment Based on Grade 1-3 Public Teachers
In the process, there was survey questionnaire intended for the teachers. This
would be at great aid to the searchers to gather necessary information for the study.
Interviews were also conducted, and statistical treatment were involved and needed to
have a clear analysis and interpretation of data. Library researches were done also.
The output includes results such as the assessment of the teachers on the
effectiveness of MTB-MLE and to strengthen the implementation of Mother Tongue
FEEDBACK
Based- Multilingual Education. It also includes the propose solutions on the common
9
problems encountered by the teachers and a proposed material (big book) that will
help the school.
Scope and Limitations
This research will focus on the Effectiveness of Mother Tongue-Based
Multilingual Education in Balucuc Elementary School. The target number will be 100
percent or 14 of the total no. of teachers in the said school.
The coverage of this study was only for the teachers of Balucuc Elementary
School, Academic Year 2012-2013 and their assessment on Mother Tongue-Based
Multilingual Education.
Significance of the Study
The researcher has high hopes findings of this study will be used by and shall
benefit the different persons included in the educational process.
Students In this study, the result may directly benefit the students. Mother tongue
encourages a child to express himself easily and active participation because they
understand what is being discussed.
Faculty Mother tongue can empower the Faculty as well, the teachers can more
accurately assess what has been learned. Faculty can reflect and see if they are using
the appropriate language and technique in teaching basic education and to maintain
their ability in the art of teaching
Administrative Officials The result of this study may help the administrative
officials in the assessment and re-evaluation of what happening in the classroom.
Especially, the administrators would be guided to examine the existing policies and
practices, identifying which of these (policies and practices) have to be retained,
improved or strengthened and to involved reasons for such actions, furthermore, the
10
result of this study would enable the administration to evolve styles and approaches
that can be used to attain the desired efficient practices and vision in the development
of the high mode among the teachers.
DepEd The result of this study may help the DepEd strengthened the
implementation of mother tongue as a medium of instruction in grade 1 to grade 3.
Government The result of this study may help the government as source of recent
study to pursue the mother tongue as effective medium of instruction.
Future Researchers The result of this study will personally benefit the researcher.
The researcher will be made fully aware of the importance of mother tongue based
multilingual language as effective medium of instruction.
Statement of the Problem
The study aimed to assess the implementation of Mother Tongue Based
Multilingual Education on the Guidelines of DepEd in the Selected Public
Elementary School.
Specifically, it attempted to answer the following research programs.
1
Assumption
11
CALP
-- Cognitive Academic Language Proficiency
-- Survey questionnaire intended for the teachers by Dr. Jim Cummins.
Cognitive
-- Thinking, remembering, learning or using language.
-- Learning development of the learners.
DepEd
-- Department of Education
-- Sources of information and guide in implementing MTB-MLE.
Eradicate
-- Means to get rid of it completely
12
Institutionalize
-- Means of establishing as part of a culture, social system or organization.
-- Established Mother Tongue Based-Multilingual Edcuation
Language
-- System of communication which consists of a set of sounds and written
symbols which are used by the people of a particular country or region for
talking or writing.
-- Words and the systems for their use common to a people who are of the
same community or nation
First Language
-- The language that they learned first and speak best.
-- Filipino or Tagalog used to be the first language of the Philippines.
Native language
13
-- Regional language.
-- Kapampanganas the mother tongue in Pampanga.
Second language
-- Language which is not their native language but which they use at work or
at school.
-- Tagalog
Lingua Franca
--Common language
-- Language or way of communicating which is used between people who do
not speak another native language.
Linguistic
-- Study of human speech including the units, native, structure, and
modification of language.
-- Way in which language works
Mediocrity
-- Moderate or low quality.
-- Accomplishment
Mother Tongue
-- Native language, first language
-- Language that you learn from your parents when you are a baby.
Mother Tongue Based Multilingual Education
-- Program of DepEd
-- Fundamental educational policy.
Proficiency
-- Master, expert
-- Well advanced in an art, occupation or branch of knowledge
Teachers
14
CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
15
This chapter presents the review of related literature and studies that give
relevant information helped the researcher in establishing the justification and
additional insights to the study under consideration. These related literature and
studies are grouped into two namely: Foreign and Local.
Foreign Literature
According to June Jordan "You will never teach a child a new language by
scoring and 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.
Lev Vygotskystheory of Cognitive Development focuses heavily on language
and social interaction, and the role they play in helping learners acquire an
understanding of the culture in which they live. Language is a tool people use for
cultural transmission, communication, and reflection on their own thinking.Teachers
are encouraged to engage students in meaningful learning tasks that involve language
and social interaction. Learners who can benefit from assistance are in what Vygotsky
calls the zone of proximal development. Learners within this zone can profit from
instructional scaffolding in the form of modeling, questions, prompts, and cues.
Skutnabb-Tangas and Toukomaa (1976) proposed the threshold level
hypothesis, which posits that only when children have reached a threshold of
competence in their first language can they successfully learn a second language
without losing competence in both languages. Further, only when a child has crossed
a second threshold of competence in both languages will the childs bilingualism
16
complex
curriculum materials and produce in oral and written form may be relatively weak
and impoverished. (Baker,1996, p. 148)
The effective domain, involving confidence, self-esteem and identity, is
strengthened by use of the first language (L1), increasing motivation and initiative as
well as creativity. L1 classrooms allow children to be themselves and develop their
personalities as well as their intellects, unlike submersion classrooms where they are
forced to sit silently or repeat mechanically, leading to frustration and ultimately
repetition, failure and dropout. (Carol Benson 2004).
Language acquisition has been based primarily on studies of monolingual
acquisition, resulting in more theory than empirical evidence. However, scholars
agree broadly that children, including most children with specific learning
17
impairments or low general intelligence, have the capacity to learn more than one
language (Genesee, 2002.)
The L1 allows children to express their full range of knowledge and
experience and demonstrate their competence, which pedagogical approaches like
those of Piaget and Vygotsky would support as productive for learning. (Richardson,
2001).
Local Literature
The Philippines is a multilingual and multicultural nation with more than 150
languages. A national language is a powerful resource for inter-ethnic dialogue,
political unity, and national identity. To communicate throughout the nation, Filipinos
use the national Lingua Franca called Filipino, also known as Tagalog and Pilipino.
They speak it as an L2, and not as an L1. Because languages in the Philippines have
similar features, values, and concepts, non-native speakers of Tagalog learn Filipino
faster, rather than English. (A Primer on MLE, Nolasco, pg5)
Castillo (1999) echoes the importance of multilingual education beginning
with the first language. She notes studies in the USA and Canada have shown that,
when
first
language instruction
is
provided
language instruction, then students can achieve academically at higher levels that if
they had been taught in the second language only.
Dr. Ricardo Ma. Duran Nolasco, a linguistics professor from UP, cites the high
functional illiteracy of Filipinos and the high drop-out and non-completion rates of
students as the problems the mother tongue-based MLE seeks to address. On July 14,
18
2009, in what The Philippine Star columnist Isagani Cruz hailed as one of the most
significant and far-reaching contributions of (then DepEd) Secretary JesliLapus to the
history of Philippine education,the DepEd issued Order No. 74 series of 2009,
entitled Institutionalizing Mother Tongue-Based Multilingual Education (MLE).
DepEd Order No. 74 institutionalizes Mother Tongue-Based MLEthat is,
the use of more than two languages for literacy and instructionas a fundamental
policy and program in the whole stretch of formal education, including preschool.
Under this framework, the learners first language (L1) will be used as the primary
medium of instruction from preschool to at least Grade 3, and as the main vehicle to
teach understanding and mastery of all subject areas like Math, Science, Makabayan,
and language subjects like Filipino and English.
Sibayan (1967) suggests that the Filipino people have had to face the language
problem at practically every stage in their history. Spanish colonization from 1521
until 1898 and the period of American rule from 1900 until the establishment of the
Philippine Republic in 1946 have both had an impact upon language use in all walks
of life, but perhaps none more than in the area of education.
Sibayan (1985) notes that some of the problems of bilingual education among
the linguistic minorities in the Philippines are related to the lack of materials in the
language. The Council for the Welfare of Children Report (1999) states that schools
must change to serve the Filipino child - locally-developed learning materials using
vernacular language is suggested in order to maintain pupil's interest in the
curriculum. This would serve to build the child's perception of the value of their
19
language and increase their self-esteem and promote continuing involvement in the
education process. Baguingan (1999) highlights the significant financial resources
investment and teacher training required to prepare instructional materials for the
many languages of the Philippines.
The researcher has been to Department of Education and given the chance to
talk to the Special Education Unit Supervisor, Ms.Arsenia C. Lara. She gave us some
information about how they implemented the mother tongue considering various
reasons based to recent studies stated above. Inspired with the information and
experience, the researchers have conceptualized to pursue the study about the Mother
Tongue-Based Multilingual Education to enhance learning.
Dr. Ricardo Ma. Nolasco of the UP Department of Linguistics noted that two
out of three Filipinos, between the ages 10-64, do not understand what they are
reading, based on the 2003 FLEMMS survey. According to the 2008-2009 results of
the national career assessment examination (NCAE), the reading comprehension and
verbal abilities of 4th year high school students are at a low 49.1 and 43.0 respectively
for the public schools, and 57.9 and 52.1 for the private schools.
Foreign Studies
Many people believe that children have finished learning their first language
by the time they go to school. However, current research indicates that at least 12
years are necessary to learn one's first language. In fact, adults are still learning
aspects of language all their lives-vocabulary, the social aspects of language,
20
The 1991 Ramirez et al. report in the United States indicates that Latino
students who received sustained instruction in their home language fared
academically better than those who studied under an all-English program. The 1997
Thomas and Colliers study confirms these findings. Non-English speaking children
in America who received a full six years of L1 education before being mainstreamed
into an all-English curriculum were found to score above the national norms, at the
54th percentile. Those receiving one to three years of L1 instruction or no L1 support
at all finished on the average between the 11th and 33rd percentile.
In Mozambique began following a conference on how to reduce the high
repetition, failure and dropout rates plaguing basic education. This was also a
principal motivation in the well-documented Six-Year Primary Project in Nigeria
whose results clearly supported long-term mother tongue development. Some
countries have followed up on the successes of models and materials for use in formal
schooling, which Cambodia has just begun doing in several languages of the eastern
highlands. (Thomas, 2003) The Six-Year Medium Primary Project demonstrated
unequivocally that a full six-year primary education in the mother tongue with the L2
taught as a subject was not only viable but gave better results that all-English
schooling. It also suggested that teachers should be allowed to specialize in L2
instruction. (Fafunwa et al 1975)
There is growing evidence from across Africa, Latin America and Asia that
mother tongue based multilingual education is the most appropriate solution for
children who do not use national or international languages in their home life
22
(Benson, 2006). Children build up a strong conceptual picture of the world and
academic concepts through a language they understand first, and later on transfer that
to a second or third language. There is clear evidence that good quality MTB-MLE
works, resulting in substantial efficiency savings to the education system and leading
to better learning competencies and proficiency in both second languages and local
language (Webley et al, 2006).
In 2006, the Association for Development of Education in Africa (ADEA)
published a review of research on the use of African languages in the education of
African children (Alidou, Boly, Brock-Utne, Diallo, Heugh, and Wolff, 2006). In an
early chapter, the following assertion is made: continued maintenance of the mother
tongue (or a national language) medium of instruction plus the teaching of the official
and other foreign languages by skilled teachers will secure quality education, in
Africa as much as in the so-called developed countries (p. 37; emphasis added).
Researchers now consider that learning a second language requires learning
two different kinds of skills: (1) social communication skills; and (2) academic
language skills. To learn the first, requires only one or two years; to master the
second, at the level approaching grade norms, requires from five to seven years
(Cummins 1984).
Local Studies
Now everyone will agree that we need greater competence in English to be
competitive in a globalized world. But educators or those who have done education
research will disagree that using English as the medium of instruction will accomplish
that goal. As a matter of fact, they point out that research findings are unequivocal,
23
that to achieve greater mastery in English or Filipino, the most effective medium of
instruction is in the child's mother tongue that is her first language or the language
spoken at home. Studies in country after country bear this out. Teaching in an official
school language that is not the mother tongue is a major barrier in the child's learning.
In the Philippines, the experiment was conducted in Kalinga, where teachers use
Kalinga to teach children from Grades 1 to 3 to read and write. It is also the medium
of instruction for teaching other subjects, including Filipino and English. Out of the
10 districts in the Kalinga division, the Lubuagan district topped the 2006 national
achievement test Grade 3 reading test for both English and Filipino, with mean scores
of 76.55% and 76.45 respectively, which indicates mastery. The Tinglayan district
came in a far second registered only 63.89% and 53.58%. ("Analysis by
WinnieMonsod", 2009).LubuaganKalinga First Language Experiment was conducted
with three experimental class schools implementing MLE and another three control
class schools implementing bilingual education scheme. Already in its tenth year, the
project is being carried out by the Summer Institute of Linguistics-Philippines, the
Department of Education and the local community of Lubuagan, Kalinga province.
The over-all results of the test show the experimental class scored nearly 80 percent
mastery of the curriculum, while the control class scored just over 50 percent mastery.
The results provide crucial evidence that mother tongue instruction strengthens the
learning of English and Filipino and does not hinder the learning of content, contrary
to the fears and concerns of many parents and educators.
24
Reading
Math
Filipino
Makabayan
English
Overall
Grade 1
Control
Exper.
52.8
75.5
48.9
82.1
57.1
68.4
57.9
81.4
52.8
72.4
53.5
75.9
Grade 2
Control
Exper.
54.9
78.3
61.9
80.3
51.9
81.4
60.9
80.8
54.9
62.1
56.9
77.8
Grade 3
Control
Exper.
53.4
79.2
49.5
76.2
62.9
70.6
50.0
74.7
53.4
77.1
53.9
75.1
First, learners learn to read more quickly when in their first language
(LI);
25
b.
Second, 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 or third language first; and
c.
academic areas, pupils taught to read and write in their first language acquire such
competencies more quickly.
The primer is entitled "21 Reasons Why Children Learn Better While Using
Their Mother Tongue." It is written by RICARDO MA. DURAN NOLASCO, Ph.D.
Associate Professor, Department of Linguistics, UP Diliman.Below is a glimpse of
the primer:
1. What is mother tongue-based multilingual education or MLE?
MLE is the use of more than two languages for literacy and instruction. It
starts from where the learners are, and from what they already know. This means
learning to read and write in their first language or L1, and also teaching subjects like
mathematics, science, health and social studies in the L1.
2. When will children start learning Filipino and English?
As they develop a strong foundation in their L1, children are gradually
introduced to the official languages, Filipino and English, as separate subjects, first
orally, then in the written form.
3. Does MLE only involve changing the language of instruction and translating the
materials into the local languages?
26
6. Why use the mother tongue or the first language (L1) in school?
Ones own language enables a child to express him/herself easily, as there is
no fear of making mistakes. MLE encourages active participation by children in the
learning process because they understand what is being discussed and what is being
asked of them. They can immediately use the L1 to construct and explain their world,
articulate their thoughts and add new concepts to what they already know.
7. But our children already know their language. Why still learn it in school?
What we and our children know is the conversational language or the
everyday variety used for daily interaction. Success in school depends on the
academic and intellectualized language needed to discuss more abstract concepts.
8. Why use the national language or Filipino in school?
The Philippines is a multilingual and multicultural nation with more than 150
languages. A national language is a powerful resource for inter-ethnic dialogue,
political unity, and national identity.
9. Will the use of Filipino as medium of instruction and as a subject be advantageous
to native Tagalog speakers?
It is partially true that native speakers of Tagalog enjoy a small advantage
under the present bilingual education set-up in which some subjects are taught in their
L1. But this is nothing compared to the overwhelming bias of the present system for
English.
28
10. Will the use of the local and regional languages be detrimental to building one
nation?
No, it wont. On the contrary, it is the suppression of local languages that may
lead to violent conflicts, disunity, and dissension.
11. Why use an international language like English in school?
Languages of wider communication like English should be part of the
multilingual curriculum of a country. The graduates of this system should find
relevance beyond their ethnic and national boundaries. Most world knowledge is
accessible in English, and so, knowledge of English is certainly useful. It is not true,
however, that students will not learn science and mathematics if they do not know
English. The ideas of science are not bound by one language and one culture.
12. Will using the mother tongue as language of instruction hinder the learning of a
second language like English?
No. Many studies indicate that students first taught to read in their L1, and
then later in an L2, outperform those taught to read exclusively in an L2. Learning to
read in ones own language provides learners with a solid foundation for learning to
read in any L2.
13. Will increasing the time for English or making it the exclusive medium of
instruction improve our English?
No. This popular belief is increasingly being proven untrue. Large scale
research during the last 30 years has provided compelling evidence that the critical
29
variable in L2 development in children is not the amount of exposure, but the timing
and the manner of exposure.
14. What is the best way to attain proficiency in English?
For non-native speakers of English, the best way is to teach it as an L2 and to
teach it well. This depends on the proficiency of teachers, the availability of adequate
models of the language in the learners social environment, and sufficient reading
materials. Simply increasing the time for English will not work.
15. Are local languages capable of being used as languages of instruction?
Definitely yes. As far back as 1925, during the American colonial period,
the Monroe Commission already recommended the use of the local languages in
education.
Beginning 1957, the local languages, or vernaculars, became the medium of
instruction in Grades 1 and 2. This vernacular education policy was abruptly
abolished in 1974, when the bilingual education policy was launched by the Marcos
government.
Languages grow and change in response to changes in the physical, social, political,
spiritual and economic environments in which they are used. As a language is used
for instruction, for example, it intrinsically evolves to adapt to the demands of its
users.
16. Why not use an early exit program where the L1 is used from pre-school up to
Grade 3 and English is used as the exclusive medium of instruction thereafter?
30
Early-exit programs can help but may not be enough. The international
experience on the use of L1 and L2 in education, especially in Africa, reveals that
children need at least 12 years to learn their L1. It takes six to eight years of strong L2
teaching before this can be successfully used as a medium of instruction. The
consolidated Gullas, Villafuerte and Del Mar Bill (or the English-only MOI Bill)
pending in Congress appears to support the use of the local languages and also the
national language in education, as it provides that English, Filipino or the regional
native language may be used as the MOI in all subjects from preschool until Grade
III. However, the Declaration of Policy section betrays the Bills real intention and
this is to strengthen English as the medium of instruction in all levels of education,
from the preschool to the tertiary level. The optional use of L1 and the national
language as MOI really means that they may not be used at all.
17. Dont we need more English since the language will provide more jobs for our
countrymen, such as in the call center industry?
Many believe that this is an extremely short sighted view because not all
Filipinos will become call center agents. The more important concern is how to solve
the current mismatch between industry and the educational system. According to
former Education Undersecretary Miguel Luz, the consensus among employers is that
a high school diploma with its current coverage is inadequate for its purposes because
Filipino high school graduates are weak in their ability to communicate, to think
logically, and to solve problems. Luz adds: It (the Gullas Bill) is a dangerous bill,
however, because it places a misleading emphasis on English as the medium of
learning. As such, the young learners and their teachers will concentrate on the
31
language, not on Science and Math and literacy (that is more fundamental to
learning). The best way to learn basic science and math, problem solving skills, and
reasoning skills is through the L1.
18. What is a better alternative to the English-only Bill?
A better alternative is House Bill No. 3719, filed by Congressman
MagtanggolGunigundo II of Valenzuela. The Bill is also known as the Multilingual
Education and Literacy Bill, or the Gunigundo Bill, which is far superior to the
English-only Bill in many respects.
19. Is it costly to practice MLE?
Contrary to popular belief, L1-based education may actually cost less than a
system that is based on L2. If we consider the money wasted on drop-outs, repeaters,
and failures, as well as other added costs, studies show that L2-based education
systems are more costly than L1 systems.
20. What do Philippine stakeholders say about MLE?
The Department of Education, through Secretary JesliLapus: We find the bill (the
Gunigundo bill) to be consistent with the Basic Education Sector Reform Agenda
(BESRA) recommendations and the bridging model proposed by the Bureau of
Elementary Education where pupils were found to comprehend better the lessons in
class.
32
Chapter III
RESEARCH METHODOLOGY
33
This chapter presents the methods of study used; the research utilizes to obtain
the needed data and information including its preparation, validation and
administration on the respondents, other research techniques employed and the
statistical treatment applied to the data.
Method of Research Used
In this chapter, they will see the brief explanation based on the methods of
research writing. The methods of research generally categorized as descriptive,
historical, and experimental. It will also provide corresponding explanation to the
process on methods that has been used like research design, research instrument, and
the statistical treatment that has been used.
Research Design
The study adopted the descriptive method that assessed the effectiveness of
Mother Tongue Based Multilingual Education in Balucuc Elementary School from
the different aspect of academic performance, teaching and learning, study habits,
retention and application, comprehension level, community relationship, and
proficiency.
The study utilized the descriptive method of research as the most appropriate
method in conducting the investigation. The method was deemed most appropriate in
the light of the objective nature and scope of the study.
34
The study involved Public Grade School Teachers who are currently
employed in Balucuc Elementary School Academic Year 2012-2013. The proponents
used 100% total numbers of teachers, with the overall total of 26 respondents.
Research Instrument
Questionnaire A prepared set of questions design to operate data necessary
for accomplishing the objectives of the research project. It will be the primary
instrument of the researcher to have the data.
The questionnaire consisted of the following: The General Profile of the
respondents such as name, gender, age, civil status, position held highest educational
attainment, teaching experience, and religion. The second part isthe problems
encountered by the teachers. The third part is effectiveness of mother tongue based
multilingual education under different aspects such as academic performance,
teaching and learning, study habits, retention and application, comprehension level,
community relationship, and proficiency.
Scale
4.50-5.00
3.50-4.49
2.50-3.49
1.50-2.49
1.00-1.49
Description
Excellently Attained
Very Satisfactory Attained
Satisfactory Attained
Unsatisfactory Attained
Not Attained
35
X = fx
n
b. Weighted Mean this was used to compute the average values of the
observation
Where in;
36
F = frequency
x = corresponding rank of the verbal interpretation
n = total number of the respondents
= fx
N
The weighted average had the following interpretation;
Rating Scale
Range
Verbal Interpretation
4.50 5.0
Excellently Attained
3.50 4.49
2.50 3.49
Satisfactory Attained
2.50 2.49
Unsatisfactory Attained
1.0 - 1.49
Not Attained
Z-Test
To determine if there is a significant difference between proportions of two
variables, the z-test will be used.
37
Z=
P1 P2
p1q1 + p2q2
n1
n2
Where:
P1 = Proportion of first sample
P2 = Proportion of second sample
q1 = 1- p1
q2 = 1- p2
n1 = number of cases in the first sample
n1 = number of cases in the second sample
38