St.

Michaels High School

Gandara, Samar

EFFECTS OF MOTHER TONGUE AS MEDIUM OF INSTRUCTION TOWARDS

SCHOLASTIC PERFORMANCES ON MATHEMATICS OF GRADE 3

PUPILS IN GANDARA 1 CENTRAL ELEMENTARY SCHOOL

REGINE G. DURAN

S.Y 2017-2018
 CHAPTER 1 - The Problem and Its Setting

Introduction

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

is that the learners find difficulties on participating in the class because they cannot easily

understand the lesson because of the language used. Some find it difficult in explaining

and articulating their thoughts and ideas. Many learners become discouraged and

sometimes tend to drop out from school. Because of the low quality education and low

foundation of the learners they cannot easily connect with their language, so that they can

develop a strong foundation and motivation to attend school.

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 School specifically in Grade 1, as part of the K to 12 program.

Currently DepEd uses 19 languages in MTB-MLE: Tagalog, Kapampangan,

Pangasinan, Iloko, Bikol, Ybanag, Sinugbuanon, Binisaya, Hiligaynon, Waray, Bahasa

Sug, Maguindanaoan, Maranao, Chuvacano, Ivatan, Sambal, Aklanon, Kinaray-an, Yakan

and Sinurigaonon. The MTB-MLE is implemented in two modules: 1) As a

learning/subject area and 2) As medium of instruction. (DepEd, 2016)

As a subject the mother tongue education focuses on the speaking, reading and

writing from Grade 1 to 3. The mother tongue is used in all learning subject except for

English and Filipino.

The purpose of their multilingual education is to develop the cognitive and

reasoning skills of the learner, help them cooperate in their class, to immediately construct,

explain and articulate their ideas without fear of making mistakes and to operate equally in

different language starting with the first language of the child.

It is not a surprise anymore why some of the pupils experience difficulties on

understanding the lesson on mathematics. Because they cannot understand the translated

words and terms, even the teachers themselves experience difficulties on using mother

tongue as medium of instruction. The teachers experience difficulties on how they are

going to discuss the lesson and find it difficult to articulate the mathematical concepts and

terms into more simple native terms. But according to most studies conducted it has been

proven that the use of mother tongue is better and useful for the pupils. The pupils easily

understand the lesson and the pupils participate in class more actively and can explain their

lesson easily.

The researcher believes that the language plays an important role on the learnings

of the pupils that is why the researcher conducted this study regarding to The Effects of
mother tongue as medium of instruction towards scholastic performances of Grade 3 pupils

in mathematics on Gandara 1 Central Elementary School.

Theoretical Framework

By using the first language as a medium of instruction, Bilingual is easily-learned

and can help in developing academic skills, it also emphasized the purpose of language

proficiency assessment in bilingual education which is the placement of students to classes

taught through the language which will best promote learning. Based on Cummins Theory,

the theory supports the idea with the use instructural medium of the students could easily

learn and there is a high possibility that the students could understand better and it result

to a high performance of the students.

Ausubel's Theory of meaningful verbal learning explains that the effectiveness of

the communication depends upon several aspect of the individual. The point is to be made

more evident upon several aspect of the relation between individual processes and the

nature of communication.

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. 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 because

literate in their first language.

Conceptual Framework

Student Teacher
Respondents Participants
Perspective Descriptive Method Perspective
*Questionnaire *Questionnaire
e and Survey

Mathematics

Learning
Development of
the Pupils

Mother tongue as medium of

instruction

Cognitive
Learning
Academic
Performances
Comprehensive
Level

Fast Learner Average

Pupils Learner Pupils
Figure 1.0 shows what are used in this study and explains how mother tongue will affects

the scholastic performances of the pupils.

The researcher used Descriptive Method to describe the two perspective of the

respondents: the student perspective and the teacher participant perspective on

Mathematics on the learning development of the pupils when mother tongue is used as a

medium of instruction and on how it affect the scholastic performances of the pupils

particularly in the cognitive learning, academic performances and their comprehensive

level and on what kind of pupils will be the result of using mother tongue as medium of

instruction in mathematics subject.

Statement of the Problem

This study aimed to find out the effects of mother tongue as medium of instruction

towards scholastic performances on Mathematics of Grade 3 pupils in Gandara 1 Central

Elementary School.

Specifically, it sought to answer the following questions:

1. What are the advantages of mother tongue as medium of instruction in mathematics to

the scholastic performances of the pupils?

2. What are the disadvantages of mother tongue as medium of instruction in mathematics

to the scholastic performances of the pupils?

3. What are the significant relationship of mother tongue as medium of instruction in

mathematics when pupils enter Grades 4-6?

4. How does mother tongue as medium of instruction in mathematics affects the scholastic

performances if the pupils?

Null Hypothesis

1. There is no advantages of mother tongue as medium instruction in mathematics to the

scholastic performances of the pupils.

2. There is no disadvantages of mother tongue as medium of instruction in mathematics to

the scholastic performances of the pupils.

3. There is no significant relationship of mother tongue as medium of instruction in

mathematics when the pupils enter Grades 4-6.

4. It does not affect the scholastic performances of the pupils when mother tongue is used

as medium of instruction.
Significance of the Study

This study is significant to the following:

1. TEACHERS OF GRADE 3. This study is vital to the teachers because through this study

they will know how they will improve their strategy in teaching and in making appropriate

instruction.

2. SCHOOL PRINCIPAL. This helpful also to the school principal to help the teachers in

making techniques and strategies on how they are going to make all the discussion be

understandable by the pupils.

3. DepEd OFFICIALS. The result of this study will help the DepEd Officials know how

effective mother tongue in using as a medium of instruction in mathematics. So that they

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

multilingual education as part of the K to 12 curriculum.

4. PARENTS OF THE PUPILS. Lastly this is also helpful to the parents of the pupils for

them to help and to give focus on their child's development especially on the subjects that

is difficult to their child/children.

Scope and Limitation of the Study

This study will focus only on the effects of mother tongue as medium of instruction

towards scholastic performances of Grade 3 pupils of Gandara 1 Central Elementary

School, the advantages and disadvantages of mother tongue as medium of instruction, the

significant relationship of mother tongue as medium of instruction when the pupils enter

Grades 4-6, and on how does mother tongue affects the scholastic performances of the

pupils.

DEFINITION OF TERMS
 CHAPTER 2 Review of Related Literature and Studies

Related Literature

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

is that our learners begin their schooling in a language they do not comprehend. They do

not understand the language of education being used as a medium of instruction in the

classroom. (DepEd, 2011)

The mother tongue classroom allows children to express themselves, contribute to

discussion and develop their intellects as conversations are carried out in a foundation for

all learning and thus, it is important that all children use their mother tongue when they

enter the school for the first time.

According to the UNESCO, 2008a as cited by Jessica Ball on her study Children

Learn Better in their Mother Tongue (2014), children whose primarily language is not the

language of instruction in school are more likely to drop out of school that children's first

language is the optimal language for literacy and learning throughout primary school.
That is why UNESCO has encouraged mother tongue instruction in primary education

since 1953 (UNESCO, 1953) and UNESCO highlights the advantages of mother tongue

from the start: Children are more likely to enrol and succeed in school if the language of

instruction is the same as the child's mother tongue, there is a better chance for the child to

'fit in' and continue with education (Kosonen, 2005); parents are more likely to accumulate

with learners and participate in their children's learning. Parents will feel they can actually

make a difference in their child's education if they are freely able to communicate this

teacher and be able to help at home (Benson, 2002); girls and rural children with less

exposure to a dominant language strategy in school longer and repeat grades less often

(Hovens, 2002; UNESCO Bangkok, 2005) and children in multilingual education tend to

develop better thinking skills compared to their monolingual peers.

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 according to Nolasco as cited by

Jovem Ricablanca(2014).

Mother tongue instruction promotes 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 learnings (Ricablanca, 2014).

According to the studies Lingua Franca project and Lubuangan first language

component Program in DepEd as cited by Jovem Ricablanca (2014) the learners learn to

read more quickly in their first language. The study revealed that pupils who have learned
to read and write in their first language learn faster to speak, read and write in a second

language and third language than those who are taught in second or third language first. 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.

Related Studies

According to Moein Zergani (2016) on "Effects of using and teaching with mother

tongue language in primary school". A recent UNESCO conference and subsequent

publication brought together educators from around the world to capture experiences and

research on language learning. Their principles represent the results of evidence and

cognitive development based research and experience, their key principles for language

learning include:

*It takes about 12 years to fully develop first language competence. As many students

begin studying a new language before teaching age 12, they need to continue with mother

tongue literacy, building their second language on the foundation of their first language.

*Children normally require 5-7 years of learning a second language before they can learn

academic subjects in this language.

*Building a strong foundation in the first language helps second language learning much

more than early prolonged exposure to additional language studies have shown it is more

efficient to develop the first language because the skills and concepts can then easily be

transferred to the second.

*The most effective language programs continue with mother tongue thinking and learning

throughout the school career. Increasing international schools are developing first

language. Mother programs that work alongside the second language academic program.

Children find it much more difficult to grasp basic concepts and acquire literacy

when they are taught in a language they do not use at home or at least hear around them in

the community. (Anonymous, 2014)

According to Celeste Ann Castillo Llaneta as cited by Joe Padre (2010). In a paper

on the Lubuagan Mother Tongue Based (MTB) MLE Program, Norma Duguiang of

DepEd-Kalinga and SIK Literacy socialist Dian Dekker confirm the effectiveness of the

program. "Many parents were afraid their children would not learn English if the mother

tongue was used in the classroom. However, we found that children learned faster and

better from the very beginning when we taught in our mother tongue."

Because if the initial success of the program more teachers wanted to be trained to

us of MLE. Parents who once were hesitant about the program were asking for their

children to be enrolled in experimenting classes and began talking about implementing the

program in the whole district. (Llaneta, 2014)

In the study the "Effectiveness of Mother Tongue Based Education" of Darlene G.

Sarifa (2015) she stated that the Department of Education (DepEd) study showed that the
use of learners' mother tongue is the most effective medium of learning other studies also

showed that using the mother tongue inside the classroom in early years of schooling

produces better and faster learners who can easily learn a 2nd (Filipino and even a 3rd

language (English).

CHAPTER 3 Methodology

Research Design

This study entitled "The Effects of mother tongue as medium of instruction towards

scholastic performances on mathematics of Grade 3 pupils in Gandara 1 Central

Elementary School" is a Qualitative research that attempts to accumulate existing

information and data regarding to the effects of mother tongue as medium of instruction to

the learnings and performances of the pupils. This study utilized the descriptive method of

research. The technique that was used under descriptive method is the normative survey
approach and evaluation, which is commonly used to explore opinions according to

respondents that can represent a whole population. Specifically, two types of direct data

survey are included in this study. These are questionnaire survey of first-hand information

because the researcher directly interacts with the participants. The questionnaire survey

responses were given also to the respondents to validate that the data gathered are based

on facts.

Local and Time of the Study

This study was conducted on Gandara 1 Central Elementary School, located in

Brgy. Dumalo-ong Gandara, Samar School Year 2017-2018.

Participants of the study

The participants of the study are the selected Grade 3 pupils from different sections

of Gandara 1 Central Elementary School who were enrolled in the School Year 2017-2018
and also the teachers who handles the mathematics subject in the institution. In order to

conduct this sampling strategy, the researcher defined the population first, listed down all

the population, and then the selected members to make the sample. For this purpose, a

survey questionnaire was given to the respondents to answer.

Here in, there were 60 participants for the questionnaire and (n) for the interviews.

The respondents were given (n) day to complete the survey questionnaire upon request.

After collecting the questionnaire, the responses were tallied, computed, analysed and

recorded.

On the other hand, for the personal interviews, most of the interviews were given

time according to convenience. There were only (n) participants who were willing and/or

had the chance to share their time and talk about the effects of mother tongue in using the

medium of instruction in mathematics subject on the scholastic performances of the pupils.

Sampling Procedure

From the total of (n) Grade 3 pupils with different sections for School Year 2017-

2018, the researcher utilized only (n) samples. The researcher used random sampling in

each section the researcher selected only 19 pupils in sections one, two and three. The

researcher used random sampling to know the differences of performances and learnings
of the pupils in different sections when mother tongue is the medium of instruction. Since

there are only 3 teachers who handles the mathematics subject in Grade 3, the researcher

interviewed the teacher and gave a questionnaire to know how the observation of the

teachers to pupils scholastic performances was.

Instrumentation

For this study, the survey questionnaire, template and recorder were used to achieve

the main objective of the study. The research designs a survey questionnaire for the

gathering process to get qualitative data as well as a recorder and template. The primary

aim of the questionnaire is to determine the effects mother tongue as medium of instruction

to the scholastic performances of the pupils. The researcher used a mixture of closed

questions and open-ended questions in the questionnaire. The questionnaire was structured

in such a way that respondents will be able to answer it easily. The researcher also used

recorder to record all the data collected during the interview and the template is used to

have the data collected be organized from the interviewee.

Validation Procedure

The researcher randomly selected 10 Grade 3 pupils and 2 teachers from Gandara

2 Central Elementary School who are excluded in the study in validating the questionnaire.

After gathering the data collected the data will be tallied, analysed and interpreted.

Data Gathering Procedure

A letter of request to conduct a study and another letter to know the history of the

school and the number of population address to the school administration is submitted after

it was approve, the researcher will going to survey sixty (60) randomly selected pupils of

Grade 3 from different section of Gandara 1 Central Elementary School and the researcher

will also going to survey and interview the 3 teachers who handles their mathematics

subject. After distributing the questionnaire and conducting the interview the data collected

tallied, tabulated, analysed and interpreted.