1

THE USE OF ENGLISH AND FILIPINO AND LEVEL OF ACHIEVEMENT IN

MATHEMATICS, SCIENCE AND ARALING PANLIPUNAN

A Dissertation Presented to the Faculty of

GRADUATE SCHOOL OF EDUCATION
New Era University

In Partial Fulfillment of the Requirements for the Degree

DOCTOR OF PHILOSOPHY IN EDUCATION
Major in Bilingual Education

LUCILE FELY CRUZ

March, 2019
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ABSTRACT

The study is focused on how the use of English and Filipino by teachers of

Grade 6 pupils in school affect their achievement. The study was limited to public

elementary grade 6 pupils in the CALABARZON area. Grade 6 pupils are chosen

as respondents because these are the students who are expected to have

mastered their Mother tongue (L1) in their first five years in school since its

inception and they are the first batch to undergo the whole K to 12 program.

It was found out that the Grade 6 Pupils performance was least mastered

when taught in English in Mathematics, Science and Araling Panlipunan, and that

the Grade 6 Pupils performance was nearing mastery when taught in English in

Mathematics, Science and Araling Panlipunan. Significant difference exists in the

level of achievement among the respondents when taught in English and Filipino

in Science but no significant differene in Mathematics and Araling Panlipunan.

There were challenges encountered by the teachers in teaching Mathematics,

Science, and Araling Panlipunan using English and Filipino as medium of

instructions.

The researcher recommended to ensure that teachers utilize medium of

instruction (MOI) that may improve and enhance instructional strategies and

methodologies in teaching Mathematics, Science, and Araling Panlipunan to the

students that would make teaching more creative, and dynamic. Use medium

of instruction (MOI) either English or Filipino in teaching Mathematics, Science

and Araling Panlipunan in topics that can easily be understood by the students,
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and develop strategies to address the challenges encountered by the teachers in

teaching Mathematics, Science, and Araling Panlipunan using English and

Filipino as medium of instructions.

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TABLE OF CONTENTS

Page
Title Page …..…………………………..................................................... i
Table of Contents ……………………………………................…..…… ii
List of Tables………………………………………………...............….. iii
List of Figures ……….……………………………................…..….…… iv
CHAPTER
I. THE PROBLEM AND ITS BACKGROUND
Introduction …………………………….………….......... 8
Background of the Study…………………………….….. 13
Theoretical Framework…………………………………. 14
Research Paradigm……………………………………… 15
Statement of the Problem ………………..……............... 16
Significance of the Study …………………..................... 18
Scope and Limitation of the Study ……………………... 19
Definition of Terms……………………………………… 20
II. REVIEW OF RELATED LITERATURE AND STUDIES
Literature ………………………………….. ……………. 22
Studies …………………………………………………… 57
III. RESEARCH METHODOLOGY
Research Design ………………………………………… 64
Respondents of the Study……………………………… 69
Research Instruments………………………………….. 71
Data Gathering Procedure…………………………….. 72
Statistical Treatment of Data…………………………. 73
IV. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
V. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary of Findings………………………………… 84
Conclusion……………………………………………… 85
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Recommendations…………………………………… 86
APPENDICES
BIBLIOGRAPHY ……………………………………………………. 87
CURRICULUM VITAE …………………………………………….. 88
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LIST OF TABLES

Table Number Title Page

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LIST OF FIGURE

Figure Number Title Page

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Chapter 1

THE PROBLEM AND BACKGROUND

Education plays an important role in an individual’s personality

development and even in national development. This is the reason why the

government exhausts efforts to implement educational programs every now and

then. However, it remains a sad reality that the department still faced various

challenges in education. Among these is that learners begin their schooling in a

language which most of them are alien to and therefore, they do not

comprehend. Because of this, they do not understand the language of education

being used as a medium of instruction in the classroom (DepEd 2011). These

results to the learners feeling of discouragement in school attendance and

eventually makes them drop out from school. However, this may not be the end

result of this challenge since this also brings in low quality education which often

results to a disproportionate impact on vulnerable groups that leads to school

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

grades (Alexander, 2000; Bowden, 2002).

The educational system laid out policies then to address the problem.

Based on previous studies, the learners should begin their education in a

language they understand. This will help them develop strong foundation and

motivation to have school attendance. In addition, this will likewise enhance their

cognitive and reasoning skills which would enable them to operate in different

language beginning from their mother tongue with transition to Filipino and then
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to English.

One support of the case above is the different tests carried out in

developing countries which revealed that many students failed to attain the

desired competency levels required for their level of schooling. Thus, Education

For All or 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 stresses on enormous gap between the numbers of

graduating students from school who possess only minimum level of literacy.

To concretely address the problem, the Department of Education Order

No. 16, s. February 17, 2012, states that starting from the school year 2012-

2013, the Mother Tongue-Based Multilingual Education or MTBMLE will be

implemented in all public schools specifically in Grade I, as part of the K to 12

Curriculum. The pupil’s home language or mother tongue will be used as medium

of instruction in all the learning areas for literacy inside the classroom. Studies

revealed that pupils who have first learned to 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. More to this, 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).

It is worth noting that the new language policy mentioned above only

enhanced the Bilingual Education Policy in 1974 which then defined operationally
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as the separate use of `English and Filipino as the media of instruction in specific

subject areas’. In 1987, though, Pilipino was changed to Filipino as a medium of

instruction in social studies/sciences, music, arts, physical education, home

economics, practical arts, and character education. Essentially, competence in

the use of both Filipino and English is one of the goals of Bilingual Education

Policy. Until then, however, there remained a challenge in the barriers of

achieving such educational goal. Thus, MTBMLE was born.

Further challenges in the policy in the Philippines were revealed to the

department by the empirical studies like the Lingua Franca Project and Lubuagan

First Language component Program. These studies showed that learners learn to

read more quickly in their first language indeed. The numbers gained from the

said studies further revealed that pupils who have learned to read and write in

their first language learn faster to read and write in a second language and third

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

cognitive development and its effects in other academic areas, pupils taught to

read and write in their first language acquire the desired competencies more

quickly (DepEd, 20009).

However, in the implementation of the policy, the challenge lies now on the

hands of every educator. Whatever the counter mechanism of every educator to

this challenge may be, he or she must bear in mind though that the

implementation should benefit the pupils. In line with this, UNESCO still (2006)

stresses that the policy implementation should bring forth long-term benefits like
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higher self-esteem, greater confidence and high aspirations for schooling and

life.

Furthermore, the mother tongue classroom provides pupils the avenues to

express themselves, actively participate in discussions and develop their intellect

as conversations are carried out in a familiar language. The learners are not

placed in a field where they feel alienated to the language used. On the other

hand, Skutnabb-Kangas (2000) called the instruction through a language that

learners do not speak as “submersion” because it is analogous to putting

learners under water without teaching them how to swim. The policy takes

Mother tongue as an essential foundation for all learning and thus, it is important

that all pupils use their mother tongue when they enter school for the first time.

However, despite the evidence from mother tongue-based research that

states the cognitive, linguistic, personal and educational development benefits

occurred when a child is introduced to formal learning in the mother tongue, there

remain hesitation and obstacle to the acceptance of its use and actual

implementation.

A study that would focus on finding out whether a pupil’s performance in

content subjects like Mathematics, Science, and Araling Panlipunan would be

influenced by the language used is timely in addressing some perceptions held

by significant parts of the society and beyond. In Mathematics, the key to

achieving the necessary in-depth mathematical understanding is through

effective communication through appropriate language of mathematical ideas

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(Thurston, 1995). Similaryl, Secada (1992) argues that language is crucial for

mathematical reasoning and for communicating ideas, claims, explanations, and

proofs. These are reasons why language factor merits special attention.

Moreover, language factor needs special attention with the fact that many

learners are currently learning content subjects in their second or third language

(Etherton & Clarkson, 1996), which is notably the case in the Philippines being a

language of diverse culture. With the early –exit program of mother tongue

education in the country in Grade three levels it is important to note the range of

its impact on the pupil’s learning. This is especially so that research

demonstrates that Mathematics alone is a language that is more complex than

everyday English (Cuevas, 1984). It is the same problem with Science which

requires more precision in academic language. Even force and power may seem

interchangeable in everyday conversations using English, but in physics, these

two may correspond to different quantities. Hence, there advances a cloud of

how medium of instruction affects science learning, especially now that science

resources are mostly in English.

With the shift of paradigm in the Philippines in the implementation of the K

to 12 Curriculum in 2013 that specifies mother tongue instruction from

Kindergarten to Grade three levels, and its early exit language program, attention

to the level of learning of the pupils in core subject like Mathematics and Science

are needed.
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Statement of the Problem

This study aims to

1. What is the level of achievement of the Grade 6 Pupils in when taught

in English in the following subjects:

1.1 Mathematics;

1.2 Science; and

1.3 Araling Panlipunan?

2. What is the level of achievement of the Grade 6 Pupils when taught in

Filipino in the following subjects-

2.1 Mathematics;

2.2 Science; and

2.3 Araling Panlipunan?

3. Is there a significant difference in the level of achievement among the

respondents when taught in English and Filipino?

4. What are the challenges encountered by the teachers in teaching

Mathematics, Science, and Araling Panlipunan using English and Filipino as

medium of instructions?

Hypothesis

The hypothesis that was tested using 0.05 level of significance was that:

H(o): There is no significant difference in the level of achievement of the

respondents when taught in English and Filipino as medium of instructions in

Mathematics, Science, and Araling Panlipunan.

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Significance of the Study

This study addresses how the use of two media of instructions in teaching

content subjects like Mathematics, Science, and Araling Panlipunan affect pupils’

achievement.

School stakeholders may be provided useful information to all education

stakeholders like the policy makers, teachers or educators, parents, and the

community as a whole to make instructions appropriate to the learners’ language

or apply contextualization. This may also include modifying existing policies

through recommendations.

School administration may gain information that will be helpful in his or

her endeavor to address school language policy issues in terms of focus on use

of only monolingual or bilingual and how it influences performance in academic

performance. Consequently, school principals can utilize the information, findings

and recommendations to look for ways and means of coming up with informed

language policies.

Teachers may be provided with information to re-examine their personal

and professional practices in terms of use of language, with an aim of improving

students’ performance in the content areas like Mathematics, Science, and

Araling Panlipunan.

Parents or guardians, on the other hand, can use the research

recommendations to help them to contribute positively to their children’s

performance in the same content subjects and assist their children’s needs in the
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language where they show weakness and/or strength.

Students also benefit from the findings by identifying personal

characteristics in terms of their interaction patterns with colleagues and thus pick

the right practices that can enhance their performance in the content areas like

Mathematics, Science, and Araling Panlipunan using English and Filipino as

media of instructions.

Future researchers may use the findings of the study to the existing

knowledge on the use of Filipino and English as media of instruction in content

subjects. It also helps future researchers in identifying priority areas in which to

carry out more research in terms of use of language in the context of elementary

schools. The findings may also serve as useful feedback to language policy

makers, curriculum developers and implementers.

Scope and Limitation of the Study

The study is focused on how the use of English and Filipino by teachers of

Grade 6 pupils in school affect their achievement. The study will be limited to

public elementary grade 6 pupils in the CALABARZON area. Grade 6 pupils are

chosen as respondents because these are the students who are expected to

have mastered their Mother tongue (L1) in their first five years in school since its

inception and they are the first batch to undergo the whole K to 12 program.

Definition of Terms

The following terms are defined as how it was used in this study:

Achievement refers simply to one’s success in attaining a goal such as in

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learning or acquisition of something done through a process. The is utilized in the

study to refer to the achievement of Grade 6 pupils in the content areas like

Mathematics, Science, and Araling Panlipunan through Assessments conducted.

First Language (L1) is the first language an individual acquires at an

early age. In this study, it is Filipino being the Mother tongue of the Grade 6

pupils in the region.

Mother Tongue is a language which a person acquires in early years and

which normally becomes their instrument of thought. In this study, it is used

synonymously with First Language or L1.

Mother Tongue Education is the education which uses a person’s

mother tongue as its medium of instruction.

Second Language or L2 is the language that an individual learns or

acquires after acquiring the first language. In this study, it is used to refer to

English language.

Target Language pertains to the language that is aimed or targeted to be

learned. In the assessments being conducted in this study, the target language

refers to both English and Filipino as media of instructions.

Theoretical Framework

This study will be guided by Vygotsky’s theory of socio-cultural

development. According to Williams and Burden (1997), the socio-cultural theory

posits that learning experiences should be meaningful and relevant to the

individual. Second, the theory opposes the idea of the discrete teaching of skills
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and argues that meaning should constitute the central aspect of any unit of study.

Vygotsky argues that the speech structures mastered by the child become the

basic structures of his thinking. Further, he argues that language and thinking

can only develop if there is social interaction between the child and an adult

(Williams & Burden, 1997). Therefore, the social environment helps the child’s

cognitive development since the early word- meanings thus acquired become the

embryos of concept formation. The implication is that using the child’s home

language or mother tongue or the language that is acquired in the child’s

immediate environment, which forms part of culture, is required for concept

formation and thus learning in order to comprehend meaning. Thus, the

surrounding culture provides a child with the processes or means of their thinking

(Vygotsky, 1962). This is probably what Vygotsky recognized as the assistance or

scaffolding needed to bring about new skills and concepts within a child’s Zone of

Proximal Development (ZPD).

Another theory that will be used to guide the study is Constructivism. This

emphasizes the belief that knowledge is a personal construct and hence, one’s

inner reality. The knowledge fits together through the experiences as one

encounters them. These experiences include the interactions with other people

who have their own constructs of knowledge, the adaptations of the differences

in the perceptions of knowledge and a shared knowledge. This view can be

complex for a teacher in the classroom. If a teacher encounters a new concept

from the pupils that does not fit his structure of knowledge, should the teachers
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accept this as new or ignore it and insist that his is the knowledge? Indeed when

teaching mathematics, teachers must be aware that their construction of the

knowledge is likely to be different from the pupils and different from those of each

other. Indeed in teaching, the words used are those of the teachers with

meanings of the teacher and pupils upon hearing the teacher’s words will

interpret them according to their meanings.

Moreover, communication in constructivism is a process of fitting what is

encountered into existing experience and coping with constraints such as

dilemmas and tensions in perception. When a teacher attempts to communicate

with pupils, various sensory exchanges occur. They are likely to listen to each

other and observe the gestures in order to interpret the voice, pausing and

making emphasis, facial expressions, hand movements and so on. Each party

speaks; it gets responses, which it tries to make sense of in terms of their own

meanings and intentions. Thus the interpretation made would be conditioned by

the mutual experience of both the teacher and the pupils concerned. This brings

about prolepsis which is a term used in linguistics to describe the way in which a

person speaking might presuppose some unprovided information.

In addition, teachers and pupils in constructivism are considered as

meaning makers who give contextually based meanings to each other’s words

and actions as they interact. Because teachers and pupils each construct their

meanings for words and events in the context of the on-going interaction, it is

readily apparent why communication often breaks down, why teachers and pupils
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frequently talk past each other. The constructivist’s problem, however, is to

account for social communication in the classroom, which requires some

attention to the social context of that communication.

Meanwhile, the theory of constructivism seems to require a move from a

purely individual view of knowledge construction to one in which the social

processes of discussion and negotiation have a significant role to play. Ernest

(1991) identified two key features of social constructivism- that there is the active

construction of knowledge and that there is the essential role played by

experience and interaction with the physical and social worlds, in both physical

action and speech modes. A third feature suggests that reality is constructed

intersubjectively; it is socially negotiated between significant others who are able

to share meanings and social perspectives of as common life world (Jaworski,

1994). This view of constructivism recognizes among others, the role of language

in knowledge construction. In the social environment, other individuals who have

a powerful role to play, challenge a human learner. Through use of language and

social interchange individual knowledge can be challenged and new knowledge

constructed. Moreover, there comes a shared or common or intersubjective

knowledge.

Meanwhile, social constructivism can be associated with the transition

from the works of Piaget (Piaget & Inheler, 1994) and the works of Vygotsky

(1962). While Piaget believed that learning results from a child’s actions related

to the external world, Vygotsky placed great emphasis on social and linguistic
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influence on learning and in particular on the role of the teacher in the educative

process. He introduced a concept to provide measure of a learner’s development

related to instruction offered.

Jaworski (1994) stressed that one of the consequences of the views

above is that teachers will realize that knowledge cannot be transferred to the

learners by linguistic communication, but that language can be used as a tool in

the process of guiding the student’s construction of knowledge. Hence, teachers

should use language to guide student’s construction of knowledge by devising

appropriate responses as a result of the language usage. The student talking to

the teacher and stimulated by the teacher’s prompts and responses reveals

aspects of awareness, which provides clues about understanding.

Conceptual Framework of the Study

Use of English and Content Subjects Level of

Filipino as Media of like Mathematics, Achievement of
Instructions Science, and Araling Grade 6 Pupils
Panlipunan
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Figure 1: Relationship Between the Use of English and Filipino and Level of

Achievement in Mathematics, Science and Araling

Panlipunan

Cummins (1979) Interdependence theory posits the positive transfer of

literacy skills from L1 to L2. He claims that the level of literacy competence in L2

that a child attains is partly a function of the level of competence the child has in

L1 at the time L2 teaching begins intensively. Thus, if an educational system

submerges learners in L2 in the absence of assistance to further develop the

skills they already have in L1, the school is simply putting risks in impeding the

learners’ competency in L2 for the next subsequent years. This also allows

limitation in the continuous and autonomous development of the learners L1.

This is simply accountable to the negative impact of the sustained use of a

foreign language of instruction in schools to the learners’ way of thinking or their

cognitive development (Wiggleworth and Simpson, 2008). Thus, a child’s initial

acquisition of language is vital to his learning how to think. Therefore, when an

educational system imposes a foreign language on the learners with disregard of

their initial contact with a language and pattern of processing new information,

this proves infirmities in the development of their cognitive function.

Meanwhile, once the learners have the basic literacy skills in L2, they can

begin reading and writing in the L2, and efficiently have the ability to transfer the

literacy skills they can have acquired in the familiar language. The pedagogical
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principles behind this positive transfer of skills are Cummins’ (1991, 1999)

Interdependence theory and the concept of Common Underlying Proficiency.

Consistent with this is the belief that it is possible for learners schooled only in

the L2 to transfer their knowledge and skills to the L1. The process, though, is

evidently inefficient as well as being unnecessarily met with difficulty.

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Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents a review of literature both foreign and local that

provided the researcher a frame of reference for the present study. Foreign and

local studies were reviewed. They gave the researcher information and relevant

data that helped him formulate the research design and the questions or queries

to be researched on.

Literature Review

Language policy is important in the educational field that in fact it has

undergone changes since the 1960s. These changes evolved from a philosophy

of reconstruction to bring national growth and targets more at having linguistic

consistency and ultimate preservation. From here, there was a move toward a

critical stance that envisions issues of parity and uprightness through language

rights (Ricento, 2000). This is also indicated in the Bilingual Education Policy in

the Philippines and still rings true in the MTBMLE policy as well, although much

of the shift made by the latter is indicative of national level perspective, with

minor attention afforded to the local level perspective.

This chapter explores literature related to Bilingual Education Policy in the

Philippines, MTB-MLE, language beliefs and ideology, language management,

and language practices. When schools provide children quality education in their

primary language, they give them two things: knowledge and literacy. The

knowledge that children get through their first language helps make the English
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they hear and read more comprehensible. Literacy developed in the primary

language transfers to the second language. The reason is simple: Because we

learn to read by reading--that is, by making sense of what is on the page (Smith,

1994)--it is easier to learn to read in a language we understand. Once we can

read in one language, we can read in general.

Bilingual Education Policy in the Philippines

Krashen believes that First language subject matter teaching and literacy

development that characterizes good bilingual programs indirectly but powerfully

aids students as they strive for a third factor essential to their success: English

proficiency or any third language proficiency. English, for example, when taught

in English or the target language directly, via high quality English-as-a-Second

Language (ESL) classes or target language classes, and through sheltered

subject matter teaching, where intermediate-level English language or target

language acquirers learn subject matter taught in English or in the target

language.

The best bilingual education programs include all of these characteristics:

ESL instruction (if the target language is English) or other target language,

sheltered subject matter teaching, and instruction in the first language. Non-third

language-speaking children initially receive core instruction in the primary

language along with third language instruction. As children grow more proficient

in the third language, they learn subjects using more contextualized language

(e.g., math and science) in sheltered classes taught in the target language, and
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eventually in mainstream classes. In this way, the sheltered classes function as a

bridge between instruction in the first language and in the mainstream. In

advanced levels, the only subjects done in the first language are those

demanding the most abstract use of language (social studies and language arts).

Once full mainstreaming is complete, advanced first language development is

available as an option. Gradual exit plans, such as these, avoid problems

associated with exiting children too early (before the English they encounter is

comprehensible) and provide instruction in the first language where it is most

needed. These plans also allow children to have the advantages of advanced

first language development. This is the language policy in the Philippines.

The Bilingual Education Program of the Philippines (BEP), where English

is the medium of instruction in science and mathematics and Pilipino or Filipino,

the national language, in all other subjects, has been recognized as one of the

earliest comprehensive bilingual education experiments in the world. The BEP

was institutionalized in 1974 and since then, it has been the broad framework of

the educational system in the country. Prior to 1974, English was practically the

sole medium of instruction in the Philippines since 1901 when the public

education system was put in place by the Americans. However, since 2009, the

BEP has been supplanted by a new order from the Department of Education

(DepEd) supporting the implementation of Mother Tongue-Based Multilingual

Education (MTBMLE) in all levels of education. This order is based on the

assumption that mother tongues are the most effective media for facilitating
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learning throughout primary education This institutionalization of MTBMLE

challenges the politically entrenched assumption of BEP: that only two languages

in Philippine education – English and Filipino, the national language – can

facilitate learning among Filipinos and articulate their identity as a nation

(Smolicz & Nical,1997). Hence, this chapter discusses the politics of language in

the Philippines by examining the implications of the recent challenge of the

mother tongues as effective languages of formal learning on the trajectory of

bilingual education in the country. More specifically, it seeks to answer the

following key questions:1. How did bilingual education in the Philippines come

about? What were the political realities and ideological issues in the country that

brought it into being; and 2. How has the recent call for the use of mother

tongues as media of instruction called into question the fundamental premises of

bilingual education? What possibilities has this call opened up for Philippine

education?

The issues highlighted above illuminate the shifts in the politics of

language in the country as they played out against the backdrop of anti-colonial

struggle against the United States, nationalism and inter-ethnolinguistic conflict.

Further, in response to the second set of questions above, this also explores how

the challenge of the mother tongues has begun to alter the educational

landscape and, in the process, opened up the politics of language to the voices

of those who have been excluded from bilingual education, the regional

languages which are now used as mother tongues in instruction in the different
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regions.

Language

The language is a reflection of the people and speaks to the unity of the

people. This idea is set forth by Manuel L. Quezon, the so-called National

Language (Cabrera, 2009). National Language is an important instrument in the

existence of national unity or nationalism. Establishing a national language is a

symbol of having a goal. According to Catacataca, Spirit and Villafuerte (2001),

the importation of the universal language is of utmost importance because it is a

powerful tool in the development of general understanding and inculcation of the

national pride of the people.

Quoted in the speech of Filipe R. Jose on August 16, 1934, it is

necessary to introduce the world that Filipinos are no longer under the Spanish

or American flag. The Freedom and the soul of the people need to love.

Language itself because the language, any country of the universe is used as an

effective tool in expressing their emotions, in the discovery of wisdom and rights

protection " (Almario, 2011).

The language is tied to our culture. It serves as the instrument of owning

the identity of the language of cultural transport, the culture itself is the

formulation of language in a specific society or group and the language of the

linguistic symbol of the people speaking it in conjunction with the sharing

environment (Empanaynado, 2012). But the so-called "cultural identity" is also

different from the widespread influence of other cultures. If the race becomes the
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basis, the appearance of a Philippine is not far apart from an Indonesian,

Myanmar, Malaysia and other Asian races. Filipino Language is one of the

special proofs of being a free nation.

Every Filipino has a duty to appreciate and love their own language. This

can only be different from other ethnic groups. The Filipino language is a great

spirit of our national patriotism and national unity and it needs to give it a sense

of worth.

One of the most important concepts of Filipino is its national lingua

franca. This means that it serves as the second language of the greater majority

of countries around the world that are commonly used in communicating and

communicating with others even though the first languages or native languages

such as Bisaya, Ilokano, Kapampangan and other dialects still understand the

each.

According to commissioner Wilfredo Villacorta (Catacataca et al, 2001)

Filipino is an existing national language and its nucleus is Filipino. Its

formalization needs to be done in the educational system and so on but does not

mean that because it is formalized it does not exist. This is lingua franca.

In the 1987 Filipino language declaration, Filipino Language is a true, natural and

dynamic language spoken and understood by many Filipinos nationwide from

various ethnolinguistic groups (Catacataca, Spirit, & Villafuerte, 2001).

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English as a Medium of Instruction

According to local studies by Amamio (2000), English is better to use as

the medium of instruction because ideas and concepts can be explained more

easily.

According to Jolly Ray Bederico's study, when the Americans arrived, the

English word had a great impact on the country. As we gain independence, the

government has implemented a "bilingual system" in teaching schools. The prefix

language is English and Filipino with Mother Tongue Language.

In an international research conducted by Abraham and Kaidonis

(2006), their emphasis is emphasized on English language integration to improve

academic or professional literacy skills.

From the local publication of Nenita Papa (2000) booklore authored by

the revision of our constitution in 1972, the language provisions were also

changed. This is stated in Article XV, Section 3 as well.

This constitution should declare English and Filipino official languages,

translated into every dialect spoken by more than 50,000 people and in Spanish

and Arabic. In case of a conflict, the English text prevails.

From a number of international literary relevances to our subject, the

title is Motivation and Integrity of English Language Use in the Philippines and its

Implication in Filipino as National Language.

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For over a century, the major role played by English Language in the

Philippine linguistic history is significant. When the Americans conquered Manila

in 1898, they immediately formed schools where five American teachers and

English teachers served as the medium of instruction.

Since then, the teaching and learning of the language has continued. At

the primary level the English-speaking English-speaking students are being

raped based on American standards.

There are still many subjects, such as math and conservative science

taught in English. All of these provide positive feedback in English-viewing here

as the language of the educated and posing by the Filipinos.

Filipino Language in Science

In Science we have been created in the ways of the physical and living

world. It teaches us how to value things that surround our environment. It is also

our tool to find solutions to the problems faced by our country in the aspiration to

develop the state of the life of every citizen.

But not all of us understand its concepts. English language teaching

started when the United States became a colony of the Philippines. It started to

change when the "Bilingual Education Policy" was launched in 1974. It

encourages language teaching in Filipino classrooms and give students the

ability to both English and Filipino. It also aspires to become a language for

Filipino discourse
 31

But this policy also states that English is the "non-exclusive language of

science and technology." As a result, the Filipino language has been set aside as

a language for science. It is also part of the goal of internationalization. Its

continued use is also the result of US leadership in scientific research. At first

glance, it looks good to keep pace with new S & T developments, and without the

young scientists separate from journals and textbooks.

Although there is help, the current system is difficult for young students.

Science and mathematics are taught to them using the language they do not use

in the usual situations. Most of the books are in English, as well as information

from internet and television. They are studying new concepts in the language that

they are at the same time being studied. It only recognizes teachers who provide

explanations in their natural language. But because of the "language barrier"

developed, it is difficult to find the right words or examples to explain the

concepts properly. As a result, science in the minds of children is apparently

separate from the everyday reality. The subject that we are presenting to guide

the events around us is left on the pages of the textbook.

Here are new steps to make this change. Research shows the

effectiveness of scientific teaching in the daily language. One of these is the

research by Brown and Ryoo of Stanford University in 2008. They show it by

what they call "content first" approach. In this way, prioritize concepts using

natural language before adding new ones and more complex terms. Studies

show that grade levels of students taught in natural language are higher in both
 32

"multiple choice" and "open-ended" questions. It signals a deeper understanding

of the children in the new information they receive (Sullivan, 2008).

Today is also the development of translating and producing books in

Filipino. Mr. Rommel Rodriguez, director of the Filipino Language Center, told me

how to find some Filipino language words and concepts that can be compared to

their specialty. "There are many local indigenous knowledge that our students

can discover and how they can be subjected to science and technology". One is

the concept of "skin" - a group of stars used by indigenous people in their

cultivation. These examples show the indigenous people with the knowledge of

the things we are studying in science. "There is much more in history, in our

culture, in our local indigenous knowledge, which science and technology

students need to explore."

In these initiatives, there are concerns that students can not keep pace

with the international stage. One of the goals of universities today is to become

popular in various fields and raise rankings in the list of "best universities."

Rodriguez said that the university's primary role is not to win the competition but

to develop new knowledge for the good of the people. Added by Dr. Rodriguez

does not need to translate all the words in Filipino. Other technical terms may be

left in the native language. Nor do they need to be "purists" in translating terms;

what matters is that the teacher and the student understand the concepts. Such

translations, as we see in other social media posts, show people's creativity but

because other words do not work, it does not help.

 33

Finally, Dr. Rodriguez is the office of university students and professors

in expanding Filipino language. In the case of translation, it is important to

contextualize the ideas of the Filipino people. It is also important to eliminate the

narrow view of our language and to unite to promote Filipino as a national

language.

Mother Tongue-Based Multilingual Education

Primarily, the right to education without discrimination is asserted on the

United Nations Universal Declaration on Human Rights (1948). It further specifies

discrimination on the grounds of language in Article 2. To expand the matter,

UNESCO (1953) report suggested that education in the mother tongue attends to

a manifold purpose: It is evident throughout the different aspects in a child’s life

that the best medium for teaching a child is his mother tongue. Psychologically, it

is the coordination of meaningful signs for expression and understanding.

Sociologically, it provides a child self-identification as a member of a community.

Academically, he learns faster through it than by means of an unaccustomed

medium of instruction (UNESCO, 1953, p. 11). A 1999 UNICEF statement

reiterated the value of mother tongue instruction: There is sufficient research

revealing that students learn to read and acquire other academic skills more

quickly when first exposed in their mother tongue. They also acquire a second

language more quickly than those taught to read in an unfamiliar language at the

onset (UNICEF, 1999, p. 41).Another reiteration of these points was made by

UNESCO (2003) which confirmed the value of education in the mother tongue.
 34

Substantial research studies in the Philippines and elsewhere further

convinced policy makers of the inherent benefits of mother tongue instruction for

language minority students. These benefits stressed on improved academic skills

(Cummins, 2000; Thomas & Collier, 1997; Walter & Dekker, 2011); stronger

classroom participation (Benson, 2000; Dutcher, 1995); increased access to

education (Benson, 2004c; Smits, Huisman, & Kruijif, 2008); and advancement of

critical thinking skills (Brock-Utne, 2006). Studies likewise noted the impact of

multilingual education on cultural pride (Cummins, 2000; Wright & Taylor, 1995);

increased parent involvement (Cummins, 2000; Dutcher, 1995; D‘Emilio, 1995);

and better achievement of girls (Benson, 2005; Hovens, 2002).

In addition to the beneficial effects of mother tongue above, it also creates

a stronger foundation which is useful in gaining literacy in other languages

(Cummins, 2000; Thomas & Collier, 1997). Manifestation of this lies on the two

hypotheses relating to this desired outcome: the threshold level hypothesis and

the interdependence hypothesis. Skutnabb-Kangas and Toukamaa (1976)

proposed the threshold level hypothesis which states that only when children

have reached a threshold of competence in their first language can they

effectively advance competence in a second language. This hypothesis was

research-based with Finnish children who had migrated to Sweden. It yielded a

fact that children who migrated prior to gaining literacy in their first language did

not develop second language literacy as effectively as those who migrated with

their developed first language literacy with them. From here, Cummins (1984)
 35

devised the broadly mentioned interdependency hypothesis which affirms that

the level of second language (L2) proficiency acquired by a child is a function of

the child‘s level of proficiency in the first language (L1) at the point when rigorous

L2 instruction begins. He noted between two kinds of literacy: interpersonal

communication and cognitive academic language proficiency (CALP). While

Interpersonal communication refers to oral communication skills use in

conversational settings, CALP signifies the point at which the speaker can use

language in academic context which is cognitively demanding such as writing.

Cummins established the fact that L1 competency could be utilized to easily

transfer and gain L2 competency when CALP has been mastered. This

relationship between the L1 and L2 or L3 is particularly significant in the

Philippines because of the economic prospects associated with English

proficiency. One instance for this is the over 11% of the population were sent

overseas to provide 13.5% of the national GDP in foreign remittances in 2009

(Bangko Sentral Pilipinas, 2010; Philippines Overseas Employment

Administration, 2009). Domestic-based call centers for foreign companies also

supplied about 4.5% of the national GDP in 2009 (United States Department of

State, 2010). As an offshoot of the strong national and individual economic

benefits of English proficiency, there is a strong need in the country to advance

those literacy skills.

Studies on literacy outcomes related to mother tongue instruction have

been conducted mostly in North America and Europe. Regardless of this Western
 36

focus on language learning studies, it has aided for much of the rationale in the

proliferating use of mother tongue in education throughout the world. To add to

this, Ramirez, Yuen, and Ramey (1991) and Thomas and Collier‘s (1997) major

longitudinal studies in the United States found that language minority children

educated in their home language for a majority of their elementary school years

revealed stronger gains in English proficiency than other language minority

children educated only in English or for just a little time in their first language.

This finding is further strengthened by other research which suggested that

strong first language abilities advance cognitive development in children and

brings them to negotiate subject matter more easily (Cummins, 2000; Mallozzi &

Malloy, 2007). Studies have also shown that English (or other second language)

literacy skills develop more easily and efficiently when they are based on a

child‘s understanding of their first language (Cummins, 2000).

Meanwhile, research outside of the Western context has produced similar

outcomes. In fact, one of the most well-known MTB-MLE initiatives took place

from 1970-1978 in Nigeria. The Ife project showed that students who learned in

their first language for six years demonstrated higher overall academic

achievement gains than students who only learned in their first language for

three years. The first group showed no difference in English proficiency from the

second group despite having had fewer years with English as the medium of

instruction (Fafunwa, Macauley, & Sokoya, 1989).

In the Philippine setting, a longitudinal study was steered with grade one
 37

through three students in Lubuagan, a rural community in the Cordillera

Mountains. The mother tongue project was piloted in one school in 1999, and the

study was formally launched in 2005 with three schools in the experimental group

and three in the control group. After three years, consistent advantages were

noted for the children in the mother tongue schools. They scored significantly

higher than students in the control schools in math, reading, Filipino, and English

(Walter & Dekker, 2011). One school was divided with one half of the school in

the experimental group and one half in the control group.

Akinnaso (1993) studied literature on mother tongue-based programs in

developing countries and found out that most projects report positive correlations

between the development of literacy in the mother tongue and development of

literacy in the second language. However, mother tongue alone does not warrant

positive results. This must be coupled with a consideration on which the policy is

implemented, both from a national and local viewpoint.

Based on anthropological and traditional perspective, scholars argued that

top-down language policy issues strengthen more expert knowledge than local

knowledge (Canagarajah, 2005; Rajagopalan, 2005). While the quantitative

evidence found in the aforementioned studies validates the use of MTB-MLE, it

does not include local understandings of language learning. Context shapes the

manner in which policy should be implemented, and those at the bottom level

create their own knowledge about effective and ineffective strategies even if they

are not recognized in scholarly literature (Canagarajah, 1993; Pennycook, 1989).

 38

While local knowledge should be considered, Canagarajah (2005) cautions about

the possible consequences of fully regarding it such as celebrating local funds of

knowledge should not lead to ghettoizing minority communities, or driving them

into an ostrich-like intellectual existence (p. 15). The gap between these two

types of knowledge must be established in order for communication to occur.

Language Beliefs and Ideology

Language ideology is an important component of language policy

(Schieffelin, Woolard & Kroskrity, 1998; Spolsky, 2004, 2011; Spolsky &

Shohamy, 2000). From a roster of authors who supported the said belief, the

most commonly cited definition comes from Silverstein (1979), who described

language ideology as ―sets of beliefs about language articulated by users as a

rationalization or justification of perceived language structure and use (p. 193).

This emphasizes ideology as the shared beliefs of group members about

language and its role in society. Spolsky and Shohamy (2000) enhanced this

definition by implying that ideologies are affected by a group‘s consensus about

which language variety is appropriate for which speaker to use when addressing

listeners (p. 4).

These definitions infer that language ideologies are highly contextualized

and dependent upon many factors. By such, they are shaped through historical

and socio-cultural conditions and influenced by the experience of a particular

social position (Woolard & Schieffelin, 1994, p. 58). Although beliefs are unique

from one person to another, there is generally one dominant ideology within a
 39

community. Individual beliefs at the micro-level are influenced by the macro-level

which refers to the socio-cultural context and vice versa. Once people interact,

this yields group ideologies that may favor or oppose particular aspects of

language. Thus, complexity arises in the link between policy statements and

local-level beliefs. In line with this, Spolsky (2011) suggested that schools

commonly reflect the ideological values of those at the national level because

they are expected to carry on the established ideals. This is reverberated by

Shohamy (2006), who described the teachers’ propensity in a top-down policy

environment to be merely soldiers of the system. On the contrary, ideologies

should not just be imposed upon individuals by the official culture of the ruling

class, but should embody a diverse set of implicit or explicit beliefs uphold by

members of the community (Kroskrity, 1998). While it is true that language

ideologies at the local level could be swayed by the policy statements and

national outlooks for policy change, they are deeply embedded and not easily

altered. With this, Guskey (2002) proposed that a change in beliefs entails an

observation or experience that defies the existing idea. However, since

ideologies are beliefs that rooted from historical, political, and socio-cultural

contexts, this change could be lengthy and multifarious. Despite this

characterization, language ideologies can typically be categorized in one of two

ways. One belief favors dominant language, while the other supports

preservation of minority languages. Pennycook (2010) referred this as grand

narratives of language policy. Linguistic fusion was a pervasive perspective held

 40

by linguists in the 1960s when modernization was esteemed as an international

development approach. It was assumed that a country‘s economic potential

would be best honed if its citizens were united by a common language which is

often English (Ricento, 2000). From here, Phillipson (1992) and Skutnabb-

Kangas (2000), have affirmed that the wide use of English implies an imperialistic

strength that slays other languages and regulates the world. However, the

moving of language policy away from linguistic unification remains prevalent in

the world.

On the other hand, individuals or groups who are convinced with linguistic

pluralism promote a multilingual approach and preservation of languages.

Oftentimes, this is discussed within a linguistic human rights perspective, which

claims that minority language speakers should enjoy the same rights and support

provided to speakers of majority languages (Skutnabb-Kangas, 2000; Skutnabb-

Kangas & Phillipson, 1994). The most prominent aspect discussed in this

paradigm is the right to education in one‘s own language. This is not only due to

the educational benefits associated with multilingualism, but also because it

supports preservation of cultural identity. Nonetheless, still some scholars have

devalued this approach from a postmodernist lens by asking whether linguistic

pluralism can be perpetuated within the context of globalization (Rassool, 1998)

and at the same time, suggested that the bond between language and identity is

waning (May 2004).

The aforementioned conflicts of ideologies among non-dominant language

 41

speakers often favor dominant languages in education. In contrast, those who

were victimized by so-called unification strategies from previous decades are

now the same people who desire education in an international language as

opposed to their mother tongue. Benson (2004b) believed that reluctance to

adopt mother tongue policies could be due to hundreds of years of colonial

perspective that devalues indigenous languages. When the Philippines was

colonized by the United States in early 20 th century, the impetus for English in

education led to strains within and between communities. With regard to this,

Brigham and Castillo (1999) stated that exclusive English campaigns stirred

feelings of insecurity for language minority speakers since English turned out to

be the language of the elite and educated populations. These concepts of

English have persisted into the 21st century where the feelings of inferiority

among language minority speakers remain and so was the urge for English in

classroom instruction by the other side. The latter group believed that English

proficiency could open doors of opportunity for children in the future and that the

poor should likewise have access to the language they consider that could

provide them these opportunities (Sibayan, 1999, p. 291). As Williams and Cooke

(2002) claim, “Families see English as a strong language and primary school and

English is seen as the first step toward a coveted white-collar job” (p. 315). It was

no surprising then that the economic value associated with English has brought it

to the top consideration of the academic stakeholders, which in turn sacrificed

local languages (Hornberger & Vaish, 2009; Ricento & Hornberger, 1996).
 42

During those times strong beliefs in favor of English and other European

languages indeed created resistance to mother tongue instruction from many

stakeholders. This resistance has been noted in multilingual contexts across

several continents. In rural Peru, families repelled the use of Quechua

(Hornberger, 1987), and in Nepal, parents promoted the use of English in schools

(Davies, 1996). Hornberger and Vaish (2009) equally identified a big number of

South African parents who placed their children in English-speaking schools

rather than in schools using only instruction in one of the other ten official

languages. Schroeder (2004) found that community members in Kenya are

convinced of the importance of English in education. The study found evidence

that support the belief of most uneducated adults pertaining to their mastery of

the national or official language as a sine qua non for educational and economic

opportunity. This is where they based their assumption that the best way to

develop such mastery is to be taught via this language at school. (p. 382)

Trudell (2007) emphasized that parents, teachers, and other local

stakeholders perceived strong values for English based on its long-term

advantages. This is simply because teacher and parent ideologies about

language learning and policy are entrenched in the social and political structures.

Ricento and Hornberger (1996) also noted that lest social attitudes change,

negative reception to bilingual education will continue irrespective of official

national policy or a research signifying its effectiveness in education in both

minority and majority children (p. 416-417). Iyamu and Ogiegbaen‘s (2007)
 43

research on teacher and parent perceptions of mother tongue instruction in

Nigeria concluded that teacher and parent opposition is a major restraint to

implementation. They encouraged for efforts to orient them to the policy and its

probable outcomes. Moreover, Benson’s study in Mozambique (2004) equally

recommended that implementation should be made gradual and voluntary for

each community (p. 59) to build support from the bottom up. In the absence of

such support, governmental efforts to change language policies will prove in vain.

However, some studies have acknowledged the value for mother tongue

instruction in the early years of learning. This is relatively evident in cases where

teachers reported to code switch between an international language and the

mother tongue to facilitate understanding (Ambatchew, 2010). Other community

studies also pointed that learning was more easily facilitated in the learner‘s first

language (Chimbutane, 2011; Chimbutane & Benson, 2012; Trudell, 2006). In

addition to this, Stone (2012) asserted that MTB-MLE professional development

opportunities can enhance teachers’ attitudes toward the mother tongue. Thus, it

may be concluded that language policy is best conducted in situations which

involve community stakeholders in the process. A conflict of findings about

stakeholders’ language ideologies may exist but it suggests a struggle between

inherent beliefs about the value of mother tongue for communication and the

power associated with languages such as English. The Philippines has a unique

case for analyzing this tension between language ideologies of local stakeholder

groups within a national policy context. With such a case, there is a need to
 44

examine whether teachers and parents agree with these policies, or more

broadly with the ideologies in which they represent. Teachers’ and parents’

beliefs about the outcomes of mother tongue education may shape the overall

policy implementation process.

Language Management

In a top-down approach, a language policy is often implemented locally

with decisions coming from a national governing body. These are usually

prescriptive and not isolated in multiple contexts. Kaplan and Baldauf (1997)

stated that top-down policies are made by people of power and authority who

make decisions for a certain group, in the absence of consultation to the users of

language (p. 196). Their appeal dwells on their ability to spread largely by means

of legislation or executive orders, or the so-called political strength concomitant

with their messages (Matland, 1995; Ricento & Hornbeger, 1996). Spolsky‘s

(2004)concept of language management coincides with a top-down policy

approach when he defined in his book Language Management (2011) as being

the explicit and observable effort by someone or some group that has or claims

authority over the participants in the domain to modify their practices or beliefs‖

(p. 4). Based on this definition, language policy decisions are likely made for all

by just a few.

Nonetheless, though language policies are often designed by people with

power and authority, the resolve to adopt them could be a result to pressure from

advocacy groups, nongovernmental organizations, or other funding agencies.

 45

Globally and regionally, there is increased interest in the use of the mother

tongue as a language of instruction in education. International organization such

as UNESCO, intergovernmental agencies such as SEAMEO, and various donor

agencies advocate for this policy shift. In addition, organizations such as SIL

International and Save the Children have actively promoted MTB-MLE through

their labor in the Philippines, along with those in other countries around the

world.

MTB-MLE reforms begin as minor pilot projects through the aid of an

international organization. Its intent is to get political and national support for the

program‘s development which they can do with pride through the success stories

of the piloting. The Lubuagan MTB-MLE program in the Philippines is a sample

case together with the programs in hundreds of other communities around the

world. Such kind of experimental programs are aid for understanding on how a

multilingual approach can be employed within a local context with consideration

on the availability of resources and technical support (Benson, 2004c).

With the premise above already in mind, scholars still concede that the

shift from experimental pilot levels to more widespread implementation could

provide one of the most difficult aspects of language planning and policy

(Benson, 2004a; Dutcher, 2001). Success in the programs may occur at

community levels, but their national implementation could be weakened by bigger

systemic issues. Issues in different aspects such as political, economic, and

social often collide with each other in the policymaking level revolving on
 46

language of instructions. One instance for this is in Bolivia with the Educational

Reform Law of 1994 that called for the introduction of all indigenous languages

into primary bilingual schooling. The reform was enacted and implemented in a

top-down approach but was met with resistance from communities and other

stakeholders (Benson, 2004). Similarly, resistance has been eminent in South

Africa (Bloch, Guzula, & Nkence, 2010) and Ethiopia (Ambatchew, 2010).

Benson (2004) says that “even when policy is made, implementation is not

guaranteed” (p. 59).

MTB-MLE has hardly been disputed on pedagogical aspect; however, its

structure can impede apt implementation of a program. While there are claims of

success with MTB-MLE, Dutcher (2003) disclosed that it is eventually ineffective

once there is a lack of materials, poor teacher training, and insufficient language

development. Ambatchew (2010) also reasoned that unless a rich environment of

books, posters, and television and radio programs is created in the medium of

instruction required, the students are doomed to failure (p. 208). While support to

the development of materials by non-governmental organizations has been there,

the bulk is limited to only certain communities. These organizations have

extended stronger material support for the mother tongue initiatives compared to

the national government in many settings (Bloch, Guzula, and Nkence, 2010).

To counter the limited resources, top-down reforms often depend on a

training method. The training begins with a group of lead trainers and cascaded

down to another group of trainers who may then train a group of teachers in their
 47

own regions or districts. This is to address cost-effective means for training a

huge number of teachers in so little time (Gilpin, 1997; Wedell, 2005). The

downside of this training lies on the fact that there is often a thinning of

knowledge where less is understood the more one goes down the cascade. This

reduces the accuracy of the information that reaches the classroom teacher, with

whom the success of the implementation depends (Hayes, 2000). Moreover, it is

important to consider the result of training on beliefs and practices related to

language. In the dare to address stakeholders’ beliefs and practices occurs irony.

According to Hoyle and Wallace (2007), irony occurs in the discrepancy between

the ideals of national policies and the reality of settings at local schools. When

policy is weakened by an overestimation of the possibilities of change, there

surfaces a lack of appreciation on the pervasive characteristics of schools and

schooling, teachers and teaching (p. 15). Therefore, national policy does not

necessarily reflect local contexts which bring risks and inadvertent

consequences. Moore (1996) stressed out the same critique when she claims

that national policy documents attempt to make reality fit them, rather than

founding themselves on reality (as cited in Ricento, 2006, p. 155). In consonance

with this rationale, authors noted the importance of contextualizing the language

within local circumstances (Kaplan, 1990; Martin-Jones & Saxena, 1995; Ricento

& Hornberger, 1996). As Benson (2004) believed, language is deeply embedded

in the cultural context of each community, thus turning top-down implementation

of the policy more difficult. Some also claimed that reforms lacking community
 48

attention may be met with a struggle because the shift in language is enforced on

them without their involvement (Dekker & Young, 2005; Ricento & Hornberger,

1996). To cover this challenge, language reforms may entail community

involvement. Young (2003) and Ball (2010) have affirmed the importance of this

in their work on MTB-MLE. It is also enlightening to see that mother tongue pilot

programs are experiencing success because they commonly work with the

community in instituting the reform (Dekker, 2003; Dekker & Young, 2005;

Dutcher, 2001; Trudell, 2006).

Meanwhile, the debate appears to be between top-down and bottom-up

policy approaches, but in reality it is likely blend approach that includes

participation from both the national and local levels. The United Nations

Development Program (1997) pointed out that the urge for people‘s mobilization

must not be a rationalization for the state to renounce its responsibilities and that

poverty annihilation requires not a receding state but a strong one (p. 101). The

national level portrays an important role in providing political impetus behind the

policy as well as economic resources. On the other hand, communities exist for

contextualizing the policy and providing local support (Alexander, 1989; Benson,

2004a; Chimbutane & Benson, 2012; Dekker & Young, 2005).

Language Practices

Spolsky (2004) proposed that language practices also refer to the

decisions conformed by a group of people about how, when, and where to use

language. These are what people in reality do with language. Other customary
 49

views of policy implementation believe that those in power are disseminating

directives and assuming that these are practiced. Though policy statements have

the capacity to set boundaries on what is academically normal or feasible

(Johnson & Freeman, 2010, p 14), local stakeholders also hold enormous power

in the policy process. Sutton and Levinson (2001) initiated the term appropriation

to look past unequivocal policy statements to the tangible practices that are

modified and contextualized in different environments. Some authors have

labeled these practices or appropriations as the real policy (Sutton & Levinson,

2001; Shohamy, 2006; Spolsky, 2011). They have debated that de facto policy,

whether taking place in classrooms or homes, is of more importance than clear

statements of de jure policy because it embodies what is really taking place on

the ground. Using Hoyle and Wallace‘s (2007) irony of policy, these authors

proposed a shared concept of irony of practice and maintained that the head

teachers and teachers have had to follow, and at the same time, adapt national

policies to suit the observed needs of their pupils (p. 17). Through this, the

original goals of the top-down policy statement are not implemented, though this

may be the seemingly look on the surface. There arises a distinction between

two elements of the ironies of practice according to these authors. These are

adaptation and representation. While the former points to the means with which

teachers obey the mandated expectations, the latter suggests the means which

teachers typify their work to look in acquiescence with the requirements of the

policy. This points to a de jure policy that rings true in name only and operates on
 50

an explicit level, while the de facto policy contains concealed aspects in conflict

to the official policies (McCarty, 2011; Schiffman, 2006; Shohamy, 2006).

Local stakeholders are indeed accountable for the implementation, or

appropriation, of national policy orders, too. Teachers and parents are groups of

stakeholders of particular interest to this research because of their direct

relationship with the children affected by the policy. Both groups have roles in

language policy, but these are specifically discussed in different domains. Other

set of iteratures discusses the responsibility teachers in implementation at the

classroom level (Mohanty, Panda, & Pal, 2010; Ricento & Hornberger, 2006;

Shohamy, 2006), while another set of literature on family language policy

emphasizes the function of parents at home (Caldas, 2013; King, Fogle, &

Logan-Terry, 2008). However, regardless of the emphasis of community

involvement in MTB-MLE, limited array of scholarship crosses to the language

policy practices between teachers and parents. In fact, most literature on

language-in-education policy only shows the role of teacher alone.

Language Proficiency and Content Areas

In line with bilingual education policies with English as a target language,

to be able to effectively participate in school, a non-English-speaking student

must achieve a significant level of proficiency in English. This can be applied to

other bilingual programs with other target languages besides English. Cummins

(1981) theorizes that there exists a minimal level of linguistic competence—a

threshold—that a student must attain to function effectively in cognitively

 51

demanding, academic tasks. This threshold of cognitive academic language

proficiency (CALP) can take between five and seven years to develop in a

student's second language. Using CALP as a basis, one can examine the

content areas of reading and mathematics as on the mathematical problem

solving.

In Mathematics Achievement, there might be many times when teachers

have said (referring to language minority students), “They are so much better in

math. than subject areas that require reading” or, “I am willing to integrate the

language-minority student for math, but please, not a content area that requires

reading.” The appropriateness of these teacher perceptions given the research

on mathematical achievement and language must be looked into. Research

implies that there is a close relationship between language proficiency and

mathematics achievement. More than eighty years ago this was suggested by

E.L. Thorndike (1912) when he said, “Our measurement of arithmetic is a

measure of two things: sheer mathematical knowledge on the one hand, and

acquaintance with language on the other.” Language skills are the vehicles

through which students learn, apply, and are tested on math concepts and skills.

Unfortunately, the language of mathematics is often too difficult for many

students. Consider the following elementary algebra problem: Find a number

such that five less than the number is equal to twice the number minus 21.

Although the solution to the problem is straightforward once the proper equation

for the solution has been derived, the linguistic skills required to reach that point
 52

are rather sophisticated. First, one must understand that “such that” relates “five

less than the number” to “twice the number minus 21.” It is also necessary to

understand that “a number” and the subsequent “the number” (which is repeated

twice) refer to the same number. Finally, the phrase “five less than the number” is

syntactically confusing. It often leads the student to write “5 - n,” when the

reverse, “n - 5,” is required. The problem also assumes that the student

understands that the phrase “is equal to” signals an equation. One can easily

understand from the above example why it is not appropriate to assume that

math is “language independent,” and further why it is not always correct to

mainstream limited-English-proficient students into math classes before they are

ready. Instead, it is advisable to establish an approach that simultaneously

teaches language and mathematics content.

Therefore, it has been suggested that there is an academic proficiency

level (similar to CALP) in math. The cognitive academic mathematics proficiency

(CAMP) is described as the threshold level of proficiency that students must

reach to effectively perform cognitively demanding mathematical tasks (Dawe

1984). CAMP consists of cognitive knowledge (mathematical concepts and how

they are applied) embedded in a language specifically structured to express that

knowledge. The threshold level for CAMP consists of proficiency in both

mathematics and in math language. Further, there are linguistic features that

need to be taken into consideration for mathematics instruction. These have

been described by Morris (1955) as syntactics, semantics, and pragmatics of the

 53

English language .There exists the complex interplay between syntactic,

semantic, and pragmatic features that occurs when students attempt to verbalize

or interpret mathematical rules and concepts in English.

Studies

From the study Science Achievement: What is the Impact of Language

Proficiency? which investigated the impact of instruction detracting students from

the target language in the classroom. A general perspective of language transfer

in

light of fresh learners in Arabic language medium of communication. And it is

clearly observed that their educational background and language accuracy level

impacted their understanding. As the interview questions asked by the instructor ,

results been clearly forwarded that many gaps were there to be filled. Secondly,

most of the students could not focus on the importance of L2 in language

communication class. The findings of this study revealed that students who have

low level of learning and background in English as their L2 tend to be more

realistic of L2 acquisition. The students were demanded a new aspect of their

efficiency and accuracy in language learning by practicing new words,

vocabulary and phrases.

Chapter 3
 54

RESEARCH METHODOLOGY

This chapter describes how the study is conducted. It includes the method

of research subjects, population and sample frame. It also presents the

instrumentation, data gathering techniques and research procedure employed. It

includes also the statistical treatment of data and the arbitrary scale used in

interpreting the research questionnaire.

Research Design

The researcher will use Quantitative Research approach. A survey of

selected public elementary schools in the CALABARZON will be used to study

the extent to which the uses of English and Filipino as media of instructions affect

performance in Content subjects.

The researcher will use a cross sectional survey design. The researcher

will identify essential components of a population and randomly select a cross-

section of research subjects from which the required data will be collected.

Population and Sampling

The target populations are Grade Six Students in public elementary

schools in the region.

The sampling will be probability and nonprobability sampling techniques.

Precisely, the study will employ simple random sampling, systematic random

sampling, stratified sampling and purposive sampling using SPSS.

Sources of Data
 55

Questionnaire for Students

The items in the questionnaires comprise demographic questions. The

questionnaire will contain Part I and II. Part I includes questions on Pupils’

Profile; Part II is the Assessment. The items in the Assessment will be adapted

from the DepEd’s work.

Interview for Teachers

Interview is a qualitative research technique that involves conducting

intensive individual interviews with a small number of respondents to explore

their perspectives on a particular idea, program, or situation (Mertens, 1998).

Interviews are useful when you want detailed information about a person’s

thoughts and behaviors or want to explore new issues in depth. The interviews

will enable the researcher to capture what the questionnaires would have failed

to capture. The interview guide will be used to find out how the existence of

language policies in schools will also help to make conclusions and

recommendations of this study, observations made by teachers on students

regarding medium of instructions in relation to their performance in content

subjects and the challenges brought about by these media in the process of

learning content subjects and suggestions for strategies for improvement. The

items in the interview guide will be adapted from the work of an expert, including

inputs from the researcher’s experience and assistance from the adviser. The

interview guide for teachers will be attached in the appendix.

Research Instruments
 56

The following are the research instruments to be sued in this study:

1. Test. The main instrument that will be used in this study will be the

researcher-made test in the three content subject areas – Mathematics, Science

and Araling Panlipunan. There were two teacher-made tests that were developed

by the researcher – the pretest and the posttest. Both the tests were composed

of a 30 items each of the selected topics. The teacher-made test was developed

based on the syllabus in compliance with the Department of Education.

Validation. In this study, the three types of validity that will be considered

are face validity, content validity and construct validity. Gay, Mills and Airasian

(2009) point out that content validity is the degree to which the sample of items

represents the content the test is designed to measure. The researcher will

ascertain the content validity in this study from research experts such as

supervisors and language experts. The instrument will be assessed according to

the concept of what is it trying to measure and whether the set of items

accurately represents the concept under study.

Further, the instruments will be pretested. The items measuring the level

of achievement will be assigned numerical values and this will be used to arrive

at scores per item.

Face validity will be likewise considered whether the instruments looked

like a measure of desired construct to a member of the target population. Face

validity will ascertain by seeking the review of peers to establish whether or not

the instruments are ethical, and whether or not they actually measure what they
 57

meant to measure.

Reliability. Mugenda and Mugenda (2003), explained that reliability is a

measure of the degree to which a research instrument yields consistent results or

data after repeated trials. In this study, data collection tools will be tested with a

population similar to the target population but will not be involved in the final

study to ensure that the instruments produce results that are consistent with the

research questions. Thus, the tools will be tested in a public elementary school in

Rodriguez, Rizal. The questionnaires will be administered to 30 pupils in the

school and will be coded manually considering its small size. A strong positive

correlation coefficient would ascertain the reliability of the instruments. According

to Macmillan (1992) an instrument with a reliability index of a minimum of 0.5 can

be used for collecting data.

Item Analysis. The researcher also conducted item analysis to evaluate

test items for test construction and revision. Through item analysis the

researcher was able to determine which of the items needs to be revised or

discarded. After the test items have been formulated, the value of these items will

be assessed using several methods representative of item analysis - the test

item's level of difficulty and an item's capacity to discriminate.

2. Unstructured Interview. The unstructured interview was also

conducted to elicit answers and clarifications to the respondents on items which

are not expounded in the questionnaire. The interview was conducted during the

students and teachers’ convenient time. The researcher identified the challenges
 58

encountered by the students and teachers in the use of the English and Filipino

as a medium of instructuion (MOI).

Data Analysis Procedure

Analysis of data will be based on the research questions. Quantitative

information will be organized, coded and summarized using SPSS, version 17.0.

After collecting the raw data, the questionnaires will be coded into numerical

values which will be then keyed into the computer. The open ended items will be

categorized into themes. The analyzed data will be summarized using descriptive

statistics such as frequencies and percentages and presented using tables and

bar graphs.

According to Gay (1996), when making the results known to a variety of

readers, simple descriptive statistics such as percentages have a considerable

advantage over more complex statistics.

Ethical Considerations

Respect and consideration to the participants is an important aspect of

research. Research ethics calls for responsible conduct of research. This

research will take into consideration the following three areas: consent, privacy

and assent.

Informed Consent

This involves the participants choosing whether to participate or not to

participate in the study. According to Cohen (2000), at all times, the welfare of

subjects should be considered by the researcher. In this study, the researcher will
 59

ask for the consent of the participants and will not force anybody to take part in

the research. The researcher will also endeavor to explain to the participants the

purpose of the study and their role in the study.

Assent

According to Cohen (2000), assent is a term used to express willingness

to participate in research by persons who are too young to give informed consent

but who are old enough to understand the proposed research in general. Assent

from students will be sought alongside with informed consent from teachers.

Privacy

Information obtained from the respondents form the basis for a research.

In order for the information to be reliable, the respondents should be assured the

confidentiality of the information they provide (Cohen 2000).

Statistical Treatment

The data that will be collected was tabulated and analyzed using the

following statistical treatment to provide answers to the problems raised in this

research:

1. Percentage was used to describe the performance of the students in

the pretest and posttest using English and Filipino as a medium of instruction in

Mathematics, Science and Araling Panlipunan. Pagoso (2013) defined the

percentage formula by;

f
P = _____ x 100
N
 60

where: P - Percentage

N - Total number of sample

2. t-test for correlated samples was used to find out if difference exists

between the pretest and posttest performance of the students in English nad

Filipino in Mathematics, Science and Araling Panlipunan. Reyes (2010) defined

the formula by,

where:

D - the mean difference before and after the test

- the sum of the squares of the difference before and after

the test

- the summation of the difference before and after the

test
n - the sample size
All data were interpreted and computed with the use of Statistical Package

for Social Sciences (SPSS) version 12.

Chapter 4
 61

PRESENTATION, ANALAYSIS AND INTERPRETATION OF DATA

This chapter deals with presentation, analysis and interpretation of the

findings based on the results of the statistical treatment used.

Problem 1. Pupils’ Level of achievement when taught in English

The following tables illustrate the level of achievement of the Grade 6

Pupils in when taught in English.

1.1 Mathematics

Table 1. Pre-test Performance in Mathematics in English

Rizal Antipolo City Tanauan

Amityville Tagumpa Bagong Bagong Tanauan Tanauan
ES y ES Nayon 2 Nayon 4 North CS South
ES ES CS
Range Category f % f % f % f % f % f %
75-100 % Mastered 0 0 6 12 14 28 15 30 0 0 38 76
50-74 % Nearing 38 76 24 48 28 56 18 36 26 52 10 20
Mastery
1-49 % Least 12 24 20 40 18 36 17 34 24 48 2 4
Mastered
Total 50 100 50 100 50 100 50 100 50 100 50 100

Amityville Elementary School and Tanauan North Central School have 0 or

0% students who have mastered the skills in Mathematics 6 when taught in

English. The Tanauan South Central School has the highest of 38 or 76% of its

students who have mastered skills, but also has the lowest least mastered skills

of 2 or 4%. Three schools have above 50% nearing mastery including Amityville

Elementary School, Bagong Nayon 2 Elementary School and Tanauan North

Central School 38 or 76%, 28 or 56%, and 26 or 52%, respectively.

 62

One of the arguments for science, technology and mathematical

teaching in English is the absence of appropriate translations of scientific and

mathematical terms such as square root, conjugate, enthalpy, and nucleus.

Similarly, books on such disciplines are written in English. In spite of this, many

studies have proven that students understand more quickly in science and math

lessons if it is taught in our own language.

Table 2. Post-test Performance in Mathematics in English

Rizal Antipolo City Tanauan

Amityville Tagumpa Bagong Bagong Tanauan Tanauan
ES y ES Nayon 2 Nayon 4 North CS South
ES ES CS
Range Category f % f % f % f % f % f %
75-100 % Mastered 23 46 31 62 11 22 12 24 28 56 28 56
50-74 % Nearing 22 44 14 28 29 58 32 64 14 28 16 32
Mastery
1-49 % Least 5 10 5 10 10 20 6 12 8 16 6 12
Mastered
Total 50 100 50 100 50 100 50 100 50 100 50 100

The results of the post-test yielded that three schools have scored above

50% including Tagumpay Elementary School, Tanauan North Central School, and

Tanauan South Central School wherein 31 or 62%, 28 or 56%, and 28 or 56%

of the students have mastered the skills in the post-test in Mathematics 6 when

taught in English. Data shows that the post-test performance of the students

increased.

According to Sofia Angela Federico (2017) Although our national

language is Filipino, English is often used in teaching mathematics. In 1987

Policy on Bilingual Education, separate Filipino and English use of teaching in

 63

specific subject areas or subject areas. Filipino is provided with the teaching of

social studies, music, arts, education in strengthening, home economics,

practical arts and character education. In the meantime, English language will be

used in teaching science, mathematics and technology.

1.2 Science

Table 3. Pre-test Performance in Science in English

Rizal Antipolo City Tanauan

Amityville Tagumpa Bagong Bagong Tanauan Tanauan
ES y ES Nayon 2 Nayon 4 North CS South
ES ES CS
Range Category f % f % f % f % f % f %
75-100 % Mastered 11 22 9 18 1 2 2 4 11 22 12 24
50-74 % Nearing 33 66 33 66 38 76 29 58 23 46 27 54
Mastery
1-49 % Least 6 12 8 16 11 22 19 38 16 32 11 22
Mastered
Total 50 100 50 100 50 100 50 100 50 100 50 100

Findings show that there were five schools have earned a nearing mastery

level of above 50% level with grades ranging from 50-74%, except for Tanauan

North Central School wherein 23 or 46% of the students were rated nearing

mastery. The highest performance was Bagong Nayon 2 Elementary School in

the division of Antipolo where 38 or 76% of the students earned nearing mastery

level.
Owings (2012) reiterated that both negative and positive influences of

English-medium instruction on the academic success of students are possible.

One advantage of instruction in English is the higher quality of support materials

compared to those in local languages. Textbooks, articles, support websites,

practice questions are better in both quality and quantity in English than in any
 64

other language. Students and faculty members can improve the quality of

education by using these materials. Conversely, if the students and faculty

members’ levels of English are not adequate, the lectures and other education

activities might be less effective than they would be in the local language.
Table 4. Post-test Performance in Science in English

Rizal Antipolo City Tanauan

Amityville Tagumpa Bagong Bagong Tanauan Tanauan
ES y ES Nayon 2 Nayon 4 North CS South
ES ES CS
Range Category f % f % f % f % f % f %
75-100 % Mastered 27 54 31 62 16 32 20 40 30 60 30 60
50-74 % Nearing 21 42 16 32 27 54 22 44 13 26 15 30
Mastery
1-49 % Least 2 4 3 6 7 17 8 16 5 10 5 10
Mastered
Total 50 100 50 100 50 100 50 100 50 100 50 100

Data reveals that above 50% of the students from the two schools from

the two divisions - Rizal and Tanauan. There were 27 or 54% of the students

from Rizal Amityville ES and 31 or 62 % from Tagumpay ES, while 30 or 60% of

the students both from Tanauan North CS and Tanauan South CS were rated

mastered with grades ranging from 75-100 %.

According to Tolentino (2017) Science concepts were based on the

methods of the physical and living world. It teaches students to value things that

surround environment. It is also used as a tool to find solutions to the problems

faced by the country in the aspiration to develop the state of the life of every

citizen.
 65

English language teaching started when the United States became a

colony of the Philippines. It started to change when the "Bilingual Education

Policy" was launched in 1974. It encourages language teaching in Filipino

classrooms and give students the ability to both English and Filipino. It also

aspires to become a language for Filipino discourse.

But this policy also states that English is the "non-exclusive language of

science and technology." As a result, the Filipino language has been set aside as

a language for science. It is also part of the goal of internationalization. Its

continued use is also the result of US leadership in scientific research. At first

glance, it looks good to keep pace with new S & T developments, and without the

young scientists separate from journals and textbooks.

1.3 Araling Panlipunan

Table 5. Pre-test Performance in Araling Panlipunan in English

Rizal Antipolo City Tanauan

Amityville Tagumpay Bagong Bagong Tanauan Tanauan
ES ES Nayon 2 Nayon 4 North CS South CS
ES ES
Range Category f % f % F % f % F % f %
75-100 % Mastered 5 10 0 0 3 6 1 2 0 0 0 0
50-74 % Nearing 29 58 25 50 20 40 25 50 19 38 30 60
Mastery
1-49 % Least 16 32 25 50 27 54 24 48 31 32 20 40
Mastered
Total 50 100 50 100 50 100 50 100 50 100 50 100

The table shows that 5 or 10% of the respondents from Amityville ES

ranked Mastered ranging from 75-100% in the pre-test in Araling panlipunan and

used English as a medium of teaching, while 19 or 38% of the students from

 66

Tanauan North CS ranked Nearing Mastery ranging from 50 – 74%. On the other

hand, there are 16 or 32% of the Grade 6 pupils from Amityville Elementary

School ranked Least Mastered Skills ranging from 1-49%.

This quasi-experimental experiment was conducted to find out which is

more effective in Social Studies, Filipino or English based on the level of

implementation of the psychological, emotional and psychological fields of

experimental students class (taught in Filipino) and in control class (taught in

English). English Language is more effective in teaching language than in Filipino

based on the marks obtained by students.

Table 6. Post-test Peformance in Araling Panlipunan in English

Rizal Antipolo City Tanauan

Amityville Tagumpa Bagong Bagong Tanauan Tanauan
ES y ES Nayon 2 Nayon 4 North CS South
ES ES CS
Range Category f % f % f % f % f % f %
75-100 % Mastered 14 28 12 24 8 16 8 16 14 28 7 14
50-74 % Nearing 36 72 19 36 25 50 34 68 27 54 27 54
Mastery
1-49 % Least 9 18 19 36 17 34 8 16 9 18 16 32
Mastered
Total 50 100 50 100 50 100 50 100 50 100 50 100

Data reveals that there were five schools wherein more than 50% of their

students have earned nearing mastery with grades ranging from 50-74%, while

only Tagumpay Elementary School which have 19 or 36 % of the students who

have earned nearing mastery in Araling Panlipunan when taught in English.

Domingo (2002) analysis using quasi-experiments was conducted to find

out which is more effective teaching in Social Science, Filipino or English based
 67

on the level of implementation in the areas of intellectual, emotional and

saykomotor of students in the experimental class (taught in Filipino) and in the

control class (taught in English) in the First Semester of the 2001-2002 Year. He

proved that the English language is more effective in teaching Social Science

than in Filipino based on the marks obtained by students: experimental classes

(Filipino).

Problem 2. Pupils’ Level of achievement when taught in Filipino

The following tables illustrate the level of achievement of the Grade 6

Pupils in when taught in Filipino.

2.1 Mathematics

Table 7. Pre-test Performance in Mathematics in Filipino

Rizal Antipolo City Tanauan

Amityville Tagumpay Bagong Bagong Tanauan Tanauan
ES ES Nayon 2 Nayon 4 North CS South
ES ES CS
Range Category f % f % f % f % f % f %
75-100 % Mastered 0 0 3 6 11 22 1 2 0 0 7 14
50-74 % Nearing 25 50 27 54 26 52 32 64 22 44 32 64
Mastery
1-49 % Least 25 50 20 40 13 26 17 34 28 56 11 22
Mastered
Total 50 100 50 100 50 100 50 100 50 100 50 100

It was found out that there were 50% above of the students scored

nearing mastery in Mathematics when taught in Filipino with grades ranging from

including Amityville ES (25 0r 50%), Tagumpay ES (27 or 54%), Bagong Nayon 2

ES (26 or 52%), Bagong Nayon 4 ES (32 or 64%), and Tanauan South CS (32 or

64%). Only Tanauan North CS from Batangas division scored below 50% were
 68

22 or 44% of the students were rated Nearing Mastery in Mathematics when

taught in Filipino whose grades ranges from 50-74 %.

Acelajado (2014) confirmed in her study that if Filipino is the language

used for studying or teaching any lesson, it is easier for the student to learn

because the concept of study only needs to be carefully considered. Additionally,

it is easy to tell what a person thinks if his or her own language will be used and

easier to spread the language when it is used.

Table 8. Post-test Performance in Mathematics in Filipino

Rizal Antipolo City Tanauan

Amityville Tagumpay Bagong Bagong Tanauan Tanauan
ES ES Nayon 2 Nayon 4 North CS South CS
ES ES
Range Category f % f % f % f % f % f %
75-100 % Mastered 22 44 32 64 25 50 12 24 28 56 30 60
50-74 % Nearing 22 44 12 24 20 40 32 64 18 36 14 28
Mastery
1-49 % Least 6 12 3 6 5 10 6 12 4 8 6 12
Mastered
Total 50 100 50 100 50 100 50 100 50 100 50 100

There were four schools wherein 50% above of their students were rated

mastered skills in Mathematics when taught in Filipino. The four schools include

Tagumpay ES (32 or 64%), Bagong Nayon 2 ES (25 or 50%), Tanauan North CS

(28 or 56%), and Tanauan South CS (30 or 60%) which were rated

mastered skills in Mathematics when taught in Filipino.

Prior to the country‟s bilingual education policy English and Filipino have

been widely used as media of instruction. Teaching mathematics requires a great

 69

deal of challenge to teachers in all levels of education. Abstract ideas in

Mathematics expressed in English as another abstract language, are hard to

push in the minds of students. All learners need skilful and sympathetic teachers.

Many unhappy children are being taught by unhappy teachers. This implies that

the teaching of mathematics can be and should be made simple and appealing to

students. The use of Filipino language as a medium in teaching Mathematics has

significantly improved students‟ performance.

2.2 Science

Table 9. Pre-test Performance in Science in Filipino

Rizal Antipolo City Tanauan

Amityville Tagumpa Bagong Bagong Tanauan Tanauan
ES y ES Nayon 2 Nayon 4 North CS South
ES ES CS
Range Category f % f % f % f % f % f %
75-100 % Mastered 8 16 6 12 0 0 11 22 4 8 2 4
50-74 % Nearing 32 64 30 60 29 58 34 68 21 42 25 50
Mastery
1-49 % Least 10 20 14 28 21 42 5 10 25 50 23 46
Mastered
Total 50 100 50 100 50 100 50 100 50 100 50 100

It was found out that there were five schools which earned above 50% of

the nearing mastery level including Amityville Elementary School (32 or 64%),

Tagumpay Elemnnatrsy School (30 or 60%), Bagong Nayon 2 ES (29 or 58%),

Bagong Nayon 4 ES (34 or 68%), Tanauan South CS (25 or 50%) except for

Tanauan North CS wherein 21 or 42 %of their students earned a nearing mastery

level with grades ranging from 1-49%. From the division of Antipolo city, there

was 0 or 0% of the students earned mastery level from Bagong Nayon 2 ES.
 70

English language teaching started when the United States became a

colony of the Philippines. It started to change when the "Bilingual Education

Policy" was launched in 1974. It encourages language teaching in Filipino

classrooms and give students the ability to both English and Filipino. It also

aspires to become a language for Filipino discourse

But this policy also states that English is the "non-exclusive language of

science and technology." As a result, the Filipino language has been set aside as

a language for science. It is also part of the goal of internationalization. Its

continued use is also the result of US leadership in scientific research. At first

glance, it looks good to keep pace with new S & T developments, and without the

young scientists separate from journals and textbooks.

Table 10. Post-test Performance in Science in Filipino

Rizal Antipolo City Tanauan

Amityville Tagumpa Bagong Bagong Tanauan Tanauan
ES y ES Nayon 2 Nayon 4 North CS South
ES ES CS
Range Category f % f % f % f % f % f %
75-100 % Mastered 24 48 29 58 14 28 34 68 34 68 33 66
50-74 % Nearing 21 42 19 38 26 52 13 26 12 24 15 30
Mastery
1-49 % Least 5 10 2 4 10 20 3 6 4 8 2 4
Mastered
Total 50 100 50 100 50 100 50 100 50 100 50 100

Data reveals that there were 50% above students in two schools from the

division of Tanauan city - Tanauan North Central School (34 or 68%) and

Tanauan South Central School (33 or 66%) have scored more than mastered
 71

skills, the same is true with Bagong Nayon 4 Elementary School wherein 34

or 68% of the students were rated mastered skills whose grades ranges

from 75-100 %.

There are new steps to improve the teaching of Science using Filipino

Language. Research shows the effectiveness of scientific teaching in the daily

language. One of these is the research by Brown and Ryoo of Stanford

University in 2008. They show it by what they call "content first" approach. In this

way, prioritize concepts using natural language before adding new ones and

more complex terms. Studies show that grade levels of students taught in natural

language are higher in both "multiple choice" and "open-ended" questions. It

signals a deeper understanding of the children in the new information they

receive (Sullivan, 2008).

2.3 Araling Panlipunan.

Findings show that three schools Tagumpay ES, Tanauan North CS and

Tanauan South CS have scored 0 or 0% mastered skills in the pre-test in Araling

Panlipunan when taught in Filipino. Tanauan South Cental School has the

highest number of students who were rated nearing mastery with 40 or 80%

whose grades ranges from 50-74%.

Table 11. Pre-test Performance in Araling Panlipunan in Filipino

Rizal Antipolo City Tanauan

Amityville Tagumpa Bagong Bagong Tanauan Tanauan
ES y ES Nayon 2 Nayon 4 North CS South
ES ES CS
 72

Range Category f % f % f % f % f % f %
75-100 % Mastered 3 6 0 0 1 2 6 12 0 0 0 0
50-74 % Nearing 36 72 29 58 37 74 33 66 26 52 40 80
Mastery
1-49 % Least 11 22 21 42 12 24 11 22 24 48 10 20
Mastered
Total 50 100 50 100 50 100 50 100 50 100 50 100

Failagao (2016) says that in nearly a decade of his teaching of Social

Studies he noted that the teaching of Social Lessons is almost tied to the

teaching of Filipino subjects. Science and Mathematics are considered to be

exact sciences. English and Filipino both speak Language and Literature in

different parts of the world, whereas Technology and Livelihood Education (TLE)

is also closely related to the teaching of various subjects.

The Department of Justice declares No. 311. 2013 that the purpose of

teaching all these subjects is to further enhance the students' critical thinking and

determination and creativity in the subjects they teach.

Post-test

Data shows that Bagong Nayon 2 Elementary School performed highest

with 31 or 62 % of the students who were rated matered skills in Aralimg

panlipunan whose grades ramegs form 75-100%, followed immediately by 28 or

56% students from Tanauan South Central School. Being the lowest in the

performance rating, the Amityville Elementary School has 4 or 8% of their

students who performed least mastered with grades 1-49%.

Table 12. Post-test Performance in Araling Panlipunan in Filipino

Rizal Antipolo City Tanauan

 73

Amityville Tagumpay Bagong Bagong Tanauan Tanauan

ES ES Nayon 2 Nayon 4 North CS South CS
Range Category ES ES
f % f % f % f % f % f %
75-100 % Mastered 15 30 24 48 31 62 15 30 22 44 28 56
50-74 % Nearing 31 62 17 34 13 26 31 62 19 38 17 34
Mastery
1-49 % Least 4 8 9 18 6 12 4 8 8 16 5 10
Mastered
Total 50 100 50 100 50 100 50 100 50 100 50 100

Data shows that Bagong Nayon 2 Elementary School performed highest

with 31 or 62 % of the students who were rated matered skills in Aralimg

panlipunan whose grades ramegs form 75-100%, followed immediately by 28 or

56% students from Tanauan South Central School. Being the lowest in the

performance rating, the Amityville Elementary School has 4 or 8% of their

students who performed least mastered with grades 1-49%.

The study conducted by Santos (2011) found out that the use of Filipino

had improved the academic performance of students in Social Studies. Filipino or

English as medium of instruction (MOI) can promote better learning in Social

Studies to the second year high school (HS) students of University of San Carlos

(USC) during school year 2010-2011.

The Department of Justice declares No. 311. 2013 (2013) that the

purpose of teaching all Filipino subjects is to further enhance the students' critical

thinking and determination and creativity in the subjects they teach. Literary

works in different parts of the world are expected to further address the needs of

students to understand the language, culture and lifestyle of people in the

 74

neighboring Philippines. More works are helpful for understanding and

appreciating cultures. The study of grammar and rhetoric in Filipino for in-depth

analysis of the various works greatly contributes to the study of the Social

Lessons

Problem 3. Significant difference in the level of achievement among the

respondents when taught in English and Filipino

Table 13 shows the significant difference in the level of achievement

among the respondents when taught in English and Filipino.

Table 13. Significant difference in the level of achievement among the

respondents when taught in English and Filipino

Subjects t-value Decision Remarks

Computed p-value
Mathematics 0.06 0.05 Accept Not significant
Science 0.00 0.05 Reject Significant
Araling Panlipunan 0.07 0.05 Accept Not significant

Mathematics. The hypothesis was accepted and concludes that there is

no significant difference in the level of achievement among the students when

taught in English and Filipino since the computed t-value of 0.06 is greater than

p-value of 0.05. Data implies that the medium of instruction wether English or

Filipino does not enhance learners’ academic achievement.

However, during the interview the students prefer the use of combination

of English and Filipino in the teaching of Mathematics. Among the common

reasons why students prefer the use of combination of English and Filipino in

the teaching of Math 1 were to be abvle to understand the lesson well.

 75

Science. There is a significant difference in the level of achievement

among the students when taught in English and Filipino since the computed t-

value of 0.00 is less than p-value of 0.05. Findings show that the English as a

medium of instruction enhances the learners’ academic achievement.

In science education, the communication of science concepts demands

linguistic and conceptual knowledge. Therefore, both teachers and students

should communicate in their mother tongue, the language wherein they are

comfortable and at ease in clearly expressing their ideas. Most of the science

process skills (or thinking skills) are linguistic; for example: communicating,

classifying, inferring, predicting, interpreting data, hypothesizing, defining

operationally, and investigating. Most science concepts are understood,

expressed, and discussed through them. These science process skills or thinking

skills cannot be sharpened unless one uses his/her mother tongue. Likewise,

science concepts cannot be fully understood unless one uses his/her mother

tongue. If Filipino children will keep on using a foreign language to understand

science concepts, then, they can only be at the low level of cognition (factual

knowledge) in science—not at the high levels of cognition (conceptual

understanding and reasoning and analysis).

At this point, it is good to be reminded once more about the 1983 (27

years ago) recommendation of Dr. Roman L. Kintanar for science educators. As

stated in his paper, The State of Science in the Philippines “Only when we adopt

as medium of instruction the language which our students can use naturally and
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with ease could we expect them to advance their knowledge to levels that could

enable them to cope with the modern world”

The repeated dismal performance of Filipino students in the Trends in

International Mathematrics and Science Study (TIMMS) should be strong wake

up calls for science eduacytors to change the framework of the current Basic

Education Curriculum for Science and Health. Science educators should bear in

mind that top performers in Science and Math are Chinese Taipe, Hong Kong

SAR, and Republic of Korea countries which use their mother toungue in

sciemce teaching.

Araling Panlipunan. The hypothesis was accepted and concludes that

there is no significant difference in the level of achievement among the students

when taught in English and Filipino since the computed t-value of 0.07 is less

than p-value of 0.05. Findings show that the bot the Fiulipino and English as a

medium of instruction enhances learners’ academic achievement. The use of

Filipino or English had improved the academic performance of students in Social

Studies. Descriptively, the use of either Filipino or English both showed better

learning.

Findings imply that Filipino and English as the media of instructions (MOI)

do necessarily affect learning. Using either Filipino or English can influence

performance and students’ learning in the subject. The result of this study is

parallel to that of Gabriel (2002) as cited in Aquino (2005) who also explained

that students can understand lessons in Social Studies taught in both Filipino and
 77

English as medium of instruction. Based on the finding, learning of the subject

can be manifested since the same teaching methods and strategies were utilized

during the conduct of the research study.

Problem 4. Challenges encountered by the teachers in teaching

Mathematics, Science, and Araling Panlipunan using English and Filipino
as medium of instructions

The following are the challenges encountered by the teachers in teaching

Mathematics, Science, and Araling Panlipunan using English and Filipino as

medium of instructions.

4.1 Absence of books written in Filipino. This is the condition of having

no textbooks or dictionaries in Filipino that are needed to accommodate the

needs of the learners. Although one of the strategies of the DepEd was the

improvization of instructional materials written in Filipino, still teachers need

books that are accurate and reliable.

In an interview, one teacher said,

“I find scarcity of learning references specially books written in Filipino.”

It was found out that both the teachers and the students experience

insufficiency of materials, especially those resources written in Filipino.

The students are alos complaining. One student uttered,

“I want to study on myself and but could not find books or materials written
in tagalong.”

The respondents’ emphasized that they really need books written in

Filipino so that they will be able to teach well. The absence of books written in

Filipino affects the teaching specifically when translating words to Filipino. The
 78

teacher-respondents said, “There are no big or small books in Filipino that you

can buy, so as a teacher will just translate it” and “The problem is that, there are

no books written in Filipino.” The responses paralleled the statement of Hall,

(2010) that is, no teacher can teach effectively without appropriate materials that

are based on two components: established government curriculum goals and

pupil’s prior knowledge, culture, and value systems. With few books available for

most of the 170 languages of the Philippines, materials development appears a

daunting task (Dekker, 2008). Books are one of the most needed materials in the

learning process of the pupils. Teaching and learning cannot be effective without

adequate and relevant use of instructional materials (Joshua, 2010). One of the

respondents emphasized that in order to effectively attain better learning,

curriculum should be updated and textbooks and teaching materials should be

made available in advance.

In attaining optimum learning, goals are not being attained if there is

deficiency of materials needed; hence, there is a need for the provision of the

books and instructional materials that are helpful to the learning of pupils which

will increase their understanding. Malone (2007) stated that literacy can only be

maintained if there is an adequate supply of instructional materials.

4.2 Lack of vocabulary. This is considered to be the dearth of words to

use when delivering a message or information. There is no wide range of the

words or phrases used in discussing the lesson using Filipino, therefore, it is

considered as one of the problems being encountered by the teachers.

 79

One of the arguments on teaching Mathematics and Science in English is

the absence of appropriate translations of scientific and mathematical terms such

as square root, conjugate, enthalpy, and nucleus. Similarly, books on such

disciplines are written in English.

Two of the teacher-respondents said,

“We lack vocabulary to be used in translating an English to Filipino words,

and vice versa.”

Another teacher revealed,

“I lack terminologies for highly technical terms in Mathematics, Science,

and even in Araling Panlipunan.”

The findings jived with the experiences of the students. One student

stated,

“I experience language interference, I could not understand some terms

used by my teacher.”

The problem concerning the pupils is on the language interference

learners experience when they learn a second language. An example of this

language interference is when the pupils pronounce the English terms affected

by the mother tongue pronunciation. This problem indicates that the pupils lack

language awareness causing them not to make a distinction between the mother

tongue and the second language phonemes.

Another student remarked,

“I find difficulty in vocabularies both in English and Filipino.”

Another problem concerning the pupils is on the vocabularies of the

pupils. This is apparently an irony because the pupils are expected to be

 80

equipped with vast mother tongue lexicon. Their first language is likely to

facilitate better self-expression among the pupil because they are not hindered

with word problems. Nonetheless, this problem, described as slightly serious,

does not significantly hinder the attainment of learning objectives. Generally, the

pupil factors are perceived as slightly serious and so not considerably affect the

execution of the language.

In addition, the respondents are experiencing difficulties in teaching their

pupils because they cannot think of the right word that is exactly the equivalent of

the source language, putting them in a situation that will bring confusion to the

pupils.

Although the teachers are trying their best to explain the lesson using both

in English and in Filipino, still, the learners cannot interact well during the

discussion because the pupils are not that fluent in using the same languanges.

This adds to the teachers’ problem on how to address their needs.

This scenario implies that the teachers need to be a linguist and/ or

polyglot in order to address the needs of the pupils. This makes their learning

interactive and meaningful. This means that the task of educating children

becomes much more difficult when teachers have to face a heterogeneous group

with multilingual and multicultural background (Pai, 2005).

4.3 Lack of teacher-training. Lack of teacher-training includes

unpreparedness of the teachers to teach their learners with the use of Filipino as

their medium of instruction.

 81

The respondents felt that training and seminars for teachers should be

provided regularly and academic support from the experts on various issues in

teaching. One of the respondents stated that,

“All of a sudden you will teach using Filipino. I never expected to teach
using it. Even the pupils are having a hard time.”

From the statement, it is very evident that the teacher is not prepared

because she has not undergone any training. Having limited background, in

using Filipino as a medium of instruction can hinder in becoming an effective

teacher.

Training and seminars are important for teachers who are teaching

multilingual learners because they need to be oriented and guided on how to

handle learners with different languages. Also, through training and seminars, the

teacher’s knowledge is enriched because they are being involved in the different

workshops during seminars. Seminars and training also served as an opportunity

for the teachers to learn from and interact with the different participants.

The sharing of the respondents lends support to Dutcher (2004) who

stated the teachers need training in using first language in the classroom and

that the materials have to be appropriate, available, and interesting to the pupils,

as well used. If they are not being used (the case in Guatemala from the recent

study of the Grade 6 graduates) learning is not progressive. Most teachers need

training in methodology so that they can exploit the advantages of teaching in the

language that children can understand (Dutcher, 2004). This means less

emphasis on rote learning, repetition and copying, and more on peer-to-peer

 82

interaction and on encouraging students to think for themselves, read, and come

to their own conclusions (Dutcher, 2004).

Finally, this suggests training programs for teachers to enhance their skills

and to enrich their knowledge regarding the implementation of mother tongue -

based instruction and to improve their vocabulary with the use of mother tongue

they are using.

4.4 Inadequate syllabus. The syllabus is also important as a tool

because it is worth mentioning by the teacher and what should be completed in

one year. According to Glassick (2007), "A syllabus is useful as a permanent

record of what was taught in a course: accountability and documentation. In this

age of outcomes assessment, which is often mandatory for accreditation of

programs and institutions, more and more evidence is often sought to show

effective of evidence."

Chapter 5

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

 83

This chapter presents the summary of findings from the gathered data and

analyzed data, the conclusions drawn from the findings and recommendations

offered by the researcher in the light of the findings and conclusions.

Summary of Findings

From the data yielded from the instruments, the researcher summarized

the following findings.

1. The pupils’ level of achievement when taught in English in

Data below summarizes the level of achievement of the Grade 6 Pupils in

when taught in English.

1.1 Mathematics

Pre-test. Amityville Elementary School and Tanauan North Central School

have 0 or 0% students who have mastered the skills in Mathematics 6 when

taught in English. The Tanauan South Central School has the highest of 38 or

76% of its students who have mastered skills, but also has the lowest least

mastered skills of 2 or 4%.

Post-test. The results of the post-test yielded that three schools have

scored above 50% including Tagumpay Elementary School, Tanauan North

Central School, and Tanauan South Central School wherein 31 or 62%, 28 or

56%, and 28 or 56% of the students have mastered the skills in the post-test in

Mathematics 6 when taught in English.

1.2 Science

Pre-test. The highest performance was Bagong Nayon 2 Elementary

 84

School in the division of Antipolo where 38 or 76% of the students earned

nearing mastery level.

Post-test. Data reveals that above 50% of the students from the two

schools from the two divisions - Rizal and Tanauan. There were 27 or 54% of the

students from Rizal Amityville ES and 31 or 62 % from Tagumpay ES, while 30 or

60% of the students both from Tanauan North CS and Tanauan South CS were

rated mastered with grades ranging from 75-100 %.

1.3 Araling Panlipunan

Pre-test. The table shows that 5 or 10% of the respondents from

Amityville ES ranked Mastered ranging from 75-100% in the pre-test in Araling

panlipunan and used English as a medium of teaching, while 19 or 38% of the

students from Tanauan North CS ranked Nearing Mastery ranging from 50 –

74%.
Post-test. Data reveals that there were five schools wherein more than

50% of their students have earned nearing mastery with grades ranging from 50-

74%, while only Tagumpay Elementary School which have 19 or 36 % of the

students who have earned nearing mastery in Araling Panlipunan when taught in

English.

2. Pupils’ Level of achievement when taught in Filipino

Data below summarizes the level of achievement of the Grade 6 Pupils in

when taught in Filipino.

2.1 Mathematics.

Pre-test. It was found out that there were 50% above of the students
 85

scored nearing mastery in Mathematics when taught in Filipino with grades

ranging from including Amityville ES (25 0r 50%), Tagumpay ES (27 or 54%),

Bagong Nayon 2 ES (26 or 52%), Bagong Nayon 4 ES (32 or 64%), and

Tanauan South CS (32 or 64%). Only Tanauan North CS from Batangas division

scored below 50% were 22 or 44% of the students were rated Nearing Mastery in

Mathematics when taught in Filipino whose grades ranges from 50-74 %.

Post-test. There were four schools wherein 50% above of their students

were rated mastered skills in Mathematics when taught in Filipino. The four

schools include Tagumpay ES (32 or 64%), Bagong Nayon 2 ES (25 or 50%),

Tanauan North CS (28 or 56%), and Tanauan South CS (30 or 60%) which

were rated mastered skills in Mathematics when taught in Filipino.

2.2 Science.

Pre-test. It was found out that there were five schools which earned

above 50% of the nearing mastery level including Amityville Elementary School

(32 or 64%), Tagumpay Elementary School (30 or 60%), Bagong Nayon 2 ES (29

or 58%), Bagong Nayon 4 ES (34 or 68%), Tanauan South CS (25 or 50%)

except for Tanauan North CS wherein 21 or 42 % of their students earned a

nearing mastery level with grades ranging from 1-49%.

Post-test. Data reveals that there were 50% above students in two

schools from the division of Tanauan city - Tanauan North Central School (34 or

68%) and Tanauan South Central School (33 or 66%) have scored more than

mastered skills, the same is true with Bagong Nayon 4 Elementary School

wherein 34 or 68% of the students were rated mastered skills whose grades
 86

ranges from 75-100 %.

2.3 Araling Panlipunan

Pre-test. Findings show that three schools Tagumpay ES, Tanauan North

CS and Tanauan South CS have scored 0 or 0% mastered skills in the pre-test in

Araling Panlipunan when taught in Filipino. Tanauan South Cental School has the

highest number of students who were rated nearing mastery with 40 or 80%

whose grades ranges from 50-74%.

Post-test. Data shows that Bagong Nayon 2 Elementary School

performed highest with 31 or 62 % of the students who were rated matered skills

in Aralimg panlipunan whose grades ramegs form 75-100% while being the

lowest in the performance rating, the Amityville Elementary School has 4 or 8%

of their students who performed least mastered with grades 1-49%.

3. Significant difference in the level of achievement among the respondents

when taught in English and Filipino

Data below summarizes the significant difference in the level of

achievement among the respondents when taught in English and Filipino.

Mathematics. The hypothesis was accepted and concludes that there is

no significant difference in the level of achievement among the students when

taught in English and Filipino since the computed t-value of 0.06 is greater than

p-value of 0.05.

Science. There is a significant difference in the level of achievement

among the students when taught in English and Filipino since the computed t-

value of 0.00 is less than p-value of 0.05.

 87

Araling Panlipunan. The hypothesis was accepted and concludes that

there is no significant difference in the level of achievement among the students

when taught in English and Filipino since the computed t-value of 0.07 is less

than p-value of 0.05.

4. Challenges encountered by the teachers in teaching Mathematics,

Science, and Araling Panlipunan using English and Filipino as medium of
instructions

Data below summarizes the challenges encountered by the teachers in

teaching Mathematics, Science, and Araling Panlipunan using English and

Filipino as medium of instructions.

4.1 Absence of books written in Filipino. This is the condition of having

no textbooks or dictionaries in Filipino that are needed to accommodate the

needs of the learners.

4.2 Lack of vocabulary. One of the arguments on teaching Mathematics

and Science in English is the absence of appropriate translations of scientific and

mathematical terms such as square root, conjugate, enthalpy, and nucleus.

Similarly, books on such disciplines are written in English.

4.3 Lack of teacher-training. Lack of teacher-training includes

unpreparedness of the teachers to teach their learners with the use of Filipino as

their medium of instruction.

4.4 Inadequate syllabus. There are inadequate syllabus which is

important as a tool because it is worth mentioning by the teacher and what

should be completed in one year.

 88

Conclusions

Based from the findings of the study, the following conclusions were

drawn:

1. The Grade 6 Pupils performance was least mastered when taught in

English in Mathematics, Science and Araling Panlipunan.

2. The Grade 6 Pupils performance was nearing mastery when taught in

English in Mathematics, Science and Araling Panlipunan.

3. Significant difference exists in the level of achievement among the

respondents when taught in English and Filipino in Science but no significant

differene in Mathematics and Araling Panlipunan.

4. There were challenges encountered by the teachers in teaching

Mathematics, Science, and Araling Panlipunan using English and Filipino as

medium of instructions.

Recommendations

Based from the findings and conclusions of the study, the following

recommendations were offered:

1. Ensure that teachers utilize medium of instruction (MOI) that may

improve and enhance instructional strategies and methodologies in teaching

Mathematics, Science, and Araling Panlipunan to the students that would make

teaching more creative, and dynamic.

 89

2. Use medium of instruction (MOI) either English or Filipino in teaching

Mathematics, Science and Araling Panlipunan in topics that can easily be

understood by the students.

3. Develop strategies to address the challenges encountered by the

teachers in teaching Mathematics, Science, and Araling Panlipunan using

English and Filipino as medium of instructions.

amic and promotes “transfer of learning.”

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