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USE OF FILIPINO AND ENGLISH IN SOCIAL STUDIES LEARNING

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 USE OF FILIPINO AND ENGLISH IN SOCIAL STUDIES LEARNING

JOHN PAUL R. GORGONIO, MAEd SocStud

Faculty, Social Studies Department
University of San Carlos – North Campus
Cebu City
jpaulrg@yahoo.com

ABSTRACT

This study attempted to find out whether 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. It
employed quantitative experimental pre-post-test research design and implemented a
researcher-made examination questions. Pilot tested for reliability and validity before
administered to actual respondents. Findings revealed, students in control group using
Filipino MOI showed low average performances in pre-test and post-test. The
experimental group (English MOI) showed low average performance during pre-test and
improved to average level performance in post-test. No significant difference in mean
performances were noted between two groups during pre-test, and the same results was
achieved in post-test performance between control and experimental groups. However,
both groups exhibited significant improvement in mean performances from pre-test to
post-test utilizing the two languages. In conclusion, the use of Filipino or English MOI
had improved the academic performance of students in Social Studies. Descriptively, the
use of English MOI showed better learning. For future research, recommended a larger
sample size of similar study across schools, inclusion of teaching efficacy using local
language and longer time interval in teaching.

Keywords: Use of Filipino and English, promote, better learning, Social Studies learning,
medium of instruction
 INTRODUCTION

In the field of education, language is one of the important factors that should be

given attention because it is the excellent key to learning and achievement of students in

various academic subject areas. Bilingualism refers to the using of two languages in

some proportion in order to facilitate learning by students who have a proficiency in their

mother tongue and are acquiring proficiency in the other. The Philippines is a bilingual

country. More so, it is a multilingual nation. Alcoberes (2006) stressed on the need to

preserve the national language, which represents a unified culture, without disregarding

the language dominantly used in the controlling domains. In fact, the necessity to

preserve the national language has been one of the major problems in the field of

language planning in our country for several decades now. This phenomenon can be

attributed to the continuing dominance of English and the extension of its use in the

controlling domains. English is used in wider communication for the educated sectors in

the society who receive much prestige and more decent jobs than those non-English

language speakers here and abroad. Moreover, the depressing economic situation of the

country worsens the acceptability of the Filipino language as a medium of

communication. For practical reasons, the need to have a comfortable living is another

obvious reason why English language is used for them to alleviate themselves from an

impoverished situation. This is true in multilingual communities like the Philippines

where controlling domains dictate the preferred language to make people linguistically

and communicatively competent and to be at par with the ability of those who are in the

global village. It is further hampered by the current mismatch between industry and the

educational system where employers complain that Filipino high school graduates are

weak in their ability to communicate, to think logically, and to solve problems.

The issue of the use of language is a worldwide concern which has a great

impact to the society. Like the Philippines, it tries to respond to the demands of

globalization that involves transmission of culture through language. Language experts,

lawmakers and educators are finding ways to improve quality instruction where students
are expected to be academically and intellectually competent in school. Few studies have

been made regarding bilingualism in different schools in the country. There is a need for

more researches that would highlight the importance of using these languages effectively

in the teaching and learning process which can possibly enhance academic performance

of students. Hence, the importance of conducting this study would give meaningful

rationalization regarding the use of language in teaching whether it can promote better

academic performance to the students in learning the Social Studies subject.

FRAMEWORK

The two underlying theories used to support this research study are Dual Threshold

Theory (Cummins, 1994) and Basic Interpersonal Communicative Skills (BICS) and

Cognitive Academic Language Proficiency (CALP) Theory (Cummins, 1994).

Cummins (1994) posits that the development of two or more languages in a

balanced bilingual person moves upward through three identifiable levels, crossing two

distinct thresholds in between levels. Positive cognitive advantages such as improved

intelligence and academic success are only to be achieved when the first and second

thresholds have been crossed. Moreover, research on thinking and bilingualism suggests

two "thresholds", each threshold representing a level of language competence in the first

or second language that must be passed to reach the next level of competence. The three

levels are limited bilingual, less balanced bilingual (age-appropriate competence in one

language) and balanced bilingual (age-appropriate competence in both languages). Baker

and Jones (1998) confirms that this theory helps to explain why language minority

children taught only through the second language may fail in school and why children

educated in developmental bilingual programs may have a cognitive advantage over

monolingual students.

The second theory of Cummins (1994) distinguished two levels of language

proficiency as basic interpersonal communicative skills (BICS) and cognitive academic

language proficiency (CALP). According to Cummins (1994), BICS is cognitively

undemanding and context-embedded since contextual cues are available to both speaker

and listener involved in the conversation. On the other hand, CALP involves language

that is content-reduced and highly demanding cognitively, such as the language of

science. So, in order to perform effectively in science, students would need to develop

CALP. Cummins (1994) reports that it takes 5 to 7 years for language learners to be

proficient in academic English as compared to 2 to 3 years for conversational proficiency.

What Cummins’ BICS and CALP signify for English medium education is that, in order

for language learners to read and comprehend content area textbooks and perform

cognitively demanding tasks, such as participating in classroom discussions and writing

reports, they need academic English that takes them beyond that of social English.

Legal bases were also adopted in order to support the validation of the research

study. The following policies implemented by concerned agencies such as the

Department of Education, Bureau of Secondary Schools and the different schools in the

country.

The 1987 Philippine Constitution mandates under Article XIV, Section 1 and

Section 5: “The State should protect and promote the right of all citizens to quality

education at all levels and take appropriate steps to make education accessible to all.”

This means the State’s responsibility to take charge in formulating and implementing

policies and programs that would ensure quality education for all citizens. Thus, the

government implemented education policies had relation to medium of instruction used

in schools throughout country. Filipino and English language have implementing rules

implemented by the Department of Education to all school levels. Section 5 of the 1987

Philippine Constitution under Article XIV contains directives that would ensure the

quality of education. “Academic freedom shall be enjoyed in all institutions of higher

learning”. Section 6 provides that “Filipino is a national language. Shall be further

developed and enriched on the basis of existing Philippine and other languages.” Section
7 “For purposes of communication and instruction, the official languages of the

Philippines are Filipino and, until otherwise provided by law, English.” Section 8 “The

regional languages are the auxiliary official languages in the regions and shall serve as

auxiliary media of instruction therein.” The significance of these sections to the research

study would strengthen the purpose of government implementing language policies in

order for Filipino students regardless of his or her region belonged able to understand and

communicate effectively. In education setting, utilizing medium of instructions for

teaching presupposed can affect academic learning of pupils or students. Bilingual

education instructional program also had been implemented by policy makers.

The 1987 Bilingual Education Policy provides the implementation of

bilingualism in Philippine educational institutions. This policy is underscored in DECS

Order No. 52. 52, Series of 1987 with the following guidelines: (1) Language courses,

whether Filipino or English, should be taught in that language. (2) At the discretion of the

Head of Educational Institutions (HEI), Literature subjects may be taught in Filipino,

English or any other language as long as there are enough instructional materials for the

same and both students and instructors or professors are competent in the language.

Courses in the Humanities and Social Sciences should preferably be taught in Filipino.
 Bilingual Language Article XIV. Sections 1,
Theories (1994) Sec. 5, Sec. 6, Sec. 7 of the
1987 Philippine
The Dual Threshold Constitution
Theory (Cummins, 1994)
1987 Bilingual Education
BICS and CALP Theory Policy
(Cummins, 1994)
1990 UN Convention on
the Rights of the Child
(Articles 28, 30)

Medium of Instruction (MOI)

FILIPINO (Control) and
ENGSLISH (Experimental)
SOCIAL STUDIES LEARNING

Academic Performance of Students in Social

Studies

Suggested Teaching Initiatives to Enrich Social Studies Teaching Using the

Filipino and English Medium of Instruction

Figure 1. Theoretical and Conceptual Framework of the Study

 Consequently, according to Gunigundo (2010), the proposed 21st century

Philippine language of instruction policy must be aligned with the provisions of the 1987

Constitution and our commitment to International Conventions particularly, the United

Nations Convention on the Rights of a Child and UNESCO Education for All.

The 1990 UN Convention on the Rights of the Child points to the free access of

every child to education and the language. It states that: “The child has the right to an

education and to learn and use the language of his family (Articles 28, 30). It also has a

specific provision that points to a violation of this right when the child does not

understand. It posits: “When a child receives an education in a language that he or she

does not understand, this violates the child’s right to be literate and be educated. “ This

can be related to the provisions of the Philippine Constitution that every student or pupil

has the right to be educated according to his or her own native language so learning

would take place.

Moreover, UNESCO Education in a Multilingual World (2003) position paper

purports multilinguism. It maintains that: (1) Mother tongue instruction be used as a

means of improving educational quality; (2) Multilingual education be given at all levels

of education as a means of promoting both social and gender equality and as a key

element of linguistically diverse societies. (3) Language is an essential component of

intercultural education to encourage understanding between different population groups

and ensure respect for fundamental rights.

The Philippines as a bonafide member of the United Nations had been legally

binded with its international organizations to adapt its provisions in formulating and

implementing language policies of the country. It gives importance that education

through language should be for all especially to the children. To be educated and become

lifelong learners through multilingual education. Thus, multilingual education is a

response to the global cultural diversity. Like the Philippines as a country, had been
divided geographically and regionally. Culture differences of Filipinos can be seen.

Language is one of the aspects of culture. Filipinos should respond to the demands of the

modern times in uniting every citizen and other nationalities through language. In relation

to the research study would give the benefit of using language/s in teaching for students

to achieve academic learning in school.

OBJECTIVES

This study sought to accomplish the following objectives: (1) to determine the

level of performance of the students using Filipino as medium of instruction in Social

Studies in pre-test and post-test; (2) to determine the level of performance of second year

students using English as medium of instruction in Social Studies in pre-test and post-

test; (3) to determine the mean gains in both control and experimental groups; (4) to

determine the significant difference between control and experimental groups in the post-

test; and (5) to proposed teaching initiatives in Social Studies based on the findings.

RESEARCH METHOD, ENVIRONMENT AND RESPONDENTS

This study utilized quantitative experimental research methodology. It used a

researcher-made instrument questionnaire on Social Studies. Pre-test and posttest were

used to determine the effectiveness of using Filipino and English as media of instruction

to the students. The study was conducted in the University of San Carlos – North

Campus, one of the four campuses of the University of San Carlos located at General

Arcadio Maxilom (Mango) Avenue, Barangay Kamputhaw, Cebu City. It is a Catholic

educational institution of learning that provides basic education – kindergarten,

elementary and high school under the management of the Society of the Divine Word

(SVD) Congregation.
 Table 1. Distribution of population as target respondents

Sections Number of Students

Filipino (controlled) Males Females Total

White 27 10 37

Red 31 12 43

58 22 80

English (experimental)

Blue 29 14 43

Green 25 15 40

54 29 83

There were one hundred sixty-three (163) second year students from the school were

the respondents of the study. Four of the six sections were randomly selected excluding

the Gold Section which is the pilot section of the year level consisting of the top

performing students of the year level who maintains a grade average not less than 85 and

a heterogeneous section Yellow. The respondent sections are Blue, Green, White and

Red. They are heterogeneous section composing students with various academic

performance and behaviour. The participants were divided into 2 intact groups. The

control group which consisted of sections White and Red were taught in Filipino as

medium of instruction while sections Blue and Green which belonged to the experimental

group were taught in English. The total number of participants for the control group was

eighty (80) while 83 respondents composed the experimental group as summarized on the

table below.

A pre-test was conducted to second year students. Students were given the

rationale of the said study. Scores were derived after checking it manually. The study was
conducted during the first week of the second grading period of the academic year 2010-

2011.

Both the experimental and the control group are exposed to similar teaching

methodologies, the only difference was the medium of instruction or language used in the

delivery of the lesson.

The post test was conducted to the same group of second year participants

during the last week of the second grading period of the same academic year. Scores

were computed after checking it manually. Data were then encoded and compared to the

pre-test results using the Statistical Package for the Social Sciences (SPSS) software.

To determine the level of academic performances in using Filipino and English

as medium of instruction in Social Studies, frequency counts of correct items for each

participant were determined. The total number of correct items forms a single score. The

scores for all participants in both control and experimental were totalled. Percentages and

mode were computed.

To determine the mean gains of the academic performances of the experimental and

control groups, arithmetic mean, standard deviation and coefficient variation were

determined and a t-test for correlated samples was calculated.

And finally, to test for the statistical significance of the mean gains, t-test for

unrelated samples was used. All calculations were carried out using Microsoft Excel and

Statistical Package for Social Science (SPSS) Software.

 RESULTS, ANALYSIS AND INTERPRETATION OF RESULTS

Table 2. Pre- and Post-Test Social Studies Performance of Second Year Students Using
Filipino as Medium of Instruction (MOI)

Filipino (As n total item mean SD Grade Description

medium of Norm
Instruction) Equivalent

(%)

Pre-Test 80 50 20.50 6.13 72 Below Average

Post-Test 80 50 24.13 6.72 73 Low Average

Comparison of pre-test and post-test for Filipino medium of instruction

Table 2 shows the performance of the control group (n=80) who were taught

using Filipino as the medium of instruction (MOI). The column for mean reflects that

there was an increase of students’ average in Social Studies test performance from pre to

post-test. This indicates that students’ performance for the particular test fall below the

expected school standard. This finding is similar to the result of the study by Narvades

(as cited in Aquino [2005]) where Sorsogon students had low level of academic

achievement in Social studies other than Filipino, English and Science where the L1 was

not Filipino. It can be descriptively interpreted that students obtained from below average

to low average. Although there was an increase of students’ average in the control group,

it would not be enough to decide that using Filipino as medium of instruction can

promote better learning. It can be suggested that this finding would be compared to the

results of the experimental group using the English as medium of instruction.

Respondents were Cebuanos who can understand and handle Filipino language.

The findings can also be supported that learning a language among students can be

distinguished socially and academically (Cummins, 1994). The researcher as a Cebuano

can testify that his fellow Cebuanos in normal conversations prefer to use Cebuano

language most of the time being their L1. In addition, Filipino words were also used and

included in Cebuano for convenience without being awkward. This scenario can also be
 observed in most students in Cebu region. Furthermore, non-Filipino regions have also

used Filipino language socially and academically. How much more using this as the

medium of instruction in Social Studies or Araling Panlipunan, noticeably, students have

the exposure to Filipino language in school. With the television and media programs in

Filipino version, it contributes to the language proficiency of students on Filipino

language.

Table 3. Pre- and Post-Test Social Studies Performance of Second Year Students Using
English as Medium of Instruction (MOI)

English n total item mean SD Grade Description

(%)
Pre-Test 83 50 21.37 5.22 72 Below Average
Post-Test 83 50 25.95 5.08 75 Average

Comparison of pre-test and post-test for English medium of instruction

Table 3 shows the performance of experimental group who were exposed to

English as medium of instruction (MOI) in teaching Social Studies. Descriptive statistics

revealed an increase in the group’s mean test score in the Social Studies English version

questionnaire. Moreover, it was noted that the post-test mean value of 25.95 had reached

the school’s set standard of average or higher performance rating.

The results in the Social Studies test of English version questionnaire show a

development which would tell that students perform better in Social Studies subject in the

post-test. It can be described that teaching intervention were already given to the

students. Thus, the intervention showed a beneficial action where the students motivate

and manifest better learning in Social Studies.

This result may be attributed to the participants’ greater exposure to the English

language in school or in their homes. English is greatly used as a medium of instruction

in Philippine schools. Specifically, English is used in teaching academic subjects such as

Science, Technology and Home Economics, Mathematics, Music and Physical

Education, Christian Living and Values Education. This impression can be found in a
 similar study of Mae-ling (2009) who found that students prefer English because of their

frequent contact with the language in their everyday lives. English has a longer history in

the curriculum of many Philippine schools and has become part of their lives. Filipinos

also have an extensive utilization of English since the Americans shared their native

language to the Filipino people by making it a part of the school curriculum as a language

subject and medium of instruction in teaching other academic subjects.

Table 4. Mean gains in both control and experimental groups

N Mean SD T-Value P-Value

Filipino 3.72** 0.000

Pre-Test 80 20.50 6.13

Post-Test 80 24.13 6.72

English

Pre-Test 83 21.37 5.22

**highly significant at α = 0.01

Post-Test 83 25.95 5.08 5.03** 0.000

Comparison for mean gains in both control and experimental groups

Table 4 below shows the mean gains in both control (Filipino MOI) and

experimental groups (English MOI) before and after the employment of the independent

variable, medium of instruction (MOI).

The T-Test for correlated samples revealed that student-participants significantly

performed higher in the post-test than from the pre-test both in Filipino and English

MOIs. This implies that regardless of the medium of instruction used, students still had

higher performance in the post-test. The result is projected since intervention is being

employed after their Social Studies pre-test performance had been evaluated. Generally,

there is a pattern showing that higher results with the experimental group that make use

of English as medium of instruction.

 As earlier discussed, only the experimental group reached a norm group’s

average performance level. Although the control group showed significant increment, its

performance is still below the set standard. The finding confirms the recent results of

diagnostic tests in Filipino and English conducted by the University of San Carlos –

North Campus Testing Center to the second year students for the academic year 2010-

2011. It reveals that students got low average in Filipino with mean score of 453 out of

800. While in English, the mean standard score was 579 out of 800 with category of

above average. The set boundary mean standard score was 500. Further it can be

explained that the respondents of the study had increase from pre-test to post-test in the

Filipino subject. Difficulty can be described on the part of the students having a low

average rating (Table 2) on the post-test in Araling Panlipunan using Filipino as medium

of instruction. Results in English version post-test had a description of average (Table 3)

considering that the same content and the teaching strategies were used. Consequently,

learning in Social Studies subject manifested significantly on the students.

Table 5. Mean difference between Filipino and English students’ performance in the
post-test
N Mean SD T-Value P-Value

Filipino 80 24.13 6.72

English 83 25.95 5.08 -1.96ns 0.10

ns = not significant at α = 0.01

Comparison of post-test performance in Filipino and English

Table 5 below shows the mean difference between the control (Filipino MOI)

group and experimental (English MOI) group’s scores in Social Studies in the post-test.

The finding revealed that statistically, there was no significant difference between

Filipino and English post-test performances. Although descriptively, English

performance reached average category (but belonging to the lower limit) while Filipino

performance was still in the below average category (but belonging to the upper limit).
 This implies 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. As previously discussed, there were main increases

in the mean performances for both control and experimental groups from the pre- to the

post-test. However, it should be noted that English has higher increase than in Filipino

since the former reached average level in the post-test while the latter was still in the

below average performance. This observation can be explained that even the two groups

manifested an increase of mean gains from pre-test to pro-test, the experimental group

using English MOI has better learning performance in Social Studies.

The result of this study is parallel to that of Gabriel (2002) as cited in Aquino

(2005) who also found no significant difference in the post-test results of one group

exposed to Filipino and another to English. It can be explained that students can

understand lessons in Social Studies taught in both Filipino and 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. With the respondents divided into two groups, the experimental group and the

control group provided a crucial result. This would pronounce that Cebuano students

know and understand Filipino and English language.

CONCLUSION

In conclusion, the use of Filipino or English MOI had improved the academic

performance of the second year students in Social Studies. Descriptively, the use of

English MOI showed better learning in Social Studies. Based on the post-test, it reached

the average level of performance. Teaching intervention applied showed a beneficial

factor which leads to better learning of students. The Cebuanos preferred to use English

as medium of instruction for it was introduced by schools to them starting from the early

years of formal education. Considering the students’ socio-economic status and great

exposure to English language through mass media and modern technology, hence, the
prolonged use of a medium of instruction by the students promotes their better learning in

academic subjects.

RECOMMENDATIONS

1. A larger sample size of the same study across school should be conducted. If

there is a wide population of respondents, it would strengthen the reliability and

validity of the same research study.

2. Future research should look into the inclusion of efficacy of teaching through

the local language in the academic performance of the respondents. This is

subject for future research to find out whether Cebuano as local language can

influence better academic performance of Cebuano students.

3. Longer time intervals specifically one or two school year be covered when

making the study and using the other modes of assessments to look into other

aspects of cognitive abilities. This would provide a comprehensive data and

information in monitoring students’ academic performance every school year as

well as source in what kind of teaching intervention to be utilized in the class.

4. Standardized diagnostic testing in Social Studies should be conducted and given

to the students accordingly in order to determine test academic performance.

The results of the testing can be used as evidence in providing remedial classes

as an alternative solution to addressed students’ academic concerns and needs on

the subject.

5. Implementation of the Mother Tongue Based – Multilingual Education in the

Philippine basic education curriculum particularly with the introduction of the

K+12 system of education. This recommendation is applicable to schools

adapting with the global education program. The mother tongue and

multilingual education attempts to rationalize instruction through utilization of

languages in the basic education levels.

 6. Improving and enhancing instructional strategies and methodologies in teaching

Social Studies to the students. This would make teaching more creative,

dynamic and promotes “transfer of learning.”

ACKNOWLEDGEMENT

The research paper is a master thesis from Cebu Normal University presented by
the researcher during 2nd International Conference on Multidisciplinary Research last
October 21-22, 2011 at Bacolod City, Occidental Negros and won a Silver Award for the
Oral Research Presentation. Special thanks and gratitude to the USC Research Office for
the financial support provided.

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