IMPACTS OF TEACHING MATHEMATICS USING VERNACULAR LANGUAGE IN GRADE 11 OF

LEARN AND EXPLORE MONTESSORI SCHOOL

A Research Paper Presented to the Senior High School Department

Learn & Explore Montessori School Inc.

In Partial Fulfillment of the Requirements for the

Humanities and Social Science Strand

Proponents

Abayon, Fatima

Arroyo, Dale Brent

Alvaro, Jonalyn Pelicano

Bodegas, Jenelyn

Dela Torre, Johnny

Monsale, Kimberly

Tado, Jude

Tinaya, Daisybel
 Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

The area of study known as the history of mathematics is primarily an investigation into

the origin of discoveries in mathematics and, to a lesser extent, an investigation into the

mathematical methods and notation of the past. Before the modern age and the worldwide

spread of knowledge, written examples of new mathematical developments have come to light

only in a few locales. From 3000 BC the Mesopotamian states of Sumer, Akkad and Assyria,

together with Ancient Egypt and Ebla began using arithmetic, algebra and geometry for purposes

of taxation, commerce, trade and also in the field of astronomy and to formulate calendars and

record time.

“Do not worry about your difficulties in Mathematics. I can assure you mine are still

greater.”-Albert Einstein. To face the struggles in Mathematics that we must understand, listen

with our minds together to understand the problem completely.

The vernacular originates from Latin word, “vernacules” meaning native or indigenous.

Ideally, vernacular is the way ordinary people talk with each other in non-forward settings like at

home. A vernacular language (non-standard dialed) is a native dialed or from speech of specific,

specific people or specific region. These languages are also known as ethnic language, and they

are more spoken than formally written and are endemic in specific societies. During Roman

Empire, non-natives from different parts of the world spoke latin, because they could not learn

each of the many languages that the native spoken in the empire, and therefore, this situation

made a Latin lingua franca and all other languages vernacular.

Background of the Study

Mathematics is one of the subjects that’s students learn easily using their

native/vernacular language. The conflict, teachers using native language to teach mathematics

to students which is complicated and difficult for the students apply what their learned during

examination. Teaching mathematics using native/vernacular language to learn easily about the

lesson in math and somehow if can also make the students confused because, during

examination the test paper for mathematics subject wrote in English language not in the native

language then the students will confuse resulting to a fail grade. Most of the students want to

teach them in using a native/vernacular language easily understand the topic, but when it comes

to examination they are confuse because the exam is written in English form. As the researchers

we want to know the side of the students, what happen to them during the examination of

Mathematics subject.

Theoretical Framework

This study is based on Cognitive Academic Language Proficiency by Dr. Jim Cummins

According to Dr. Jim Cummins, he distinguished between two kinds of language mastery:

interpersonal communication refers to oral communication refers skills that are used in everyday

situation while, cognitive academic language proficiency is achieved when the speaker can use

language in decontextualized ways including writing, permitting the use of the language.

Dr. Cummins argues that if learners have achieved cognitive academic language

proficiency in language 1, this competence can be transferred to language 2, permitting them to

participate successfully in academic learning in mathematics. Dr. Jim Cummins recommends

 beginning general academic instruction in the child’s mother tongue until the child has become

highly competent

According to Nie Sche (2009), he found out that student performed better when the

native language was used instead of English language. He realized that using native language in

teaching mathematics can become a powerful tool for learning mathematics.

INPUT PROCESS OUTPUT

The demographic Profile Data Gathering

of the Respondents:  Survey
Impacts of Teaching
Questionar
A. Age
Mathematics Using
e
B. Gender
Vernacular
Data Analysis Language In Grade
Student’s level of
11 Of Learn and
achievement in Data
Explore Montessori
Mathematics Treatment
School

mathematics

FEEDBACK
Statement of the Problem

This study aims to find out the impacts of using vernacular language in teaching

mathematics to students grade 11 of Learn and Explore Montessori School. Specifically, this study

seeks answers to the following questions:

1.What is the profile of the respondents based on the following:

1.1. Age

1.2. Gender

2.What is the student’s level of achievement in mathematics when exposed to mother tongue

based/vernacular language and English Instruction?

2.1. Vernacular language-based instruction

2.2. English instruction

3.Is there a significant difference of teaching mathematics using native language instruction and

English Instruction?

4.What are the recommended solutions of the teachers regarding the difficulties encountered by

the students in understanding the lesson?

Scope and Limitation

This study will focus on the Impacts of Teaching Mathematics using vernacular language.

This study will be limited only to Grade Senior High 11 students of Learn and Explore Montessori

School.

Significance of the Study

The researchers believe that the findings of this study will be beneficial or significant to

the following:

Teachers

Teachers will be aware on impacts of Teaching Mathematics using vernacular language

and they will be able to improve the student’s performance in mathematics subject.

Students

It is beneficial to students not only to the teachers because students would know the

where they should focus to improve their performance in general mathematics.

School Administrators

The school will be aware and probably they will brainstorm, an idea to have a technique

to make the students understand the general mathematics using vernacular language in easier

way.

Future Researchers

This research study can be helpful for the future references that can be use of future

researcher.
 Chapter 2

REVIEW OF RELATED LITERATURE AND STUDY

This chapter includes the ideas, finishes thesis, generalization of conclusions,

methodologies and others. Those that were included in this chapter helps in familiarizing

information that are relevant and similar to the present study.

Foreign Literature

Mathematics is a very popular area of study in the U.S. International students interested

in mathematics can find many great places to study. Along with being an interesting subject to

study, a degree in mathematics can lead to many excellent career opportunities in the future.

According to Nyongesa (2004), the difficulties that arise for teachers’ methodology

include: teachers’ inadequate presentation, pace of work, unsuitability of learning resources,

topic sequencing and language levels. These difficulties can affect the teaching of a teacher

because some teacher not have an ability to work under pressure and these reasons may also

shows the cause of stress of a teacher.

The Cockcraft committee (1982), reports about the teaching style and methodology that,

Mathematics teaching at all levels should include opportunities for: exposition by the teacher

discussion between teacher and students and between the students themselves, appropriate

practical activities, consolidation and practice of fundamental skills and routines, problem solving

including the application of mathematics to everyday situations and investigational work.

However, the report says that the list of opportunities does not guarantee good methodology. It

is the context in which these activities take place, the importance attached to it and the
relationship between them that are the real determine factors. Activity based methods of

teaching depend significantly on the incorporation of suitable learning resources. The use of

resources is critical in ensuring that learners develop an appreciation and enjoyment of

Mathematics through a variety of appropriate practical activities. The use of resources and the

resulting activities enhance students’ understanding of Mathematical concepts. It is important

for the teacher to identify well in advance the resources needed for a particular lesson and

develop a clear understanding of the role the teaching/learning resources will play in the lesson.

Textbooks, teacher’s guidebooks and the syllabus are crucial in the teaching of Mathematics.

Callahan and Clark (1990) define it as a method where the teacher tries verbally to give

to the learner knowledge she/he possess but the learner does not. Groene Wegen (1993) concurs

by defining it as an oral presentation of a pre-planned set of data, meaning examples, summaries

and evaluations, with or without visual support. There are two forms of lecturing: formal and

informal. A formal lecture is purely verbal and communication is basically one way, from the

speaker to the audience. An informal lecture is a modified form of conventional formal lecture.

Communication is two way from the speaker to the listener and from the listener to the speaker.

Informal lecture is normally interrupted by questions, comments, suggestions, viewing,

observations, demonstrations, etc. Learners are given room to participate in various ways as the

lecture progresses. Although a good lecture can be stimulating and challenging high interest level

in audience, when given by a competent teacher, it can also be uninspiring and monotonous and

tends to make the audience passive. It is not the appropriate method to use when one intents to

change he values and attitudes of his/her audience because in a lecture one is expected to accept

the facts presented with question. It is important to note that materials taught through lecture
are quickly forgotten. MC McLeish, (1968) reported that 40% of the points were recalled

immediately after the lecture and only 20% a week later. Given the importance of Mathematics

it would be important that the teacher avoid pure lecture making them more informal.

Mereku (2003) found out that the general guidelines on the delivery of the curriculum in

the syllabus and teacher’s guidebooks recommend that teachers should use investigational or

activity methods which are directed towards learning tasks, which encourages inquiry, creativity,

manipulative and manual skill. The analysis of the transcribed lesson activities indicated that

instructions in the teacher’s guidebooks follow a common pattern classroom disburse. In this

common pattern, the teacher initiates a move for a response from pupils. These were

occasionally followed by feedback. The instructions in the teacher’s guidebooks appear to

indicate, though not every clearly, that teachers should make pupils learn through activity and

not by passive reception of what is taught and emphasize understanding rather than rote

memorization. But the style of lesson presentation in the guidebooks stress teaching strategies

associated mainly with the exposition teaching method (Ibid).

Too (2006) investigated the use of teaching activities. The study investigated the use of

the following activities, questioning, groups, discussions and demonstrations. The study used

observation technique to collect data. Teachers were observed in ordinary classroom settings

and notes recorded on a specially designed sheet. It is important to note that none of the studies

mentioned above investigated the challenges of incorporating learning activities in Mathematics

instruction in secondary school. This study used observation schedules, questionnaires and

interview schedules to collect data. Lecture Method is the technique of teaching by means of the
spoken word where information is given orally generating and relating understanding in the

learners (audience).

According to Bloom (1960), discussion and group technique is a learning activity where

the teacher and learners talk together in order to share opinions, views or information about a

topic or a problem. It makes an absolutely fundamental contribution to learning. A genuine

discussion must start with some attempt to elicit opinions and knowledge from the learners to

treat them seriously and to explore their consequences. In inquiry discussions, the teacher may

not state the objectives, instead she/he arranges for the discussion to take place and the whole

activity is open ended. The teachers serve as a leader and students’ carryout the discussion and

arrive at a conclusion. Learning is seen as a leader and students’ carryout the discussion and

arrive at a concussion. Learning is seen as the product of creative inquiry and active student

participation. Examples of participatory activities, which fall under discussion, are whole class

discussion, panels, symposia, roundtables, forums, committees and small groups. In these

activities, there are techniques that provide opportunities for the learners to present their ideas,

opinions and information and for the expression of differing viewpoints. They are interactive in

nature.

Galiher (2006) and Darling (2005), used GPA to measure student performance because

the main focus in the student performance for the particular semester. Some other researchers

used test results or previous year result since they are studying performance for the specific

subject or year ( Hijazi and Naqvi, 2006 and Hake, 1998). Many researchers have discussed the

different factors that affect the student academic performance in their research. There are two

types of factors that affect the student ‘s academic performance. These are internal and external
classroom factors and these factors strongly affect the student’s performance. Internal classroom

factors include student’s competence in English, class schedules, class size, English text books,

class test results, learning facilities, homework, environment of the class, complexity of the

course material, teacher’s role in the class, technology used in the class and exams systems.

External classroom factors include extracurricular activities, family problems, work and financial,

social and other problems. Research studies shows that student ‘s performance depends on

many factors such as learning facilities, gender and age differences, etc. that can affect student

performance (Hansen, Joe B., 2000).

Harb and El-Shaarawi (2006) found that the most important factor with positive effect on

students' performance is Parental Involvement. Classroom methodology is likened to school

which depends on teacher / pupil ratio. A high school teacher / pupil ratio as 1:50 does not allow

much personal attention and low ratio is not better either. However, teaching effectiveness

increases with decreased teacher pupil ratio up to a certain point. Teaching style depends upon

size of class. The teacher is critical in classroom methodology. He/she has to create the learning

environments, specify the nature of learning activities and decide on the suitable learning

resource.

Mereku (2003) investigated the extent to which a particular activity-based teaching

method is employed in teacher’s classroom practice and not necessarily how effectively the

method has improved learner’s performance. The study used a range of procedures for data

collection. These were analysis of moved and discourse patterns in observed lessons and a survey

of teaching skills used in teacher’s classroom practice. The study found out that teachers should
use investigation or activity methods which are directed towards learning task that encouraged

inquiry, creativity and manipulative and m annual skills, Teachers should make pupils learn by

activity and not passive reception of what is taught, and emphasize understanding rather than

rote memorization.

Foreign Studies

In this article, a discussion present about the type of mathematical discourse that is being

produced in classrooms where the language of learning and teaching is local languages. We also

further explore the tensions in the mathematical discourse being produced. The study sample

was 4 mathematics teachers from a semi-urban primary school in Malawi. The methods of data

collection included classroom observations, pre-observation focus group discussions and

reflective interviews. The results show that even though both students and teachers were able

to communicate freely in local languages in the mathematics classroom, the mathematical

discourse that came was distorted. This is mainly caused by lack of a well-developed

mathematical discourse in local languages, which in turn takes away the confidence of

mathematics teachers in the classroom. As a result, the mathematics classrooms are still being

characterized by teachers not being creative, use of word by word from books, focus more on

procedural than conceptual and thus teacher centered is still dominant in these classrooms.

Furthermore, it is found that there are tensions between the formal and informal mathematical

language in local languages. These results in turn have promoted a more in-depth understanding

to the teaching and learning of mathematics when local language is the language of learning and
teaching. Therefore, this article argues for a well-balanced approach when it comes to teaching

and learning of mathematics rather than just focusing on the use of local languages

Breus (2006) More and more research studies demonstrate that daytime sleepiness from

chronic sleep deprivation and poor-quality sleep has significant impacts on daytime behavior and

academic performance, as well as concentration, attention, and mood. Even 20 fewer minutes of

needed sleep may significantly affect behavior in many areas. One study showed that those

students with C‘s, D‘s and F‘s got about 25 fewer minutes of sleep and went to bed an average

of 40 minutes later than A and B students. From elementary school through high school and

beyond, a great many of our children are chronically sleep-deprived. With more than 2/3 of all

children having some kind of sleep problem, and most adolescents not getting enough sleep,

many will struggle to meet the barrage of new challenges, demands, and emotions of a new

school year. It is not widely recognized and appreciated just how pervasive and critical quality

sleep is for brain development and how it directly influences daytime functioning.

The Mathematics Acquisition Framework (MAF) (Authors, 2018) to investigate fifth-

through seventh-grade students’ comprehension of fractions and decimals and examines how

students build understanding of mathematical principles and concepts regarding fractions and

decimals. Based on case studies and discourse analysis, the results revealed students in different

stages of the MAF with some students employing informal/social language in their mathematical

communication and others using formal/academic language. Additionally, mathematically

erroneous student communication was more positively interpreted through the lens of the MAF,

which interpreted student errors, misunderstandings, and miscommunications as natural

components to learning.
Local Literature

Smolicz & Nical (1997), the Philippine mother tongues are structurally similar to one

another so learning Filipino as a second or third language is not as challenging as learning English

for most Filipinos. However, learning Filipino both as a subject in school and as a medium of

instruction in teaching begins at the start of formal schooling for Filipino children. This means

teaching Mathematics using a vernacular language may occur difficulties to the student’s

knowledge and applying in examination may insanely to understand for the student that written

in English language. There is a double disadvantage among pupils whose mother tongue is not

Tagalog/Filipino, they need to master English and Filipino to perform well academically, while

their Tagalog-speaking counterparts only need to learn English to master the conceptual

knowledge available in school.

According to Department of Education (Deped) Order No. 16, s. (2012). Mother Tongue

(MT) as the medium of teaching and learning (MOTL) through the Mother Tongue Based-

Multilingual Education (MTB-MLE) is one of the curriculum reforms programs in the Philippines’

K to 12 Basic Education. This program is in compliance with the, which aims for cognitive

development focusing on higher order thinking skills and academic development to prepare

pupils in acquiring mastery of the competencies, specifically, to improve learning of Mathematics

from Kindergarten to Grade 3. The declining performance of pupils in Mathematics has been

alarming, thus, the researchers attempted to determine the effectiveness of MTB-MLE as a

medium of teaching in Mathematics to improve pupils’ achievement. The mathematics pupils

when exposed to either English or Filipino language exhibited “good” performance on items in

the remembering and understanding levels while “fair” performance was noted in items where

applying skills were required. Whereas, pupils tend to perform better in Mathematics when

Filipino is the medium of teaching and learning. Results provided evidence that the pupils’ first

language positively affect their Mathematics achievement.

According to Math Fluency (2011), educators and cognitive scientists agree that the ability

to recall basic math facts fluently is necessary for students to attain higher-order math skills. The

implication for mathematics is that some of the sub-processes, particularly basic facts, need to

be developed to the point that they are done automatically. If this fluent retrieval does not

develop then the development of higher-order mathematics skills- such as multiple-digit addition

and subtraction, long division, and fractions - may be severely impaired. Indeed, studies have

found that lack of math fact retrieval can impede participation in math class discussions,

successful mathematics problem-solving, and even the development of everyday life skills. And

rapid math-fact retrieval has been shown to be a strong predictor of performance on

mathematics achievement tests.

Local Studies

Randy Tudy (2004) Mathematics is an interesting but a very challenging subject. Several

studies reported different factors which lead to students’ poor performance in this subject. This

study aimed to determine the influence of attitude and self-efficacy towards academic

performance in Mathematics for Grade 8 students. It employed causal correlational research

design. The findings revealed that the level of academic performance of the students was

satisfactory. In terms of the level of attitude towards Mathematics subject, it is either positive or

negative. As to the students’ self-efficacy, it is neither high nor low. No significant difference was

found on the level of attitude and self-efficacy when grouped according to gender. It was also

discovered that only attitude towards Mathematics manifested significant influence to academic

performance. Students who have shown positive attitude towards the subject tend to perform

well. Hence, performance in Mathematics can be improved by developing a positive attitude

towards the subject. Parents, teachers and other stakeholders have the responsibility of helping

the students in this aspect.

Buan (1997) tested other variables possibly related to mathematics achievement and

attitude. It was aimed to compare the effects of cooperative and individualistic instructions on

student's achievement in mathematics and their attitude towards the subject. It was found that

there is a significant difference in the pre-test and posttest scores of the cooperative group in

the achievement test and attitude scale. In the individualistic group there is a significant

difference in the pre-test and post-test achievement scores only but there is no significant change

in attitude scores.

Angay's (1998) research work on pupils' difficulties in basic operations involving fraction

concluded that the pupils performed poorly in the four fundamental operations of fractions.

Moreover, the finding showed that there is a significant difference between the pupils'

achievement and their parents' educational attainment.

According to Lucero (1999), parental involvement was significantly correlated with both

pupils' mathematics achievement and attitudes. Mathematics achievement was significantly

correlated with both father's education and mathematics attitudes; while mathematics attitude

was significantly correlated with parents' monthly income.

Bigornia (2000) determined the factors affecting the mathematical proficiency level of

Grade VI pupils. Teacher competence, pupils' background and communication skills were found

to have highly significant relationship with pupil mathematics achievement.

A study conducted in Lanao Del Norte by Caliao (2000) aimed to determine the factors

associated with the pupils' ability to solve problems in mathematics by associating pupils'

mathematics achievement with the following factors: home environment, quality of

mathematics instruction received by the pupils, pupils' attitude towards mathematics, mental

ability, and reading comprehension ability. The factors identified to be significantly associated

with the pupils' mathematics achievement were the following: fathers' education, neighbors,

friends and relatives who took care of the child, buying things of educational value, teachers'

profile such as number of math seminars attended, number of years in teaching math, number

of awards received, lesson plan preparation, teachers' activity like conducting review classes,

coaching during math competitions, encouraging and supporting pupils to participate in math

competitions and the number of skills taught, mothers' hours spent at home and at work, mental

ability, and reading comprehension.

Montecalvo (2000) assessed the problem-solving skills and attitude in Mathematics of

Grade Six pupils in Linamon District, Division of Lanao del Norte during the school year 1999-

2000. Results show that majority of the pupils had average performance in problem solving skills

along fractions, decimals, and percentage. Likewise, they had a fair attitude level towards

mathematics and perceived that mathematics is useful for problems in everyday life.
Furthermore, significant relationship existed between pupils' performance in problem solving

skills test and type of school as well as pupils' average grade in Mathematics. Finally, no

significant relationship existed between pupil’s performance in problem solving skills test and the

following pupil-related factors, namely: family income, size of family, and attitudes toward

mathematics.

Cañete's (2002) study determined the teacher and pupil factors affecting problem solving

difficulties in mathematics. It concluded that pupils had satisfactory performance in basic skills

test and fair attitude toward Mathematics but low performance in Problem solving achievement

test. A significant relationship existed between pupils' problem-solving skills in Mathematics and

some teacher factors, namely, educational qualification, and possession of master's

units/degree, specialized training, performance rating and strategies in teaching math. No

sufficient evidence was seen to show significant relationship between pupils' skills in

Mathematics and the pupil factors, mothers’ educational attainment and family annual income.

Silva et al (2006) investigated the factors associated with non-performing Filipino

students in mathematics in selected accredited schools in the Philippines (private and public

institutions from Metro Manila and provinces). Results showed that, though the students have

average mental ability, they encounter difficulties attributed to reading deficiencies and learning

styles.

Lee-Chua (2006) discussed efforts spearheaded by various groups to develop a successful

problem-solving culture. “We have learned to focus on certain critical variables”. According to

the researcher, these variables include: extensive parental support, early exposure, mental

toughness, excellent master teachers, and good textbooks.

 Alvaera, Bayan, & Martinez (2009) of De LaSalle University, Manila, conducted study

intended to determine whether parental involvement and autonomy (mothers and fathers), and

teaching approach can predict public school students’ achievement as measured by the general

average grades of students. In determining which variable has a significant relationship with

student achievement, it showed that mother involvement was significantly related with the

students' academic achievement. Of all the predictors of achievement used by the researchers,

it was only mother involvement that had significantly predicted student achievement. This does

not mean that teaching approach, father involvement, father autonomy and mother autonomy

does not contribute in predicting achievement. This simply implies that their contribution in the

achievement of the students is not as significant as compared to the contribution of mothers'

involvement. The current study focuses on academic achievement as measured by the general

average grade of the student from the previous grading period. It has been well established how

academic achievement is influenced by a particular factor. Parents' involvement in the child's

schooling like assisting the child's in making their assignments explains much the grade of the

child. It was concluded in the study that only mother involvement can predict students'

achievement.
 Chapter 3

RESEARCH METHODOLOGY

This chapter presents a discussion in the research design, population, sampling

procedure, the instrument used for gathering data, statistical treatment in analyzing data.

Research Method Used

The researchers will be using the Descriptive Method in gathering and interpreting the

data. The Students that referring to this research are basically the matter of how they understand

mathematics in using Vernacular Language. The effect is visible that most of the students are

having a hard time to this subject, that without using a vernacular language for this subject the

lessons for them are being left behind for this subject. Beut and Kahn (2007) “The term

descriptive research has often been used incorrectly to describe the three types of investigation

that are different. Descriptive research is a research method that try to describe and interpret

object appropriate with situation (Best,1982:119)

The researcher also will use Quantitative Research to quantify the problem and

understand how prevalent it is because the study talks about the Teaching Mathematics using

vernacular language. International Research is a structured way of collecting and analyzinf data

obtained from different sources, it also involves the usen of computational, statistical and

mathematical tools to derive results.

Population and Sample Size

To gather the number of the respondents of the study, the students in Grade 11 Senior

Highschool and Mathematics Teachers on Learn and Explore Montessori School, Inc. Year 2019-

2020 will be the respondents of this study.

Sampling Technique

Research Instrument

The questionnaire is use in gathering data. The questionnaire has 2 parts. It consists of

the profile of the respondents and a checklist that determined the

Data Gathering Procedure

The data will be gathered through the questionnaires distributed by the researchers to

the respondents after securing permission form the president of the school, directress of the

school and lastly to the respondents themselves.

The data will be tallied, tabulated, coded and statistically treated.

Statistical Treatment

The data will be obtained from the questionnaires will be selected and chosen to

statistical treatment in order to make the interpretation of the results liable and valid. The

following statistical tools and measures will be utilized in the analysis, description and

interpretation of computed results. The formula that will be used is: