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Chapter I
The Problem and its Scope

Introduction
Nowadays Philippine Curriculum has been changing due to the needs of the society. In fact, today DepEd has started
implementing K to 12 with the Mother Tongue Language as a subject in Grades 1 to 3. Under the K to 12 program, children
are required to enroll in the kindergarten so that they can begin six years of primary education. Besides increasing the number
of years in the school, the K to12 program of the Department of Education (DepEd) has introduced another change in the
country’s schooling system where the mother tongue is used as medium of instruction. According to Education secretary Br.
Armin Luistro FSC “ The use of the same language spoken at home in the early grades helps improve the pupils language and
cognitive development in addition to strengthening their socio-economic awareness”.
Mother Tongue-Based-Multi-Lingual Education refers to “first-language-first” education that is, schooling which begins
in the mother tongue and transitions to additional languages particularly Filipino and English. It is meant to address the high
functional illiteracy of Filipinos where language plays a significant factor. Since the child’s own language enables her/ him to
express him/herself easily, then, there is no fear of making mistakes. It encourages active participation by children in the
learning process because they understand what is being discussed and what is being asked of them. They can immediately use
their mother tongue to construct and explain their world, articulate
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their thoughts and add new concepts to what they already know. Currently, there are
12 major languages or lingua franca that shall be language of instruction. The major languages are a) Tagalog b)
Kapampangan c) Pangasinense d) Iloko e) Bikol f) Cebuano g) Hiligaynon h) Waray i) Tausug j) Maguindanaoan
k) Maranao; l) Chabacano ( Capitol UniversityCollege of Education plans ). Mother Tongue languages it is would seem
imminently commonsensical to assert that, in the context of formal educational settings, children are going to be most
effectively taught when both children and teachers speak well the language of instruction.
The “Mother-Tongue-Based Multi-Lingual Education” (MTB-MLE) shall be applied from kindergarten to Grade 3 in both
public and private schools. It shall be part of the new curriculum for incoming Grade 1 pupils (RichelleSy-KhoJune 18, 2012).
The purpose of a multilingual education program is to develop appropriate cognitive and reasoning skills enabling
children to operate equally in different languages –starting in the mother tongue with transition to Filipino and then English. It
is a structured program of language learning and cognitive development which provides learners with a strong educational
foundation in the first language.
2
Using mother tongue language is one way of letting the learners develop their comprehension skills. Through this,
pupils will be able to express their thoughts and ideas. Since the child’s own language enables the learners to express them
easily through good communication process without any doubts and fears. Furthermore, it also
encourages active learners’ participation in the learning process. Learners can immediately use their mother tongue to construct
and explain their world, articulate their thoughts and add new concepts to what they already know.
Statement of the Problem
This study aims to investigate the implementation of Mother Tongue Language as used in teaching Mathematics to Grade I
pupils in Tipanoy Elementary Iligan City. More specifically, this study seeks to answer the following questions;
1. What are the students’ scores in the pretest and posttest in both control and experimental group?
2. Is there a significant difference between the
a. pretest scores of the control and experimental group?
b. posttest scores of the control and experimental group?
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3. Is there a significant difference between the pretest and posttest scores of the respondents in the:
a. Control group?
b. Experimental group?
4. What are the changes in the respondents’ scores from pretest to posttest?
5. Is there a significant difference between the changes from the pretest to posttest scores of the control and
experimental group?
6. What are the problems encountered by the teachers in teaching Mathematics in Grade 1 using Mother Tongue based
approach?
7. What are the solutions taken to address the problem encountered?
Null Hypotheses:
4
H01.There is no significant difference between the pretest scores of the respondents in the experimental and control
groups.
H02.There is no significant difference between the posttest scores of the respondents in the experimental and control
groups.
H03. There is no significant difference between the pretest and posttest scores of the respondents in the control group.
H04. There is no significant difference between the pretest and posttest scores of the respondents in the experimental
group.
H05: There is no significant difference between the changes from pretest to posttest scores of the control and
experimental group.
Significance of the Study
The researchers aim to assess the implementation status in the use of Mother Tongue Language in teaching
mathematics for Grade I pupils in Tipanoy Elementary School. Also, this study will help the teachers to carry out the
5
assessment in more functional Learning experiences for the pupils because the quality of learning by the pupils is related to the
quality of assessment that is carried by the teacher. The vital importance of finding of this study may be used as an
experimental in determining what specific assessments are commonly used in Teaching Mathematics with the use of mother
tongue and English language.
Scope and Limitation of the Study
The researchers conducted the study among the Grade 1 pupils in Tipanoy Elementary School.SY:2013-2014. This
study aims to determine the effectiveness of the use of mother tongue in teaching Mathematics, find out the advantages and
disadvantages of using the mother tongue and lastly, to find out the difficulties if any.
Operational Definition of Terms
For better understanding of the study, the following terms are defined operationally.
 Mother Language --- The respondents first language which is “Cebuano”
 Mother Tongue ---in the context of formal education, the term mother tongue is normally used to refer to the language a
child learned first and usually speaks best. In this study, Cebuano is considered the mother tongue of respondents.
 Assessment --- is a process of gathering, interpreting, about the mother tongue language in Grade I and acting upon
data related to the student learning and experience for the purpose that the students understand.
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 Mother Tongue- Based Instructors--- They are the ones who are applying the mother tongue based approached in
instruction. This refers the teacher who is using the Cebuano language as a medium of instruction. Learners--- The pupils in
Tipanoy Elementary School, specifically those in Grade 1 sections. Shall be the one to be tested whether the instruction is
effective or not.
 Posttest-- a test given to students after completion of an instructional program or segment and often used in conjunction
with a pretest to measure their achievement and the effectiveness of the program.
 Control group----- a group of subjects closely resembling the treatment group in
many demographic variables but not receiving the mother tongue based instruction medication or factor under study.
They serve as a comparison group, in this case to the mother-tongue-based instruction group.
 Experimental group----a group of respondents that are exposed to the variable of a control experiment.
 Learning---is defined as the change in the pretest to posttest scores of a pupil.
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CHAPTER II
Review of Related Literature
This chapter gives a brief review of
the ideas and methods used in the conduct
of this study. To further understand the
9
concepts, theories and mechanisms
behind the study and to give an overview
of the previous literature in relation to the
present study.
10
In the MTB-MLE implementation,
the following eight major languages or
Lingua Franca and four other languages
will be cited as learning area and utilized
as language of instruction for SY 2012-
11
2013: Tagalog, Kapampangan,
Pangasinense, Iloko, Bikol, Cebuano,
Hiligaynon, Waray, Tausug,
Maguindanaoan, Maranao, and
Chavacano. Meanwhile, the MTB-MLE
12
aims at language development which
established a strong education for success
in school and for lifelong learning and at
cognitive development which focuses on
13
Higher Order Thinking Skills
(HOTS).(Aguhob, 2012) .
One way to achieve equity in
education, opportunities and education for
all, as well as to counter linguistic and
14
cultural loss is to deliver early childhood
education and primary education through
mother-tongue," says Dr Jessica Ball of
the University of Victoria, Canada. But
also the use of the same language spoken
15
at home, in the early grades, helps
improve the pupils’ language and
cognitive development in addition to
strengthening their socio-cultural
awareness according to Education
16
Secretary Br Armin Luistro FSC .Besides
encouraging young children to learn their
Mother Tongue would help them to
develop confidence, self-esteem and their
unique identity within a multicultural
17
society. It will also provide answers to
many of their questions such as ‘Why I
have brown skin? In an increasingly
multi-cultural society, the teaching of
migrant languages in schools cannot be
18
isolated from the study of the culture of
migrant groups.
Culture and traditions essentially go
hand in hand with language.( BY
SHANTI SENADEERA). Moreover,
19
many of the ancient languages and
dialects have already vanished. To prevent
such a avoidable scenario and with
overwhelming evidence in support of the
mother tongue- based schooling, my
20
impassioned appeal to all stakeholders in
Goa is to thoroughly scrutinize and
discuss Education For All Global
Monitoring Report –( 2005 by Carol
Benson, PhD, Stockholm university).On
21
the other hand the case for mother tongue-
based and multilingual education is
therefore simple and powerful: Children
learn best in a language that is familiar to
them. Although children can learn a
22
language other than their mother tongue,
they learn best—especially in the early
years— in an environment in which the
language used to teach is also one they
speak in their home, with their parents,
23
their siblings, and friends. This is
especially true in environments where
children have little or no exposure to a
second or foreign language. Moreover,
since the school is a new social
24
environment to children starting their
education, learning in a mother tongue
language also helps to ease this transition,
providing a bridge from the “known” to
25
the “unknown.” (Walter, S., & Chuo, K.,
2012).
The Kom Experimental Mother Tongue
Education Pilot Project Report for 2012.
Unpublished research report. Available
26
from the authors or from SIL
Cameroon.).In the same way according to
the UNESCO position paper ‘ The term
mother tongue though widely used, may
refer to several different situation.
27
Definitions often include the following
elements. The language(s) that one has
learn first, the language(s) one identifies
with or is identified as a native speaker of
by others, the language(s) one knows best
28
and the language(s) one uses most.
Mother tongue may also be referred to as
a primary or first language. Also the
choice of the Language is a recurrent
challenge in the development of quality
29
education. Speakers of the mother
tongues, which are not the as the national
language are often at a considerable
disadvantage in the educational system”
(UNESCO, 2003). In addition the
30
UNESCO Committee of 1953 states that
the best medium for teaching which
children understand better themselves
freely.( Mwamwenda, 1996).
31
However the focus of MTB-MLE shall
be implemented in two (2) modes: as a
learning/subject area and as a medium of
instruction. The Mother Tongue (MT) as a
subject will focus on the development of
32
beginning reading and fluency from
Grades 1 to 3. The learners’ Mother
Tongue (L1) shall be used as the medium
of instruction (MOI) in all
domains/learning areas from Kindergarten
33
through Grade 3 except Filipino (L2) and
English (L3). The L1 will continuously be
used as MOI in a transition or bridging
process (L1-L2-L1 or L2-L1-L2) through
Grade 3.The L2 will be introduced in the
34
first semester of Grade 1 for oral fluency
and reading and writing will be
introduced in the 2nd semester of Grade
1. The four (4) macro skills, namely:
listening, speaking, reading, and writing
35
will continuously be developed from
Grades 2-6. Oral fluency in L3 will be
introduced in the 2nd semester of Grade
1, while reading and writing in L3 will
start in the 1st semester of Grade 2. The
36
four (4) macro-skills will be developed
starting 2nd semester of Grade 2 until
Grade 6.
37
http://iloilo.my-
ui.phinma.edu.ph/libcabmay2012/cabapril
2012_files/Page434.htm
On the other hand, she said the mother
tongue should serve as the foundation for
38
language mastery for children.
“Knowledge retention is easy to develop
when they are introduced to their subjects
using the mother tongue, Verano said
adding: “then they slowly say or describe
39
things while they are being taught in
multi-lingual instruction in the higher
grades.”( Peter A. Balocnit 26th of March
2013).Furthermore under the Department
of Education's (DepEd) new K-12
40
curriculum which will be launched in
June, students from Grade 1 to Grade 3
will be taught in their mother tongue or
the first language they learned since they
were born. Also education officials are
41
convinced this new policy will facilitate
learning, since young children who are
only fluent in their mother tongues will be
less hesitant to speak up in class. There
are over 70 languages, or mother tongues,
42
in the Philippines. Those regional
languages that Filipinos commonly refer
to as dialects, such as Ilocano or Bisaya,
are actually languages with their own
43
syntax and vocabularies.(CARMELA G.
LAPEÑA, GMA News January 24, 2012)
http://www.gmanetwork.com/news/story/
245512/news/nation/this-june-grades-1-3-
will-be-taught-in-mother-tongue
44
Additionally, having the mother
tongue in school is important as it
provides children a sense of familiarity,
easing their transition from home to
school. Learning to read and write in the
45
mother tongue as a formal subject in the
early years is, without doubt, important.
Using the mother tongue as a medium of
instruction is the questionable part.
Claims have been made that children
46
learn faster and more effectively when
instruction is done in the mother tongue.
Indeed, browsing through the internet,
one will arrive at numerous articles that
either support or dismiss this notion. For
47
this reason, it is important to examine the
evidence behind these claims. The lack of
learning materials on science and math in
the mother tongue requires a serious
inspection of how the medium of
48
instruction affects children in their
cognitive development. Adopting mother
tongue based - multilingual education
requires substantial investments in money,
time and energy.
49
http://philbasiceducation.blogspot.com/20
12/07/mother-tongue-based-
multilingual.html
In general, the implementation of
Mother Tongue-Based Multilingual
50
Education (MTB-MLE) as the “effective
use of more than two languages for
literacy and instruction” is necessary,
important and beneficial to the Filipino
pupils/students. First, learners learn to
51
read more quickly when in their first
language (L1). Second, pupils who have
learned to read and write in their first
language learn to speak, read, and write in
a second language (L2) and third
52
language (L3) more quickly than those
who are taught in a second or third
language first. And third, in terms of
cognitive development and its effects in
other academic areas, pupils taught to
53
read and write in their first language
acquire such competencies more quickly.
It is necessary in the sense that students
can much more easily understand
concepts when the latter are explained to
54
the former through the mother tongue
especially in the first three years of the
elementary school.
http://www.studymode.com/essays/Mothe
r-Tongue-Based-Education-1738348.html
55
Lastly, the mother language or "mother
tongue" is the language in which first
words are spoken and thoughts expressed
by an individual. Thus, it is generally the
language that a person speaks most
56
fluently. Cognitively, the mother language
is a crucial tool every child uses to
understand the world. Culturally, the
mother language is a fundamental
expression of history and identity. Often,
57
the most disadvantaged people in a
country are those whose mother language
is different from the national language.
This creates problems in many areas such
as education, health, income disparity, and
58
risk of exploitation, exposure to
environmental hazards and access to the
legal system. Policies sympathetic to a
diversity of mother languages can help
unite a country, while strong monolingual
59
policies can contribute to social division.
(Kirk Person &Sena Lee / Bangkok,
2009).
While there are many factors involved
in delivering quality basic education,
60
languages is clearly the key to
communication and understanding in the
classroom. Many developing countries are
characterized by the individual as well as
societal multilingualism, yet continue to
61
allow a single foreign language to
dominate the education sector. Instruction
through a languages that learners do not
speak has been called “submersion” by
Skutnabb- Kangas(2000) because it is
62
analogous to holding learners under water
without teaching them how to swim.
Compounded by chronic difficulties such
as low levels of teacher education, poorly
designed, inappropriate curricula and lack
63
of adequate school facilities, submersion
makes both learning and teaching
extremely difficult, particularly when the
language of instruction is also foreign to
the teacher.
64
According to Dekker and Young
(2009) there are more than 6000
languages spoken by the six billion people
in the world today- however, those
languages are not evenly divided among
65
the world’s population- over 90% of
people globally speak only about 300
majority languages- the remaining 5700
languages being termed “minority
languages”. These languages represent the
66
ethno linguistic diversity of our world and
the rich cultural heritage embedded within
cultural communities. Within the
Philippines , language- in – education
planning reflects issues associated with
67
the needs of a culturally and linguistically
diverse nation .this paper examine
languages policy and planning at national
level as it relates to elementary
educations for ethno linguistic minorities
68
.It includes the case study of one
innovative community based approach
being implemented by a Northern
Philippines language community to
provide multilingual education using the
69
first language of the learners as the
foundation for quality language education
in the national and international
prescribed languages of instruction in the
Philippines.
70
At a recent policy research forum
hosted by SEAMEO Innotech, language
education specialists from the Department
of Education , the National Economic and
Development Athourity,
71
KomisyonsaWikang Filipino[ Commision
on Filipino Language], Summer Institute
of Lenguistics, and others from
educational and non-government
institutions, including the Linguistic
72
Society of the Philippines, gathered to
discuss Language of Learning : Models
and Best Practices. It became crystal clear
to all present that mother tongue
education should be the way to go, so that
73
basic education in the Philippines would
truly move forward. The reasons behind
promoting mother tongue education do
not seem to be evident to many educator
and lawmakers in this country, even if the
74
concept is almost axiomatic to the rest of
the world. There are 205 co- authors of
House Bill 305, which seeks to make
English in the sole medium of instruction
in the Philippine Schools (Martin,
75
Philippine Daily Inquirer ,2008 ). This
shows that mother tongue- based
approach in instruction is not yet
prioritized in the country.
76
The idea of mother tongue education in
the Philippines is certainly not new .The
1948- 1954 Iloilo Experiment in
Education through the Vernacular has
already shown the benefits of teaching in
77
the first language. The 1991
Congressional Commission on Education
included to the use of home languages in
its policy recommendations. Similar
recommendations were made in 1998
78
Philippine Education Sector Study ADB
and World Bank , the report of 2000
Presidential Commission on Educational
Reform , and the National Learning
Strategy of the 2008 Department of
79
Education Basic , Education Sector
Reform Agenda (Martin, Philippine Daily
Inquirer ,2008 ).
The country’s native languages,
including Filipino sign language of our
80
Deaf population, have been given official
status through the institutionalization of
mother tongue-based multilingual
instruction in our education
system. Republic Act No. 10533 signed
81
by President Aquino last May 15, 2013,
provides that basic education shall be
conducted in the learner’s native
languages throughout kindergarten and
the elementary grades. English and
82
Filipino shall be gradually introduced
beginning Grade 4 until such time that
these can become the primary languages
of instruction at the secondary level. The
multilingual provisions in RA 10533, also
83
known as the K-12 law, are
incontrovertible evidence that our country
has shifted from a “one nation, one
language” mindset to one that recognizes
our linguistic and cultural pluralism. We
84
are witness to the steady realization of
President Aquino’s vision of using
English to connect with the world, the
national language to connect with our
country, and the native languages to
85
connect with our heritage. In short, Mr.
Speaker, that kambyosapananaw that I am
talking about has already taken place
among our people. (HON.
86
MAGTANGGOL T. GUNIGUNDO I
August 5, 2013).
Local Studies
Mother language has a very powerful
impact in the formation of the individual.
87
Our first language, the beautiful sounds of
which one hears and gets familiar with
before being born while in the womb, has
such an important role in shaping our
thoughts and emotions. A child’s
88
psychological and personality
development will depend upon that has
been conveyed through mother tongue. It
matters tremendously that language
expressions and vocabulary are chosen
89
with care when we talk children. A child’s
first comprehension of the world around
him, the learning of concepts and skills,
and his perception of existences, starts
with the language that is first taught to
90
him, his mother tongue as stated by
Mandela (2010). In the same manner, a
child expresses his first feelings, his
happiness, fears, and his first world
through his mother tongue.
91
Mother language is one very important
role in framing our thinking, emotions
and spiritual world, because the most
important stages in our life is a strong
bond between the child and parents is a
92
verbal languages. When a person speaks
their mother tongue, a direct connection
establishes between heart, brain and
tongue. Our personality, character,
modesty, shyness, defects, our skills, and
93
all other hidden characteristics become
truly reveled through the mother tongue
because the sound of mother tongue is in
the ear and its meaning in the heart give
as trust and confidents.” If you talk to a
94
man in a language he understands, that
goes to his head. If you talk to him in his
language that goes to his heart “ says
Nelson Mandela (2010).
95
Proverbio (2010) also attributed the
differences to the fact that the brain
absorbs the mother tongue at a time when
it is also storing early visual, acoustic,
emotional and other nonlinguistic
96
knowledge. This means that the first
language triggers a series of association
with the brain that show up as increased
electrical activity. “Our mother tongue is
the language we use to think, dream and
97
feel emotion”. This electrical activity was
in the left side of our brain .This
recognizes letters as part of words before
the meaning interpreted.
98
Today, people are all witnessing an
aspect globalization which is increasing
movement of people from one country to
another for different purposes, such as
education, desire for a better life, the need
99
for employment, escape from conflicts
between groups including oppression of
one group by another , or natural
disasters. Whatever the reason, while such
phenomenon may have a lot of benefits
100
living in another country affects ones
mother tongue. This article wants to
discuss why parents and educators should
support children learning retaining their
native languages as stated by Guvercin
101
and Versiyon (2010). According to a
parent that is living far from her native
country, she has open experiences the fair
here children would not learn their mother
tongue language well. She said that we
102
should strongly encourages our children
to developed literacy in their mother
tongue to take pride in their culture and
country they in originated in. (Guvercin
and Versiyon, 2010).
103
A child connects to his parents, family ,
relatives, culture, history, identity and
religion through his mother tongue.
Native language links the child with the
culture of the society the child from and
104
shapes his identity. A lot of children from
immigrant families, who don’t know their
native language well, are at a crossroads
of identity crises. When a child doesn’t
know his language well we cannot say
105
that he will be nurtured with his culture
properly for the fact that the relationship
between languages and culture is deeply
rooted. The Mother tongue is one of the
most powerful tools used to preserve the
106
convey culture and cultural ties. Children
who are unaware of their culture, their
language, and their history will lose
confidences in themselves, the family,
society and the nation to which they
107
belong and will have no other option then
seeking an alternate identity. A child will
identify himself with the language and
culture he knows best. For this reason, the
attitudes and beliefs of immigrant parents
108
are so important in this aspect .If they
want to prevent this from happening they
should find ways to help their children
maintain and improve their mother
language without neglecting to give
109
affirmative messages and keeping positive
attitudes about other cultures. It should
not also be forgotten that in a
multicultural society, children should be
taught to learn about other cultures and
110
respect them as well said by Guvercin and
Versiyon (2010).
The modern school system with
its externally prescribed curricula, group
based instructional setting, and external
111
examination at various stages of
education tends to assume that children
possess homogeneous background and
experiences. This is particularly true with
respect to the languages of instruction that
112
children may or may not know when they
begin schooling. Languages choices are
made by governments, both for practical
and political reasons and are not
113
necessarily based solely on concerns for
providing effective education.
Children who come to school with a
strong foundation in their mother tongue
develop stronger literacy abilities in the
114
language used at school. When parents
are able to spend time with their children
and tell stories or discuss issues with them
in a way that develops their mother
tongue vocabulary and concepts, children
115
come. A strong foundation in their first
language will contribute to learning
another language and help them develop
stronger literacy skills in the school
language, because children’s literacy
116
knowledge and abilities transfer across
languages from mother tongue the child is
learning at school .When children
continue to develop their abilities in two
or more languages throughout their
117
primary school years they gain a deeper
understanding of language and gradually
acquire knowledge about how it can be
manipulated and applied in different ways
.They explore keeping mother tongue in a
118
foreign country does not happen
spontaneously. Instead it is an
achievement that requires commitment
and determination, especially from the
family. Parents must establish a strong
119
home language policy and make
consistent efforts to help their children
develop good literacy skills in their first
language.
Foreign Studies
120
The concept of linguistic minority
group rights has a long history grounded
in the project of modernity during the
nineteenth century, when having a
national language became a defining
121
principle of the nation- state. In providing
the medium through which the narrative
of the nation could be constructed, told
and retold in literature, myths, rituals and
symbols, the language by which the
122
nation defines itself has played a key role
in the social construction of a national
cultural identity. The adoption of a
common language is seen, generally as
providing an important means by which
123
discrete groups of people living within the
confines of the nation-state can be
integrated into common cultural value
system said Rassool (2000).
124
In multilingual setting, decisions
about the relationship between language
and education are not straightforward:
instead, serious consideration is needed to
determine which language to use in
125
education and literacy programs. The
same holds true in the Asian context.
Most nations of the region are
linguistically diverse and thus, the issue
of using different languages for imparting
126
learning is of critical importance
(Kosonen and Shaeffer, 2005).
Preserving the rich and diverse culture
in terms of multi- ethnic and multilingual
composition is well accepted in the key to
127
such effort for preservation in promoting
the diverse linguistic heritage of the
people inhabiting the countries. One
definite way of achieving this goal is to
invoke mother tongue based instruction to
128
educate children .It is in this context that
teaching through mother tongue in Asian
countries acquire special importance,
however, teaching through mother tongue
should not be viewed only as a means of
129
preserving a nations cultural and
linguistic diversity. This methodology
also has profound pedagogic value, as
pointed out earlier. Furthermore, language
learning is not merely an artifact of the
130
school curriculum. It begins with birth,
stimulated by the immediate social and
linguistic surrounding, and continues
throughout life. Mother tongue – based
instruction is, therefore, the most natural
131
and effective means of communicating
knowledge and skills to children as they
grow and participate in organized learning
processes inside and outside the school.
132
According to the World Bank
(2005) it opens up the possibility for
greater participation of parents and
community members as classroom
resources. This, again, is an important
133
consideration because many small
linguistic group generally live in remote
locations underserved by adequate
infrastructure and human resources. It
should be recognized, too, that many
134
children attending schools in these areas
may be first- generation learners. In such
context, use of local resources carries
significant value both from immediate
and long-term perspectives. Further, when
135
instruction is in the mother tongue,
teacher and learners can interact more
naturally and negotiate said Baker (2001).
It is an obvious yet not generally
recognized truism that learning in a
136
language which is not one’s own provides
a double set of challenges, not only is
there the challenges of learning a new
language but also that of learning new
knowledge contained in that language.
137
The children who go to the primary
schools are often teased by other students
for using their MT in the classroom when
they talk to their counterparts. Teachers
advise them to use L2 instead of their MT.
138
Parents are asked not to use MT at home
in order to make the children fluent in the
L2. Al these things have led to a negative
attitude towards their language in the
minds of the parents and children…
139
(Educator in minority language
community inIndia.2006. Personal
communication).
We applaud the decisive move
of the present government to include
140
Mother-Tongue-Based-Multilingual
Education (MTBMLE) as a main
component of the new K-12 Law (RA
10533). Such education reform initiative
recognizes the learner’s language and
141
knowledge system as effective starting
points for further learning. We also affirm
how RA 10533 and other existing
policies, especially those that address the
educational needs of marginalized
142
learners, value contextualized and
culturally-responsive materials developed
through a dialogical process among local
stakeholders. This upholds not only our
democratic values but also research-based
143
and additive MTBMLE practices all over
the world.
Assessment can be a powerful tool,
with substantial impact on the way an
education initiative is viewed by
144
participants and outsiders alike. As
Mother Tongue-based Multilingual
Education (MTB-MLE or MLE)
programs are piloted and promoted in
various contexts around the world, it is
145
important to plan carefully for the
assessment practices that will best meet
the goals and needs of the programs. The
results of an assessment are not the only
thing that is impactful; the practice of
146
developing and administrating
assessments also constitutes part of the
overall MTB-MLE initiative and may
have consequences on the outcomes of the
program.
147
http://mlephil.wordpress.com/2009/09/26/
the-importance-of-mother-tongue-based-
schooling-for-educational-quality (Haley
de Korne, Bonna D. Duron & Amy Jo
Dowd)
148
Chapter III
RESEARCH METHODOLOGY
This chapter deals with the method
used by the researchers in the conduct of
149
this study. This includes the following;
research design, subjects of the study,
data-gathering instruments, statistical
treatment used and data analysis.
150
Subjects of the Study
This study was conducted in a school
located in Iligan City specifically Tipanoy
Elementary School. The researchers used
the cluster random sampling in
151
identifying the subjects. The respondents
of this study were two Grade 1 classes in
Mathematics at Tipanoy Elementary
School, one class was exposed to mother
tongue instruction and the other class was
152
taught using the English language. The in-
service teachers of the said school,
teaching Mathematics using the MTB
approach also participated in the study by
153
sharing the problems they encountered
and their solutions to the said problems.
154
Research Design
In this study, the researchers
used the experimental design to provide
insights into the advantages and
disadvantages of the use of mother tongue
155
language in teaching math to Grade 1
pupils. It will also show the comparison
of the pretest and posttest scores of
students, to answer the questions posed by
the students in chapter 1.
156
Data Gathering Procedure
The researchers developed a TOS or
Table of Specification on the topic that
was taught to Grade 1 pupils. We then
157
developed a test and four lesson plans,
two using Mother Tongue language and
the other two using English language in
teaching mathematics to Grade 1 pupils.
We had these and the test validated. It was
158
then given as a pretest. After giving the
pretest, the lesson plans were
implemented on the experimental and
control groups. The same test was given
as posttest after completion of the
159
instructional program to assess its
effectiveness. Then the researchers
analyzed the data.
Instrument Used
160
The following are the instruments used by
the researches in gathering data.
Researcher- Made Test--- It is a 15-
item test made by the researchers for the
students to answer that would serve as
161
their pretest and posttest. The pretest and
posttest are same sets of questions to
verify if the students’ scores changed or
not. The researchers developed a table of
specifications to ensure content validity.
162
Performance Level Indicator
Scores Description
12-15 Excellent
8-11 Very Satisfactory
4-7 Satisfactory
163
1-3 Poor
Statistical Tools Used
1. To determine the
performance of the respondents in the
164
researcher-made test the mean was
used.
Mean score = (∑x) ÷ n
Where:
∑x = the summation of all
scores
165
n = the total number of
respondents
2. To determine if a significant
difference existed between the pretest
and the posttest result of the
166
respondents in the researcher-made
test paired z-test was used.
Where:
167
Z = the summation of all scores
n = the total number of
respondents
Coding of Data
In presenting the qualitative results,

codes were used to describe the
168
respondents so that T1 is used for Teacher
1,T2 for Teacher 2, and T3 for Teacher 3.
CHAPTER 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter comprises the presentation, analysis and interpretation of the data gathered. Presentation of results is
organized based on the order of the specific problems stated in Chapter I.
Table 1. Mean Pretest and Posttest Scores of the Experimental (MTB) Group.
Mean N Standard
Deviation
MTB Pretest 8.7414 29 1.78596
Posttest 12.1379 29 .95335
169
As shown in the table above, the pretest mean of the experimental (MTB) group is 8.7414 while the Posttest Mean
is 12.1379. This result shows that the pupils in the experimental group have increased their scores from pretest to posttest.
Table 2. Mean Pretest and Posttest of the Control (English) Group.
Mean N Standard Deviation

ENGLISH Pretest 9.0833 30 1.96119
Posttest 11.7667 30 1.10433
As shown in the table above, the pretest mean of the control (English) group is 9.0833 while the Posttest Mean is
11.7667. This result shows that the pupils in the control group have also increased their scores from pretest to posttest.
Table 3. Comparison of Pretest Scores of the Experimental and Control Groups
t value Df p value Remark

Pretest Not
-.700 57 .487
Significant
This table shows that since there is no significant difference between the pretest scores of the control group and
experimental group, they have more or less the same abilities before they have their exposure to the lesson.
170
Table 4. Comparison of Posttest Scores of the Experimental and Control Groups

Posttest Not
1.380 57 .173
Significant
This table shows that the pupils in the control and experimental group have more or less the same level of learning
from the lesson being taught as shown by the fact that there is no significant difference in their posttest scores.
Table 5. Comparison of the Pretest and Posttest Scores of the Experimental Group

MTB -8.650 28 .000 Significant
This table shows a comparison of the pretest and posttest scores of the experimental group (MTB). The result shows
that there is a significant increase of the scores from pretest to posttest. Therefore, the pupils learned from the lesson being
taught to them.
Table 6. Comparison of the Pretest and Posttest Scores of the Control Group
171
ENGLISH -6.579 29 .000 Significant
This table also shows a comparison of the respondents’ scores in the pretest and posttest of the control group
(English). The result shows that the increase of the scores from pretest to posttest is significant. Therefore, just like the pupils
in the MTB group, they have also learned from the lesson being taught to them.
Table 7. Changes in the Pretest and Posttest Scores of the Experimental Group and Control Group

Change from Pretest to MTB 3.4655 29 1.97724
Posttest ENGLISH 2.7167 29 2.23870
This table shows the mean change from the pretest to the posttest scores of the pupils in both control and experimental
groups and the standard deviation.
Table 8. Comparison of the Mean Changes in both Groups
Variable t value Df p value Remark

Mean Change Not
1.360 57 0.179
Significant
172
As depicted in the table above, there is no significant difference between the mean change from pretest to posttest of
the experimental group and control group with t value of 1.360. Hence, we do not have sufficient evidence to conclude that the
mean change in the experimental group is greater than the mean change in the control group. This confirms that both groups
learned from their lessons and that they have more or less the same amount of learning from their lessons.
This further implies that there is lack of sufficient evidence that the language used in teaching Mathematics to Grade 1
pupils makes a difference at all in the students’ learning of the subject matter.
Problems Encountered and Solutions Taken
These are the problems encountered by three in-service teachers in teaching Mathematics using the Mother Tongue
language (unedited):
Teacher 1
 In teaching Math based on Mother Tongue are the words alone to be used since most of the pupils are not familiar
with the term in their own dialect for they used to hear and exposed in English term.
 Though some can follow but not exactly perfect or correct because they don’t have mastery if the particular terms.
173
 Lack of materials to be used.
Teacher 2
 Cebuano words are more longer words to read which is taxing on the part of the pupils,
 they cannot comprehend well even the fast learner/reader because most of the Cebuano words in the activity flows
are not familiar to them and some are no longer heard or used in the community
 And some words are not familiar to the pupils.
Teacher 3
 The medium of instruction,
 number of books/ratio of books to the pupils,
 lack of materials, lack of activity sheets
 absentism and less participation of pupils due to lack of parents support like making assignments and other take home
work
The solutions taken by the teacher to the problems encountered in teaching Mother Tongue language are the following:
174
Teacher 1
 Just still consider the Mother Tongue based approach as the supplementary in teaching Math to the point that
it will be understood by the pupils the lesson discussed and at the same time they can still know what are the words and
terms in Math is being emphasized.
 Always give them daily exercises for mastery and encourage them to participate in every activity and motivate them to
talk and answer the question for them to ignite or arouse their interest to learn.
Teacher 2
 Cebuano words were used always so that they will know the difficult words
 Advise the parents to use Cebuano words in teaching/tutorial at home
 Take time to learn Cebuano in Math subjects.
Teacher 3
 There should be enough materials to be used such as workbooks and colourful books
175
 Have an MTB vocabulary
 Have the class involved in the exercise or activities
 Actual application to the real situations involving computations
 Have an actual setting of the skills given
 Recycle some colourful visual aids, to capture pupils attention
 Befriend the pupils to have a close bonding with them thus, encourage them to do their tasks.
It is evident from the teachers’ responses that the pupils are not yet familiar with the Cebuano words used in teaching
the subject Mathematics in the MTB class. However, they think that given time and with patience on the part of the teachers,
the students can become more comfortable with the usage of their native language in their Mathematics class through constant
practice and exposure to problems in real life situations.
176
The problem about materials is also common among them. Again, at this point, success of the implementation of
program largely depends on the teacher’s ingenuity and resourcefulness by way of recycling old but still usable materials and
encouraging the parents to help their children understand unfamiliar words even at home.
CHAPTER 5
177
SUMMARY of FINDINGS, CONCLUSION and RECOMMENDATIONS
This chapter presents the summary, findings, conclusions and recommendations based on the results obtained by the
researchers.
Summary
The study was conducted among 30 Grade 1 Section A and 29 Section B pupils of Tipanoy Elementary School. The main
purpose of this study was to assess the effectiveness of the Mother-Tongue-Based approach in teaching Mathematics to the
above- mentioned respondents. Specifically, the researchers wanted to test whether there was a significant difference in the
respondents' pretest and posttest scores and learning competencies between the two groups, one group taught using the Mother
Tongue, the other using English.
Findings
The findings of the study revealed that there is no significant difference between the mean change from the pretest to
the posttest scores of the experimental group and control group.
Conclusions and Implications
178
Therefore, we conclude that there is lack of sufficient evidence to show that the experimental (MTB) approach is more
effective in teaching mathematics in Grade One. This study implies that, at this point in time, learning will be more effective if
there will be a combination of the use of the Mother Tongue and English language as medium of instruction in teaching
mathematics in Grade One.
Recommendations
In view of the findings, conclusions and implications of the study, the researchers strongly recommend the combination
of mother tongue-based approach and the English instruction in teaching first graders.
To the School Administrators
They should provide the teachers
a) dictionary intended for MTB so that some difficult terms will be unlocked; and, b) enough materials for the pupils.
To the Teacher
179
They should use varied teaching strategies in teaching using Mother-Tongue Based Instruction and the English
instruction alternately in order to enhance the level of the pupils' learning competencies. They should also utilize different
kinds of instructional materials that are based on Cebuano and English Language to support students' learning.
To the Future Researchers
They should come up with a dictionary or a thesaurus of Mother-Tongue based terms commonly used in teaching
Mathematics.
BIBLIOGRAPHY
Walter, S., & Chuo, K., (2012).The Kom Experimental Mother Tongue Education Pilot Project
Report for 2012. Unpublished research report.
Mwamwenda, 1996. MTB-MLE shall be implemented in two (2) modes: as a

learning/subject area and as a medium of instruction.
http://iloilo.myui.phinma.edu.ph/libcabmay2012/cabapril2012_files/Page434.htm
CARMELA G. LAPEÑA, GMA News January 24, 2012. Mother Tongue language
approach should serve as the foundation for language mastery for children.
http://www.gmanetwork.com/news/story/245512/news/nation/this-june-grades-1-3-will-be-taught-in-mother-tongue.
Haley de Korne, Bonna D. Duron & Amy Jo Dowd.Mother Tongue-based Multilingual

Education (MTB-MLE or MLE) programs are piloted and promoted in various contexts around the world.
http://mlephil.wordpress.com/2009/09/26/the-importance-of-mother-tongue-based-schooling-for-educational-quality.
180
Benson, Carol. 2001. Real and potential benefits of bilingual programs in developing
countries. Paper presented at the Third Annual Symposium on Bilingual Education, Bristol England, 20
April,2001.Cummins, Jim. 2000. BICS and CALP. http://www.iteachilearn.com/cummins/bicscalp.html
Cummins, Jim. 2001. Negotiating Identities: Education for Empowerment in a Diverse

Society. Los Angeles: California Association for Bilingual Education.
Delpit, L. D. and Kemelfield, G. 1985. An Evaluation of the Viles Tok Ples Skul Scheme in the North Solomons
Province. ERU Report No. 51. Waigani, Papua New Guinea, University of Papua New Guinea.
Department for International Development. 2006. DFID’s Girls’ education strategy. Girls’
education: towards a better future for al . First progress report. December 2006. UK: DFID.
Droop, Mienke & Ludo Verhoeven. (2003). “Language proficiency and reading ability in
first- and second-language learners”.Reading Research Quarterly, 38(1), 78-103.
“Mother Tongue-Based Multilingual Education”.Department of Education Region

VII.(Accessed on 16 July 2013).
“Dedicated to a Cause Greater than Themselves”.Mother Tongue Based Multilingual

Education (MLE) -Philippines.(Accessed on 16 July 2013).
“Mother Tongue- Based Multilingual Education (MTB-MLE)”.Capitol

University.(Accessed on 16 July 2013).
Mother Tongue-Based Multilingual Education”.Department of Education Region


181
Van Ginkel, A. (2013). Using an additional language as the medium of instruction:

Transition in mother tongue-based multilingual education.http://www.mlenetwork.org/content/using-additional-
language-medium-instruction-transition-mother-tongue-based-multilingual-edu
For further information, please refer to the MLE Manual of Susan Malone, and Denis
Malone published by UNESCO, Bangkok id21 insights. Available online at Cenoz, Jasone. 2009. Towards Multilingual
Education. Bristol: Multilingual Matters ,NMRC - National Multilingual Education Resource Center (JNU,
India),UNESCO. 2003. Education in a multilingual world,UNESCO. 2005. First Language First: community based
literacy programmes for minority language contexts in Asia,Walter, Steven. 2000. Explaining Multilingual
Education:.Information on Some Tough Questions, University of North Dakota Working Papers in Linguistics.
182
Appendix A
183
Appendix B
Table of Specifacation
Topics Easy Average Dificult Total

1.One 6-7 8-12 13-15 15
half of
a
whole
2.One 6-7 8-12 13-15 15
184
half of
a set
30
Appendix C
Mean of Changes in the Experimental Group (MTB)
185
Respondents Posttest1 Posttest 2 Change
1 7.5 10 2.5
2 9 13.5 4.5
3 6 11.5 5.5
4 11 10.5 1.5
5 8.5 12.5 4
6 8 13 5
7 8.5 11.5 3
8 7.5 12 4.5
9 7 12 5
10 8.5 12 3.5
11 10 12.5 1.5
12 11.5 11.5 0
13 5.5 13 7.5
14 9.5 13 3.5
15 11 13.5 2.5
16 5.5 13.5 8
17 9.5 12.5 3
18 8 11 3
19 6.5 12 5.5
20 8.5 12.5 4
21 9.5 11.5 2
22 11.5 12.5 1
23 11.5 11.5 0
24 9 12 3
186
25 11.5 11 0.5
26 10 13.5 3.5
27 8 13.5 5.5
28 8 11 3
29 7.5 12 4.5
Mean Change = 3.465517
Std. Dev. = 1.977241
187
Appendix D Respondents Pretest Posttest Change
Mean of Changes in the 1 9 11.5 2.5 Control Group (ENGLISH)
2 10.5 11 0.5
3 9 11.5 2.5
4 6.5 12.5 6
5 12.5 13.5 1
6 10 12.5 2.5
7 7.5 12 4.5
8 12 12 0
9 7.5 12 4.5
10 12 11.5 -o.5
11 8 13 5
12 5.5 13.5 8
13 11.5 13 1.5
14 9.5 13.5 4
15 7 10 3
16 10.5 11.5 1
17 6.5 11.5 5
18 11 11 0
19 9.5 13 3.5
20 6.5 10.5 4
21 8.5 13 4.5
22 5.5 13 7.5
188
23 9 9.5 0.5
24 8.5 11 3.5
25 10.5 11.5 1
26 11.5 11.5 0
27 10.5 11.5 1
28 9.5 11 1.5
29 9 10.5 1.5
30 8 10 2
Mean Change = 2.716667
Std. Dev. = 2.238701
189
Mean change MTB 3.4655 29 1.97724
ENGLISH 2.7167 29 2.23870
t value Df p value Remarks

Mean Change 1.360 57 0.179 Not Significant
Legend: If P-value is less than α = 0.05 (level of significance), then the test is significant (i.e., there is a significant difference); otherwise, the test is not
significant (i.e., there is no significant difference).
Scores MTB Group English Group

Pretest Posttest Pretest Posttest
5 – 6.99 4 0 5 0
7 – 8.99 12 0 7 0
9 – 10.99 7 2 12 5
11 – 12.99 6 19 6 17
13 – 15 0 8 0 8
N 29 29 30 30
190
Appendix E
A Detailed Lesson Plan in Grade I (Using MTB 1)
I.Learning Objectives:
At the end of the lesson, the pupils will be able to:
1. Cognitive: ilha ang katunga sa tibuok nga butang.
2. Psychomotor: bahina ang tibuok nga butang sa makaduha.
191
3. affective : pagbahin sa butang sa uban
II. Learning Content
1. Subject Matter: katunga sa tibuok

2. Skills: pagbahin sa katunga sa tibuok nga butang
3. References: BEC- PELC II A 2.1.1
4. Materials: papel, gunting, rulers
5. Values Integration: pagbahin
III. Learning experiences
Teacher’s Activity Student’s Activity

A. Preparatory Activities
1. Prayer and Greetings
Maayong udto sa tanan! Maayong udto pud ma’am!
Ayha ta magsugod sa atong klase

palihug manindog para sa pag-ampo. (isa aka studyante ni pataas sa iyang
Sige Michelle sugdi ang pag-ampo. kamot)
Mga bata, panlingkud namo. ( nanlingkod ang mga studyante)
Kumusta naman mo karong hapona? Maayo ra ma’am!
2. Checking of Attendance
Tanan ba naa dire? Oo ma’am.
192
Perfect Attendance
Maayo!
3. Assignment check – up
Mga bata naghatag ko sa inyo ug
gimbuhaton gahapon diba? Oo ma’am!
Palihug kog pasa sa inyong

gimbuhaton sa atubangan. (ni tuman ang mga bata)
4. Review: kagahapon akong

ginatudlo ka ninyo ang bahin sa
lain-laing mga
porma.Nakahinumdom pa bamo? Nakahinumdom mi ma’am.
5. Drill: Sa pag-gamit sa flashcards

nga nagpakita og lain-laing
butang og nagpakita og lain-laing
porma.
Motivation: mga bata, aduna koy

tibuok nga papel. Kon ako ning tunga-on
unsay mahitabo sa papel? Mahimong duha ang papel ma’am.
Pareho ba ug sukod ang duha ka
papel? Oo ma’am.
B. Developmental Activities
1. Presentation
193
Mga bata, ang akong itudlo karon
mao ang katunga sa tibuok.
Ayha nato sugdan ang atong klase
nia sa ko’y ipabuhat sa inyo. Mao
ni ang gitawag na “paris”.
Ihatag ang mga porma nga
gibahin sa katunga.pasagdi ang
mga bata nga mangita sa katunga
sa tibuok nga porma.Kinahanglan
sakto ang pag paris sa tibuok na
porma.Ang unang paris nga maka
porma sa tibuok maoy ideklarang
mananaog og nay premyo nga
madawat.
Sige mga bata pagpuyo na kamo. (nag puyo ang mga bata)
Mapadayun nata sa atong klase.
Naa ko’y ipakita sa inyo nga

drowing sa duha ka bata.Ang
babae mao si Karen.Si Karen
adunay usa ka square nga
papel.Gusto niyang hatagan og
katunga si Carlo. Kon ikaw si
Karen unsaon man nimo
pagbahin ang papel?
a. Unsa may pangalan sa duha Ang pangalan sa duha ka bata kay Carlo
ka bata? og Karen ma’am.
b. unsay dala ni Karen? Si Karen adunay usa ka square na papel.
c. Unsa may gusto niya Gusto niya ihatag ang katunga sa iyang
194
mahitabo sa papel? igsuon na lalaki.
d. unsa na parte sa papel ang
iyang gusto ihatag kay carlo. Ang katunga sa square na papel.
e. Kon si Karen mo hatag og
katunga sa papel ni carlo,
kinsay makakuha sa dako na Pareha ra ang sukod sa papel na ilang
parte?si Karen? O si carlo? makuha.
f. Giunsa kaha pagtunga ni Gi gunting niya ang papel sa makaduha
Karen ang papel? na pareho og sulod
Tagaan tamo og usa ka square na

papel.kon kamo si Karen og naa
moy usa ka square na papel.
Unsaon ninyo pagtunga ang usa
ka tibuok na papel?
Sige mga bata, ipakita sa ako ang
inyong gibuhat.
a. Unsay porma sa katunga sa Ang porma sa duha ka papel na gitunga

tibuok na papel? kay triangle.
b. Unsay masulti ninyo sa sukod Pareho ra og sukod ang duha ka triangle.

sa duha ka triangle?
c. Makasulti ba mo na pareho og Oo ang tinunga na papel kay pareho ra ug

sukod ang tinunga na papel? sukod sa katunga niini
Mao ni pasabot na kon ang

tibuok papel tungaon sa
makaduha nga ang sukod
195
pareho sa katunga, mao ni
siyay gitawag na katunga sa
tibuok.
C. Generalizations:
Gi unsa ninyo pagbahin ang usa ka tibuok? Ang pagkuha sa katunga sa tibuok kay
gitunga namo ang tibuok na papel sa
makaduha nga pareho og sukod. Ang usa
D.Application: ka parte maoy gitawag na katunga sa
tibuok.
Tagaan tamo og tagsa ka straw, tunga-a
ninyo sa makaduha, tan-aw pag-ayo na ang
tinunga nga straw ky pareha ug sukod. Ang
mga butang na kinahanglan ninyo mao ang
straw og gunting.
IV. Evaluation :
Buluhatang papel 1
Lingini ang porma nga nagpakita og katunga
sa tibuok. Isulat ang simbolo nga ½ sa
inyong papel. (1-5 items)
Buluhatong papel 2
Kolori ang usa ka bahin nga nagpakita og
katunga. (6-11items)
196
Buluhatong papel 3
Kompletoha ang bahin aron mapakita ang
tibuok. (12-15 items)
IV. Gimbuhaton:
Si luisa adunay usa ka basong tubig.

Iyang gibahin ang tubig sa duha ka baso.
Gusto niya nga ang kada baso adunay ½
sa tubig. Idrawing ang tubig sa kada baso.
Appendix F
A Detailed Lesson Plan in Grade I (using MTB 2)
197
1. Cognitive: pag-ila sa katunga sa hut-ong.
2. Psychomotor: paglahi sa katunga sa hut-ong.
3. Affective:
1.pangita-a ang kalipay sa pagbahin sa katunga sa hut-ong
2. ipakita ang importansya sa sakto na pag bahin.
6. Subject katunga sa usa ka hut-ong

7. Skills: paglahi sa katunga sa hut-ong
8. References: BEC- PELC II A 3.1
9. Materials: a. yoyos b. litrato c. show-me-boards
10. Values Integration: paghatag ug pagkahibalo sa saktong pagbahin.

C. Preparatory Activities
198
Maayong udto sa tanan! Maayong udto pud ma’am!
Ayha ta magsugod sa atong klase

palihug manindog para sa pag-ampo. (isa ka studyante ni pataas sa iyang kamot)
Sige Michelle sugdi ang pag-ampo.
( nanlingkod ang mga studyante)

Mga bata, panlingkud namo.
Maayo ra ma’am!
Kumusta naman mo karong hapona?
1. Checking of Attendance Oh ma’am.

Tanan ba naa dire?
Perfect Attendance
Maayo!
7. Assignment check – up Oo ma’am!
Mga bata naghatag ko sa inyo og
gimbuhaton gahapon diba?
(ni tuman ang mga bata)
Palihug kog pasa sa inyong
gimbuhaton sa atubangan.
2. Review Pagbahin sa katunga sa tibuok ma’am.

Mga bata unsa man to atong gi
199
klase gahapon?
Bahinon kini sa makaduha nga pareho og
Unsaon man pagbahin ang katunga sukod ma’am.
sa tibuok?
3. Drill: buluhaton sa pag ila sa
katunga sa tibuok. Sa pag gamit sa
flash cards.
Tunga-on tamo sa lima ka grupo.
Mao ni gitawag nga show-me-
boards, pangutan-on nako ang

matag-isa ka grupo kon unsaon
ninyo pagbahin ang tibuok sa
katunga.
Group 1 – katunga sa bibingka

Group II – katunga sa pizza pie
Group III – katunga sa eggpie
Group IV - katunga sa cake
Group V – katunga sa orange
Oo, ma’am.
4. Motivation: mga bata aduna koy
mga kendi, gusto bamo og kendi?
10 ni kabuok akong kendi gusto ko
ni bahinon sa makaduha unsay Lima-lima ma’am ang kada bahin lima ka
saktong pagbahin niini na mapareho kendi.
kadaghanon ang duha ka bahin?
D. Developmental Activities
2. Presentation
200
Si nora adunay 6 ka mga yoyo.
Gusto niyang ihatag ang katunga
niini sa iyang igsuong lalaki. Pila
man kaha ka buok ang iyang ihatag 3 ka yoyo iyang ihatag sa iyang igsuon ma’am.
sa iyang igsuon? Si Nora m’am.
a. Kinsay naay yoyo? 6 ka yoyo ma’am.
b. Pila ka yoyo ang naa kay nora? Ihatag niya ang katunga sa iyang igsuong
c. Unsay gusto niya buhaton sa lalaki.
yoyo? 3 ka yoyo ma’am.
d. Pila ka yoyo iyang ihatag sa
iyang igsuon nga lalaki?
Kasulbaran 1: pagdrama o
mubong pasundayag.
Nora-3 ka yoyo
Igsuong lalaki- 3 ka yoyo.
½ sa 6 kay 3. Si nora naghatag

og 3 ka yoyo sa iyang igsuong
lalaki.
Kasulbaran 2: paggamit og
dibuho
Pagdibuhi og 6 ka mga yoyo.
Puli-puliha pagbutang og ngalan
ang mga yoyo gamit ang (x) nga
marka og ang ( ) nga marka
hangtod nga ang tanan nga mga
yoyo mamarkahan. Butangi
201
usab ug ( ) ang alang sa igsuong
lalaki ni nora. Ihapa ang mga
yoyo nga anaay check.Mao
kana ang mga yoyo nga gihatag
ni nora sa iyang igsuon .Ihapa
usab ang anaay marka nga
ekis.Mao kana ang tanan nga
yoyo nga nahabilin kang
nora.Silang duha adunay 3 ka
mga yoyo.Busa ang igsuon ni
nora nga lalaki adunay 3 usab
ka mga yoyo.
Giunsa pagbahin ni Nora ang

mga yoyo sa iyang igsuong Gi bahin niya ang yoyo sa pag pulihanay og
lalaki? hatag sa iyang igsuong lalaki og sa iyang
kaugalingon.
Giunsa pag sakto og pagbahin
ang mga yoyo sa makaduha? Sa pag-gamit ug dibuho. Ang yoyo gina
markahan og (x) kang Nora og ( ) para sa iyang
igsuong lalaki.
Paghuman og hatag ni Nora og
katunga sa iyang yoyo. Pila
naman lang ang yoyo na nabilin 3 nalang ka yoyo ang nabilin kay Nora ma’am
kay Nora?
Pila man ka yoyo ang naa sa
iyang igsuong lalaki? 3 ka yoyo ang naa sa iyang igsuong lalaki.
Makaingon baka nga kada isa
nila adunay katunga sa mga Oo ma’am, kay pareho man sila kadaghanon sa
202
yoyo? Ngano man? yoyo ma’am.
Pila man diay ka yoyo ang gi

hatag ni Nora sa iyang igsuong 3 ka yoyo iyang gihatg ma’am
lalaki? 3 ang katunga sa 6 ma’am
Pila may katunga sa 6?
C. Generalizations: Ibahin kini sa makaduha nga pareho

Unsaon pagbahin ang katunga sa hut-ong? kadaghunon.
D. Application:
Si popoy adunay usa ka garapon sa

mga hulin. Gusto niya kining ibutang
sa 2 ka gagmay nga mga garapon nga
adunay pareho og sulod. Pila man
kaha ka hulin ang sulod sa matag
garapon? Idrowing ang mga hulin sa
matag garapon.
203
IV. Evaluation:
Buluhatong Papel 1
Idrowing ang katunga sa matag hut-ong diha sa
lignin nga anaa sa tuo.Isulat sa inyong papel.
(1-7 items)
Buluhatong papel 2
Bahina ang matag hut-ong sa mga butang
ngadto sa 2 ka patas nga bahin.Linyahi
kini.Pila man ka buok ang anaa sa matag hut-
ong? Tan-awa ang hustong numero nga anaa sa
tou.Lingini kini. (8-12 items)
Buluhatong Papel 3
Tubaga ang mga mosunod nga mga pangutana
.lingini ang letra sa ensaktong tubag. ( 13-15
items)
IV. Gimbuhaton;
204
Ang 6 ka lapis nagpakita ug ½ sa hut-ong sa
mga lapis.Kompletoha ang hut-ong pinaagi
sa pagdrowing og mga lapis diha sulod sa
lingin.
205
Appendix G
A Detailed Lesson Plan in Grade I (using English 1)
1. Cognitive: identify one-half of a given set of objects
2. Psychomotor: Separate group of objects into halves
3. Affective:
1. Find pleasure in separating group of objects into halves
2. Shows the importance of equal sharing
1. Subject Matter: one-half of a set

2. Skills: 1. separating groups of objects into halves
3. References: BEC- PELC II A 3.1
4. Materials: yoyos , pictures, show-me-boards
5. Values Integration: giving and sharing equally
206
A. Preparatory Activities
Good afternoon class Good afternoon Ma’am
Before we will start our lesson for

today, let us all stand for our daily prayer. (one student raise his/her hand)
Michelle, Kindly lead the prayer.

Thank You, Michelle.
Class, you may now take your seat. ( the pupil will sit down)
Are you all feeling good this afternoon Yes ma’am

class?
Is everyone present today? Yes, ma’am. No one is absent
Perfect Attendance
Very good
Class, did I give you an assignment Yes, ma’am
yesterday?
Pass your assignment to the front. (the pupils will follow)
207
4. Review
What was our lesson last meeting? Our lesson last meeting was about one-half of
a whole ma’am.
How are you going to separate a
whole of objects into halves? Separating a whole of objects into halves is by
cutting the objects into two equal parts.
5. Drill: Divide the pupils into

groups. Using show-me-boards, ask
each group to separate the whole
into halves.
Group 1 – one-half of apple

Group II – one-half of pizza pie .
Group III – one-half of eggpie
Group IV - one-half of cake
Group V – one-half of orange
6. Motivation: children I have here a Yes, ma’am.

candy, do you like candy? I have 10
candies I wanted to divide it into
two equal parts. How am I going to Divide it by 5 ma’am.
divide it?
B. Developmental Activities
1. Presentation
Class, our lesson for today is about
one-half of a set.
I will show you a drawing of two
208
children.
The girl Nora has 6 yoyos. She
wants to give one-half of her yoyos
to her brother. How many yoyos
should she give to her brother?
Ask the following question.
a. Who has yoyos? Nora ma’am.
b. How many yoyos does Nora 6 yoyos ma’am
have?
c. What does she want to do with She wants to give one-half of her yoyos to her
the yoyos? brother.
d. How many yoyos should she 3 yoyos ma’am.
give to her brother?
Solving the problems in

different ways.
a. Acting out
Have six yoyos in the table.
Call in two pupils, a girl and
a boy, in front to pretend as
Nora and her brother.
b. Using illustration
Draw six yoyos. Mark the
drawing of yoyos alternately
using a “cross” mark and a
“check” mark until all the
yoyos have been marked.
All yoyos with cross mark
belong to Nora and all the
yoyos with check mark
209
belong to Nora’s brother.
How did Nora divide her

yoyos between her and her
brother?
Nora alternately gave her brother herself one
yoyo at a time until all the yoyos have been
How are the yoyos divided given away.
into two equal parts?
The yoyos are marked one after the other using
the cross mark for Nora and the check mark for
After giving away half of her brother.
the yoyos to her brother,
how many yoyos does
Nora have?
Nora have 3 yoyos

How many yoyos does
Nora’s brother have? Nora’s brother have 3 yoyos
Can you say that each of
them has one-half of the
total number of yoyos?
Why?
So how many yoyos did Yes, because they have the same number of
Nora give to her brother? yoyos.
So what is one-half of 6? Nora gave her brother 3 yoyos
One-half of 6 is 3.
C. Generalizations:
210
How do you separate one-half of a set?
In separating one-half of a set is by dividing

the set of objects into two equal parts.
D. Application:
Popoy has one jar of marbles.
He wants to put these in 2
smaller jars so that these jars
contain equal number of
marbles. How many marbles
do you think are in each jar?
Draw the marbles in the
smaller jars.
IV. Evaluation :
Worksheet 1
Draw the half of a set inside the circle. (1-7
items)
Worksheet 2
Divide the set into two equal parts (Create a
line) how many object are in the set? Encircle
the number of the correct answer. (8-12)
211
Worksheet 3
Answer the following question and write the

letter of the correct answer. (13-15 items)
1. The 2 toys represents ½ of a set of toys.
Which shows the set of toys?
Appendix H
2. These balls are ½ of a set. Which set
did they came from? A Detailed Lesson Plan in
Grade I (using English 2)
3. The 3 triangles represents ½ of a set of
triangle. Which shows the set of
triangles? I.Learning Objectives:
At the end of the lesson,

the pupils wil be able to:
IV. Assignment: 1. Cognitive: identify

one-half of a whole.
The 6 pieces of pencil shows 1/2 of a group
of pencils. Complete the group by drawing 2. Psychomotor:
the pencil, inside the circle. Separate a whole object
into halves
3. Affective: sharing things with others
212
6. Subject Matter: one-half of a whole
7. Skills: separating a whole object into halves
8. References: BEC- PELC II A 2.1.1
9. Materials: sheets of paper, pair of scissors, rulers
10. Values Integration: sharing

C. Preparatory Activities
Good afternoon class Good afternoon Ma’am
Before we will start our lesson for

today, let us all stand for our daily prayer. (one student raise his/her hand)
Michelle, Kindly lead the prayer.

Thank You, Michelle.
Class, you may now take your seat. ( the pupil will sit down)
Are you all feeling good this afternoon

class? Yes ma’am
Is everyone present today?
Yes, ma’am. No one is absent
Perfect Attendance
213
Very good
Class, did I give you an assignment
yesterday? Yes, ma’am
Pass your assignment to the front. (the pupils will follow)
10. Review: our lesson last meeting

was recognizing different shapes
and objects. Can you still Yes, ma’am
remember?
11. Drill: using flashcards of different

objects, associate them with the
different shapes learned.
12. Motivation: I have here a whole

piece of paper, if I am going to cut
this into 2 equal sizes. What The whole sheet of paper becomes two sheet of
happened to the whole sheet of paper.
paper?
Do they have the same size with the Yes ma’am!

other half?
D. Developmental Activities
2. Presentation
Class, our lesson for today is about
214
one-half of a whole. Before we will
go on to our discussion let’s have
an activity first. It is called “ let’s
match”
Distribute cutouts of objects and
shapes cut into halves. Let
everybody find the other half or
partner of their shape. Be sure it
matches correctly and would form a
whole. The first pair to form the
whole object will be the winner and
gets the prize.
Okay class settled down, lets
proceed to our discussion
I will show you a drawing of two

children.
This girl is Karen. Karen has a
piece of square paper. She wants to
share one-half of the paper to her
brother Carlo. How should Karen
divide the paper?
e. What are the names of the The names of the children are Karen and Carlo.
children?
Karen has a piece of square paper.
f. What does Karen have? She wants to share it with her brother Carlo.
g. What does she wants to do with She wants to give one-half of the paper to
the piece of paper? Carlo.
h. What part of paper does she
want to give to Carlo? They would get the same size of paper.
215
i. If Karen would give one-half of
the paper to Carlo, who would
get a bigger piece, Karen or Karen divided the paper by cutting it into two
Carlo? equal parts.
j. How do you think did Karen
divide the piece of paper?
I will give you one square sheet of

paper class, suppose that you are
Karen, and you will be given a
square sheet of paper. How will you
divide it into one-half?
Class can you show me your

answers? The shape of each part of the paper is triangle.
a. What is the shape of each part The sizes of the two triangle are equal
of the paper?
b. What can you say about the two Yes, the whole sheet of paper is divided into
sizes of the triangle? two parts of equal sizes.
c. Can you say that the sheet of
paper is divided into two parts
of equal sizes?
Therefore class, when a whole

is divided into two parts of
equal sizes, we call each part
one-half.
216
To get one-half of a whole, divide the whole
equally into 2 parts. One part of it is called
C. Generalizations: one-half or ½.
How do you separate one-half of a whole?
D. Application:
Give each pupil a piece of straw. Let them cut

it equally into two equal parts. Materials to be
used are straw and scissors.
IV. Evaluation :
Worksheet 1
Color the part that is ½. (1-6 items)
Worksheet 2
Encircle the shape that shows 1/2 of the whole.
Write it down in your ½ sheet of paper. ( 7-11
items)
Worksheet 3
Complete the given shape into whole.
(12-15 items)
217
IV. Assignment:
Luisa has a glass of water. She divided the
water into 2 glasses. She wanted that the two
glasses of water have equals sizes. Draw the
water in every glass.
218
Appendix I
Buluhatong Papel 1
Name:______________ Grade & Section:______________
Kolori ang usa ka bahin nga nagpakita og katunga .
1.
2.
3. 4.
219
5.
1. 6.
Appendix J
Buluhatong Papel 2
Name:____________ Grade & Section:_________
Lingini ang porma nga nagpakita og katunga sa tibuok . Isulat ang simbolo nga ½ sa blanko sa kilid.
1/2
7.
220
Tibuok
8.
Tibuok
9.
Tibuok
10
Tibuok
11.Tibuok
Appendix K
221
Buluhatong papel 3
Name:_______________ Grade & Section:____________
Kompletoha ang bahin aron mapakita ang tibuok .
12. 13.
1/2
1/2
15.
14.
1/2
1/2
222
Appendix L
Buluhatong Papel 1
Name:________________________ Grade & section: ________________
Idrowing ang katunga sa matag hut- ong diha sa lingin nga nia sa tuo.
1.
223
2.
3.
224
4.
5.
6.
225
7.
226
Appendix M
Buluhatong papel 2
Bahina ang matag hut-ong sa mga butang ngadto sa 2 ka patas nga bahin. Linyahi kini. Pila man kabuok ang anaa sa
matag hut- ong?Tan- awa ang hustong numero nga anaa sa tuo. Lingini kini.
8. 1 2 4
227
9.
5 6 10
10.
12 8 6
11.
8 4 1
12.
228
6 7 1
229
Appendix N
Buluhatong Papel 3
Name: ______________ Grade & section:____________
Tubaga ang mga mosunod nga mga pangutana .lingini ang letra sa ensaktong tubag.
13. Ang 2 ka dulaan nagpakita og ½ sa hut- ong sa mga dulaan.

Hain ang nagpakita sa maong hut- ong sa mga dulaan?
A B C
230
14. Kini nga mga bola og ½ sa hut- ong.
Hain kaha niini nga mga hut- ong sila nagagikan?
A. B. C.
15. Ang 3 ka triangles nagpakita sa maong hut- ong sa mga triangles.
Hain ang nagpakita sa maong hut- ong sa triangles?
A. B. C.
Ap
231
Appendix O
worksheet #1
Name:______________ Grade & Section:______________
Color the part that is ½.
1. 2.
232
3. 4.
5.
1. 6.
2.
Appendix P
Worksheet #2
Name:____________ Grade & Section:_________
Encircle the shape that shows 1/2 of the whole. Write ½ symbol on the empty box.
1/2
233
7.
Whole
8.
Whole
9.
Whole
10
Whole
11. whole
234
Appendix Q
Worksheet #3
Name:_______________ Grade & section __________
Complete the given shape into whole.
12. 13.
1/2
1/2
15.
14.
235
1/2
1/2
Appendix R
Worksheet #1
Draw the half of a set inside the circle.
236
8.
9.
237
10.
11.
238
12.
13.
239
Appendix S
Worksheet #2
Divide the set into two equal parts (Create a line) how many object are in the set? Encircle the number of the correct
answer.
240
8. 1 2 4
9.
5 6 10
10.
12 8 6
11.
241
8 4 1
12.
6 7 1
242
Appendix T
Worksheet #3
Name: ______________ Grade & section:____________
Answer the following question and write the letter of the correct answer.
16. The two toys represent ½ of a set of toys.
243
Which shows the set of toys?
A B C
17. The balls are ½ of a set. Which set did they came from?
A. B. C.
244
18. The 3 triangles represent ½ of a set of triangle.
Which shows the set of triangles?
A. B.
B.
Appendix U
CURRICULUM VITAE
Name: Edelyn O. Helia

Address: Prk 22 landless Tipanoy,IliganCity,Lanao Del Norte
Status: Single
245
Date of Birth: May 8, 1993
Place of Birth: Iligan City
Citizenship: Filipino
Contact Number: 09061296247
Email Address:edelynhelia@yahoo.com
Fathers Name: Eddie J.Helia
Mothers Name: Marquita O. Helia
Religion: Roman Catholic
EDUCATIONAL BACKGROUND
School
Elementary: Tipanoy Elementary School
Secondary: Tipanoy National High School
Tertiary: MSU –Iligan Institute of Technology
Course: BEED-Science and
246
CURRICULUM VITAE
Name: Roxane P. Valor
Address: Prk 8A Santiago, IliganCity,Lanao Del Norte
Status: Single
Date of Birth: September 18, 1992
Place of Birth: Dinagat Island
Email Address:roxane_valor@yahoo.com
Fathers Name: MagnoR.Valor
Mothers Name: Alma P. Valor
School
Elementary: Albor Elementary School
Secondary: Albor National High School
247
Course: BEED-Science and Health
CURRICULUM VITAE
Name: Kissielyn N. Tundag

Address: Prk 2, Tambacan ,IliganCity,Lanao Del Norte
Status: Single
Date of Birth: September 21, 1990
Place of Birth: Iligan City
248
Email Address:kissielyn.tunz@gmail.com
Fathers Name: EdelsonTundag
Mothers Name: Marina N. Tundag
Elementary: Tambacan Elementary School

Secondary: Iligan City National High School
Course: BEED-Science and Heath
BIBLIOGRAPHY
Walter, S., & Chuo, K., (2012).The Kom Experimental Mother Tongue Education Pilot
249
Project Report for 2012. Unpublished research report.
Mwamwenda, 1996. MTB-MLE shall be implemented in two (2) modes: as a

learning/subject area and as a medium of instruction. http://iloilo.my-
ui.phinma.edu.ph/libcabmay2012/cabapril2012_files/Page434.htm
CARMELA G. LAPEÑA, GMA News January 24, 2012. Mother Tongue language
approach should serve as the foundation for language mastery for children.
http://www.gmanetwork.com/news/story/245512/news/nation/this-june-grades-1-3-will-be-taught-in-mother-tongue.
Haley de Korne, Bonna D. Duron & Amy Jo Dowd. Mother Tongue-based Multilingual
Education (MTB-MLE or MLE) programs are piloted and promoted in various contexts around the world.
http://mlephil.wordpress.com/2009/09/26/the-importance-of-mother-tongue-based-schooling-for-educational-quality.
Benson, Carol. 2001. Real and potential benefits of bilingual programs in developing
countries. Paper presented at the Third Annual Symposium on Bilingual Education, Bristol England, 20
April,2001.Cummins, Jim. 2000. BICS and CALP. http://www.iteachilearn.com/cummins/bicscalp.html
Cummins, Jim. 2001. Negotiating Identities: Education for Empowerment in a Diverse

Society. Los Angeles: California Association for Bilingual Education.
Delpit, L. D. and Kemelfield, G. 1985. An Evaluation of the Viles Tok Ples Skul Scheme in the North Solomons
Province. ERU Report No. 51. Waigani, Papua New Guinea, University of Papua New Guinea.
Department for International Development. 2006. DFID’s Girls’ education strategy. Girls’
education: towards a better future for al . First progress report. December 2006. UK: DFID.
Droop, Mienke & Ludo Verhoeven. (2003). “Language proficiency and reading ability in
first- and second-language learners”. Reading Research Quarterly, 38(1), 78-103.
“Mother Tongue-Based Multilingual Education”.Department of Education Region

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Mother Tongue-Based Multilingual Education”.Department of Education Region



Van Ginkel, A. (2013). Using an additional language as the medium of instruction:

Transition in mother tongue-based multilingual education. http://www.mlenetwork.org/content/using-additional-
language-medium-instruction-transition-mother-tongue-based-multilingual-edu
For further information, please refer to the MLE Manual of Susan Malone, and Denis
Malone published by UNESCO, Bangkok id21 insights. Available online at Cenoz, Jasone. 2009. Towards Multilingual
Education. Bristol: Multilingual Matters ,NMRC - National Multilingual Education Resource Center (JNU,
India),UNESCO. 2003. Education in a multilingual world,UNESCO. 2005. First Language First: community based
literacy programmes for minority language contexts in Asia,Walter, Steven. 2000. Explaining Multilingual Education:.
Information on Some Tough Questions, University of North Dakota Working Papers in Linguistics.
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Chapter I

The Problem and its Scope

cognitive development in addition to strengthening their socio-economic awareness”.

their mother tongue to construct and explain their world, articulate

Kapampangan c) Pangasinense d) Iloko e) Bikol f) Cebuano g) Hiligaynon h) Waray i) Tausug j) Maguindanaoan

foundation in the first language.

Statement of the Problem

2. Is there a significant difference between the

a. pretest scores of the control and experimental group?

b. posttest scores of the control and experimental group?

7. What are the solutions taken to address the problem encountered?

Significance of the Study

tongue and English language.

Scope and Limitation of the Study

Operational Definition of Terms

 Mother Language --- The respondents first language which is “Cebuano”

 Control group----- a group of subjects closely resembling the treatment group in

 Learning---is defined as the change in the pretest to posttest scores of a pupil.

This chapter gives a brief review of

the ideas and methods used in the conduct

of this study. To further understand the

behind the study and to give an overview

of the previous literature in relation to the

the following eight major languages or

Lingua Franca and four other languages

will be cited as learning area and utilized

as language of instruction for SY 2012-

Pangasinense, Iloko, Bikol, Cebuano,

Hiligaynon, Waray, Tausug,

Maguindanaoan, Maranao, and

Chavacano. Meanwhile, the MTB-MLE

established a strong education for success

in school and for lifelong learning and at

cognitive development which focuses on

One way to achieve equity in

education, opportunities and education for

all, as well as to counter linguistic and

education and primary education through

mother-tongue," says Dr Jessica Ball of

the University of Victoria, Canada. But

also the use of the same language spoken

improve the pupils’ language and

cognitive development in addition to

strengthening their socio-cultural

awareness according to Education

encouraging young children to learn their

Mother Tongue would help them to

develop confidence, self-esteem and their

unique identity within a multicultural

many of their questions such as ‘Why I

have brown skin? In an increasingly

multi-cultural society, the teaching of

migrant languages in schools cannot be

Culture and traditions essentially go

hand in hand with language.( BY

SHANTI SENADEERA). Moreover,

dialects have already vanished. To prevent

such a avoidable scenario and with

overwhelming evidence in support of the

mother tongue- based schooling, my

Goa is to thoroughly scrutinize and

discuss Education For All Global

Monitoring Report –( 2005 by Carol