Theoretical Framework
INDEPENDENT DEPENDENT
VARIABLES VARIABLES
Mother Tongue as Effect on the
the medium of students
instruction proficiency in the
English as the
English Language
medium of
Instruction
Figure 1- Research Paradigm Showing the Interplay Between the Independent and
Dependent Variables of the Study.
Statement of the Problem
This study aims to find out the effects of mother tongue to students proficiency on
the English Language.
Specifically, it sought to answer the following questions:
1. What is the profile of the pupils in terms of:
a. gender,
b. socioeconomic status, and
c. ethnic origin?
2. What is the pupils level of achievement in English when exposed to mother
tongue based and English instruction?
3. Is there a significant difference of pupils English achievement in the
mother tongue-based instruction and English-based instruction using the results of the:
a. posttest and
b. retention test?
Null Hypothesis
1.) There is no effect on using the mother tongue program in the students
proficiency in the English language?
Significance of the Study
Grade I - 3 teachers. Of their foremost roles in the implementation of mother
tongue based-multilingual education, this study is vital in that it may be able to
improve the program and provide appropriate instruction especially with respect to
the implementation.
Parents. Who play a big role in their childs development, their involvement
serves as reinforcement for the pupils to grow in all aspects specifically in letting
their children know how to read and write.
Pupils. That they may able to have a lifelong learning using the language as a
medium of instruction in the classroom and being proud of their heritage. They will
not be afraid to commit mistakes in articulating the word that they are going to
speak.
Future Researchers. That they who will further deepen the study may benefit on
what has been stated on this research.
Scope and Deliminations
EG Scope and Delimitation of the Study
This research work focused on the effectiveness of mother tongue-based
instruction
among the pupils achievement in Mathematics. The study was conducted
during the first
grading period for the school year 2013-2014 at San Nicolas Elementary
School. Only two
heterogeneous classes out of the three sections of Grade I classes were involved
in the study.
The topics were delimited to sixteen lessons adopted in the first quarter of
the
Mathematics Grade I Teaching Guide of the Department of Education. The
lessons used in
experimental and control group were parallel. The researcher himself
translated the English
lesson plans used in the experimental class into mother tongue
(Sinugbuanong Binisaya)
however the researcher used the quotation mark symbol ( ) to quote some of
the terminologies
that cannot be translated due to the limited sources of the language. The
lessons in the
experimental group (mother tongue as medium of instruction) included the
following: Leksyon
1: Usa, Duha ug Tulo; Leksyon 2: Upat, Lima ug Unom; Leksyon 3: Pito,
Walo ug Siyam;
Leksyon 4: Zero; Leksyon 5: Napulo; Leksyon 6: Onse hangtud Bayente; Leksyon
7: Bayante
Uno hangtud Singkuwenta; Leksyon 8: Singkuwenta i-uno hangtud Usa ka
Gatos; Leksyon 9:
Mas Daghan ug Usa; Leksyon 10: Mas Dyutay ug Usa ; Leksyon 11: Mas
Dyutay ug Mas
Daghan; Leksyon 12: Parehas ka Daghan; Leksyon 13: Pagsunod-sunod sa
Pundok Gikan sa
Pinaka Gamay hangtud sa Pinaka Daghan o Pagsunod-sunod sa Pundok Gikan
sa Pinaka Daghan
hangtud sa Pinaka Gamay; Leksyon 14: Pagtandi sa Numero nga naa sa 100
Gamit ang Simbolo
nga , ug =; Leksyon 15: Laktaw-laktaw nga Pag-ihap sa 2 and Leksyon 16:
Laktaw-laktaw
nga Pag-ihap sa tag 10.
The lessons in the control group (English as medium of instruction)
included the
following: Lesson 1: One, Two and Three; Lesson 2: Four, Five and Six; Lesson
3:Seven, Eight
and Nine; Lesson 4: Zero; Lesson 5: Ten; Lesson 6: Eleven to Twenty; Lesson 7:
Twenty One to
Fifty; Lesson 8: Fifty One to One Hundred; Lesson 9: One More Than; Lesson
10: One Less
Than; Lesson 11: Fewer Than and More Than; Lesson 12: As Many As;
Lesson 13:Ordering
Sets from Least to Greatest or Greatest to Least Number of Elements;
Lesson 14: Comparing
Numbers Through 100 Using Relation Symbols; Lesson 15: Skip Counting by 2s
and Lesson
16: Skip Counting by 10s.
There were two intact classes that composed the experimental and control
group. The
researcher himself handled the classes.
