THESIS POWERPOINT.pptx

CALAUAG CENTRAL COLLEGE
College Department
Calauag, Quezon
THE USE OF MOTHER TONGUE
LANGUAGE AS A TOOL
IN TEACHING MATHEMATICS
IN GRADE III IN HONDAGUA
ELEMENTARY SCHOOL
SCHOOL YEAR 2016-2017

A THESIS PRESENTATION TO
The Faculty of the College of Education
of the Calauag Central College
By:
Rey Andrew F. Borlado Princess Diane M.
Alpuerto
Ruby Mae M. Magdaraog Eufemio V.
Saez Jr.
Armelito O. Venus
26 March 2017

Background of the study
Teaching and Learning are complex,
continuous and dynamic processes, and are
inspirable teaching-learning process involves
complex and dynamic process of transferring of
knowledge and skills from one who is giving to the
one who is receiving in a school setting especially
in the primary school, the one who is providing
knowledge or administering training is the teacher
and the others who are receiving are the pupils in
this complicated process, proper medium or
language of instruction is very important.

A good understanding of language helps the learner
to think clearly and to understand the different
complex field such as Science and Technology and
Mathematics. Without proper language of
instruction, transfer of learning will be in great peril
this will soon resonate to the overall development of
learners. Furthermore, former DepEd Secretary
JesliLapuz (2003) said that starts in the language of
the learners has significant positive effects in
children (as cited in UNESCO BANGKOK 2009).

For these reason, the Philippines established
as a convention the mother tongue based
multilingual education.
The Philippines Institutionalized the Mother-
Tongue Based Multilingual Education in formal
education in 2009 this was the result of previous
challenges regarding Teaching-Learning Process in
Early Preschool and Primary Educations. Before the
implementation of the program, learners begin their
education in a language.

As defined by Llaneta (2010), mother tongue-
based multilingual education is a formal or non-
formal education, in which the children’s mother
tongue is used in the classroom as a bridge in
learning Filipino and English.
Children begin their education in a language
they understand their mother tongue and develop a
strong foundation in their mother language (Llaneta,
2010).

Statement of the Problem
The objective of the study is to determine the
effectiveness of using mother-tongue language as a
tool for teaching Mathematics in Grade III pupils in
Hondagua Elementary School S.Y 2016-2017.
The following questions will answer the objective:
•Which of the four fundamentals operation least
learned by Grade III pupils?
• Which of the four fundamentals operation most
learned by Grade III pupils?
•What are the advantages of the use of mother
tongue language as compared to English
Language?

CONCEPTUAL FRAMEWORK
The conceptual framework
discussed the flow of the study. The
study will use the Systems Theory
Approach. The System has three
frames which are composed of input
which went through the process and
engaged as the output. The research
paradigm of study is illustrated on
Figure 1.

The input frame contains the following
variables: Score in examination in Mathematics
in the four fundamental operations.
The process frame contains the Analysis of the
results of their examination in Mathematics.
The output frame contains the Implications of
the result to the performance of the grade III
pupils in Mathematics using the Mother Tongue
language.

The arrow show the direction, flow and
order of the study data of variables will be
generated tabulated and analyzed by means of
statistical methods so that generalizations will
be established and recommendations will be
given.

Significance of the study
This study is significant to the following
persons:
Pupils: Pupils are the primary beneficiaries
of excellent education system. Choosing
the right method of instruction, instructional
technology, instruction materials,
equipment, learning environment, and
Language of instruction make the pupil
attain their maximum potential. The
findings, conclusions, and
recommendations of this study if made
foundation and adopted will greatly help
pupils.

Elementary Grade Teachers: The
findings, conclusions, and
recommendations of this study will give
teachers an alternative way if not the best
way in teaching learners. From this study,
teachers may acquire confidence in
incorporating Mother Tongue into the
teaching and learning especially of
Mathematics for simplifying and better
performance in Mathematics.

Policy Makers: Since there are many
researchers that serve as evidences that
Mother Tongue is the best medium of
instruction, this study will reinforce them.
This study will give additional confidence to
policy makers to push the use of Mother
Tongue in teaching pupils especially in the
preschool and the first three years of basic
education.

SCOPE AND DELIMITATION
OF THE STUDY
This study is limited to the grade three
pupils of Hondagua Elementary
School.
The respondents consisted of three
(3) Sections, the first section is
consisted of 34 pupils, the second
section is consisted of 40 pupils and
the other section is consisted of 41

DEFINITION OF TERMS
Native language-The language of the
country that someone is born in or
native to.
Teaching-Learning process-it is
deliberate intervention that involves
the planning and implementation of
instructional activities and teaching
experiences to meet intended learner
outcomes.

Language of instruction – is a
language used in teaching. It may or
may not be the official language of the
country or territory.
Mathematics- is the science that deals
with the logic of shape, quantity and
arrangement. Math is all around us, in
everything we do, I is building block for
everything in our daily lives, including
mobile devices, architecture, art,
money, engineering, and even sports.

Formal Education- ia classroom-based
provided by trained teachers and
deliver a pre-defined curriculum and
offered by institution.
Non-Formal Education-any organized
educational activity outside the
established formal system;
Bilingual Education – involves teaching
academic content in two languages, in
a native and secondary language used
in accordance with the program model.

Lifelong learning – is defined all learning
activity undertaken throughout life, with
the aim of improving knowledge, skills
and competences within a personal,
civic, social and employment related
perspective.”
Language – is the most important aspect
in the life of all beings. We use language
to express inner thoughts and emotions,
make sense of complex and abstract
thoughts to learn to communicate with
others.

Mother Tongue-based Multilingual
Education (MTBMLE)-requires the use of
the mother tongue as the language of
instruction in the classroom; one of the
changes in basic Education Curriculum in
the Philippines.
Systems Theory Approach – is an
interdisciplinary theory about the nature
of complex system in nature, society, and
science, and is a framework by which
one can investigate and/or describe any
group of objects that work together to
produce some result.
It provides an analytical framework for
viewing an organization in general.

CHAPTER II.
Review of Related Studies and
Literature
One of the important principles of
language acquisition theory of skinner,
as mentioned by Ambridge and Lieven
(2011), is that correct utterances are
positivity reinforced when the child
realizes the communicative value of
words and phrases. Correct
utterances of words can facilitate
learning process.

One of the ways of achieving this is
through the use of Mother Tongue as a
language of instruction. This can make
learners realize the communicative value
of words and phrases.
The result of the study conducted by the
Summer Institute of linguistics (2007)
revealed that Mother Tongue is effective
in learning. The main objective of this
study is similar to the current study.

The current study agrees with the
findings of Summer Institute of linguistics
that the Mother Tongue provides the
basis for the child’s ability to learn. The
child finds it easier to learn their second
language and other school subjects.
Both studies dealt specifically on the
importance of the Mother Tongue must
be given an important and prominent
place in the School Curriculum. The only
differences were the respondents of the
previous study were teacher while the
current study was grade three pupils.

As cited by Nolasco (2011) and by the
researcher of this study, studied mother
tongue as a language of instruction. Both
studies utilized experiment method. The
differences where the subjects of the
previous study were grades one to three
while the current study were grade three
pupils, and the teacher-made pretest and
posttest. Furthermore, a difference lies
on the kind of Mother Tongue used in
different region of the country.

As cited by Walter and Dekker (2011),
Mother Tongue is the basis of learning in
different subjects such as in
Mathematics in early years of schooling.
Aquino’s research (2012) focused on the
effects of bilingual instruction on the
acquisition of literacy skills while the
current study focused on the effect of
Mother Tongue to Mathematics Literacy.
The subjects of the previous study were
the preschoolers while for the current
study were grade three pupils.

DepEd Secretary Lapuz’s statement, as
cited by Lanuza (2013) share an equal
similarity with the current study since they
point to the implementation of Mother Tongue
Based Multilingual Education in the
Elementary level, nonetheless, the differences
lies on the kind of Mother Tongue used in
different regions of the country. Oluwole
(2008) studied the partial utilization of Mother
Tongue learning English language while the
current study utilized fully Mother Tongue
learning Mathematics.

In the study of Oluwole, aside from
the contribution of not using Mother
Tongue in learning English to the poor
performance of students, other
contributory factors were: poor method of
teaching, lack of textbook, language
background and lack of professional
growth and development of teachers
while the current study focused only on
Mother Tongue as a contributory factor in
learning Mathematics

language background and lack of
professional growth and development of
teachers while the current study focused
only on Mother Tongue as a contributory
factor in learning Mathematics. The
respondents of the previous study were the
teachers and students while for the current
study were the grade three pupils.
The previous Local and Foreign studies
are applicable to the development of the
current study. The results of the different
studies cited revealed that language is one
of the most important variables affecting
learning.

The case of Mother Tongue-Based
instruction is therefore strong and
powerful. Children learn best in a
language that is familiar to them. One’s
own language enables the children to
express themselves easily as there is no
fear of making mistakes because they
understand what is being discussed and
what is being asked of them. They can
immediately use the native language to
construct and explain their world,
articulate their thoughts, and add new
concepts to what they already know.

The various Local and Foreign
studies also underscore the important
of the first language in the Curriculum
and that as a teaching methodology it
enables learners to participate well in
education. Similarly,

MTBMLE provides a strong
foundation in the learner’s first language,
enabling them to build on the knowledge
and experiences they bring to the
classroom which offer a good bridge to
learning second language using sound
educational principle for building fluency
and confidence in using the other
languages for life-long learning.

CHAPTER lll
RESEARCH DESIGN, RESEARCH
LOCALE, RESEARCH INSTRUMENT,
AND STATISTICAL TREATMENT OF
THE DATA

RESEARCH DESIGN
The type of research method used in
this study was the Randomized Test
Design.

RESEARCH LOCALE
This study entitled, The Use of Mother
Tongue Language as a tool in Teaching
Mathematics in grade III in Hondagua Elementary
School S.Y 2016-2017.
The general locality of the study is in the
barangay of Hondagua where the Hondagua
Elementary School is located.
The Hondagua Elementary School in Lopez
Quezon offers Kindergarten to Grade VI.
The Hondagua Elementary School has
twenty-four (24) employees of whom twenty-three
are teaching personnel, 1 is the principal.
As of school year 2016-2017, The Hondagua
Elementary School has the total population of six
Hundred fourty-nine (649) students in all.

THE RESPONDENT OF THE
STUDY
As connoted in the title, the
respondents of the Study were the 115
Grade III pupils of Hondagua
Elementary School in the Lopez West
District, Division of Quezon, Lopez,
Quezon.

THE RESEARCH INSTRUMENT
The research instrument used in
the study was the checklist
questionnaire and examination.
The researchers devised a
questionnaire and examination,
composed of two parts; each part
intended to elicit a specific type of
information from the respondents, to
wit.

1. THE DEMOGRAPHIC PROFILE
OF THE RESPONDENTS
1.1 Age
1.2 Sex
Q U E S T I O N N A I R E

VALIDATION OF THE
QUESTIONNAIRE
The Principal personally validated the
questionnaire at Hondagua Elementary School
on December 01, 2016, three questionnaires
were distributed and three questionnaires were
retrieved.
The teachers of Grade III from Hondagua
Elementary School were interviewed by the
researchers to elicit suggestion or modifications
regarding the preparation of the questionnaire
There were no suggestions nor were there
proposed amendments and modification to the
questionnaire.

DATA GATHERING PROCEDURES
Once the questionnaire was validated,
the researchers’ preceded the survey
First, they sought the permission of the
District Supervisor of the Lopez West
District, Mr. Faustino Parro, to conduct the
survey at the Hondagua Elementary
School.
Armed with the permission of the District
Supervisor, the searchers sought the
assistance and permission of the Principal
Mr. Roberto Reyes of the Hondagua
Elementary School for Their study.

The questionnaires were distributed
on December 08, 2016 and were
retrieved on December 13, 2016, one
hundred fifteen questionnaires were
distributed and one hundred fifteen were
retrieved.

STATISTICAL TREATMENT OF
THE DATA
The data gathered from the survey were
tabulated. The statistical treatment of the
data was the percentage, standard
deviation and ranking method.
To find the percentage, the following
Formula was used:
Wherein:
P= percentage
F= frequency
N= total number of respondents

CHAPTER IV
PRESENTATION, ANALYSIS AND
INTERPRETATION OF THE DATA.

This chapter discusses in detail the data in
this study with regards to the use of Mother
Tongue language as a tool for teaching
Mathematics in grade III.
This chapter can be divided into two parts,
namely:
Part I- the demographic profile of the
respondents;
Part II- Examination for their Mastery in four
fundamental Operations in Mathematics

Number of Questionnaires
Distributed
Number of Questionnaires
Retrieved
115 115
Table 1
Percentage of Retrieved Questionnaires: 100%
Table 1 illustrates the retrieval rate of the survey.
From table 1, we can glean that 115 questionnaires
were distributed and 115 were retrieved. The retrieval
rate was an excellent 100 percent.

Table 2
Distribution of the respondents according to
their age.
N=115
Age Bracket Frequency Percentage Rank
Below 8 years
old
11 9.57 2
8 years old 98 85.22 1
9 years old or
above
6 5.21 3
Total 115 100%

Table 2 is about the distribution of the
respondents according to their age brackets. The
resultant data are as follows:
 Ranked first was the age 8 years old with 98
respondents or 85.22 percent.
 In second rank was the age below 8 years old
with eleven respondents or 9.57 percent.
 The age bracket 9 years old and above was in
third rank with 6 respondents or 5.21 percent.

TABLE 3
Distribution of the respondents according to
their sex.
N=115
Sex Frequency Percentage Rank
Male 42 36.52 2
Female 73 63.48 1
Total 115 100%
Table 3 is about the distribution of the respondents according to their
sex. The resultant data are as follows:
Most of the respondents – seventy-three, or sixty three point fourthy-
eight percent – were females and was ranked first.
In second rank were males with only fourthy-two respondents or
thirty-six point fifty-two percent.

Table 4
Distribution of the respondent according
to their performance in examination in
Multiplication.
N=115
Number of
Items
Frequency Percentage Rank
1-3 0 0
4-6 0 0
7-9 57 49.56 2
10 58 50.44 1
Total 115 100%

Table 4 illustrates the distribution of the
respondents according to their
performance in examination in
Multiplication. The data derived there from
is as follows:
 Ranked first were the respondent who
have scored a perfect 10 with a frequency
of fifty and one percent.
 In second rank were those who have
scored for 7 to 9 points with a frequency of
fifty seven percent.

Table 5
DISTRIBUTION OF THE RESPONDENT ACCORDING
TO THEIR PERFORMANCE IN EXAMINATION IN
DIVISION
N=115
Number of
Items
1-3 0 0
4-6 22 19.13 2
7-9 73 63.48 1
10 20 17.4 3
Total 115 100%

 Table 5 illustrates the distribution of the
respondent according to their performance in
examination in Division. The data derived there
from is as follows;
 Ranked first were the respondents who have
scored a perfect 10 with a frequency of sixty
three and fourthly eight percent.
 In second rank Ws those who have scored for 7
to 9 points with a frequency of nineteen and
thirteen percent.
 In third rank were the 20 respondents who have
scored a perfect 10 with a frequency of
seventeen and four percent.

Table 6
SUBTRACTION
N=115
Number of
Items
1-3 0 0
4-6 8 6.96 3
7-9 38 33 2
10 69 60 1
Total 115 100%

 Table 6 illustrates the distribution of the
respondents according to their performance in
examination in Subtraction. The data derived
there from is as follows:
 Sixty nine of the respondents or Sixty percent
passed the examinations and having perfect
score of 10 and was ranked first.
 In second rank were the respondents with 7
to 9 points with thirty-eight or thirty three
percent.
 In the third rank was the items bracket 4-6
with 8 respondent or Seven percent.

Table 7
ADDITION
N=115
Number of
Items
1-3 0 0
4-6 8 6.96 3
7-9 44 38.26 2
10 63 54.78 1
Total 115 100%

 Table 7 is about the distribution of the
respondents according to their performance in
examination in addition.
 Ranked first was the item bracket 10 with 63
respondent or fifty-four and seventy-eight
percent.
 In second rank were the respondents with 7 to 9
scores with fourthly-four respondent or thirty-eight
and twenty-sex percent.
 In the third rank was the items bracket 4 to 6 with
8 respondent or six points ninety-six percent.

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