Final Printing For Binding Thesis

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Chapter I
INTRODUCTION
Background of the Study

It has already been pointed out that mathematics is an essential discipline because
of its practical role to the individual and society.
Without mathematics to describe
physical phenomena, we might be living in a world with beautiful art, literature, and
philosophy, but no technology. Even the medical advances of the last 50 years might not
have occurred.
Mathematics is truly the language of science. It deals with the way of describing
relationships between numbers and other measurable quantities and can express simple
equations as well as interactions among the smallest particles and the farthest objects in
the known universe and allows scientists to communicate ideas using universally
accepted terminology.
Encarta (2009) revealed the benefits of mathematical research every day. The
fiber-optic network carrying our telephone conversations was designed with the help of
mathematics. Our computers are the result of millions of hours of mathematical analysis.
Weather prediction, the design of fuel-efficient automobiles and airplanes, traffic control,
and medical imaging all depend upon mathematical analysis.
However, for the most part, mathematics remains behind the scenes. We use the
end results without really thinking about the complexity underlying the technology in our
lives. But the phenomenal advances in technology over the last 100 years parallel the rise
of mathematics as an independent scientific discipline.
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Sophian (2007) exposed that majority of the students nowadays are not interested
to learn mathematics because of its seemingly complex process.
The analysis and
comprehension of the mathematical problems create in them a dislike for the subject.
Thus, the teaching of mathematics in the Philippines has been observed to be weak as
shown by the results of the survey tests given to the students recently.
Since most people around the world learn English as a second language, it is
taught more and more and has become the worlds language in science, mathematics,
business, and technology. Today it influences other languages because it is the medium
by which students learn the concept in any field of education.
Yap (2008) emphasized that English is a language of the world, a language of
Asia, a language of the Philippines. English is a language of the government, commerce,
industry and trade, science and technology, tourism, cinema, and other fields. It is a
prestige language, a language of progress and opportunities for a better life.
However, the Encyclopedia on Early Childhood Development as cited by Sophian
(2009) revealed that most students have problems understanding or expressing ideas
using the English language. These problems can slow down or even stop the learning of a
wide range of skills, including reading, spelling, writing and solving mathematical
problems. They include difficulty with the understanding and construction of sentences,
and confusion that occurs with lengthy or complex language such as solving algebraic
problems in mathematics.
The National Mathematics Advisory Panel (2008) added that in the Philippines,
particularly in some public schools, majority of the students have encountered complexity
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in mathematics in comprehending, constructing, analyzing mathematical text in word
problems and using correct mathematical operations.
Furthermore, it has been pointed out that students have poor performance if
mathematical concepts are associated into a problem solving in all mathematics subjects
because of the limited English vocabulary of the students.
The Philippines, a Southeast Asian country of some 7,100 islands and islets of the
southeast coast of mainland China, populated by about 70 million Filipinos is richly
blessed with over 170 languages and dialects spoken by about 90,000,000 population in
the archipelago. It is further said that there are as many as 300 languages and dialects in
these islands which belong to the Malayo-Polynesian family and languages.
All these languages and dialects contribute to the development and enrichment of
our evolving national language: Global Filipino. The growth, development and spread of
Global Filipino is unstoppable. It has been gaining acceptance and popularity, especially
among language organizations, linguistic circles, and in the academes here and abroad.
But this Global Filipino is still in limbo in the present educational system of our
country.
It is for this matter that in 2009, the Department of Education promulgated an
order institutionalizing a system of mother-tongue based multilingual education (MLE),
wherein instruction is conducted primarily in a students mother tongue with additional
languages such as Filipino and English being introduced as separate subjects. In
secondary school, Filipino and English become the primary languages of instruction, with
the learners first language taking on a secondary role.
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Yap (2008) emphasized that the mother tongues in the regions play an important
role in the Philippine educational system. She added that we Filipinos have strong ethnic
loyalty and pride in using our own native tongues in all occasions. We have the human
rights and language rights to use, develop and preserve our mother tongues, especially the
dialects in the brink of extinction.
In addition, the UNESCO commitment to Education for All in the multilingual
world is linguistic diversity and multilingualism. The Summer Institute of Linguistics
(SIL) Philippines has recommended The First Language Bridge to Filipino and English
Program in all schools.
Relatedly, the study of the Department of Education Region IV-B (MIMAROPA)
entitled Double Exposure in Mathematics: a Glimpse of Mother Tongue First has
provided the local validation of the fundamental observation that top performing
countries in the Trends in International Mathematics and Science Study (TIMSS) are
those that teach and test students in science and math in their own languages.
Moreover, Article XIV, Section 7 of the 1987 Constitution of the Philippines
specifies, in part: that the regional languages are the auxiliary (secondary) official
languages in the regions and shall serve as auxiliary media of instruction therein.
It is along this premise that the researcher conducted this study to find out if the
use of Cebuano as a learning tool in solving algebraic problems improves the
mathematics performance of the students.
In general, the findings of this study could be of significance to the teachers by
comparing students performance using English vis--vis Cebuano (common language) as
a learning tool in solving algebraic problems.
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Objectives of the Study
This study simply aimed to compare English and Cebuano languages as learning
tool in solving algebraic problems.
Specifically, this study sought to achieve the following objectives:
1. describe the process of employing the English language vis--vis Cebuano as a
learning tool in solving algebraic problems;
2. find out the scores of the respondents in solving algebraic problems using the two
languages (Cebuano and English);
3. determine the incremental scores of the respondents between the two sets of tests
conducted using the English and Cebuano languages;
4. determine the significant relationship of the respondents scores using the English
language vis--vis Cebuano as a learning tool in solving algebraic problems;
5. determine the significant difference of the respondents scores in relation to their
incremental scores; and
6. elicit students feedback on their experiences and exposure with regards to the use
of English vis--vis Cebuano in solving algebraic problems.
Hypotheses
Ho1:
There is no significant relationship between the respondents scores using
the English language and Cebuano as a learning tool in solving algebraic problems.
Ho2:
There is no significant difference of the respondents scores in relation to
their incremental scores.
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Framework of the Study
Theoretical. The theories which provide the foundation for this study was geared
towards effective learning theories that have impact on the conduct of the study.
The study is anchored on the cognitive theory of Piaget, Multiple theory
intelligences of Gardner, Insight theory of Kohler and Reflective theory of John Dewey.
The researchers theory has evolved from the views and thinking of renowned
psychologists and philosophers; foremost of whom is St. Thomas Aquinas (1980), who
said that God is the primary and principal teacher and the primary cause of knowledge of
the students. The student is the secondary but principal cause of learning, for unless he
performs the necessary intellectual operations, nothing happens.
In the same light, Piaget (1980) stated that learning is based on students active
participation in the learning environment regarding a learning activity which they find
relevant and engaging such as problem-solving and critical thinking.
They are
constructing their own knowledge by testing ideas and approaches based on their prior
knowledge and experience, applying these to a new situation, and integrating the new
knowledge gained with pre-existing intellectual constructs.
He further asserted that the skills in problem-solving couldnt be taught. Instead,
the rules of experimentation and the rules of problem-solving must be invented by each
student. The rules of theories investigated on the area of any subject must be noticed by
individual. Different individuals have different problem-solving conceptions.
According to Lester (1994), the focus on teaching mathematics topics through
problem-solving contexts and enquiry-oriented environments are characterized by the
teacher, helping students construct a deep understanding of mathematical ideas and
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processes by engaging them in doing mathematics: creating, conjecturing, exploring,
testing, and verifying.
For learning to take place, Kohler said in his insight theory, gaining insight is a
gradual process of exploring, analyzing, and restructuring perceptions until a solution is
arrived. Learning can take place through the act of insight. In this theory, teacher should
give the students clues in puzzle format. From the clues, students will work together to
figure out the problem. Thus, they will develop the connection of the facts together to
reach thoughts and ideas which directs solution to the problem.
The researcher believes that when the amount of attention a student gives to a
lesson at hand is not complete, there is no understanding of the subject matter. There can
be no learning when the student is not interested to learn at all due to inability to
comprehend. The teacher on the other hand, is a secondary and merely instrumental
cause of learning, though he is also, in many situations, an indispensable one.
Moreover, Deweys reflective thinking considered the classic model for problemsolving. He asserted that everyone learns from experience, either positive or negative. In
Mathematics, experience alone is not sufficient for lasting learning; rather it is the
analysis that leads to new meaning. Through reflection, students acquire meaning and
truth is an idea that has worked in practical experience.
As a philosopher, Dewey emphasized the practical, striving to show how
philosophical ideas can work in everyday life. His sense of logic and philosophy was
ever-changing, adaptive to need and circumstance. The process of thinking, in his
philosophy, is a means of planning action, of removing the obstacles between what is
given and what is wanted.
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On the other hand, Gardners (1985) modern definitions of intelligence, talk about
practical intelligence which enables 'the individual to resolve genuine problems or
difficulties that he or she encounters' and also encourages the individual to find or create
problems 'thereby laying the groundwork for the acquisition of new knowledge'. As was
pointed out earlier, standard mathematics, with the emphasis on the acquisition of
knowledge, does not necessarily cater for these needs.
Gardner is known for his theory in multiple intelligences. Logical/mathematical
as one of the eight (or more) intelligences identified by Gardner that people must have
inorder to accommodate students learning.
It consists of the capacity to analyze
problems logically, carry out mathematical operations, and investigate issues

scientifically. He further asserted that it entails the ability to detect patterns, reason
deductively and think logically. This intelligence is most often associated with scientific
and mathematical thinking.
In the same manner, Thorndike is particularly known for his construction of
various intelligence and aptitude tests and for his repudiation of the belief that such
primarily intellectual subjects as languages and mathematics discipline the mind. Because
of his opposition to that belief, he greatly encouraged the inclusion of various
informational subjects, such as the physical and social sciences, in elementary and
secondary school curricula.
From these insights, the researcher all the more believed problem-solving
approach can be useful in resolving genuine problems or difficulties that a person
encounters and also encourages him to find or create problems, thereby; laying the
groundwork for the acquisition of new knowledge.
St. Thomas Aquinas

(God as the primary
teacher)
Piaget
(Cognitive Theory)
Dewey
(Reflective Theory)
Problem Solving
in Algebra
Gardner
(Multiple Intelligences
Theory)
Figure 1. The theoretical framework of the study
Kohler
(Insight Theory)
Thorndike
(Various Intelligence
Theory)
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Conceptual. This study was conducted to compare the result of using the English
vis--vis Cebuano as a learning tool in solving algebraic problems.
The study utilized the researcher-made test to determine their level of
comprehension in solving algebraic problems using the two languages. In conducting,
the researcher constructed a ten-item problem-solving test using English and Cebuano
and administered it to the third year BEEd students who were the respondents of the
study.
Whereas, the respondents were given the English problems to be solved first
followed by Cebuano (common language) translation.
Furthermore, their scores in both presentations were taken into consideration and
the incremental scores were computed inorder to know whether the use of the English in
solving algebraic problems has significant relationship with their scores in the
subsequently conducted similar problems using Cebuano as a learning tool.
The illustration of the conceptual framework is presented in Figure 2.
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Common Language
(Cebuano)
English
L
E
A
R
N
I
N
G
T
O
O
L
Solving
Algebraic Problems
Figure 2. The conceptual framework of the study
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Importance of the Study
The researcher firmly believes that this study has significant value to the
following individuals:
School administrators.
Results of this study may challenge the school
administrators to keep abreast of the new educational methods particularly in the use of
English and in relation to Cebuano as a learning tool in solving algebraic problems in
order to pave the way for a better system of education relevant to the needs of the
changing times.
Curriculum planners. Findings of this study is of great help to the curriculum
planners to include in the curricula some activities or lessons that call for the
development of higher order thinking skills through problem solving using Cebuano
aside from the usual English which is a pre-requisite to the successful implementation of
this study.
School personnel. Findings of this study will encourage the school personnel to
provide classroom activities and classroom environments that stress high academic
achievement while also preserving the native language and not be totally dependent on
the foreign languages.
Mathematics teachers. It is the hope of the proponent that teachers especially
those teaching Mathematics may employ the use of a language that could easily be
understood by the students and help them to start liking mathematics and eventually
improve their school performance. They should also be encouraged to utilize the
common language as a learning tool in solving algebraic expressions as well as in the
content of their textbooks and workbooks.
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Students.
Results of this study shall eventually help improve students
performance in solving mathematical formula using the language they understand most
particularly Cebuano.
Student teachers and novices. This study may persuade student teachers and
novices in profession that they should also be oriented with the basic concepts and skills
needed to successfully implement the study. This should be one of the major roles of
Teacher Education Institution in order to help the learners by employing an alternative
method for their absolute understanding of the lessons.
Parents.
It is hoped that after this study, the parents will be able to help their
students understand and solve the mathematical problems not only through the use of
English as a learning tool but Cebuano as well.
Future researchers. A similar study should be undertaken to verify the results of
this investigation inorder to determine the effectiveness of the strategy both in high
school and college.
Scope and Delimitation of the Study

This study focused on determining the relationship of using English and Cebuano
as a learning tool in solving algebraic problems.
Respondents of this study were limited to ninety (90) students presently taking
mathematics handled by the researcher herself. They were randomly selected from the
four (4) sections among the one hundred sixty (160) BEED third year students of this
University.
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Definition of Terms
Several terms were used throughout this paper and have been conceptually and
operationally defined to establish a common understanding of their use in the reporting of
this study.
Algebraic problems. The term refers to the higher-order cognitive process that
requires the modulation and control of more routine or fundamental skills. In this study,
it refers to the solving problems constructed by the researcher and have been translated
from the English language to Cebuano.
Cebuano (Common Language). The term refers to the language used by a certain
group of people living in a particular locality and as used in this study, it refers to the use
of Cebuano dialect in presenting the algebraic problems to the students.
Dialect. The term refers to a variety of a language spoken by an identifiable subgroup of people. In this study, it refers to the Cebuano dialect as spoken by some of the
students from the different municipalities of Biliran province.
English language. The term refers to the language used as one of the learning
tools in solving algebraic problems. It also refers to the primary language of the majority
of people in the United Kingdom, the United States, Canada, Australia, New Zealand,
other former colonies of Britain, and territories of the United States. English is spoken in
more parts of the world than any other language and by more people than any other
language except Chinese.
Language. The term refers to the principal means used by human beings to
communicate with one another which is primarily spoken, although it can be transferred
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to other media, such as writing. In this study, it refers to English and Cebuano as used in
presenting the algebraic problems to the students.
Learning tool. The term refers to the instrument being employed by the teacher in
providing knowledge to the learners. In this study, it refers to the medium of instruction
used by the teacher in presenting his lesson such as English and Cebuano.
Mother Tongue. The term refers to the first language learned at home in childhood
and still understood by the individual. It is quite possible that the first language learned
is no longer a speaker's dominant language. This includes young immigrant children,
whose families have moved to a new linguistic environment, as well as people who
learned their mother tongue as a young child at home (rather than the language of the
majority of the community), who may have lost, in part or in totality, the language they
first acquired (see language attrition).
Solving algebraic problems. The term refers to the mental process that includes
problem finding and problem shaping as well as finding ways to apply new solutions to
complex problem situations rather than relying on fixed rules or recipes. In this study, it
refers to the process of solving mathematical problems particularly algebra.
Respondents. The term refers to the individuals involved in any kind of research
or study. In this study, it refers to the BEEd third year COEd students at Naval State
University, Naval, Biliran.
Vis--vis. The term refers to the relationship of one thing from the other. In this
study, it refers to the comparison of the English language to Cebuano as a learning tool in
solving algebraic problems.
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Review of Literature
Statements of writers and recognized mathematicians as well as the findings from
previous studies were collected to provide a ground for the present study.
The lessons and findings of various local initiatives and international studies in
basic education have validated the superiority of the use of the learners mother tongue or
first language in improving learning outcomes and promoting Education for All (EFA).
Wikipedia (2008) defined the first language (also native language, mother tongue,
arterial language, or L1) as the language a person has learned from birth or within the
critical period, or that a person speaks the best and so is often the basis for sociolinguistic
identity. In some countries, the terms native language or mother tongue refer to the
language of one's ethnic group rather than one's first language. Sometimes, there can be
more than one mother tongue, when the child's parents speak different languages. Those
children are usually called bilingual. By contrast, a second language is any language that
one speaks other than one's first language.
Abadzi as cited by Padre (2010) stressed that for many children, education in
another language is more difficult than expected. The deficits in native language
development common among the poor may inhibit the rapid acquisition of a second
language. Mother tongue instruction is a prerequisite if Education for All is to be
achieved, particularly when the official language has complex spelling rules. The official
language should be taught to children as early as possible. However, it should become the
platform for learning new information only after children know it sufficiently well to
process complex sentences and vocabulary. A gradually decreasing percentage of mothertongue instruction seems to be an effective way to introduce an official language.
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To catch up with native English speakers, minority language students must
receive effective bilingual instruction (that is, studying parts of subjects in both
languages). Otherwise they continue to score lower on basic skills tests throughout their
12 years of school. The performance difference between students receiving bilingual
education and those receiving only English or English-as-a-second language instruction
may be dramatic.
Nation and Waring (1997) emphasized that the positive results of literacy in
mother tongues are evident in a program piloted in 800 schools in Zambia. The children
learned to read just in local languages in grade 1 while learning English orally at the same
time. Efforts were made to use instructional time well and employ interactive, studentcentered methods. English writing was introduced in grade 2. The results were
astounding. In 1999, students read on average two grade levels below their grade level in
English and three grades below their grade level in Zambian languages; but in 2002,
students reading and writing scores were 575 percent above baseline for grade 2, 417
percent for grade 3, 300 percent for grade 4, and 165 percent for grade 5. Scores in
Zambian languages ranged from 780 percent above baseline from grade 1 to 218 percent
in grade 5. Subsequently, the program was introduced to all schools of the country.
They added that children must learn 2,000-3,000 words through interactive speech
before they can understand the content of the lessons sufficiently. To keep up with the
increased complexity of school, they learn about 1,000-2,500 words per year.
In second-language acquisition, a college student taking immersion class in a
foreign language for three hours a week would require about four years or about 600
hours of interactive instruction and reading to attain relative mastery in one of the
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common languages. Given the limited instructional time and competence of many
teachers, it is unknown how long it takes to provide sufficient levels of instruction.
Thomas and Collier (1997) suggest that a very effective model of language
introduction is 10 percent of foreign language in grade 1, gradually increasing to 20
percent, 30 percent, 40 percent, and 50 percent by grade 5. Students who start school
performing at grade level and receive such gradual bilingual education will catch up with
English-language students by grade 5.
Moreover, Philippine Daily Inquirer (2010) as written by Tarra Quismundo
published that the 170 + Talaytayan MLE Inc. a group of professors and education
reform advocates urged the Aquino administration to institutionalize the use of mother
tongue multilingual education (MTBMLE) in the country's public schools as it expressed
alarm over declining functional literacy among Filipinos.
Counting and comprehension skills among Filipinos remain dismally and
alarmingly low, said Ricardo Ma. Nolasco, head of the Talaytayan group and associate
linguistics professor at the University of the Philippines-Diliman.
She further said that the government needs to vigorously implement its ten-point
agenda for education including changing the exclusively English and Filipino-based
curriculum into one in which Filipino children start learning through their mother
tongue.
Veering away from traditional bilingual teaching, the method is proven to improve
comprehension and retention among young students and builds a strong foundation for
learning other languages and Philippine waterloo subjects like math and science.
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The 2008 Functional Literacy and Mass Media Survey (FLEMMS) released by
the National Statistics Office last month showed that one of every 10 Filipinos aged 10 to
64 were functionally illiterate, or had a time reading, writing, computing and
understanding. The survey was administered on a sample of some 70,000 Filipinos
nationwide.
Based on FLEMMS results, Nolasco noted that the number of Filipinos who can
read but cannot understand rose from 19.6 million from 2003 to 20.1 million in 2008
given the rise in population; while the number of Filipinos who could not compute
remained at 9.1 million.
In addition, the Department of Education (DepEd) Undersecretary Yolanda
Quijano said that these results could be traced to the use of a foreign language in official
instruction.
DepEd continues to test mother tongue instruction in some 100 public elementary
schools around the country with initial results showing significant improvement in
learning and understanding among students.
Many scholars have given definitions of 'mother tongue' through the years based
on common usage, the emotional relation of the speaker towards the language, and even
its dominance in relation to the environment. However, all of these criteria lack precision.
DepED Order No. 74 s. 2009 on Basic Education policy issued by the Department
of Education thru Secretary Jesli A. Lapus institutionalizing mother tongue-based
multilingual education (MLE).
It further stressed that the first language of a child is part of their personal, social
and cultural identity. Another impact of the first language is that it brings about the
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reflection and learning of successful social patterns of acting and speaking. It is basically
responsible for differentiating the linguistic competence of acting.
In addition to this, UNESCO proclaimed February 21 as the International Mother
Language Day by on November 17, 1999.
Reactions against national languages in Africa have been widespread and have
resulted in reversal of programs in Guinea and Madagascar. However, the success of
programs in Zambia, Mali, and Burkina Faso are encouraging.
In the most remote schools it may be ultimately impossible to teach sufficient
language and make a transition to higher grades possible to many students. If that is the
case, then fluent reading and math skills in a native language as well as basic concepts
may be all that most may acquire.
Mother Tongue-Based Multilingual Education, hereinafter referred to as MLE, is
the effective use of more than two languages for literacy and instruction. Henceforth, it
shall be institutionalized as a fundamental education policy and program in this
Department in the whole stretch of formal education including preschool and in the
Alternative Learning System (ALS).
The use of the learners First Language (L1) as the primary medium of instruction
(MOI) from pre-school until, at least, grade three. During such period, L1 shall be the
main vehicle to teach understanding and mastery of all subjects areas like Math, Science,
Makabayan, and language subjects like Filipino and English;
Mother Tongue as a subject and as a language of teaching and learning will be
introduced in grade one for conceptual understanding; The language of instruction shall
also be the primary language for testing in all regular school-based and system-wide
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examinations and in all international benchmarking and assessment exercises. It shall be
maintained that the focus of educational assessment shall be specifically on the learners
understanding of the subject content and not be muddled by the language of testing;
There must be a continuing in-service training (INSET) in partnership with MLE
specialists on the effective use of L1 as language of instruction to facilitate reading,
Cognitive Academic Language Proficiency, and the development of cognitive and higher
order thinking skills (HOTS) of the learner. INSET shall likewise equip educators to
develop cultural sensitivity and enhance appreciation for cultural and linguistic diversity;
and An MLE technical working group at the regional and division levels shall be
established to facilitate MLE planning, monitoring and evaluation.
In world Englishes today, Philippine English as the English language used in the
Philippines, is recognized, respected and accepted as a variety or nativized English. It
is a powerful vehicle of communication and information. We acquire the wisdom and
knowledge of the world through English. We read and learn more scientific researches
and advanced knowledge about Filipino and other Philippine languages through English.
English can enrich our national language and other languages, and cultures, and even
strengthen rather than engulf our national identity as a people. And Philippine English
is here and here to stay in education and other important domains of language.
SWS September 2009 findings (PDI, 07 November 2009). Revealed that amidst
national economic downturn in our super typhoon-battered nation, with 53 percent of
Filipinos call themselves mahirap (poor), and poverty is the same after 26 years.
Moreover, experts (PDI, 16 November 2009) said that 35percent now live below
poverty line, considering that there are more than 150 languages and dialects as shown in
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the presented Linguistic Map of the Philippines can the Philippine educational system
successfully implement the DepEd Order No. 74, s. 2009: Mother Tongue-based
Multilingual Education (MT MLE), beginning school year 2010-2011?
In Congress, several bills have been introduced and pending for deliberation and
enactment into law. The House and Senate Bills aim to change or modify the current
Bilingual Education Policy (BEP) into a Trilingual Education Policy (TEP). That is, the
use of the Mother Tongue (L1), Filipino (L2), English (L3), and optional use of foreign
languages (L4) in all levels of the Philippine Education System.
In the DepEd Mother Tongue-based Multilingual Education (MT MLE) Policy,
English is given importance in the policy implementation, and in the functional and basic
literacy programs and projects. In the Bilingual Education Policy (BEP) and in the MT
MLE, English plays an important role.
One of the factors that complicate the language situation in the Philippines is
diversity. Linguists say there are 75 to 150 native languages spoken by Filipinos. The
latest estimate is 109 languages, or 110 if Chavacano is included (McFarland 1994:83).
Although these languages are in some ways grammatically and lexically similar, they are
mutually unintelligible.
Furthermore, each of the major languages has several dialects that differ,
especially at the phonological and lexical levels. Depending on their region of origin,
Filipino immigrants will speak at least one dialect of one of these mutually unintelligible
languages.
On a basis of a probable 75 mother tongue according to Weber (1989), six are
classified
as
major
languages:
(Tagalog-25%;
Cebuano-24%;
Ilocano-9%;
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Hiligaynon;9%; Bicol-6%; Waray-5%; and other 22%. Because of immigration, these
major languages as well as Pampagno and Pangasinan are represented in America. The
Chinese and the non-Tagalog communities in the Philippines also frequently code-switch
their language, be it Cebuano or Min Nan Chinese, with Taglish.
On the other hand, the National Council of Teachers of Mathematics (NCTM,
1989) recommended that problem-solving be the focus of mathematics teaching, because
it encompasses skills and functions which is an important part of everyday life.
Unfortunately, students have struggled and encountered difficulty in solving word
problems in the subject, maybe because they do not know how to choose the correct
principle, concept and operation to apply or they could not fully comprehend the problem
especially those students who are not well-versed in the English language.
For this reason, mathematics teachers should therefore be dynamic and creative so
that students could learn and enjoy the subject. With their unique expertise, they should
weave a web of magic so that it would emerge as the ideal subject to stimulate creativity,
enhance thinking skills, and sharpen problem solving abilities of the students.
Stanic and Kilpatrick (1995) asserted that in the past decade, problem-solving
techniques can be made available most effectively through making problem solving the
focus of the mathematics curriculum. Although mathematical problems have traditionally
been a part of the mathematics curriculum, it has been only comparatively recent that
problem solving has come to be regarded as an important medium for teaching and
learning mathematics.
Olkin and Schoenfeld (1994) gave further reason why a problem-solving
approach is valuable is an aesthetic form. According to him, it allows the student to
experience a range of emotions associated with various stages in the solution process.
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Mathematicians who successfully solve problems say that the experience of having done
contributes to an appreciation for the 'power and beauty of mathematics' which is like the
joy of banging your head against a mathematical wall and then discovering that there
might be ways of either going around or over that wall.
However, although it is this engagement which initially motivates the solver to
pursue a problem, it is still necessary for certain techniques to be available for the
involvement to continue successfully. Hence, more needs to be understood about what
these techniques are and how they can best be made available.
An influential but controversial claim in current research literature on early
numerical abilities holds that the brain is hard wired. This idea is often supported by
evidence of numerical discrimination by human infants and by animals. Further,
accumulating evidence indicates that language and other cultural products and practices
make enormous contributions to young childrens acquisition of numerical knowledge.
In the past, problem solving had a place in the mathematics classroom, but it was
usually used in a token way as a starting point to obtain a single correct answer, usually
by following a single 'correct' procedure.
More recently, however, professional organizations such as the National Council
of Teachers of Mathematics (2000) have recommended that the mathematics curriculum
should be organized around problem solving, focusing on: developing skills and the
ability to apply these skills to unfamiliar situations; gathering, organizing, interpreting
and
communicating
information;
formulating
key
questions,
analyzing
and
conceptualizing problems, defining problems and goals, discovering patterns and

similarities, seeking out appropriate data, experimenting, transferring skills and strategies to
new situations; and developing curiosity, confidence and open-mindedness.
25
Cobb et al. (1991) suggested that the purpose for engaging in problem solving is not
just to solve specific problems, but to encourage the exteriorization and reorganization of the
involved schemes as a result of the activity.
The Object File Model better accounts for these abilities, as well as the discovery of a
recent effect in certain tasks, which may be due to the process of updating numerical
information. These data also address the general issues of the independence of mathematical
abilities from language as well as their evolutionary origins.
In addition, Schoenfeld (1994) described the way in which the use of problem solving
in his teaching has changed since the 1970s.
The preponderance of local and international research, consistent with the Basic
Education Sector Reform Agenda (BESRA) recommends and affirms the benefits and
relevance of MLE.
Notable empirical studies like the Lingua Franca Project and Lubuagan First
Language Component show that: First, learners learn to 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 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 read and write in their
first language acquire such competencies more quickly.
In conclusion, it is very clear that these related literature and studies cited are in one
way or another related to the present study because they dealt with the significance of
utilizing the mother tongue (common language) as the first language in the classroom
instruction.
Chapter II
26
METHODOLOGY
This chapter shows the research design, research subjects, research locale,
research instruments, the data gathering procedure, data scoring, and the statistical tools
for the analysis of data gathered.
Research Design
The design of the present study followed the descriptive-survey method. The
main purpose in conducting this study was to compare and relate the respondents score
after taking the test using the English language and its Cebuano translation. This design
was suitable because it determined the relationship of the English and Cebuano as a
learning tool in solving algebraic problems.
Research Respondents
A total of ninety (90) randomly selected students from the four sections of the
third year BEEd students of Naval State University were chosen as respondents for the
study. The researcher selected thirty (30) students from Section A, another thirty (30)
from section B, twenty (20) from section C and the remaining ten (10) from Section D as
the respondents, constituting about 60% of the total BEEd population.
Research Locale
The venue of this study was the College of Education of Naval State UniversityMain Campus located at P.I. Garcia, Naval, Biliran.
Research Instrument
27
This study originally utilized a 15-item teacher-made algebraic problem tests
using English language classified into easy, average, and difficult with five (5) questions
each.
In order to test the instruments validity, the researcher conducted a dry-run to the
third year BS Marine Engineering students of the university in which the original 15-item
test was reduced to 10-item, after analyzing each item based on the level of difficulty of
the students.
After the conduct of the dry-run, the researcher submitted the remaining algebraic
problems to some mathematics teachers for their Cebuano translation of the problems.
Having prepared the instrument, the researcher identified the respondents and
administered the two sets of algebraic problems to assess if there is significant difference
in their scores using the two languages (English and Cebuano).
Aside from the teacher-made tests, the researcher also distributed survey
questionnaire to the respondents in order to elicit feedback on their experiences and
exposure throughout the duration of the study.
Data Gathering Procedure

Before the full implementation of the study, the researcher secured an
endorsement letter or permission from the Dean of Maritime Education for the conduct of
the dry-run and eventually asked the NSU Graduate School and College of Education
deans for their approval to distribute survey questionnaire to the respondents to elicit the
data needed for the study. Answered questionnaires were collected and tabulated.
Data Scoring
28
The results of this study were tabulated to satisfy the level of performance of the
respondents and were described and categorized later after the conduct of the
investigation.
There were 10 items presented in English and another 10 items using the Cebuano
language. To categorize the results of the data, the following were tabulated with the
following description.
The scores of the respondents were categorized as follows:
Score
Weight
Description
10
Outstanding
89
Very Satisfactory
67
Satisfactory
56
Fair
04
Poor
The incremental scores were categorized based on the mean score of the learners.
They are classified as follows:
Incremental Point
Description
4-5
High
1-3
Average
-2-0
Low
On the extent of the respondents responses about the highlights of their

experiences and exposure during the implementation of the study, the categorization
below was used.
Range
Weighted Points
Qualitative Description
29
4.3 5.0
Strongly Agree
3.5 4.2
Agree
2.7 3.4
Undecided
1.9 2.6
Disagree
1.0 1.8
Strongly Disagree
Statistical Treatment of Data

The analysis of data consisted of the comparisons between the scores of the
respondents in English and Cebuano (common language) tests, their incremental scores,
as well as the analysis of questionnaire answers. Tests comparisons were obtained by
determining means and standard deviations. The differences between their scores in the
two sets of tests were analyzed with the following:
To determine the level of performance of the respondents through problem
solving, the frequency distribution with underlying percentage were applied using the
following formula:
%
f/n x 100
where:
%
f
n
=
=
=
Weighted Mean.
is the percentage
is the frequency
is the total number of cases
The weighted mean were computed in determining the
highlights of the respondents experiences and exposure during the implementation of the
study.
f
WM
wp
E ----------------------
30
WM -
weighted mean
summation of
wp
weighted points
Descriptive Statistics categorized as mean percentage and frequency counts were

used to describe the respondents scores in the tests.
The t-test was used to find out significant differences in their scores in both
English and Cebuano presentations.
Chapter III
RESULTS AND DISCUSSION
31
This chapter presents the results of the study conducted among the third year BEEd
students of Naval State University. Results are presented according to the objectives such as
the process of employing English and Cebuano as learning tools in solving algebraic
expressions; the scores of the respondents in the tests using the two languages; their
incremental scores in the two sets of tests conducted; significant difference of their scores in
English and Cebuano as well as the significant difference of their scores in relation to the
incremental scores; and finally, the highlights of their experiences and exposure during the
implementation of the study.
Common Language Vis--vis English as a learning

tool in solving algebraic problems
This study utilized two languages (English and Cebuano) as the tools in presenting
and solving algebraic problems.
In this study, the respondents were given algebraic problems in which the usual
English mathematical problems were translated into Cebuano and were consecutively
administered to the respondents.
Throughout the conduct of the experiment, the students gained knowledge on the
common language translation of some mathematical expressions; thus, they were able to
understand it better and get accurate answers compared to presenting it in English language
only. Most of them had pleasant experiences as evidenced by the results presented in table 6.
Furthermore, this process allows students to think and analyze the problems in both
English and Cebuano, thereby enhancing their creative thinking skill.
Students Score in Algebraic Problems
32
In this study, the students scores using the English and Cebuano languages in
solving algebraic problems were determined. In included 10-item using the frequency,
summation of frequency and the means of the scores in English and Cebuano.
Table 1 presents the scores of the respondents.
Table 1
Scores of the Respondents
Scores
10
9
8
7
6
5
4
3
2
1
0
English
f
fx
0
0
0
0
0
0
2
14
17
102
19
95
7
28
21
63
15
30
5
5
4
0
x = 90
fx = 337
fx
__
------- = x2 = 3.74
x
Cebuano
f
fx
0
0
3
27
21
168
13
91
5
30
5
25
9
36
17
51
9
18
6
6
2
0
x = 90
fx = 452
fx
__
------- = x1 = 5.02
x
As shown in the table, the scores of the respondents in algebraic problems ranged
from 0 to 10 both in English and Cebuano. It further shows that out of 90 respondents,
only 21 got the score of 8 (highest frequency) using the Cebuano language while nobody
(0) obtained the same score using the English language. Meanwhile, 21 out of 90 got the
score of 3 (highest frequency) in the English translation while only 17 in Cebuano.
The lowest score obtained by the respondents was 0 with a frequency of 2 for
Cebuano and 4 for English. Furthermore, the table shows that there is a difference in the
33
scores of the respondents using English and Cebuano languages as evidenced by their
mean score of 3.74 in English and 5.02 in Cebuano.
With the scores presented, majority of the respondents who answered the
Cebuano test got scores above 5 with a total frequency of 47 while only 43 in English.
Moreover, majority of the respondents got scores below 5 in the English translation with
a total frequency of 71 and only 19 in the Cebuano.
Mean and Percentage Distribution of the Respondents Scores. The mean and
percentage distribution of the scores of the respondents are presented in Figure 3.
Figure 3
Mean and Percentage Distribution of the Respondents Scores
As reflected on the figure above, the English algebraic problems obtained a

slightly higher percentage (%) score that falls under the low category and slightly lower
34
under the average category compared to its Cebuano translation. Moreover, only 3
percent belongs to high category in Cebuano while zero (0) in English. The mean
scores of the two groups were; (x1 =3.74; x2=5.02), English and Cebuano respectively.
Frequency and Percentage Distribution of the Respondents Scores.
The
frequency and percentage distribution of the respondents scores in English and Cebuano
algebraic tests are presented in table 2.
The succeeding table and figure above clearly shows that out of the ten questions,
only one got higher frequency using the English language with 64 or 71.11 percent
compared to Cebuano with 52 or 57.77 percent.
It further shows that eight or 80 percent of the common language translation were
answered correctly by most of the respondents than in its English counterpart.
Among the algebraic problems, item 10 is the most difficult and it can be seen
that nobody (0) answered correctly using the English language, while six or 6.66 percent
were able to get the answer in the Cebuano translation.
Furthermore, the result shows that item 7 got the same results with 8 or 8.88
percent in both English and Cebuano.
It further shows that majority of the respondents got correct answers using
Cebuano compared to its English counterpart.
Table 2
Frequency and Percentage Distribution of the Respondents Scores
35
English
1. One number is 19 less than the other,
their sum is 65. Find the numbers.
2. The sum of two consecutive even
integers is 62. What are the numbers?
3. Separate 98 into two parts so that, when
the greater is divided by the smaller, the
quotient is 3 and the remainder is 6.
4. James can paint a certain house in 10
days and Allan can paint the same house
in 12 days. How long will it take to
paint the house if both men work?
5. Half of Henrys age added to 1/3 of
Franks age is 11. Six years from now,
the sum of their ages will be 40. How
old is each now?
6. The denominator of a certain fraction is
four less than thrice its numerator. If
seven is added to both its numerator and
denominator, the fraction becomes 2/3.
What is the original fraction?
7. A certain number of two digits is four
times the sum of its digits, and if 36 be
added to it, the digits will be reversed.
Find the number.
8. The sum of the squares of the two digits
of a positive integer number is 13. If
the number itself is 2 more than 6 times
the sum of its digits, find the number.
9. The length of a rectangular building lot
is twice its width. If the perimeter is
240 meters, what are the dimensions of
this building lot?
10. A parking lot is in the form of a square.
The lot is enlarged by adding strips of
16 meters wide on one side and 12
meters wide on the adjacent side. If the
rectangular area formed contains 1,440
square meters, find the original area of
the lo
57
63.33
79
87.77
52
57.77
41
45.55
30
33.33
4.44
8.88
64
Cebuano
(Common Language)
1. Ang usa ka numero mubo ug 19 kaysa lain nga
numero, unya 65 ang ilang total. Unsa man ning
mga numeroha?
2. Kung 62 ang total sa duha ka magkasunod nga
pares nga numero, unsa man ni nga mga numero?
3. Bahina ang 98 sa duha ka parte nga kung ang daku
nga parte bahinon sa gamay nga parte, ang resulta
3 unya may sobra nga 6.
4. Mapintorahan ni James ang usa ka balay sulod sa
10 ka adlaw samtang si Allan makahuman ug
pintora niini sulod sa 12 ka adlaw. Kung
magtinabangay silang duha pagpintora sa maong
balay, unsa kadugay mahuman nila ang pagpintora
niini?
5. Katunga sa edad ni Henry gidugang sa ikatulo ka
parte sa edad ni Frank, ang resulta 11. Unom ka
tuig gikan karon, ang total sa ilang edad
mahimong 40. Pila man ang edad ni Frank ug ni
Henry karon?
6. Ang denominator sa usa ka fraction menos ug
upat sa katulog pilo sa iyang numerator. Kung
dugangan ug matag 7 ang numerator ug
denominator, ang fraction mahimo nga 2/3. Unsa
man ang orihinal nga fraction?
7. Ang usa ka numero nga duha ka digits, upat ka pilo
sa total sa mao nga mga digits; pero kung
dugangan ang resulta ng 36, mabaliktad ang digits.
Unsa man ni nga numero?
73
81.11
85
94.44
63
70.00
46
51.11
44
48.89
34
37.77
8.88
8. Trese ang total sa squares sa duha ka digits nga

positibo nga numero. Kung ang mao nga numero
2.22
sobra ug duha sa kaunom nga pilo sa total sa iyang 36
digits, unsa man ni numero?
9. Ang katas-on sa usa sa eskinado (rectangular) nga
lote sa building, kadoblehon sa iyang gilapdon.
71.11
Kung 240 metros ang iyang sukod palibot, unsa 52
man ang katas-on ug kalapdon niini nga lote?
10. Eskinado (square) ang porma sa usa ka parkingnganan.

Gipadako lamang kini pinaagi sa
pagdugang ug mga strips (floor covering) nga 16
metros ang gilapdon sa usa ka parte ug 12 metros
ang gilapdon sa lain nga parte. Kung ang naporma
nga eskinado (rectangular) adunay area nga 1,440
metros kwadrados, unsa man ang orihinal nga area
sa mao nga lote?
Graph presentation of the frequency and percentage distribution of the

respondents scores in both English and Cebuano
40.00
57.77
6.66
36
The graph presentation on the frequency and percentage distribution of both
English and Cebuano in the respondents scores in items 1-10 are presented in figure 4.
Figure 4
Consolidated Data on the Frequency and Percentage Distribution
of English and Cebuano Scores
Incremental scores of the respondents
37
After the administration of the test both in English and Cebuano, the difference of
the respondents scores were computed and as referred as the incremental scores. Table 3
shows the incremental scores of the respondents.
As reflected in the succeeding table, the incremental scores of the respondents

ranged from -2 to 5; where most of them got 2 increment points or 23 percent and the
least was 5-point increment or 2 percent.
Zero increment means that the respondents obtained the same score in both
English and Cebuano in solving algebraic problems and there is no difference at all in
their scores; while the negative increment points show that their score in English is
comparatively higher than the common language translation.
Table 3
Incremental Scores of the Respondents
Frequency
Percentage
F
2
8
11
21
18
15
10
5
x = 90
%
2.0
9.0
12.0
23.0
20.0
17.0
11.0
6.0
100.0
Incremental Point
5
4
3
2
1
0
-1
-2
Frequency x
incremental point
fx
10
32
33
42
18
10
-10
-10
fx = 125
Mean and Percentage Distribution of the Respondents Incremental Scores
38
The mean and percentage distribution of the respondents incremental scores are
presented in Figure 5.
Figure 5
Mean and Percentage Distribution of the Respondents Incremental Scores
The figure shows that out of 90 respondents, 30 or 33.33 percent falls under low
level (-2-0 increment points); 50 or 55.56 percent under average level (1-3 increment
points); and 10 or 11.11 percent under high level (4-5 increment points)
Furthermore, the mean incremental score of the respondents is statistically low
which is only 1.39.
Significant Difference of the Respondents Scores in
39
English and Cebuano
To determine the relationship between English and Cebuano based on the scores
of the respondents in the test conducted, the t-test was used to ascertain if there was a
significant difference in the main gain of the respondents scores. The results are
presented in table 4.
Table 4
Significant Difference of the Respondents Scores
Test Scores
_
x
English
3.74
Decision
SD
tc
1.79
3.92
Cebuano
5.02
tv
1.98
Ho1
Rejected
Significant
2.58
Alpha level of significance (a) = 0.05

Level of significance = two-tailed or non-directional
degree of freedom (df) =89
Based on the data presented in table 4, there is a significant difference in the

respondents scores in solving algebraic problems using English and Cebuano as a
learning tool; hence the hypothesis that there is no significant relationship between the
respondents scores using English and Cebuano as a learning tool in solving algebraic
problems is rejected.
Both English and Cebuano have higher computed absolute t-value, 3.92 compared
to the tabular value of 1.98 at .05 level of significance. The result explains that there is a
significant relationship between the respondents scores using the two languages (English
and Cebuano) as a learning tool in solving algebraic problems.
40
Meanwhile, the mean score of the English language was 3.74, significantly lower
than the Cebuano mean sore of 5.02; showing an increase of the respondents scores from
English to Cebuano.
Significant Difference of the Respondents Scores and Incremental Points

To determine the relationship between English and Cebuano based on their scores
in the test conducted as well as their incremental scores, the t-test was used to ascertain if
there was a significant difference in the mean gain of the respondents scores. The results
are presented in table 5.
Table 5
Significant Difference of the Variables
Sig. (2-tailed)
Variable
Test Scores
Groups
English
Cebuano
Incremental
Score
English (-) Cebuano
SD
Decision
tc
tv
2.31
3.92
1.98
1.71
32.58
1.96
3.74
5.02
1.39
Ho2
Rejected
Significant
Ho3
Rejected
Significant
Alpha level of significance (a) = 0.05
The incremental scores were found to be of significant difference as compared to

the test results. As gleaned from the results, there is a significant difference in the
incremental scores and the test scores of the two languages as further evidenced by the
computed t-value of 32. 58 lower than the tabled value of 1.96.
41
Cebuano got a higher mean gain of 5.02; while English mean was only 3.74. The
computed t- value is 3.92, higher than its tabled value of 1.98, thus, the hypothesis that
there is no significant difference in the variables is rejected.
Moreover, statistical analysis revealed that there is a significant difference
favoring the students who were exposed to Cebuano (common language translation)
which further means that it contributed in the increase of the respondents incremental
scores.
In general, the hypothesis that there is no significant relationship between the
respondents scores and their incremental scores is rejected and that there is indeed a
significant difference in the two variables.
Highlights of the respondents experiences in English

vis--vis Cebuano (common language) in solving algebraic problems
To give highlights of the employed teaching strategy, different views or feedbacks
from the respondents on the benefits gained in translating the English questions into the
Cebuano were taken and presented in table 6.
Special considerations of this study are the reactions of the respondents exposed
to Cebuano as a new method in teaching Mathematics. Arranged from highest to lowest
in terms of weight (score), their opinions are expressed and interpreted according to the
degree of agreement relative to the use of English and Cebuano as shown in table 6.
Respondents feedback on the benefits gained using Cebuano as a Learning Tool in

Solving Algebraic Problems
The respondents feedback on the benefits gained using Cebuano as a learning
tool in solving algebraic problems is presented in table 6.
42
Table 6
Feedback of the Respondents on the Benefits Gained Using Cebuano Language
FEEDBACKS
1. We gave importance to our mother tongue.
2. It can be used in non-formal setting and provides a good relationship
for the teacher and students.
3. I could understand fully the problems when the common language is
used.
4. Some terms were fully understood using the common language than in
English.
5. Students are comfortable in answering the test.
6. It helps to promote our common language among the Filipinos and
even to other citizens.
7. I find it easier to answer problem solving questions using the common
language than the English language.
8. It is easy to read because it is written in our dialect.
9. Some students can understand but it only depends on the level of
comprehension and the structure of the sentence.
10. My understanding of the problems has improved because my native
language was used.
11. It promotes understanding between the teacher and students.
12. Cebuano people who have wide vocabulary in Mathematics will have
the great capacity in understanding Cebuano translation.
13. Students can easily understand the simple terms in the problem.
14. It is one way of- preserving the Cebuano language which is getting
obsolete nowadays.
15. Utilizing the common language gives us the privilege to convey our
message to other people.
16. We could better understand the problems and analyze it word for word.
17. It is easier to interpret and analyze the problems using the common
language.
18. Using the common language in Mathematics would result a good result
because it is our mother tongue.
19. It is easy for the teachers to formulate questions and for the students to
understand its meaning.
20. The common language is easier to understand but it depends largely on
the given problem.
Total Weighted Mean
SA
5
A
4
UN
3
D
2
SD
1 WM
48
40
4.5
42
43
4.4
35
48
4.3
40
43
4.3
43
33
12
4.3
33
52
4.3
Interpretation
Strongly
Agree
Strongly
Agree
Strongly
Agree
Strongly
Agree
Strongly
Agree
Strongly
Agree
28
51
10
4.2
Agree
35
45
4.2
Agree
Agree
28
50
10
4.2
31
26
48
55
9
6
2
3
0
0
4.2
4.2
33
32
46
47
8
10
3
1
0
0
4.2
4.2
Agree
33
46
4.2
Agree
32
47
10
4.2
Agree
27
45
15
4.1
Agree
25
49
12
4.1
Agree
26
45
15
4.0
Agree
23
46
13
3.9
Agree
18
48
17
3.9
Agree
4.2
Agree
Agree
Agree
Agree
43
The preceding table explains that the respondents strongly agree on the benefits
gained of employing the common language (Cebuano) in solving algebraic problems. It
is evident in the following statements: We gave importance to our mother tongue; It
can be used in non-formal setting and provides a good relationship for the teacher and
students; I could understand fully the problems when the common language is
used;Some terms were fully understood using the common language than in English;
and Students are comfortable in answering the test.
With the mean score of 4.2, the students strongly agree that the teachers use
Cebuano as a learning tool in teaching Mathematics because of the positive results
derived from it.
44
Chapter IV
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS
This chapter presents the general summary of findings, conclusion and
recommendations based on the data and other valuable information gathered.
Summary of Findings
The main purpose of this study was to determine the relationship of English and
Cebuano as a learning tool in solving algebraic problems. Employing the descriptivesurvey design, 90 students of BEEd third year students of Naval State University were
involved as subjects based on the following objectives: describe the process of employing
the English and Cebuano as a learning tool in solving algebraic expressions; the scores of
the respondents in the tests using the two languages (English and Cebuano);
their
incremental scores in the two sets of tests conducted; significant relationship of their
scores in both English and Cebuano as well as the significant difference of their scores in
relation to the incremental scores; and finally, the highlights of their experiences and
exposure during the implementation of the study.
The Common Language vis--vis English as a learning tool in solving algebraic
problems. The learning tool involved in this study were English and Cebuano in which
the students were first made to answer a 10-item algebraic problems presented in the
usual English language followed by the same algebraic problems translated into Cebuano
(common language). Assessments were administered to them individually to examine
whether the expected outcomes of the objectives were met.
45
Students Score in Mathematics. The scores of the students in English ranged
from 0-7 while in Cebuano test ranged from 0-9. The highest score obtained by the
students in such tests were 7 for English while 9 for Cebuano and the lowest was 0,
although it did not fall on the same test items.
Majority of the respondents got scores above 5 with a total frequency of 43 using
English, while 47 in Cebuano. Majority of the respondents got scores below 5 in English
with a total frequency of 71 and only 19 in Cebuano.
Mean and Percentage Distribution of the Respondents Scores. The English

algebraic problems obtained a slightly higher mean (x) score than its common language
counterpart the (x1 = 5.02; x2 = 3.74).
Frequency and Percentage Distribution of the Respondents Scores. Majority of

the respondents correctly answered using Cebuano compared to its English counterpart.
Incremental scores of the respondents. The incremental scores of the respondents

ranged from -2 to 5; where most of them got 2 increment points or 23 percent and the
least was 5-point increment or 2 percent.
Mean and Percentage Distribution of the Respondents Incremental Scores. The

mean incremental score of the respondents is statistically low (1.39.)
Significant Difference of the Respondents Scores in English and Cebuano. There

is a significant difference in the respondents scores in solving algebraic problems using
46
English and Cebuano as a learning tool; hence the hypothesis that there is no significant
relationship between the respondents scores using English and Cebuano as a learning
tool in solving algebraic problems is rejected.
Significant Difference of the Respondents Scores and Incremental Points. There

is a significant difference in the incremental scores and the test scores of the two
languages as further evidenced by the computed t-value of 32. 58 lower than the tabled
value of 1.96. In general, the hypothesis that there is no significant relationship between
the respondents scores and their incremental scores is rejected.
Highlights
of the respondents experiences
and exposure during the
implementation of the study. With the mean score of 4.2, the students strongly agree that
the teachers will use Cebuano as a learning tool in teaching Mathematics because of the
positive results derived from it.
Conclusions
After thorough analysis of the results based on the findings gathered from the
study, the following conclusions were drawn:
The learning tools involved in this study are English and Cebuano in which the
scores of the students in English is lower than in Cebuano.
Majority of the respondents got scores above 5 with 43 using English, while 47
using Cebuano. Majority of the respondents got scores below 5 in English 71 and only
19 in Cebuano. The English algebraic problems obtained a slightly higher mean (x) score
than its common language counterpart.
47
Majority of the respondents correctly answered using Cebuano compared to its
English counterpart.
Most of the incremental points from English to Cebuano are in negative integers,
from Cebuano to English, the incremental points are in positive integers. The mean
incremental score of the respondents is statistically low (1.39.)
There is a significant difference in the respondents scores in solving algebraic
problems using English and Cebuano as a learning tool.
There is a significant difference in the incremental scores and the test scores of
the two languages.
The students strongly agree that the teachers will use Cebuano as a learning tool
in teaching Mathematics because of the positive results derived from it.
Recommendations
Based on the findings and conclusions of the study, the following
recommendations are hereby offered for consideration:
1. The school administrators should provide opportunities for teachers seminars and
trainings to update them with the new trends and strategies in teaching.
2. Teachers should find alternative ways to make the teaching-learning more
meaningful and plan for various ways in presenting the lessons.
3. Students should continue to receive common language intervention in solving
algebraic problems to maintain and improve their performance in the class.
4. Mathematics teacher who implements this teaching method must be flexible and
extremely organized because it is very time consuming to translate the algebraic
problems on a daily basis.
48
5. The intervention utilized in this study should be used continuously with newly
identified students, especially those found to have low comprehension level in the
English language.
6. Students who are academically at risk could also benefit from this program
because it introduces a new method in learning.
7. Other researchers might explore whether this teaching method could be
implemented to other year levels especially those taking mathematics as their
field of specialization. Perhaps, with earlier renovations on the teaching method,
there could be more successful learners.
8. Capability building activities that would enhance teachers skills and ability in
order to provide their students with the best knowledge must be conducted.
9. Since the study was only limited to the third year NSU-COEd students and the
duration of the experiment was relatively short, it is highly recommended that a
follow-up study employing a larger scope of topics and duration of the experiment
be conducted.
49
LITERATURE CITED
50
LITERATURE CITED
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Neuroscience. 2010
Butterworth B. The mathematical brain. New York, NY: Macmillan; 1999.
Canobi KH, Bethune NE. Number words in young childrens conceptual and procedural
knowledge of addition, subtraction and inversion. Cognition 2008; 108(3)
Catherine Sophian, Ph.D.; Numerical Knowledge in Early Childhood; University of
Hawaii, USA; June 11, 2009
Clements DH, Sarama J, DiBiase AM, eds. Engaging Young Children in Mathematics:
Dehaene S. The number sense: How the mind creates mathematics. Oxford, UK: Oxford
University Press; 1997
DepED Order #74 s. 2009. Education policy, language policy, medium of instruction,
mother tongue as language of instruction, pedagogy, Teaching profession | Tags:
bilingual education, medium of instruction (MOI), mother tongue as MOI, Posted
in bilingualism. Spanish profs train Pinoy teachers on language teaching. MLE
Strategic Plan Approved by National Learning Strategies.
Duncan GJ, Dowsett CJ, Claessens A, Magnuson K, Huston AC, Klebanov P, Pagani LS,
Feinstein L, Engel M, Brooks-Gunn J, Sexton H, Duckworth K, Japel C. School
readiness and later achievement. Developmental Psychology. 2007.
Encyclopedia on Early Childhood Development 1 2009 Centre of Excellence for Early
Childhood Development Sophian C.
Griffin S, Case R.; Re-thinking the primary school math curriculum: An approach based
on cognitive science. Issues in Education 1997.
H. Shibata; Problem Solving: Definition, terminology, and patterns; Hidetoshi
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Klibanoff RS, Levine SC, Huttenlocher J, Vasilyeva M, Hedges LV. Preschool children's
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Psychology 2006.
Kretzschmar, William A. "American English." Microsoft Student 2009 [DVD].
Redmond, WA: Microsoft Corporation, 2008.
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Lamont L.A.; Chaar L; Toms C.: Using interactive problem-solving techniques to
enhance control systems education for non English-speakers, 2001.
Levine, Melvin D. "Education of Students with Learning Disorders." Microsoft Student
2009 [DVD]. Redmond, WA: Microsoft Corporation, 2008.
Mahwah, N.J.: Lawrence Erlbaum Associates Standards for early childhood mathematics
education; 2004.
Margaret Taplin; Mathematics through Problem Solving; Institute of Sathya Sai
Education, Hong Kong
Microsoft Encarta 2009. 1993-2008 Microsoft Corporation. All rights reserved.
Mix KS, Sandhofer CM, Baroody AJ. Number words and number concepts: The interplay
of verbal and nonverbal quantification in early childhood. In: RV Kail, ed.
Advances in child development and behavior. vol. 33. New York, NY: Academic
Press; 2005.
National Mathematics Advisory Panel. Foundations for success: The final report of the
National Mathematics Advisory Panel. Washington, DC.: U. S. Department of
Education; 2008.
Piaget J. The child's conception of number. Gattegno C, Hodgson FM, trans. New York,
NY: Norton; 1952. and "Microsoft Student 2009 [DVD]. Redmond, WA:
Microsoft Corporation, 2008.
Quismundo, Tarra Use of mother tongue instruction in schools pushed, Philippine
Daily Inquirer, First Posted 23:24:00 10/02/2010. Filed Under: Education,
Language
Schliemann AD, Carraher DW. The evolution of mathematical reasoning: Everyday
versus idealized understandings. Developmental Review 2002.
Schafersman, Steven D.; An Introduction to Critical Thinking; January 1991.
Sophian C. The origins of mathematical knowledge in childhood. New York, NY:
Lawrence Erlbaum Associates; 2007.
Sophian C, Garyantes D, Chang C. When three is less than two: Early developments in
children's understanding of fractional quantities. Developmental Psychology 1997.
Starkey P., Klein A., and Wakeley A. Enhancing young childrens mathematical
knowledge through a pre-kindergarten mathematics intervention. Early Childhood
Research Quarterly 2004.
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Starkey P., and Klein A. Sociocultural influences on young childrens mathematical
knowledge. In: Saracho ON, Spodek B, eds. Contemporary perspectives on
mathematics in early childhood education. Charlotte, NC: IAP/Information Age
Publication.; 2008.
VA Mental Illness Research, Education, and Clinical Centers (MIRECC); Positive
Coping Skills Toolbox; December 29, 2009.
Wikipedia, the free encyclopedia, August 2008
www.GlobalVillageSchool.org. Online School Curriculum. Online private school
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Congress , 10-12 December 2008 UP-Diliman, Quezon City
APPENDICES
53
APPENDIX A
LETTER OF REQUEST
Republic of the Philippines
Naval State University
Naval, Biliran
January 4, 2011
The University President
Naval, Biliran
Madam:
I have the honor to request permission to conduct my research entitled,
COMMON LANGUAGE VIS--VIS ENGLISH AS A LEARNING TOOL IN
SOLVING ALGEBRAIC PROBLEMS from the first to the last week of January 2011.
This request is in connection with my desire to improve teaching strategies in
Mathematics as well as to comply the requirements for my thesis, as I will soon be
graduating from a degree of Master of Arts in Teaching Mathematics in this University.
I am hoping for the kind consideration and support extended towards this matter.
Respectfully yours,
(SGD) JOAN J. SINAGPULO
Researcher
Noted:
54
(SGD) SUSAN S. BENTOR, Ph. D.

Dean, College of Education
APPROVED:
(SGD) EDITA S. GENSON, Ed. D.
University President III
APPENDIX B
LETTER OF REQUEST
Naval, Biliran
January 4, 2011
The Dean
Graduate School
Naval, Biliran
Madam:
I have the honor to request permission to conduct a dry-run of my survey
questionnaire for my research entitled, COMMON LANGUAGE VIS--VIS ENGLISH
AS A LEARNING TOOL IN SOLVING ALGEBRAIC PROBLEMS from January 4-7,
2011.
graduating from a degree of Master of Arts in Teaching Mathematics in this university.
Respectfully yours,
55
Researcher
APPROVED:
(SGD) LORETA E. GONZALES, Ed. D.
Dean, Graduate School
APPENDIX C
LETTER OF REQUEST
Naval, Biliran
January 4, 2011
The Dean
College of Education
Naval, Biliran
Madam:
I have the honor to request permission to conduct my survey questionnaire in your
college for my research entitled, COMMON LANGUAGE VIS--VIS ENGLISH AS A
LEARNING TOOL IN SOLVING ALGEBRAIC PROBLEMS from January 4-7, 2011.
Respectfully yours,
56
Researcher
APPROVED:
(SGD) SUSAN S. BENTOR, Ph.D.
Dean, College of Education
APPENDIX D
LETTER OF REQUEST
Naval, Biliran
January 4, 2011
The Dean
College of Maritime Education
Naval, Biliran
Sir:
I have the honor to request permission to conduct a dry-run of my survey
questionnaire in your college in relation to my research entitled, COMMON
LANGUAGE VIS--VIS ENGLISH AS A LEARNING TOOL IN SOLVING
ALGEBRAIC PROBLEMS from January 4-7, 2011.
Respectfully yours,
57
Researcher
APPROVED:
(SGD) CAPT. FEDERICO JAMIN
Dean, College of Maritime Education
APPENDIX E
SURVEY QUESTIONNAIRE
(English)
Directions: Solve the following and show your solution.

1. One number is 19 less than the other, their sum is 65. Find the numbers.
2. The sum of two consecutive even integers is 62. What are the numbers?
3. Separate 98 into two parts so that, when the greater is divided by the smaller, the
quotient is 3 and the remainder is 6.
4. James can paint a certain house in 10 days and Allan can paint the same house in
12 days. How long will it take to paint the house if both men work?
5. Half of Henrys age added to 1/3 of Franks age is 11. Six years from now, the
sum of their ages will be 40. How old is each now?
6. The denominator of a certain fraction is four less than thrice its numerator. If
seven is added to both its numerator and denominator, the fraction becomes 2/3.
What is the original fraction?
7. A certain number of two digits is four times the sum of its digits, and if 36 be
added to it, the digits will be reversed. Find the number.
8. The sum of the squares of the two digits of a positive integer number is 13. If the
number itself is 2 more than 6 times the sum of its digits, find the number.
9. The length of a rectangular building lot is twice its width. If the perimeter is 240
meters, what are the dimensions of this building lot?
58
10. A parking lot is in the form of a square. The lot is enlarged by adding strips of 16
meters wide on one side and 12 meters wide on the adjacent side. If the
rectangular area formed contains 1,440 square meters, find the original area of the
lot.
APPENDIX F
SURVEY QUESTIONNAIRE
(Common Language)
Panuto: Basaha ug sabta pagmaayo ang mga problema.
1. Ang usa ka numero mubo ug 19 kaysa lain nga numero, unya 65 ang ilang
total. Unsa man ning mga numeroha?
2. Kung 62 ang total sa duha ka magka-sunod nga pares nga numero, unsa man ning
mga numeroha?
3. Bahina ang 98 sa duha ka parte nga kung ang daku nga parte bahinon sa gamay
nga parte, ang resulta 3 unya may sobra nga 6.
4. Mapintorahan ni James ang usa ka balay sulod sa 10 ka adlaw samtang si Allan

makahuman ug pintora niini sulod sa 12 ka adlaw. Kung magtinabangay silang
duha pagpintora sa maong balay, unsa kadugay nila mahuman ang pagpintora
niini?
5. Katunga sa edad ni Henry gidugang sa ikatulo ka parte sa edad ni Frank, ang

resulta 11. Unom ka tuig gikan karon, ang total sa ilang edad mahimong 40. Pila
man ang edad ni Frank ug ni Henry karon?
6. Ang denominator sa usa ka fraction menos ug upat sa katulog pilo sa numerator.

Kung dugangan ug matag 7 ang numerator ug denominator, ang fraction mahimo
nga 2/3. Unsa man ang orihinal nga fraction?
7. Ang usa ka numero nga duha ka digits, upat ka pilo sa total sa mao nga mga
digits; pero kung dugangan ang resulta ug 36, mabaliktad ang digits. Unsa man ni
nga numero?
8. Trese ang total sa squares sa duha ka digits nga positibo nga numero. Kung ang
mao nga numero sobra ug duha sa kaunom nga pilo sa total sa iyang digits, unsa
man ni nga numero?
9. Ang katas-on sa usa sa eskinado (rectangular) nga lote sa building, kadoblehon sa

iyang gilapdon. Kung 240 metros ang iyang sukod palibot, unsa man ang katason ug kalapdon niini nga lote?
59
10. Eskinado (square) ang porma sa usa ka parking-nganan. Gipadako lamang kini
pinaagi sa pagdugang ug mga strips (floor covering) nga 16 metros ang gilapdon
sa usa ka parte ug 12 metros gilapdon sa lain nga parte. Kung ang naporma nga
eskinado (rectangular) adunay area nga 1,440 metros kwadrados, unsa man ang
orihinal nga area sa mao nga lote?
APPENDIX G
Request of Consent
This sign of consent is to certify my willingness to participate in the thesis

entitled: COMMON LANGUAGE VIS--VIS ENGLISH AS A LEARNING TOOL
IN SOLVING ALGEBRAIC PROBLEMS.
1. That I understand the general purpose/objective of the study which is to find out the
effects of problem-solving in enhancing the comprehension skills and numerical
abilities of the third year Bachelor in Elementary Education students of Naval State
University.
2. That my participation as a subject of this research was done with my personal consent
and voluntary participation with the researcher in the conduct of this study. I further
acknowledge that my participation will not hamper or derail my daily work and
activities as well as my personal responsibilities and obligations.
3. That the information about myself obtained from this study will be strictly kept
confidential by the researcher, and none of my personal information be
identified/revealed in any report of publication without my prior consent or
permission.
4.
That it was agreed that if there are some questions which are offensive,
discriminating, or derogatory on my part, I am free to refuse, withdraw or terminate
my participation anytime in the course of the interview without prejudice, penalty, or
loss of credibility to the subject matter being studied.
5.
That I also acknowledge that my participation in this study involves no monetary

compensation on my part, except that whatever appropriate, I may be provided with
additional pertinent information after the result of my participation.
With all those terms and conditions, I do hereby affix my signature blow to prove
that I will freely agree to participate in the conduct of this study.
Participants assent:
60
________________________
Name and signature
_____________
Date
APPENDIX H
FEEDBACK EVALUATION SHEET
Dear Respondent,
The items appearing in this sheet pertain to the use of multisensory structured
language techniques in teaching English. Being exposed to this teaching method, please
rate the following items by checking the score corresponding each item using the
following rating scale.
5-Strongly Agree
4- Agree
3- Undecided
2- Disagree
1-Strongly Disagree
FEEDBACKS
1. We gave importance to our mother tongue.
2. It can be used in non-formal setting and provides a good relationship for the teacher
and students.
3. I could understand fully the problems when the common language is used.
4. Some terms were fully understood using the common language than in English.
5. Students are comfortable in answering the test.
6. It helps to promote our common language among the Filipinos and even to other
citizens.
7. I find it easier to answer problem solving questions using the common language than
the English language.
8. It is easy to read because it is written in our dialect.
9. Some students can understand but it only depends on the level of comprehension and
the structure of the sentence.
10. My understanding of the problems has improved because my native language was
used.
11. It promotes understanding between the teacher and students.
12. Cebuano people who have wide vocabulary in Mathematics will have the great
capacity in understanding Cebuano translation.
13. Students can easily understand the simple terms in the problem.
14. It is one way of- preserving the Cebuano language which is getting obsolete
nowadays.
15. Utilizing Cebuano gives us the privilege to convey our message to other people.
16. We could better understand the problems and analyze it word for word.
17. It is easier to interpret and analyze the problems using the common language.
18. Using Cebuano in Mathematics would result good because it is our mother tongue.
SA
5
A
4
UN
3
D
2
SD
1
61
19. It is easy for the teachers to formulate questions and for the students to understand its
meaning.
20. The common language is easier to understand but it depends largely on the given
problem.
APPENDIX I
COMPUTED T-VALUE AND TABULAR T-VALUE
Test Scores
_
x
Decision
SD
Common Language
(Cebuano)
5.02
2.58
English
3.74
1.79
tc
tv
3.92
1.98
Variable
Sig. (2-tailed)
Groups
Test Scores
Incremental
Score
Ho1
Rejected
Significant
Common Language
(Cebuano)
5.02
English
3.74
English (-) Cebuano
1.39
df
Decision
tc
tv
89
3.92
1.98
89
32.58
1.98
Ho2
Rejected
Significant
Ho3
Rejected
Significant
62
APPENDIX J
TALAYTAYAN MLE CONSORTIUM
63
APPENDIX I
APPENDIX K
LINGUISTIC MAP OF THE PHILIPPINES
64
65
CURRICULUM VITAE
JOAN JAMIN SINAGPULO

Borac, Naval, Biliran
joansinagpulo@yahoo.com
Mobile No. 09289029577
66
CURRICULUM VITAE
Name
JOAN JAMIN SINAGPULO
Date of Birth
December 23, 1984
Place of Birth
Bagong Silang, Babatngon, Leyte
Sex
Female
Civil Status
Single
Height
5 feet & 4 inches
Weight
110 pounds
Father
Tito P. Sinagpulo
Mother
Ester J. Sinagpulo
Religion
Roman Catholic
Educational Background
Graduate Studies
Master of Arts in Teaching-Mathematics

(MAT-Mathematics)
Naval, Biliran
March 2011
Collegiate
Bachelor of Secondary Education major in

Mathematics (BSEd-Math)
Naval, Biliran
2003-2007
Secondary
The Sisters of Mary School

Talisay, Cebu City
1998-1999
Naval School of Fisheries
Naval, Biliran
67
2000-2003
Elementary
Naval Central School

Naval, Biliran
1992-1998

Naval, Biliran
2008 Present
Work Experience:
Instructor I
Eligibility:
Date Taken
Rating
Civil Service Eligibility to Cum Laude Graduates

Professional Board Examination for Teachers
2007
77%

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1

Background of the Study

Without mathematics to describe

The analysis and

There is no significant relationship between the respondents scores using

There is no significant difference of the respondents scores in relation to

their incremental scores.

It consists of the capacity to analyze

problems logically, carry out mathematical operations, and investigate issues

St. Thomas Aquinas

Figure 1. The theoretical framework of the study

Figure 2. The conceptual framework of the study

Results of this study may challenge the school

Results of this study shall eventually help improve students

Scope and Delimitation of the Study

conceptualizing problems, defining problems and goals, discovering patterns and

Data Gathering Procedure

On the extent of the respondents responses about the highlights of their

Statistical Treatment of Data

Descriptive Statistics categorized as mean percentage and frequency counts were

Common Language Vis--vis English as a learning

Students Score in Algebraic Problems

As reflected on the figure above, the English algebraic problems obtained a

Frequency and Percentage Distribution of the Respondents Scores.

8. Trese ang total sa squares sa duha ka digits nga

10. Eskinado (square) ang porma sa usa ka parkingnganan.

Graph presentation of the frequency and percentage distribution of the

Incremental scores of the respondents

As reflected in the succeeding table, the incremental scores of the respondents

Mean and Percentage Distribution of the Respondents Incremental Scores

Alpha level of significance (a) = 0.05

degree of freedom (df) =89

Based on the data presented in table 4, there is a significant difference in the

Significant Difference of the Respondents Scores and Incremental Points

English (-) Cebuano

Alpha level of significance (a) = 0.05

The incremental scores were found to be of significant difference as compared to

Highlights of the respondents experiences in English

Respondents feedback on the benefits gained using Cebuano as a Learning Tool in

Total Weighted Mean

Mean and Percentage Distribution of the Respondents Scores. The English

Frequency and Percentage Distribution of the Respondents Scores. Majority of

Incremental scores of the respondents. The incremental scores of the respondents

Mean and Percentage Distribution of the Respondents Incremental Scores. The

Significant Difference of the Respondents Scores in English and Cebuano. There

Significant Difference of the Respondents Scores and Incremental Points. There

of the respondents experiences

and exposure during the

(SGD) SUSAN S. BENTOR, Ph. D.

(SGD) JOAN J. SINAGPULO

(SGD) JOAN J. SINAGPULO

Directions: Solve the following and show your solution.

Panuto: Basaha ug sabta pagmaayo ang mga problema.

4. Mapintorahan ni James ang usa ka balay sulod sa 10 ka adlaw samtang si Allan

5. Katunga sa edad ni Henry gidugang sa ikatulo ka parte sa edad ni Frank, ang

6. Ang denominator sa usa ka fraction menos ug upat sa katulog pilo sa numerator.

9. Ang katas-on sa usa sa eskinado (rectangular) nga lote sa building, kadoblehon sa

This sign of consent is to certify my willingness to participate in the thesis

That I also acknowledge that my participation in this study involves no monetary

English (-) Cebuano

JOAN JAMIN SINAGPULO

Mobile No. 09289029577

JOAN JAMIN SINAGPULO