COMPARATIVE ANALYSIS ON THE USE OF MOTHER TONGUE-BASED

MULTILINGUAL EDUCATION AND THE ENGLISH LANGUAGE IN

TEACHING IN MATHEMATICS TO THE GRADE ONE PUPILS
OF MATUYATUYA ELEMENTARY SCHOOL

By:

JOMA P. REGIO
Grade 1 Teacher

Introduction

Philippines is a multilingual country, thus multilingual education becomes an issue in this

respect if the language of instruction differs from the language which children understand when

they enter school. In fact, multilingual education starts from where the learners are, and from

what they already knew. The strategy is to develop the cognitive skills of learners in the first

language (L1) and shift these skills in their second language which is either English or Filipino

(L2).

First language (L1) is the language one has learnt first and also referred to as mother

tongue which is acquired without formal education. Mother tongue is sometimes referred to as

native tongue or native language. The child can learn more and faster if taught in a native

language. Using the language the child understands the childs first language, or mother tongue

for teaching lesson content in the first six years of school, not only enables the child to

immediately master curriculum content, but in the process, it affirms the value of the child and

her or his cultural and language heritage. Additionally, because Filipino and English are taught as

subjects, learning skills that are built using the childs mother tongue are easily applied to the

acquisition of Filipino and English.

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 With the use of Multilingual Education especially mother tongue, the children will be

more encouraged to take an active part in the learning process because they understand what is

being discussed and what is being asked to them. By using their own language, they will be able

to articulate their thoughts and express themselves better (Nolasco 2009).

In this modern and competitive world, there is always a wide space to learn, new

approaches to adopt and practical trends to practice in order to uplift the drowning status of

education today. Communities near the coastal areas or islets in the municipality of Santa Cruz

are one of the many groups in the country which should be given focus in terms of education.

Practically, it has been observed that most of our native islander school children are found of

having difficulties in understanding lessons which result to poor learning performance. In this

perspective, the researcher is motivated to pursue a study on the effect of mother tongue-based

multilingual education to the performance of Grade one pupils in Mathematics.

Statement of the Problem

Specifically, this study sought answers to the following questions:

1. What is the performance level of the Grade 1 pupils in Mathematics before the start of

the study?

2. Is there a significant difference in the pretest scores of the experimental group using

mother tongue-based multilingual education as medium of instruction and the control group

using bilingual education as medium of instruction?

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 3. Is there a significant difference on the pretest and posttest mean scores of the

experimental group who used mother tongue-based multilingual education (MTB-MLE) as

medium of instruction?

4. Is there a significant difference on the pretest and posttest mean scores of the control

group who used English language as medium of instruction?

5. Is there a significant difference in the mean gain scores of the experimental group

using mother tongue-based multilingual education and the control group using bilingual

education as medium of instruction?

Scope and Delimitation of the Study

This is a study on identifying the effect of the Mother Tongue Based Multilingual

Education on the performance of Grade One pupils studying at Matuyatuya Elementary School

It covered the 17 Grade One pupils purposively chosen as subjects of the study.

The performance of the Grade One pupils in Mathematics using Mother Tongue and the

English Language as both media of instruction were assessed.

The significant difference between the use of the Mother Tongue and the English

language was determined and statistically analyzed using the t-test.

This investigation did not touch the following: the identification whether the Grade One

teacher is a specialist in using both the Mother Tongue and the English language, the measures of

language proficiency and teaching competencies on the part of the teacher, and the analysis was

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applicable only in Torrijos District and may not give the whole picture of difference in

performance in the Mathematics subject in the whole Division of Marinduque.

Significance of the Study

The researcher believed that as early as Grade One, pupils should be taught to understand

Mathematical concept, hence this is an important skill. Thus, the investigation on the use of

Mother Tongue-Based and English language to the two groups of Grade One pupils, its effect on

their performance was deemed relevant and worthy to find out, thus, this study is significant.

Furthermore, results of the study would give significant to the following groups and

individuals:

For the educational policy makers and planners, the result of this study may help them

think of the kind of program which is conducive to improve and enhance the Mathematical

ability of the primary graders, especially the Grade One pupils. It may also help them think of

best way to help teachers enhance teaching Mathematics using both languages, like an intensive

training in using the Mother Tongue-Based instruction.

For the school administrators, results of the study may help them become more aware of

the different issues and concerns related to the use of Mother Tongue and the use of the English

language in teaching elementary grade pupils. The manner in which the performance of the

learners are enhanced or may be affected should be the real concern of the school administrators.

For the Primary Grade teachers, findings of the study may use as basis for upgrading their

teaching competencies in teaching mathematics using both Mother Tongue and the English

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Language and to make necessary adjustment in respective class, giving more focus on the

learning of pupils, hence the manner pupils understand mathematics subject is very important in

learning process.

For the future researchers, for their use of the results of this investigation if they would

conduct a study similar to the subject treated herein. Results of this study may also serve as

overview or another literature as they conduct similar study.

Review of Related Literature

In a multicultural and multi-ethnic country like Philippines, the use of language in line

with the learning outcomes among indigenous pupils is a learning issue at present (Benson,

2005).

Since Philippines is embodied with more than one hundred fifty dialects, the kind of

language as medium of instruction among primary schools is quite alarming. This is because

Philippines educational status is viewed in terms of declining performance in comprehension

wherein two out of three Filipinos between 10 to 64 do not understand what they are reading

based on the 2008 FLEMMS Survey - the 2008-2009 results of the national career assessment

examination (NCAE) where reading comprehension and verbal abilities of fourth year high

school students are at 49.1 and 43.0 respectively for public schools and 57.9 and 52.1 for the

private schools and the multilinguality of the Philippine setting (Duguiang & Dekker, 2010).

Moreover, the results of 2003 Trends in International Mathematics and Science Study

(TIMSS) conducted by the International Association for the Evaluation on Educational

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Achievements (IEA) where Philippines ranked 23rd out of 25 participating countries. The said

evaluation seeks to measure trends in students mathematics and science performance worldwide

(Salaverria, 2009).

Explorations in mathematics make demands on language use that are significantly

different from those of other curriculum.

According to Angel (2001), mathematics involves working with children in three distinct,

yet frequently related areas namely: (1) Concepts which involves the learning of mathematical

content - the ideas, concepts, relationships that are the heart of the subject; (2) Skills this

involves learning specific techniques and skills that are necessary for being able to move with

ease in the world of mathematical ideas and the world of everyday experience; and (3)

Applications from mathematical ideas and skills, some applications that relate mathematics to a

variety of other situations must be taken up. Such situations can provide a motivation for the

learning of mathematics as well as stimulate reflective thought. Application of concepts learned

can be done through indigenizing curriculum materials, integrate values by formulating value

laden problems and integrate government thrusts and programs.

Along with the modern trends of education, the change in philosophy focus, curriculum,

learning and strategies and methods has urged educators to teach mathematics to small children

in the context of the latters everyday experiences using house numbers, television channels, bus

numbers, etc. so that learning will be meaningful (Blum, 2002).

Quimosing (2010) emphasized that there is a need on the part of the teachers to be

flexible with the use of methodologies and approaches in dealing with the pupils especially

islanders or pupils in the ethnic groups. Since mathematics is one of the major learning areas

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among primary grade pupils, teaching mathematics should include encouraging individual

thought and creativity in the classroom. This will cause pupils to become adequate problem

solvers and analytical thinkers thus allowing them to educate one another.

In line with the status of present education in multilingual society, the Department of

Education is now on its command of improving the quality education among primary grades

through DepED Order 74, dated July 14, 2009, which states; Institutionalizes Mother Tongue

Based-Multilingual Education as a fundamental educational policy and program.

Mother tongue-based multilingual education is a structured program of language learning

and cognitive development providing a strong educational foundation in the first language (L1)

with successful bridging to one or more additional languages and enabling to use of both or all

languages for life-long learning (Malone, 2007).

The purpose of this program is to develop appropriate cognitive and reasoning skills

enabling children to operate equally in their community language, the national language or the

English. Effective multilingual education begins in the mother tongue of the learner with

transition to the Filipino and English languages.

According to Cummins (2000), children with a solid foundation in their mother tongue

develop stronger literacy abilities in the school language, the level of development of childrens

mother tongue is a strong predictor of their second language development and childrens

knowledge and skills transfer across languages from the mother tongue to the school language.

Sequence of Learning in Mother Tongue-Based Multilingual Education. Mother tongue-

based multilingual education starts in childrens first language and gradually introduces second

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or third language as subjects, transferring if necessary to the second language of instruction after

at least six years (Alidou et al, 2006).

In addition to, Webley et al. (2006) agreed that children build up a strong conceptual

picture of the world and academic concepts through a language they understand first, and later on

transfer that to a second or third language.

Dekker (2008) supports the idea of the above authors and presents the sequence of

learning which is being contained in mother tongue-based multilingual education.

First, continued development of oral L1 so that the language for thinking continues and is

not silenced. If the language of thinking is silenced, their thinking is silenced as well. Second,

learners begin to develop literacy skills in their L1 while continuing development of their oral

L1. While continued development of oral and literate L1 is on-going, development of oral L2 is

begun. While oral L1 and L2 are on-going, and literacy in L1 is continued, literacy in L2 is

introduced. While continued oral and literate growth of L1 and L2 are strengthened, oral L3 is

introduced. While oral L1, L2 and L3 continue to progress and literacy skills in L1 and L2

continue to increase with comprehension being focus, literacy in L3 is added. For the remainder

of the school progress, all three languages are focused on to develop strong thinking skills,

comprehension and academic skills in all three languages.

Therefore, educational theory suggests that children learn best from a familiar starting

point. Dekker (2008) supports the idea above that learning should begin with what child knows

and understands. Thus, children learn best when using a language they speak and understand

well. Learning to read and write is easier in a familiar language and academic concepts are best

learned and understood through their first language. Using the mother tongue first builds a strong

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foundation in both language learning and concept learning and provides a good bridge to the

second or third language.

Conceptual Framework

This study determined the effect of using mother tongue-based multilingual education

and the English language to assess the performance of Grade one pupils at Matuyatuya

Elementary School. The variables of the study were the mother tongue-based multilingual

education as medium of instruction and the English language as medium of instruction and the

performance of Grade-one pupils in Mathematics.

The independent variables were the use of mother tongue-based multilingual education

and bilingual education as medium of instruction in teaching Mathematics.The dependent

variable was the performance of Grade-one pupils in Mathematics.

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 Figure 1 shows the research paradigm of the study.

Independent Variables Dependent Variables

(Experimental Group) Grade One
Mother Tongue Based-Multilingual Education Islander Pupils
Used as Medium of Instruction on the Following Performance
Topics: In Mathematics
1. Identifying Colors S.Y 2010-2011
2. Least to Greatest (1-10 Objects)
3. Greatest to Least (1-10 Objects) Based on Mean Gain Scores
4. Place Value
5. Ordinal Numbers
6. Joining Sets to Addition
7. Analyzing Word Problems (Addition)
8. Comparing Two Given Sets
9. Analyzing Word Problems (Subtraction)
10. Naming Days of the Week
Figure 1. The Research Paradigm

(Control Group)
English language Used as Medium of Instruction on the Following Topics:
1. Identifying Colors
2. Least to Greatest (1-10 Objects)
3. Greatest to Least (1-10 Objects)
4. Place Value
5. Ordinal Numbers
6. Joining Sets to Addition
7. Analyzing Word Problems(Addition)
8. Comparing Two Given Sets
9. Analyzing Word Problems(Subtraction)
10. Naming Days of the Week

Research Hypotheses

This study tested the following null hypotheses:

1. There is no significant difference in the pretest cores of the experimental group using

Mother Tongue Based Multilingual Education and the control group using the English language

as medium of instruction.

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 2. There is no significant difference on the pretest and posttest mean scores of the

experimental group who used Mother Tongue-Based Mutlingual Education (MTB-MLE) as

medium of instruction?

3. There is no significant difference on the pretest and posttest mean scores of the control

group who used English language as a medium of instruction.

4. There is no significant difference in the mean gain scores of the experimental group

using Mother Tongue-Based Multilingual Education and the control group using English

language as medium of instruction.

Methodology and Research Design

This study used the quasi-experimental design known as the pretest/posttest non-

equivalent group design since only two groups were used in this study - the experimental group

and the control group.

The study investigated on the effect of Mother Tongue-Based Multilingual Education

(MTB-MLE) to the performance of the 17 Grade One pupils in Mathematics. It was conducted in

Matuyatuya Elementary School, one of the complete elementary schools in Torrijos District.

In gathering the needed data to process the investigation, the researcher administered pre-

test and post-test in Mathematics. Scores obtained were tallied, analysed, and interpreted. T-test

was used to determine the significant effect of the experimental and controlled variables.

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Results and Discussion

1. What is the performance level of the islander pupils in Mathematics before the start of

the study?

2. Is there a significant difference in the pretest scores of the experimental group using

mother tongue-based multilingual education as medium of instruction and the control group

using the English language as a medium of instruction?

Table 1.
Pre-Test Scores of the Experimental Group using MTB-MLE and Control Group using English
Language as a Medium of Instruction

Group Number of Pretest SD t p Remarks

Cases Mean Score value value

1. Control 15 7.24 1.5

No
0.396 0.694 significant
difference
2. Experimental 14 7.44 1.9

Mean Difference 0.20

Generally, the control group obtain pretest mean score of 7.24 while the experimental

group obtains a pretest mean score of 7.44. Results to mean difference of 0.20 between two

groups are relatively small. The small standard deviation for the two groups (1.5 and 1.9)

respectively indicates that the two groups are equivalent in terms of heterogeneity of scores.

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 3. Is there a significant difference on the pretest and posttest mean scores of the

experimental group who used mother tongue-based multilingual education (MTB-MLE) as

medium of instruction?

Table 2.
Post-Test Scores of the Experimental Group using MTB-MLE and Control Group using the
English Language as a Medium of Instruction

Experimental No. of Cases Mean t-value p-value Remarks

Group
1. Pretest 7.44
There is a
25 18.337 0.000 significant
difference.
2. Posttest 19.08
Mean Difference 11.64

There is a significant difference between the pretest and posttest of the experimental

group who used mother-tongue based multilingual education, since p<0.05 through the use of t-

test for dependent samples wherein the t-value is 18.337 and the p-value is 0.000.

4. Is there a significant difference on the pretest and posttest mean scores of the control

group who used bilingual education as medium of instruction?

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Table 3.
Pretest and the Posttest of the control group who used English Language as medium of
instruction in Mathematics
Control Group No. of Cases Mean t-value p-value Remarks
1. Pretest 7.24
There is a
17 15.792 0.000 significant
difference.
2. Posttest 16.92
Mean Difference 9.68

There is a significant difference between the pretest and the posttest of the control group

who used bilingual education as medium of instruction in mathematics, since p<0.05 through the

use of T-test of dependent samples wherein the t-value is 15.792 and the p-value is 0.000.

5. Is there a significant difference in the mean gain scores of the experimental group

using mother tongue-based multilingual education and the control group using the English

language as medium of instruction?

Table 4.
Mean and gain scores of the experimental group using mother tongue-based multilingual
education and the control group using bilingual education as medium of instruction

Group No. of Mean SD Gain Remarks

cases Score
t-value p-value
1. Control 14 9.68 3.06
There is a
2.64 0.014 significant
difference.
2. Experimental 13 11.64 3.17
Mean Difference 1.96

There is a significant difference in the mean gain scores of the experimental group using

mother tongue-based multilingual education and the control group using the English language as

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medium of instruction since p<0.05 through the use of T-test for independent samples wherein

the t-value is 2.64 and the p-value is 0.014.

Findings, Conclusions, and Recommendations

This particular study attempted to describe the effect of Mother Tongue-Based

Multilingual Education (MTB-MLE) on the performance of the Grade One pupils in Matuyatuya

Elementary School.

The researcher made use of 17 Grade One pupils. The study employed the quasi-

experimental design known as the pretest and posttest non-equivalent group design since only

two groups were used in the study such as the experimental group and the control group.

Mean and T-test were employed to statistically process the data.

This study attempted to answer the following questions.

1. What is the performance level of the islander pupils in Mathematics before the start of

the study?

2. Is there a significant difference in the pretest scores of the experimental group using

mother tongue-based multilingual education as medium of instruction and the control group

using bilingual education as medium of instruction?

3. Is there a significant difference on the pretest and posttest mean scores of the

experimental group who used mother tongue-based multilingual education (MTB-MLE) as

medium of instruction?

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 4. Is there a significant difference on the pretest and posttest mean scores of the control

group who used bilingual education as medium of instruction?

5. Is there a significant difference in the mean gain scores of the experimental group

using mother tongue-based multilingual education and the control group using bilingual

education as medium of instruction?

Findings of the Study

Findings of the Study showed the following results:

1. There is no significant difference in the pretest scores of the experimental group and

the control group indicating that the two groups have equivalent numerical ability at the start of

the study. This is statistically shown by the t-value of 0.396 and the p-value of 0.694 (p>0.05).

2. There is a significant difference in the pretest and posttest scores of the Grade 1 pupils

who used Mother Tongue-Based (MTB) as a medium of instruction. This implies that there is a

significant learning in Mathematics the Grade One pupils when the Mother Tongue was used (t-

18.337, p<0.05).

3. There is a significant difference in the pretest and postetest who were exposed to

Mother-Tongue Based Multilingual Education (MTB-MLE) as medium of instruction in

Mathematics. This means that Grade One pupils also learn significantly even when the language

used in teaching is English. (t-15.792, p<0.05).

4. There is a greater improvement in learning Mathematics among the Grade One pupils

who used Mother Tongue-Based Multilingual Education (MTB-MLE) as a medium of instruction

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what those pupils who were exposed to English language as a medium of instruction as shown by

their gain scores (t-2.64, P=0.014).

Conclusions

Based on the findings, this study concludes that:

1. The experimental group and the control group have the same level of mathematical

ability at the start of the study.

2. The Grade One pupils significantly improved their learning in mathematics when

Mother Tongue-Based Multilingual Education (MTB-MLE) was used as medium of instruction.

3. Grade One pupils learned Mathematics significantly when English language was used

as a medium of instruction.

4. Although both groups improved their learning in Mathematics, there is a greater

improvement in learning Mathematics among the Grade One pupils who were exposed to Mother

Tongue-Based Multilingual Education.

Recommendations

In the light of the findings, the following recommendations are offered:

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 1. Grade One or primary teachers may continuously teach pupils Mathematics using their

mother tongue as medium of instruction, hence pupils understand better in the native language.

2. Teachers may also continuously using the English language, since children also learn

in this language, to achieve fluency also in using the language and so the learners will be used

and familiar with the language. However, as the need arises or if they find that pupils are

struggling in understanding the English medium, they may recourse to the Mother Tongue.

3. The Department of Education may think of another program on how the primary

teachers (Grades One to Three) be taught of teaching Mathematical concepts using the Mother-

Tongue-Based Language and its transition to the elementary grade by using the Second

Language or for the teachers to become effective and for better understanding of the learners.

4. District Supervisors may hold or conduct more in-service trainings with focus on

Mother Tongue Based in Mathematics in teaching primary grades and other subjects that require

the use of Mother Tongue.

References:

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Development of Education un Africa. Retrieved May 2015 from
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Angel, C. S. (2001). Learning and teaching mathematics in the elementary. The Modern Teacher.
46 (9) 132-134.

Blum, W. (2002). ICMI Study 14: Applications and modelling in mathematics education
Discussion document. Educational Studies in Mathematics, 51 (1-2) 149-171. Retrieved
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Benson, C. (2005). Commissioned study for EFA global monitoring report. Retrieved May 2015
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Cummins, J. (2000). Language, power and pedagogy. Bilingual children in the crossfire.
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Dekker, Diane (2008). Mother tongue-based multilingual education and classroom strategies.
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Duguiang, N. & Dekker D. (2010). Advocacy for mother tongue based education. Retrieved
May 2015 from www.mlephil.wordpress.com.

Malone, S. (2007). Mother tongue-based MLE programs that build the childrens own language
and culture, knowledge and experiences. Ideas for learning activities for early Grades
with no L1 Textbooks. SIL International. Retrieved May 2015 from
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Nolasco, R. ( 2009). Go mother tongue! Retrieved May 2015 from www.mb.com.ph.

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Quimosing, M. C. (2010). Comparative effects of practical work approach and cooperative
learning on the students learning outcomes and attitude in geometry. Masters Thesis.
Mindanao State University, General Santos City. 150pp.

Salaverria, L. (2009). Solon pushes local dialect in schools. Philippine Daily Inquirer.
Retrieved May 2015 from www.services.inquirer.net.

Webley, K. (2006). Mother tongue first: Childrens right to learn in their own languages.

Retrieved May 2015 from www.id21insights.org

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