Chapter 1

The Problem and its Background

Introduction

Long before government-subsidized education systems were introduced, indigenous

peoples had their own systems for managing their knowledge and educating their children which

were rooted in their cultural context and survival.

The Philippines is a country rich in culture and have a vital group of indigenous people,

however the education gap between indigenous peoples and mainstream populations remains

critical.

According to Molintas (2009), the Filipinos’ indigenous roots come in a very diverse

range. Over a hundred ethno linguistic groups comprise the ancestry of the Philippines, mirroring

to a great extent the precious biological and ecological variety that the country’s 7,000-strong

islands boast. Also like the diverse flora and fauna of the archipelago, indigenous peoples and

cultural communities make their home in different ecological territories, from the coasts to the

highlands.

As defined by the Indigenous Peoples’ Rights Act of 1997 (RA No. 837, or simply

IPRA), indigenous peoples (and/or indigenous cultural communities): (as) are a group of people
or homogenous societies identified by self-ascription and ascription by others; continuously live

as organized community on communally bounded and defined territory; have, under claims of

ownership since time immemorial, occupied, possessed, and utilized such territories, sharing

common bonds of language, customs, traditions and other distinctive cultural traits; have,

through resistance to political, social and cultural inroads of colonization, non-indigenous

religions and cultures, became historically differentiated from the majority of Filipinos; are

regarded as indigenous on account of their descent from the populations which inhabited the

country, at the time of conquest or colonization, or at the time of inroads of non-indigenous

religions and cultures, or the establishment of present state boundaries; are those who may have

retained some or all of their own social, economic, cultural and political institutions, but who

may have been displaced from their traditional domains or who may have resettled outside their

ancestral domains (Foundation for the Philippine Environment, 2017).

Many Filipino learners face various barriers in education and one of these barriers is that

our learners begin their schooling in a language where they do not comprehend. They do not

understand the language of education being used as a medium of instruction in the classroom

(DepEd, 2011).

The Department of Education Order No. 16 s. February 17, 2012, states that starting the

school year 2012-2013, the mother tongue-based multilingual education will be implemented in

all public schools specifically in Grades 1-3 , as part of the K to 12 Curriculum. The pupils‘home

language will be used to teach all the learning areas for literacy and as a medium of instruction

inside the classroom. The cognitive development and its effects in other academic areas, pupils
taught to read and write in their first language acquire competencies more quickly. 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

language or third language first; and 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 (DepEd Order No. 74, s. 2009).

The fact that this group of people have the rights to gain proper education system, added

by the factor that they are culturally bonded with their vernacular language or mother tongue

pushes the main foundation of this study.

Background of the Study

Many linguistic groups are becoming vocal about the need to ensure that the youngest

members of their communities keep their linguistic heritage. Some governments, such as in the

Philippines, have recently established language-in-education policies that embrace children’s

first languages. A compendium of examples produced by UNESCO (2008) attests to growing

interest in promoting mother tongue-based education, and to the wide variety of models, tools,

and resources now being developed and piloted to promote learning programs in the mother

tongue.

The vast and rich culture of indigenous people makes their education system a very

detailed and culturally-in-depth structure. The realization of which make the researchers of this

study more interested in studying the said matter, specifically in the introduction of the Mother
Tongue Based Multi-Lingual Education was made by the Department of Education in support to

the aborigines of our society.

Although a concrete and universal definition of “indigenous” is uncertain, there is an

understanding that indigenous people differ from the dominant groups in society in that they

possess “a historical continuity with pre-invasion and pre-colonial societies that developed on

their territories (Paolo, 2009).

The United Nations Inter-Agency Support Group (2014) said that, however, indigenous

peoples face multifarious problems. They are often displaced from their lands, are relegated as

second-class members of society, and are alienated from the spread of capitalism. These

unpleasant realities continue to exist. These distressing actualities can be majorly attributed to

the deprivation of access to quality education for indigenous communities.

It was then backed by United Nations Human Rights Office of the High Commissioner

(2009) as it stated that the design of education programs must weigh up the special needs of

these communities. Indigenous students cannot thrive well in mainstream education methods that

do not take into account indigenous culture. Therefore, due to the diversity of indigenous

peoples, a system that assumes universality will not only be ill-fitting but also be disastrous for

them. A tailored model that promotes human rights, gender sensitivity, and especially

“indigenous perspectives, innovations and practices in an environment that replicates traditional

ways of learning

The Department of Education (DepEd) adopted the Indigenous Peoples Education

Curriculum Framework which enunciates “guidance to schools and other education programs as
they engage with indigenous communities in contextualizing the K to 12 Curriculum” (Republic

of the Philippines Department of Education, 2015. This DepEd order, which is the result of

numerous consultations with elders, leaders, and initiators of community-based indigenous

learning, recognizes the right that indigenous peoples have for a culturally sensitive and

responsive education. This will serve more than a million indigenous students in public schools

and in community and civil society organization-managed schools.

The curriculum is tailored on the distinctive attributes of indigenous communities: 1) the

ancestral domain; 2) the worldview of the community; 3) indigenous cultural institutions.

Additionally, the framework takes into account the vernacular languages of the learners with the

implementation of Mother Tongue-based Multilingual Education (MTB-MLE). According to

DepEd, the curriculum ultimately seeks to enable “indigenous learners to be future culture-

bearers, capable of exercising their right to self-determination as they interact with other

cultures” (Republic of the Philippines Department of Education, 2015).

Therefore, the IPEd curriculum framework takes off from the ethics of “inclusion,

participation, and empowerment as provided by DepEd’s IPEd [National Indigenous Peoples

Education] Policy Framework…and is consistent with the Indigenous Peoples Rights Act (IPRA)

of 1997 and the United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP)

which specify the right of IPs to ‘establish and control their educational systems and

institutions’” (Republic of the Philippines Department of Education, 2015).

 Benson (2009) stated that Mother tongue-based bilingual programs use the learner’s first

language, known as the L1, to teach beginning reading and writing skills along with academic

content. The second or foreign language, known as the L2, should be taught systematically so

that learners can gradually transfer skills from the familiar language to the unfamiliar one.

Bilingual models and practices vary as do their results, but what they have in common is their

use of the mother tongue at least in the early years so that students can acquire and develop

literacy skills in addition to understanding and participating in the classroom.

The use of mother tongue enables the young learners to immediately construct and

explain without fear of making mistakes, articulate their thoughts and add new concepts to that

which they already knew. In turn, the teachers can more accurately assess what has been learned

and identify the areas where they need help (Nolasco, 2010, Philippine Daily Inquirer). Mother

tongue-based education has a positive impact on educational and learning outcomes.

The child‘s home language can effectively be used as a language of instruction in the

early years of schooling as a bridge to learning. Appropriate language in education enables the

teachers to instruct on the language a child speaks most at home and understands well enough to

learn academic content through mother tongue.

The Mother Tongue-based Multilingual Education (MTB-MLE) has been implemented in

the Philippine education. But how much beneficial the program is for the students especially for

those that belong to the indigenous group? How was the students’ performance after the

implementation? Those are the questions wherein the purpose of this study has been rooted upon
and that the researchers been interested to find out, because, while there are many factors

involved in delivering quality basic education, language is clearly the key to communication and

understanding in the classroom.

To adequately measure the effect of the MTB-MLE its underlying factors on the part of

the students and as well on the part of teacher will be measured.

The mother tongue if not used, there is a possibility that the learners’ loss their

confidence, have the inability to learn their official school language well and there will be high

repetition or drop-out rates.

To keep in pace with the mandate of the newly absorbed curriculum in the Philippines,

the current study is intended to investigate the effectiveness of teaching Mathematics using

Mother Tongue based instruction to Grade 3 considering the multilingualism and the bilingual

system of the country.

Success in Mathematics is also influenced by the medium of instruction used inside the

class. And this classroom should not only be limited to the mainstream students but as well as to

the indigenous students. It is therefore in this context that the researcher is interested to evaluate

Teaching Mathematics in Mother Tongue-Based Multilingual Education on Grade 3 Students

among Botolan North District’s Elementary Schools: Implications to Indigenous People’s

Education (IPEd).
Theoretical Framework

This study will be grounded on an existing theory called Linguistic Interdependence

Hypothesis, DepEd Order No. 74, s. 2009 (institutionalizing the use of the mother tongue as

medium of instruction from kindergarten to grade 3) and will be backed up by the DO 16, s.

2012 or the Implementation of the Mother Tongue-Based- Multilingual Education (MTB-MLE)

of the Department of Education Order.

The Linguistic Interdependence Hypothesis as developed by Cummins (1978) argues that

certain first language (L1) knowledge can be positively transferred during the process of second

language (L2) acquisition. The L1 linguistic knowledge and skills that a child possesses can be

extremely instrumental to the development of corresponding abilities in the L2. An integral

component of these facilitative aspects of language influence is that the L1 be sufficiently

developed prior to the extensive exposure to the L2 as would be found, for example, in an

educational environment.

The DepEd Order No. 74, s. 2009 institutionalizes the use of the mother tongue as

medium of instruction from kindergarten to grade 3.

The DO 16, s. 2012 stated that , “starting School Year (SY) 2012-2013, the Mother

Tongue-Based-Multilingual Education (MTB-MLE) shall be implemented in all public schools,

specifically in Kindergarten, Grades 1, 2 and 3 as part of the K to 12 Basic Education Program.

The MTB-MLE shall support the goal of "Every Child-A-Reader and A-Writer by Grade 1".
 The Philippine Department of Education therefore understands the vital role that the

mother tongue plays in educating a student. Just like what Wigglesworth & Simpson stated in

2008 that this is because the sustained use of a foreign language of instruction in schools

negatively impacts the way children, earn to think, thus inferring with their cognitive

development which then support the idea that a child‘s initial acquisition of language is vital to

their learning how to think. Therefore, when education system imposes a foreign language on

children, disregarding their initial contact with a language and pattern of processing new

information, inhibits their development of cognitive function.

The above mentioned theories and orders will provide insights on how influential one’s

vernacular language is on the part of the learner, making the researcher more than interested in

this study which in the long run, will provide additional data that would be beneficial in

determining the factors that corresponds to the implementation of the MTB-MLE, especially in

the indigenous students.

Conceptual Framework

INDEPENDENT DEPENDENT INTERVENING

VARIABLES VARIABLES VARIABLES

Attitude of
teachers towards
Profile of the
the
Student-
implementation of
Respondents
MOTHER TONGUE MTB – MLE
AS A MEDIUM OF
Level of
INSTRUCTION Factors that affect
Implementation of
teaching
the MTB – MLE
indigenous
objectives
students

Teacher- Factors
affecting the
seriousness of the
Students Performance in implementation of
Teaching Mathematics using MTB – MLE
Mother Tongue Based
Pupil- factors
Education affecting the
seriousness of the
implementation of
MTB – MLE

Frequency of usage
of teachers on
varied teaching
strategies
considering the
implementation of
MTB – MLE
Implications of MTB-MLE creating and evaluating curricula in indigenous language
classrooms

Figure 1. Paradigm of the Study

 The objectives of the mother tongue based education implementation on Grade 3 students

will be the independent variable in this study.

While the profile of the student-respondents, the factors that affect teaching indigenous

students and the students’ performance in teaching Mathematics using Mother Tongue Based

Education will be the independent variables.

Intervening variable of will also be determined in this study. Though these variables are

not really part of the testing process of the dependent-independent variables, however these

intervening variables have explain causal links between other variables.

The term intervening was first used for variables by behavioral psychologist Edward C.

Tolman in 1938 during studies on rat behavior for food rewards. He suggested that hunger was

an intervening variable (it could not be observed during the actual experiments). Tolman’s work

on intervening variables was an extremely important contribution to research studies as the

concept made it possible to consider unseen or intentionally-hidden behaviors.

Statement of the Problem

The study aimed to evaluate Teaching Mathematics in Mother Tongue-Based

Multilingual Education on Grade 3 Students among Botolan North District’s Elementary

Schools: Implications to Indigenous People’s Education (IPEd).

Specifically, the researchers sought the answers to the following questions:

1. What is the profile of the student-respondents in terms of:

1.1. Age

1.2.Sex

1.3.Family Monthly Income

1.4.Order of Birth and;

1.5.Parent’s Highest Educational Attainment

2. What are the factors that affect teaching indigenous student in terms of:

2.1.Teacher Related factor

2.2.Cultural factor

2.3.Curriculum factor and;

2.4.Family factor

3. What is the student-respondents performance in teaching mathematics using mother

tongue based education?

4. What is the attitude of teachers towards the implementation of MTB – MLE?

5. What is the teacher-respondent level of implementation of the MTB – MLE

objectives?

6. What are the teacher-factor affecting the seriousness of the implementation of MTB –

MLE?
 7. What are the Student-factors affecting the seriousness of the implementation of MTB

– MLE on the teacher’s perception?

8. What is the frequency of usage of teachers on varied teaching strategies considering

the implementation of MTB – MLE?

9. Is there a significant difference on the factors that affect teaching indigenous student

when grouped according to their profile variables?

10. Is there a significant relationship on the teacher-factor affecting the seriousness of the

implementation of MTB – MLE and the Student-factors affecting the seriousness of

the implementation of MTB – MLE?

11. What are the implications of MTB-MLE creating and evaluating curricula in

indigenous language classrooms?

Hypothesis

In light of the study to evaluate Teaching Mathematics in Mother Tongue-Based

Multilingual Education on Grade 3 Students among Botolan North District’s Elementary

Schools: Implications to Indigenous People’s Education (IPEd) the following hypothesis are

stated:
  There is no significant difference on the factors that affect teaching indigenous student

when grouped according to their profile variables.

 There a significant relationship on the teacher-factor affecting the seriousness of the

implementation of MTB – MLE and the Student-factors affecting the seriousness of the

implementation of MTB – MLE.

Scope and Limitation

The study would focus at the evaluation of Teaching Mathematics in Mother Tongue-

Based Multilingual Education on Grade 3 Students among Botolan North District’s Elementary

Schools: Implications to Indigenous People’s Education (IPEd).

Though Botolan North District encompasses seventeen (17) public elementary schools,

this study would only focus on three (3) elementary schools namely Loob Bunga I Elementary

School, Loob Bunga II Elementary School and Loob Bunga III Elementary School.

A total of 102 Grade 3 students studying from the three aforementioned primary schools

will be the student-respondents of this study and three (3) teacher-respondent, which one (1) will

come from Loob Bunga I Elementary School, one (1) from Loob Bunga II Elementary School

and (1) from Loob Bunga III Elementary School to be specific.

 There are many ways on how student respondents’ profile can be evaluated, however, in

this study the profile of the student-respondents will includes: age, sex, family monthly income,

order of birth and parent’s highest educational attainment.

Various aspects affecting the methods of teaching students of indigenous community can

be used but this study will be limited in the factors to be precise are: teacher related factor,

cultural factor, curriculum factor and; family factor. The student-respondents performance in

teaching mathematics using mother tongue based education will also be determined.

On the part of the teacher-respondent the assessment will be limited to the following:

attitude of teachers towards the implementation of MTB – MLE, teacher-respondent level of

implementation of the MTB – MLE objectives, the teacher-factor affecting the seriousness of the

implementation of MTB – MLE, Student-factors affecting the seriousness of the implementation

of MTB – MLE on the teacher’s perception, and frequency of usage of teachers on varied

teaching strategies considering the implementation of MTB – MLE.

Data gathering, interview and questionnaire will be validly used in the study to determine

the area of concerns that correlate to Teaching Mathematics in Mother Tongue-Based

Multilingual Education on Grade 3 Students among Botolan North District’s Elementary

Schools: Implications to Indigenous People’s Education (IPEd).

Significance of the Study

The use of the mother tongue in reading instruction seeks to address the need of the

students to read and understand better. Mother-tongue based education could offer plans to make

the lessons more interesting and easier to understand. It provides opportunities for the learners to

appreciate the role of Mathematics in their day-to-day lives. The study is therefore deemed

significant to the following persons:

The Ayta Community. This would serve as a base line on ways to teaching the

indigenous of Zambales that would enable them to better understand Mathematics while

preserving their culture.

Department of Education. The study would provide feedbacks and results to the

Depatment of Education that concerns their implementation of MTB-MLE.

Principal and School Administrator. It may signaled the administrators on the

importance of Mother Tongue Based Education in discussing lessons to the learners, specifically

to Aytas who have their own vernacular language. This could further encourage head of schools

to look into the importance of the first language in teaching.

Classroom Teacher. This study will be of great help to the teachers in particular. They

will be motivated to teach effectively the lessons that are difficult. It will help educators develop
a better and effective means of transmitting numeracy skills, knowledge and learning to students.

It may also encourage them to use Mother Tongue Based Instruction.

Ayta Students. The results of this study will ultimately benefit the Ayta students with

the use of Mother Tongue Based Instruction as teaching aid, students will be interested to learn

and they will pay attention properly throughout the duration of the class, thereby sustaining the

learners’ interest. It could improve the atmosphere in Mathematics classroom by enhancing

classroom discussion through effective first language communication.

Ayta Parents. Parents will become more supportive in using Mother Tongue Based

Instruction, thus, increasing parental involvement.

Future Researcher. It is hoped that this study may serve as a guide to future researchers

who may wish to upgrade or uplift the teaching of Mathematics using Mother Tongue Based

Instruction toward indigenous people’s education.

Definition of Terms

The following terms were defined operationally to facilitate understanding of this study.

 Indigenous student. Are Aytas of Aboriginal descent.

 Indigenous Education. Teaching Indigenous, or 'Indigenized', curriculum to any Ayta

students; and/or teaching any curriculum to Indigenous students.

 Mother Tongue Based Instruction. This refers to the method of instruction that makes

use of first language orally to foster a more dynamic learning environment.

 Performance. This refers to the level or magnitude of knowledge, habits and skills of the

learner’s quotient; and problem solving.

 Student. This refers to a child who regularly attends classes under the supervision of a

teacher.

 Teacher-Respondent. This refers to the school personnel directly involved in facilitating

classroom instructions in indigenous people’s education.

 Effectiveness. The degree of efficiency of using the Mother Tongue-Based instruction in

teaching Mathematics to Grade 3 pupils.

 Teaching strategies. Refer to methods used to help Ayta students learn the desired

course contents of Mathematics and be able to develop achievable goals.

 Cultural Factor. Encompasses the beliefs, moral values, traditions, language, and laws

(or rules of behavior) held in Ayta student that affects teaching indigenous student like

them.
 Curriculum Factor. The runway for attaining goals of education of Ayta student being

offered by the Department of Education that might or might not affect teaching practices

being applied to them.

 Family factor. The element that members of Ayta family affects the way they perceived

education.

 Teacher factor. Aspects that influences the effectiveness of teachers in teaching

Mathematics in an Ayta student.

 Attitude. The acceptance or rejection of teacher –respondent to the implementation of

MTB-MLE.

 MTB-MLE. It is a formal-non-formal education, in which the Ayta student's mother

tongue is used in the classroom as a bridge in learning Mathematics.

 Chapter 2

Review of Related Literature and Studies

This chapter will explore the available literature in Teaching Mathematics in Mother

Tongue-Based Multilingual Education on Grade 3 Students among Botolan North District’s

Elementary Schools: Implications to Indigenous People’s Education (IPEd). Discussion of facts

to which the present study is related and related studies, inquiries, or investigations already

conducted to which the present proposed study is related or has some bearing or similarity were

also shown in this part.

Foreign Literature

 Mother Tongue Based- Multilingual Education (MTB-MLE)

Malone (2011) said that there is a growing awareness around the world that MTB MLE is

an important part of the solution to the problem of high drop--‐out and attrition rates among

children who do not speak the official school language when they begin their education. Students

in MTB MLE programs must achieve the same grade--‐level standards as students in mainstream

classrooms who speak and understand the official school language. The difference in MTB MLE

programs is that curriculum writers, supervisors and teachers recognize that while their students

do not know the school language when they begin school, they are fluent in their own language-

their mother tongue.

Additionally, Alidou (2006) stressed that in order for teachers in MTB MLE classrooms

to help their students achieve a successful education, the teachers must understand and
follow two specific pedagogical approaches. First, they must begin with what the students

already know their own language and the knowledge and skills they have acquired through living

in their own community and use that as the foundation for teaching new content and concepts.

Second, teachers must help their students to develop oral, written and higher level thinking skills

in the language they know best and, at the same time, support the students as they gradually learn

the official school language. The goal is that, by the end of the program, students will be

bilingual and bi-literate having gained fluency and confidence in using both languages for oral

and written.

While there are many factors involved in delivering quality basic education, language is

clearly the key to communication and understanding in the classroom. Many developing

countries are characterized by individual as well as societal multilingualism, yet continue to

allow a single foreign language to dominate the education sector. Instruction through a language

that learners do not speak has been called “submersion” (Skutnabb-Kangas 2000) because it is

analogous to holding learners under water without teaching them how to swim. Compounded by

chronic difficulties such as low levels of teacher education, poorly designed, inappropriate

curricula and lack of adequate school facilities, submersion makes both learning and teaching

extremely difficult, particularly when the language of instruction is also foreign to the teacher.

Malone (2007) said that students whose mother tongue language is different than the

national language are often at a considerable disadvantage in the education system. This

is especially true for children living in remote areas.

 In addition Sheldon (2014) stressed that Having access to learning in more than one

language also allows individuals to use different languages for different functions; for

example, literacy in national and/or international languages often opens doors to the

world of work and facilitates mutual intelligibility between the local context and the

“outside world” politically and culturally. In turn, mother tongue literacy can foster

cultural identity and support the strengthening of ethnic communities as well as he pursuit of

ethnic continuity.

 Mathematics as a School Subject and its vocabulary

Mathematics vocabulary is said to be precise but not always familiar. Thompson and

Rubenstein (2000) say that pupils need to master this mathematics language if they are to read,

understand and discuss mathematical ideas.

Every language can represent concepts and knowledge in areas in mathematics in its own

way best understood by its people (Buffer and Laugksch, 2004).

Unlike common English and our mother tongue, which pupils hear, see and use daily in

reading, watching television, conversation and elsewhere, the language of mathematics is limited

to school (Thompson and Rubenstein, 2000).

The same sentiments are echoed by Gondo, Nyota and Mapara (2005) that translation studies

have been used throughout history to solve problems of coming up with registers in other

languages.
 For more than two thousand years, mathematics has been a part of the human search for

understanding. Mathematical discoveries have come both from the attempt to describe the

natural world and from the desire to arrive at a form of inescapable truth from careful reasoning.

These remain fruitful and important motivations for mathematical thinking, but in the last

century mathematics has been successfully applied to many other aspects of the human world:

voting trends in politics, the dating of ancient artifacts, the analysis of automobile traffic

patterns, and long-term strategies for the sustainable harvest of deciduous forests, to mention a

few. Today, mathematics as a mode of thought and expression is more valuable than ever before.

Learning to think in mathematical terms is an essential part of becoming a liberally educated

person (Lewis, 2016).

Several studies have investigated the prevalence of learning difficulties in mathematics

(Dowker, 2004).

The usefulness of mathematics is perceived in different ways and is paramount within the

curriculum as supported by Chambers (2008). This is because it is seen as very useful for

everyday functioning and can be used as a powerful means of communication to represent, to

explain and to predict situations and events in real life contexts. Muijs and Reynolds (2005) also

supports that pupils do often struggle with conceptualizing mathematics learnt in the classroom

to real life situations.

 Then what has been noted by Rose (2000) is that vocabulary problems are easily overlooked

in mathematics yet it is important in creating an enabling environment hence contributing to ‘an

educational village’ where all learners speak and understand each other with little difficulties.

 Teaching Mathematics using Mother Tongue Based Education

The Effect of language in teaching of any subject has been a significant issue to

psychologists and teachers over the years. The language used to convey mathematical ideas to

students has become a topic of increasing concern to mathematics educators (Bolaji, 2007).

Language influences all aspects of human endeavor even though not all languages are

equally well developed for such use. One finds that some languages are more frequently and

extensively used than others in a particular area or location (Ali, 2000).

According to Tuncay (2009) the quality of teaching and learning mathematics has been

one of the major challenges and concerns of educators. Instructional design is an effective way to

alleviate problems related to the quality of teaching and learning mathematics. Knowing the

factors affecting math achievement is particularly important for making the best design

decisions. This study was conducted to identify the factors affecting the math achievement of

students through collecting the opinions of math department students. Results revealed that

instructional strategies and methods, teacher competency in math education, and motivation or

concentration were the three most influential factors that should be considered in the design

decisions.
 Some Theorists (e.g. Whorf, 1956) in (Bolaji, 2007) have suggested that language

determines and defines thoughts. Policies that frustrate a child’s native language development

can cause permanent harm by literally jamming the only intellectual channel available to him

when he arrives school. When a child enters school already speaking and understanding a

language, he/she is ready to learn to read and write accordingly.

 Factors affecting teaching Mathematics to indigenous Students

Effective and sustainable MTB MLE programs require teachers who are fluent in

speaking, reading and writing both their students’ mother tongue and the official school

language. A critical problem is that in most countries, there are too few certified teachers from

local language communities who have the level of fluency needed to use both languages in the

classroom. Without the advantage of MTB MLE, many of the students who do not speak the

school language have done poorly in primary school (Barlett, 2010).

Baker (2011) stressed that the teacher education is clearly an essential component of

successful and sustainable MTB MLE. The issues involved are complex and still a “work in

progress.” The good news is: there has been progress. Relevant and useful collaborations among

all stakeholders’ communities, teacher training institutions and government agencies will help to

develop and maintain teacher training programs that will produce effective MTB MLE teacher.

Ball (2009) says that mathematics requires well trained teachers who are sensitive to the

need for precision. He goes on to say that precision requires that language and ideas be
meticulously specified so that mathematical problem solving is not unnecessarily impeded by

ambiguities of meaning and interpretation.

Spiraling the curriculum, provides opportunities for learners to deal with content

developmentally over time. Concepts can be built upon and related to previous learning

throughout the curriculum as students become more proficient and experienced in mathematics.

However, it is critical that the same content not be taught year after year, in almost the same

manner of delivery. Students who do not “get it” the first time are not likely to “get it” the next

several times it is taught in the usual manner.

Moreover, underachieving students are frequently assigned repetitious and uninteresting

skill-and-drill work each year in order to teach them “the basics.” This type of work often

represents a narrow view of mathematical foundations and a low level of expectation of students’

abilities. It limits opportunities to reason and problems solve (Sherman, 2014).

Allyn (2009) also stated that when the mathematics content being taught is unconnected

to students’ ability level and/or experiences, serious achievement gaps result. This situation may

occur if students are absent frequently or transfer to another school during the academic year. A

student may find the mathematics curriculum to be more advanced or paced differently than what

was being taught in the previous school. Without intervention strategies, students could remain

“lost” for the duration of their education.

 A growing body of research provides additional factors which could have an impact on

students’ achievement such as gender, family structure, parents’ educational level, socio-

economic status, parent and student attitudes toward school, and parent involvement (Campbell

et al. 2000; Epstein, 1991; Fennema & Sherman, 1976, 1986; Fluty, 1997). Three factors or

predictors in math achievement, are divided into sub factors: Demographic Factors (gender,

socio-economic status, parent’s educational level), Instructional Factors (teacher competency,

instructional strategies and techniques, curriculum, school context and facilities), and Individual

Factors (self-directed learning, arithmetic ability, motivation).

(McRae et al., 2000) said that for the students to come to view themselves as successful

mathematicians they needed to feel in control and have ownership of their mathematics. At the

beginning of the program the students were happy to complete many repetitive ‘sums’ rather

than be challenged to think about new ideas. As long as the ‘sums’ were done, whether answers

were copied or even wrong, they believed the maths was done. They become agitated if asked to

solve a problem or to generalise an idea. They saw the sums as an end in themselves and viewed

maths as a series of rote learnt facts.

Local Literature

 Mother Tongue Based- Multilingual Education (MTB-MLE)

The Department of Education (2016) stated that learners begin their education in the

language they understand best—their mother tongue—and need to develop a strong foundation

in their mother language before effectively learning additional languages.

 Diane Dekker as cited by Braid (2011) said that the use of the learner’s home language

and culture allows teachers to begin lessons with a discussion of what is already familiar to the

learner. The mother tongue also provides quick access to the main conceptsof the lesson

(Baguingan, 2010).

The press release further stated that the mother tongue or first language of the learner is

being used as a bridge to learn a second or third language, like Filipino or English. Thus, Braid

(2011) said that the use of the local languages will not undermine the national language but will

in fact, strengthen and reinforce it. By nurturing the children’s cognitive, academic, and

linguistic skills in the use of mother tongue, it will serve as a bridge to gradually transfer this

knowledge in the prescribed languages, English and Filipino.

According to the Department of Education Region VII (2013), three elementary schools

that first used the MTBMLE are found in Mabilong, Agama and at the poblacion or town center

of Lubuagan, Kalinga. A typical MTBMLE classroom has a handwritten poster of the

Lilubuagen alphabet that consits of 21 characters including “By”, “Ch” and the bar Y or “Yy.”

Posters with Filipino or English words are mostly translated in the Lilubuagen language.

Also as to Capitol University (2013) a cultural calendar contains the name of months in

the local language- Kiyang, Malabya, Lechew, Ekey, Achawoy, Kitkiti, Wayu, Bisbis, Sechang,

Ayachog, Upok and Kililing. Each month has a corresponding national event, weather condition,

agricultural activity, fruits and season and school activities. Stories and learning activities that

are rooted on the themes that correspond to the cultural calendar are developed and prepared by
the teachers. The use of the cultural calendar ensures that lessons emanate from the daily life

experiences of the learners.

This is where the Department of Education (DepEd) gets inspiration in its inclusion of

Mother Tongue-Based Multilingual Education (MTB-MLE) as a feature of the Enhanced Basic

Education Program. It mandates the use of the language that students are familiar with (their first

language) as medium of instruction to allow them to grasp basic concepts more easily.

Currently, DepEd uses 19 languages in MTB-MLE: Tagalog, Kapampangan, Pangasinan,

Iloko, Bikol, Ybanag, Sinugbuanong Binisaya, Hiligaynon, Waray, Bahasa Sug,

Maguindanaoan, Maranao, Chavacano, Ivatan, Sambal, Akianon, Kinaray-a, Yakan, and

Sinurigaonon. The MTB-MLE is implemented in two modules: 1) as a learning/subject area and

2) as medium of instruction (DepEd, 2016).

Reviews as cited in Llaneta (2010) of the country’s educational system tend to lead to

painful discussions of the downward slide of the Filipino students’ academic performance,

particularly in English, Science, and Math. In his Primer on Mother Tongue-Based Multilingual

Education and other Issues on Language and Learning in the Philippines (alternately titled 21

Reasons Why Children Learn Better While Using Their Mother Tongue), Dr. Ricardo Ma. Duran

Nolasco, a linguistics professor from UP, cites the high functional illiteracy of Filipinos and the

high drop-out and non-completion rates of students as the problems the mother tongue-based

MLE seeks to address.

 On July 14, 2009, in what The Philippine Star columnist Isagani Cruz hailed as “one of

the most significant and far-reaching contributions of [then DepEd] Secretary Jesli Lapus to the

history of Philippine education,”6 the DepEd issued Order No. 74 series of 2009, entitled

“Institutionalizing Mother Tongue-Based Multilingual Education (MLE).”

In 2009, Ricardo Duran an Associate Professor, Department of Linguistics, UP Diliman,

provided a clear knowledge concerning Mother Tongue based education, which he stated that

MLE is the use of more than two languages for literacy and instruction. It starts from where the

learners are, and from what they already know. This means learning to read and write in their

first language or L1, and also teaching subjects like mathematics, science, health and social

studies in the L1. As they develop a strong foundation in their L1, children are gradually

introduced to the official languages, Filipino and English, as separate subjects, first orally, then

in the written form. MLE is an innovative approach to learning. Apart from programming the use

of several languages, it also involves the following: (a) the development of good curricula (i.e.

cognitively demanding); (b) the training of good teachers in the required languages for content

and methodology; (c) the production of good teaching materials (i.e., error-free and culturally

relevant); (d) the empowerment of the community (i.e. school-based management). MLE will not

work when one simply changes the language by translating existing materials into the local

languages.

One’s own language enables a child to express him/herself easily, as there is no fear of

making mistakes. MLE encourages active participation by children in the learning process

because they understand what is being discussed and what is being asked of them. They can
immediately use the L1 to construct and explain their world, articulate their thoughts and add

new concepts to what they already know.

Moreover, Tucker (1997) as cited by Dumatog and Dekker (2003) said that, the

development of the child’s first language with its related cognitive development is more

important than mere length of exposure to a second language. He added that the development of

the mother tongue is important for cognitive development and as a basis for learning the second

language. If the mother tongue is not sufficiently developed, the second language cannot be

mastered because of the lack of cognitive skills acquired for mastery of other languages.

Hence, as to Cardenas (2011) the localized curriculum content of the learner’s language

and culture is considered as an important resource for their development and effective learning.

This is not only aim for mother tongue mastery in writing original materials and translating

borrowed ones, but also cultural relevance so that the local writings, they produce reflect local

people, events and realities, and are appropriate to the culture of the learner.

 Mathematics as a School subject and its Vocabulary

Martinez and Martinez (2001) highlight the importance of reading to mathematics students

which stated that students learn to use language to focus and work through problems, to

communicate ideas coherently and clearly, to organize ideas and structure arguments, to extend

their thinking and knowledge to encompass other perspectives and experiences, to understand

their own problem-solving and thinking processes as well as those of others, and to develop

flexibility in representing and interpreting ideas. At the same time, they begin to see
mathematics, not as an isolated school subject, but as a life subject—an integral part of the

greater world, with connections to concepts and knowledge encountered across the curriculum.

Cruz (2013) in his column in Philippine Star stressed that a teacher who majored in

mathematics will obviously be better prepared to teach this course than someone who majored in

something else. The mathematics major, however, must not be adept only at deriving formulas or

solving the word problems commonly found in textbooks. The world is rapidly changing,

particularly from the point of view of the student. The teacher has to be aware of the world in

which the student lives, where young people may not realize how crucial mathematics is to their

continued existence.

 Teaching Mathematics using Mother Tongue Based Education

As a matter of practice, the curriculum in the Philippines is revised every ten years, but the

swift phases of changes in education and the global demands of the Filipino society necessitate

the update of the curriculum to make it responsive to emerging demands of the learners in the

21st century (Luistro, 2013).

One of the latest developments in the Philippine educational system is the Mother Tongue –

Based Multilingual Education (MTB-MLE) refers to the use of students’ mother tongue and two

or more additional languages as Languages of Instruction (LoI) in school. In other contexts, the

term is used to describe bilingual education across multiple language communities—each

community using its own mother tongue aside from the official school language of instruction

(Malone, 2007).
 In addition, according to the official language policy of the 1987 Educational Act

(revised in 2004), pupils in Grades 1 – 3 were to be instructed in their first language, while those

in Grade 4 onwards are set to be instructed using a second language (L2), which is English. This

language policy can be identified as a possible model for bilingual education (Borch & Tombari,

1997 as cited by Ndamba, 2008).

The poor quality of basic education is reflected in the low achievement scores of Filipino

students. Mullis (2009) reported that Philippines ranked 23rd out of 25 participating countries in

Math. In 2008, even with only the Science High Schools participating in the Advanced

Mathematics category, the Philippines was ranked lowest as reflected in International tests

results like TIMSS (Trends in International Mathematics and Science Study).

 Factors affecting teaching Mathematics to indigenous Students

Teacher is a factor in teaching Mathematics. As to Kenny (2017), all mathematics

teachers recognize the need to teach their students to read and interpret what I'll call

mathematical sentences: equations and inequalities. Other strategies include dialoguing with

students about any difficulties they may have in understanding a problem and asking

different students to share their understanding. The strategies that we have shared have come

from years of working in the classroom to improve student comprehension. None of us had

previously studied the unique difficulties involved in reading mathematics texts.

It is important for educators to adopt instructional design techniques to attain higher

achievement rates in mathematics (Rasmussen & Marrongele, 2006).

 Instructional design alone cannot produce better learning and achievement. The

instructional designer must know crucial factors that affect student learning and build a

bridge between goals and student performance. Identifying these factors will help to utilize

limited resources including financial resources and time more effectively (Libienski &

Gutierrez, 2008).

Gumal (2016) an engineer stated that the factors that affect teaching Mathematics are:

students-related factors, teachers-related factors, administrators-related factors, school

support facilities, school curriculum, parent and community attitudes, and socio-cultural

setting.

Foreign Studies

Even across the globe the vitality of the used of the mother tongue has been studied.

Some of these studies are discussed below.

Walter (2017) made a study entitled, “Mother Tongue-based Education in Developing

Countries: Some emerging insights” wherein the study examines data from six different

initiatives in mother tongue education from five different countries. From the data, a number of

suggestive insights about the nature, viability, and impact of mother tongue educational models

are identified and briefly explored. These deal with (1) the optimal sociolinguistic conditions for

effective mother tongue education; (2) the time taken to produce good readers; (3) the function

of teachers in mother tongue programs; (4) the impact of the mother tongue model on developing
facility in the second language or language of wider communication; and (5) an examination of

some of the possible impacts of mother tongue educational models.

In an effort to understand the factors associated with mathematics achievement,

researchers have focused on many factors (Beaton & Dwyer, 2002). The impact of various

demographic, social, economic and educational factors on students’ math achievement continues

to be of great interest to the educators and researchers. For instance, Israel et al. (2001)

concluded that parents’ socioeconomic status is correlated with a child’s educational

achievement. Another study by Jensen and Seltzer (2000) showed that factors such as individual

study, parents’ role, and social environment had a significant influence on “further education”

decisions and achievements of young students’. Their findings revealed that math ability

perceptions affect students’ valuing of math and their expectations for achievement.

Local Studies

In the Philippines, there have been several case studies on mother tongue-based MLE

over the years.

Among these are the Iloilo Experiments (1948-54 and 1961-64), the Rizal Experiment

(1960-66), the First Language Component-Bridging Program (1986-93) in Ifugao Province, the

Lingua Franca Project (1999-2001), and the Culture-Responsive Curriculum for Indigenous

People-Third Elementary Education Project (CCIP-TEEP) case study (2003-07). The results of

these studies show that when teachers use the pupils’ mother tongue, the latter learn to read more

quickly; learn better in Math and Science; and improve in cognitive skills. They also participate

more actively in classes that use the mother tongue as medium of instruction. Furthermore,

children who have learned to read and write in their first language learn to speak, read, and write
in the second and third languages more quickly. Overall, those who begin school in their first

language with careful bridging with the two second languages emerge as more competent in all

areas of study than the children who do not.

Additionally, Burton (2013) study entitled, “Mother tongue-based multilingual education

in the Philippines: studying a top-down policy from the bottom up” which examined how

teachers and parents in one school district in the Philippines understand and enact MTB-MLE.

Teachers' and parents' knowledge, beliefs, and practices were studied to identify how national

language policy is appropriated at the ground level. In addition, the challenges to policy

implementation were explored and analyzed.

Synthesis and Relevance of the Related Literature and Studies

The Literature reviews concluded that language plays an important role towards

educating students as cited on the above evaluations.

It is also reckoned that mother tongue and multilingualism is a very interested subject for

researchers across the globe as backed up the cited studies above bearing that Mathematics is one

of the top most explored area of learning when it comes to teaching students.

Studies and literatures on Teaching Mathematics in Mother Tongue-Based Multilingual

Education on Grade 3 Students deemed relevant to the present study since similarly they tackles

issues on the use of mother tongue based multilingual education and its effect on the learning.
 A lot of literatures and study reviews shows evidence of mother tongue based

multilingual education, however only few studies concerns the MTB-MLE impact and

implications to the indigenous people, no local study concerning the Aytas of Zambales

Mathematical learning responses on MTB-MLE has been cited, making this study of importance.
 Chapter 3

Research Methodology

This section presents the research design that was used in the study. It also discusses the

procedures, population and locale of the study, data gathering tools and statistical treatment of

the data gathered.

Method of Research

The descriptive-normative survey was used as a method of investigation taking into

account both qualitative and quantitative paradigms of this study.

A descriptive-normative survey combines two research methods: gathering information

to describe the object of study as it is, has been or is viewed (descriptive method); and critiquing

of the object to identify ways to improve it (normative method). Descriptive-normative surveys

do not involve making or testing recommended improvements.

As to Villanueva (2013) descriptive surveys provide information regarding how things

are and normative surveys describe things as they could be. Descriptive surveys are used most

frequently to begin research in a new area. These surveys gather data and descriptive information

without making judgment. Descriptive research can lead to the identification of key variables

that may then be used in normative research.

 In normative surveys, information about how things should be or how they can be

improved is gathered through evaluative case studies, critique of the object or process being

studied, testing of ways to remove or correct an identified problem, and planning ways to

improve the object or process (Charles Lee, 2016).

The use of both paradigms complemented each other producing valid, reliable

dependable knowledge which could help to describe, understand, explain, interpret, predict and

solve educational problems as what Magagula, (1996) said making it applicable to use at the

study at hand, concerning teaching Mathematics to indigenous people. Mixing the two helped

bring different images of understanding from teachers and pupils on the use of mother tongue in

the teaching of mathematics at Grade 3 primary level among Botolan North District Elementary

schools.

The data were presented using tables and texts.

Population, Sample Size and Sampling Technique

The target populations were students and teachers of elementary schools among Botolan

North District namely: Loob Bunga I Elementary School, Loob Bunga II Elementary School and

Loob Bunga III Elementary School.

Purposive sampling was used to come up with three [3] participating primary schools.
 At each school one (1) teacher will be conveniently selected targeting those teaching

mathematics at the third level of primary education.

The sample size of 102 populations was computed using the Slovin’s formula, which was

set into 5% margin of error and 95% confidence level; taking into account that the combined

population of Loob Bunga I Elementary School, Loob Bunga II Elementary School and Loob

Bunga III Elementary School is 138 which will then be the minimum recommended size that fits

for the present study. This sample size will be created in this study so many students can give

responses and the researchers’ are more likely to get a correct.

Description of Respondents

The student- respondents will be the Grade 3 students that are currently enrolled among

Botolan North District Elementary Schools namely: Loob Bunga I Elementary School, Loob

Bunga II Elementary School and Loob Bunga III Elementary School who are Aytas by descents

and who are present in the Mathematics classroom during the administration of the

questionnaire.

The teacher-respondents refers to Grade 3 teacher of Loob Bunga I Elementary School,

Loob Bunga II Elementary School and Loob Bunga III Elementary School who handles

Mathematics subject for the academic year 2017-2018, and who are present at the time of the

dissemination of the questionnaires.

Research Instrument

The research instruments that will be used in this study are observation and the two types

of questionnaire: the Student-respondent questionnaire and the Teacher-Respondent

questionnaire.

Observation. Non participant observation will be used to record and learn the classroom

experiences of Grade 3 school teachers and students in terms of the use of mother tongue as a

medium of instruction in Mathematics. The use of observation will be done to avoid over-

reliance on participants` self-reported responses through the questionnaire. Specifically, the

observation protocol addressed issues of teachers’ language preferences, students’ attitudes

towards mother tongue use and availability of requisite vocabulary and related materials in using

mother tongue during mathematics teaching.

Student-Respondent Questionnaire. It is a three-part questionnaire that will be used in

gathering data in the students’ perception concerning the evaluation of teaching Mathematics to

Grade 3 students who are indigenous of Zambales or commonly known as Ayta in the province.

Part I concerns the profile of the student-respondents as to age, sex, family monthly

income, order of birth and of parents’ highest educational attainment.

Part 2 contains the factors that affect teaching indigenous students in terms of: teacher

related factor, cultural factor, curriculum factor and family factor.

Part 3 includes Student-Respondents Performance in Teaching Mathematics using

Mother Tongue Based Education which will be measure with a 5-point Likert Scale in a total of

student performance related questions in learning Mathematics in their vernacular language.

 Teacher-Respondent Questionnaire. Is a 5-part questionnaire on the teachers

perception concerning teaching Mathematics using Mother Tongue based Multi-lingual

Education to indigenous student among Botolan North District Schools.

Part I of the teacher-respondent questionnaire seeks the Attitude of teachers towards the

implementation of MTB – MLE, which states if they either accept or not the implementation of

the said program. This question is answerable by Yes or No.

Part II measures the Level of Implementation of the MTB – MLE objectives which are

composed of three questions that are rated in a 4-point scale of 1 - Not Implemented (NI), 2-

Poorly Implemented (PI), 3- Moderately Implemented (MI) and 4- Highly Implemented (HI).

Part III composed of five questions that seek to evaluate the Teacher-Factor affecting the

seriousness of the implementation of MTB – MLE which are scaled using the scale: 1 - Very

Serious (VS), 2 - Moderately Serious (MS), 3 - Slightly Serious (SS), 4 - Not Serious (NS).

Part IV includes the Student-factors affecting the seriousness of the implementation of

MTB – MLE which is scaled just like how Part III is scaled. This is composed of three questions.

Part V will assess the Frequency of usage of teachers on varied teaching strategies

considering the implementation of MTB – MLE with the aid of six given strategies scaled as: 1 -

Always (A), 2 - Sometimes (SO), 3 - Seldom (SE), 4 - Never (N).

Data Gathering Procedure

Permission to conduct the study in the three primary schools of Botolan Districts which

are Loob Bunga I Elementary School, Loob Bunga II Elementary School and Loob Bunga III

Elementary School to be specific, approval to the District Supervisor will be asked followed by

the request of the administration of the questionnaire to the Principal of the three aforesaid

schools.

Before the instruments will be disseminated to the students approval by their teachers to

participate in the study to be the teacher-respondent will also be sought.

Administration of the questionnaires for both the teacher-respondent and the student-

respondents will be done respectively.

The questionnaires will then be gathered, analyzed, tallied and computed based on the

statistical treatment of the study.

Ethical Considerations

Because the student-respondents of this study comprised of the Aytas, the indigenous of

Zambales, respect and consideration to the participants will then be an important aspect of

research. Research ethics calls for responsible conduct of research. This research will then took

into consideration the following areas: consent, privacy and assent.

 Informed Consent. This involves the respondents choosing whether to participate or not

to participate in the study. According to Cohen (2000), at all times, the welfare of subjects

should be kept in mind by the researcher. In this study, the researcher asked for the consent of

the participants and did not force anybody to take part in the research. The researchers also

endeavored to explain to the respondents the purpose of the study and their role in the study.

Assent. According to Cohen (2000), assent is a term used to express willingness to

participate in research by persons who are too young to give informed consent but who are old

enough to understand the proposed research in general. Assent from students was sought

alongside with informed consent from teachers.

Privacy. Information obtained from the respondents form the basis for a research. In

order for the information to be reliable, the respondents should be assured the confidentiality of

the information they provide (Cohen 2000). In this study, confidentiality was taken care of by

advising the participants not to write their names on the questionnaire and treating all the

gathered data with utmost confidentiality.

Statistical Treatment of Data

The gathered data were organized, tabulated and illustrated in a series of tables. The

descriptive measures utilized to address the problems and objectives were frequency count,

percentage, ranking and weighted means.

 1. Slovin’s Formula. Used to calculate the sample size (n) of Ayta students among the

three (3) elementary schools of Botolan District given the population size (N =138) and a

margin of error (e = 5%). It's a random sampling technique formula to estimate sampling

size that will be needed in the study. It is computed as n = N / (1+Ne2).

whereas:

n = no. of samples

N = total population

e = error margin / margin of error

2. Percentage (%). This was used to get the percentage of students’ profile such as the age,

sex, family monthly income, order of birth and parents’ highest educational attainment.

Formula:

Percentage (%) = f (N) x 100

Where:

f – the frequency of the given category

N – the total number of cases

2. Mean (X). This was used to determine the level of responses of the student-respondents; and

of teacher-respondent the formula of finding the mean was used.

Formula:

X = ∑fx / N
 Where:

X –mean

∑ - summation

f – frequency

x – scores

N – total scores

3. t- Test (t). It was used to determine the significant difference on the factors that affect

teaching indigenous student when grouped according to their profile variables?

Formula:

t = d / SD / N

Where:

t = t-value

SD = standard deviation of the n different scores

N = the number of pairs of observation

d = average of the N different scores

In all of the analysis, 0.05 level of significance was used.

4. To determine the degree of Factors that affect teaching indigenous Student and Student-

Respondents Performance in Teaching Mathematics using Mother Tongue Based

Education, the following scale of interpretation was used:

5 – Strongly Agree

4- Agree

3 – Moderately Agree

2 – Disagree

1 – Strongly Disagree

5. To determine the degree of implementation of the mother tongue objectives, the

following scale of interpretation was used:

1 Not Implemented (NI) 1.00-1.75

2 Poorly Implemented (PI) 1.76 - 2.50

3 Moderately Implemented (MI) 2.51-3.25

4 Highly Implemented (HI) 3.26 - 4.00

6. To determine the degree of seriousness of the factors affecting the implementation

of MTB – MLE, the following scale of interpretation was used:

1 Very Serious (VS) 1.00 - 1.75

2 Moderately Serious (MS) 1.76 - 2.50

3 Slightly Serious (SS) 2.51 - 3.25

4 Not Serious (NS) 3.26 - 4.00

7. To determine the frequency of use of the different teaching strategies use in the

implementation of MTB – MLE, the following scale of interpretation was used:

1 Always (A) 1.00-1.75

2 Sometimes (SO) 1.76 - 2.50

3 Seldom (SE) 2.51 - 3.25

4 Never (N) 3.26- 4.00

8. To determine the degree or strength of relationship between the degree of implementation

and degree of seriousness of the problems met during the implementation, teachers’

profile and degree of seriousness of the problems met during the implementation,

teachers’ profile and degree of implementation, the following scale of interpretation was

used:

Ranges of r Degree/strength of relationship

±1.00 perfect relationship

± 0.90 to ± 0.99 very strong/very high

± 0.70 to ± 0.89 strong/high

± 0.40 to ± 0.69 moderate/substantial

± 0.20 to ± 0.39 weak/small

± 0.01 to ± 0.19 almost negligible to slight

0.0 no correlation
 STUDENTS- QUESTIONNAIRE

Dear Students,

We, the undersigned individual respectfully request for your assistance in relation to our

study entitled “Teaching Mathematics in Mother Tongue-Based Multilingual Education on

Grade 3 Students among Botolan North District’s Elementary Schools: Implications to

Indigenous People’s Education (IPED)”.

May we request your honest response to the questionnaire below. Rest assured that

personal information and the data gathered will be treated with outmost.

Thank you very much.

Sincerely,

The researchers
Part I: Profile of the Student-Respondents

Direction:

Please supply the information requested below by checking on the appropriate boxes or by
writing specific answers to the given questions.

1. Age:
 8 and below
 9 - 16
 17 and above
2. Sex:
 Male
 Female
3. Family Monthly Income
 0 income/ No income at all (depends nature for survival)
 1,000 - 5,000
 6, 000 -10, 000
 11,000 and above
4. Order of Birth
 First child
 Second child
 Third child
 4th
 5th and above
5. Parents’ Highest Educational Attainment
 No formal Education
 Primary Level
 Secondary Level
 College Level
Part 2. Factors that affect teaching indigenous Student

Please give an honest answer to the questions on part 2 and part 3 by checking on the appropriate
boxes that corresponds to your answer. Please refer to the scale below in answering each
question:

5 – Strongly Agree

4- Agree

3 – Moderately Agree

2 – Disagree

1 – Strongly Disagree

Teacher-related factor 5 4 3 2 1
1. I prefer that my teacher is also an Ayta.
2. I prefer that my teacher, if not an Ayta can speak our
language.
3. I prefer that my teacher should be working in the indigenous
community for a more than two years.
4. I prefer that my teacher should understand and love our
culture.
5. I prefer that my teacher uses our mother tongue in teaching
Mathematics at all times and/or translates words that we
cannot understand in our vernacular language.
Cultural Factor
1. Our culture affects how we perceived our education.
2. Cultural survival is more of a priority in our community than
finishing our study.
3. Our cultural gender’s role in our community affects our
perception of completing our education.
4. I somewhat feel that- me, being an Ayta is different from
other student, making me feel inferior and affects my studies.
5. I speak a different language, and education is taught in
another language making me harder to understand the
lessons.
Curriculum Factor
1. The mother tongue based education that is being introduced
in our community helps in teaching students like me.
2. There are no books being printed in our mother tongue that
makes it hard for me to make advances on my studies.
3. The DepEd order for indigenous people’s education creates
ways on how we will be able to comprehend with our lessons
 well.
4. The government supports educating Aytas by enhancing the
curriculum offered to us.
5. The DepEd supports educating Aytas by signing DepEd
Orders that will benefit us.
Family factor
1. My parents become more confident that I will finish my
studies after hearing that topics are discussed in our
language.
2. Discussions about education in our home became livelier
when Mother Tongue Based Education was introduced in
our school.
3. My parents became more supportive when they found out
that lessons in school are discussed in our native language.
4. My parents became more interested in attending meetings in
our school that concerns my studies after knowing that
teachers are also encourage to speak our language.
5. My parents became more helpful in my school assignments
and projects after knowing that we can discussed topics in
the language that we speak.

Part III. Student-Respondents Performance in Teaching Mathematics using Mother

Tongue Based Education

QUESTIONS 5 4 3 2 1
1. I understand Mathematics lessons well when discuss in our
mother tongue.
2. It is easier for me to comprehend with all the topics when
discussed in our mother tongue.
3. I am more excited to listen in our Math subjects when it is
discuss in our native language.
4. I participate more in classroom discussions because even our
teacher speaks our native language.
5. I am now not afraid to attend Math classes because I realize
it is fun to learn Math, when discuss in our Mother Tongue.
6. My quizzes and exams got positive results because topics are
discuss in our native language.
7. I got higher grades in Mathematics when discussed in our
mother tongue.
8. I perform more recitations in Math subject when lessons are
discussed in our mother tongue.
9. My scores become higher when topics are discussed in our
mother tongue.
10. I am more confident that I will pass my Math subject since
lessons are discussed in our vernacular language.
 TEACHER’S SURVEY QUESTIONNAIRE

Dear Teachers,

We, the undersigned individual respectfully request for your assistance in relation to our

study entitled “Teaching Mathematics in Mother Tongue-Based Multilingual Education on

Grade 3 Students Among Botolan North District’s Elementary Schools: Implications to

Indigenous People’s Education (IPED)”.

May we request your honest response to the questionnaire below. Rest assured that

personal information and the data gathered will be treated with outmost.

Thank you very much.

Respectfully yours,
Part 1. Attitude of teachers towards the implementation of MTB – MLE

Direction: Please check YES if you accept the implementation of MTB-MLE and check NO if
you are against its implementation.

ATTITUDE
Question YES NO
1. Do you sincerely accept the implementation of MTB-
MLE?

Part 2. Level of Implementation of the MTB – MLE objectives

Please give an honest answer to the questions on part 2 by checking on the appropriate boxes that
corresponds to your answer. Please refer to the scale below in answering each question:

1 Not Implemented (NI)

2 Poorly Implemented (PI)

3 Moderately Implemented (MI)

4 Highly Implemented (HI)

OBJECTIVES 1 2 3 4
1) Improves language acquisition of the students both in
mother tongue and in second languages English and
Filipino.
2) Improves cognitive ability of the students.
3) Develop/improve socio/cultural awareness of the
pupils such as self-expression and consciousness of cultural
identity and multiculturalism in the classroom.
Part 3. Teacher-Factor affecting the seriousness of the implementation of MTB – MLE

To determine the degree of seriousness of the factors affecting the implementation

of MTB – MLE on the part of the teacher, the following scale of interpretation was used:

1 Very Serious (VS)

2 Moderately Serious (MS)

3 Slightly Serious (SS)

4 Not Serious (NS)

PROBLEMS Scale
1 2 3 4
a) Lack of training and workshops
b) Scarcity of Teachers’ References
c) Teachers do not know how to speak the dialect of
the students.
d) Experiences difficulties in his/her teaching
strategies considering the MTB – MLE.
e) Lacks mother tongue vocabularies in translating
highly technical terms in mathematics.

Part 4. Student-factors affecting the seriousness of the implementation of MTB – MLE

Please refer to the scale legend below to answer the questions concerning Student-factors

affecting the seriousness of the implementation of MTB – MLE

1 Very Serious (VS)

2 Moderately Serious (MS)

3 Slightly Serious (SS)

4 Not Serious (NS)

 PROBLEMS 1 2 3 4
a) The pupils have different dialects and/or languages.
b) The pupils experience language interference when they learn
second language. Example, they pronounce English terms as
affected by their mother tongue pronunciation.
c) Lacks mother tongue vocabularies.

Part 5. Frequency of usage of teachers on varied teaching strategies considering the

implementation of MTB – MLE

1 Always (A)

2 Sometimes (SO)

3 Seldom (SE)

4 Never (N)

STRATEGIES 1 2 3 4
1) Translation method
3) Community immersion / field trip
4) Film viewing on related mathematical videos
5) Interactive discussions
6) Role playing on numerical related topics

LETTER OF REQUEST

July 11, 2017

DR. BLESILDA D. FONTANILLA
School District Supervisor
DepEd – Botolan
Botolan, Zambales

Madam:

The undersigned students are presently conducting a study entitled “Teaching Mathematics in
Mother Tongue-Based Multilingual Education on Grade 3 Students Among Botolan North
District’s Elementary Schools: Implications to Indigenous People’s Education (IPED)” for the
School Year 2017-2018, in partial fulfillment of the requirements leading to the degree of
Bachelor of Science in Primary Education Major in ________________ at Ramon Magsaysay
technological University, Iba Campus.

In view of this, may I request for your permission to administer the questionnaire to pupils
among Botolan District’s Elementary Schools.

I am hoping for your favorable response and anticipating your approval.

Thank you.

Very truly yours,

Approved:

DR. BLESILDA D. FONTANILLA

School District Supervisor

LETTER OF REQUEST
Dear: Madam/Sir:

We, the undersigned students, at Ramon Magsaysay Technological University, Iba Campus,
humbly request permission to conduct research study entitled “Teaching Mathematics in
Mother Tongue-Based Multilingual Education on Grade 3 Students Among Botolan North
District’s Elementary Schools: Implications to Indigenous People’s Education (IPED)” at
your school.

The research will be conducted as soon as the approval granted. The data gathered for this study
will remain absolutely confidential and will be used on educational purposes only.

Your approval to conduct this study will be greatly appreciated.

Sincerely,

Researchers

Approved by:

_________

Principal

APPENDIX A
DO 16, s. 2012
Guidelines on the Implementation of the Mother Tongue-Based- Multilingual Education
(MTB-MLE)

To: Undersecretaries
Assistant Secretaries
Bureau Directors
Regional Directors
Schools Division/City Superintendents

1. Starting School Year (SY) 2012-2013, the Mother Tongue-Based-Multilingual Education

(MTB-MLE) shall be implemented in all public schools, specifically in Kindergarten,
Grades 1, 2 and 3 as part of the K to 12 Basic Education Program. The MTB-MLE shall
support the goal of "Every Child-A-Reader and A-Writer by Grade 1."

2. The Lingua Franca Project (1999-2001) and the Lubuagan Project (1999 to present) have
provided valuable inputs in the implementation of the MTB-MLE. Nine hundred twenty-
one (921) schools including those for children of indigenous people have been modeling
MTB-MLE with support from the following:
a. Basic Education Assistance for Mindanao (BEAM);
b. Third Elementary Education Program (TEEP);
c. Translators Association of the Philippines (TAP);
d. Save the Children, and the Summer Institute of Linguistics (SIL).

3. Eight (8) major languages or Lingua Franca and others as cited below shall be offered as
a learning area and utilized as language of instruction for SY 2012-2013:
a. Tagalog; g. Hiligaynon;
b. Kapampangan; h. Waray;
c. Pangasinense; i. Tausug;
d. Iloko; j. Maguindanaoan;
e. Bikol; k. Maranao; and
f. Cebuano; l. Chabacano

4. Likewise, a team of trainers for each region composed of education supervisors coming
from the different divisions has been organized.
DO 74, s. 2009
Institutionalizing Mother Tongue-Based Multilingual Education (MLE)

To: Undersecretaries
Assistant Secretaries
Bureau Directors
Directors of Services, Centers and Heads of Units
Regional Directors
Schools Division/City Superintendents
Heads, Public and Private Elementary and Secondary Schools

1. The lessons and findings of various local initiatives and international studies in basic
education have validated the superiority of the use of the learner’s mother tongue or first
language in improving learning outcomes and promoting Education for All (EFA).

2. 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 educational policy and program in this Department
in the whole stretch of formal education including pre-school and in the Alternative
Learning System (ALS).

3. The preponderance of local and international research consistent with the Basic
Education Sector Reform Agenda (BESRA) recommendations affirms the benefits and
relevance of MLE. Notable empirical studies like the Lingua Franca Project and
Lubuagan First Language Component show that:
a. First, learners learn to read more quickly when in their first language (LI);
b. 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
c. 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.
4. 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.

5. All Regional Directors and Superintendents are hereby enjoined to promote and
encourage local participation in the following essential, support systems of the MLE
 within the framework of School-Based Management (SBM) with the support of the local
government units:
a. Formulation of region-specific schemes to recognize and institutionalize the
initiatives of schools and localities through appropriate incentives or policy
support in bringing about and developing MLE towards financial and instructional
self-reliance and excellence;
b. Provisions of orientation and training opportunities along with exposure to
successful models of MLE that have been developed. The gradual integration of
MLE in all subject areas and at all grade levels (beginning in preschool and
continuing by adding a grade level per year) in the school improvement plans
(SIPs) and district ALS program is likewise enjoined effective immediately;
c. The utilization of Maintenance and Other Operating Expenses (MOOE), school
board funds, and other education improvement funds is hereby authorized for the
planning and implementation of MLE programs in the following sequence of
priority: (1) advocacy work and community mobilization; (2) development of a
working orthography of the local language; (3) MLE orientation and teachers
training; (4) developing, printing and distributing teachers’/facilitators’ guides;
(5) reading materials and other instructional materials; (6) development of
assessment tools; and (7) evaluation and monitoring of learning outcomes; and
d. An MLE technical working group at the regional and division levels shall be
established to facilitate MLE planning, monitoring and evaluation.
6. During the first three years of implementation, the enclosed “MLE Bridging Plan” may
be used for reference for both teaching and curriculum development. For the ensuing
years, adjustments may be made based on monitoring and evaluation results.

7. For all learning programs of the Alternative Learning System (ALS), the learners’ first
language shall be used as primary medium and thereafter, depending upon the previous
level of functional literacy and pedagogical requirements of accreditation and
equivalency, the Bureau of Alternative Learning System (BALS) shall determine the
suitable second and third languages that will maximize the educational benefits and
competencies of the ALS clients. Enclosed is the Fundamental Requirements for a Strong
Mother Tongue-Based Multilingual Education (MLE).

8. This Department with the help of MLE specialists shall incorporate an MLE certification
process and retain the privilege of establishing MLE certification procedures in order to
maintain quality MLE programs wherever they may be implemented.

9. All orders, memoranda, issuances, rules and regulations or parts thereof inconsistent with
the provisions of this Order are hereby rescinded, amended, or modified accordingly.

10. Immediate dissemination of and compliance with this Order is directed.