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Theoretical Framework



Mother Tongue as Effect on the

the medium of students

instruction proficiency in the

English as the
English Language
medium of


Figure 1- Research Paradigm Showing the Interplay Between the Independent and
Dependent Variables of the Study.
Statement of the Problem

This study aims to find out the effects of mother tongue to students proficiency on

the English Language.

Specifically, it sought to answer the following questions:

1. What is the profile of the pupils in terms of:

a. gender,

b. socioeconomic status, and

c. ethnic origin?

2. What is the pupils level of achievement in English when exposed to mother

tongue based and English instruction?

3. Is there a significant difference of pupils English achievement in the

mother tongue-based instruction and English-based instruction using the results of the:

a. posttest and

b. retention test?

Null Hypothesis

1.) There is no effect on using the mother tongue program in the students

proficiency in the English language?

Significance of the Study

Grade I - 3 teachers. Of their foremost roles in the implementation of mother

tongue based-multilingual education, this study is vital in that it may be able to

improve the program and provide appropriate instruction especially with respect to

the implementation.

Parents. Who play a big role in their childs development, their involvement

serves as reinforcement for the pupils to grow in all aspects specifically in letting

their children know how to read and write.

Pupils. That they may able to have a lifelong learning using the language as a

medium of instruction in the classroom and being proud of their heritage. They will

not be afraid to commit mistakes in articulating the word that they are going to


Future Researchers. That they who will further deepen the study may benefit on

what has been stated on this research.

Scope and Deliminations

EG Scope and Delimitation of the Study

This research work focused on the effectiveness of mother tongue-based


among the pupils achievement in Mathematics. The study was conducted

during the first

grading period for the school year 2013-2014 at San Nicolas Elementary

School. Only two

heterogeneous classes out of the three sections of Grade I classes were involved

in the study.

The topics were delimited to sixteen lessons adopted in the first quarter of


Mathematics Grade I Teaching Guide of the Department of Education. The

lessons used in

experimental and control group were parallel. The researcher himself

translated the English

lesson plans used in the experimental class into mother tongue

(Sinugbuanong Binisaya)

however the researcher used the quotation mark symbol ( ) to quote some of

the terminologies

that cannot be translated due to the limited sources of the language. The

lessons in the

experimental group (mother tongue as medium of instruction) included the

following: Leksyon

1: Usa, Duha ug Tulo; Leksyon 2: Upat, Lima ug Unom; Leksyon 3: Pito,

Walo ug Siyam;

Leksyon 4: Zero; Leksyon 5: Napulo; Leksyon 6: Onse hangtud Bayente; Leksyon

7: Bayante
Uno hangtud Singkuwenta; Leksyon 8: Singkuwenta i-uno hangtud Usa ka

Gatos; Leksyon 9:

Mas Daghan ug Usa; Leksyon 10: Mas Dyutay ug Usa ; Leksyon 11: Mas

Dyutay ug Mas

Daghan; Leksyon 12: Parehas ka Daghan; Leksyon 13: Pagsunod-sunod sa

Pundok Gikan sa

Pinaka Gamay hangtud sa Pinaka Daghan o Pagsunod-sunod sa Pundok Gikan

sa Pinaka Daghan

hangtud sa Pinaka Gamay; Leksyon 14: Pagtandi sa Numero nga naa sa 100

Gamit ang Simbolo

nga , ug =; Leksyon 15: Laktaw-laktaw nga Pag-ihap sa 2 and Leksyon 16:


nga Pag-ihap sa tag 10.

The lessons in the control group (English as medium of instruction)

included the

following: Lesson 1: One, Two and Three; Lesson 2: Four, Five and Six; Lesson

3:Seven, Eight

and Nine; Lesson 4: Zero; Lesson 5: Ten; Lesson 6: Eleven to Twenty; Lesson 7:

Twenty One to

Fifty; Lesson 8: Fifty One to One Hundred; Lesson 9: One More Than; Lesson

10: One Less

Than; Lesson 11: Fewer Than and More Than; Lesson 12: As Many As;

Lesson 13:Ordering
Sets from Least to Greatest or Greatest to Least Number of Elements;

Lesson 14: Comparing

Numbers Through 100 Using Relation Symbols; Lesson 15: Skip Counting by 2s

and Lesson

16: Skip Counting by 10s.

There were two intact classes that composed the experimental and control

group. The

researcher himself handled the classes.