THE TEACHERS USE OF BILINGUALISM AND IT’S EFFECTS

ON THEIR ACADEMIC PERFORMANCE AS PERCEIVED BY

THE STUDENTS

A Research Presented to the Faculty

of Claro M. Recto High School-

Senior High School Department

In Partial Fulfilment

of the Requirements for the Subject

Practical Research 2

by

Nacario, Karen E. Roma, Jaizel Francine B.

Santos, Jemine D.

October 2019
 CHAPTER 1

The Problem and Its Background

Introduction

The ability to use two languages is bilingualism. Fluency in a second language

needs comprehension listening, talking, reading and writing abilities, although some of

these competencies are often significantly less advanced in practice than others. Few

bilinguals in both languages are equally competent. However, even if one language is

dominant (see linguistic acquisition), performance in the other language may be superior

in some situations — examples, somebody usually finds it simpler to speak about

baseball in English than in Russian. If their mastery of both languages is equivalent,

native speakers of two languages are sometimes called equilingual or ambilingual. Some

bilinguals are people who have been brought up by relatives who've all spoken a distinct

language or that have spoken a distinct language than the one used in college. In some

nations, particularly those with two or more official languages, schools promote

bilingualism by requiring extensive second language research. Bilinguals sometimes

show code-switching or switching in the center of a discussion or even the same phrase

from one language to another; it may be caused by the use of a phrase comparable in both

languages.

Halai (2004) indicated that bilingualism interview describes the challenges faced

and rules device as part of a life history that connects diverse societies, more research

studies have to deal with research data in more than one language. But Ester (2008) stated

that the three districts in Massachusetts resisted the monolingual ideology that
characterizes laws mandating the implementation of English-only programs and

addresses how local policies and practices implementation complex and as language

policy, it was constructed within each context by the beliefs, experiences, and histories of

individual involved. There are a lot of difficulties related to bilingualism Sotiria (2004)

mentioned, that the developmental speech in problems, and the speech problems derived

from bilingualism, this problem are related to the lack of IQ, psycholinguistic and school

performance standardized tests for bilingual children.

Over the years, bilingual education has acquired many terms to mean a variety of

activities pertaining to second language learning. This is because education in more than

one language is necessary and common around the world (Lessow-Hurley 2000). In the

United States alone, instruction in two languages or more has taken different forms, each

with its own set of goals, design and manner of implementation. A variety of labels,

terminologies, program models and designs for types of population is well documented in

literature. Commonly used terms include dual language education, two-way immersion,

enriched education and developmental bilingual education. The more all-encompassing

term used is dual language instruction. The term indicates that teaching and learning is

happening in two languages (Calderon and Minaya-Rowe 2003, Lessow-Hurley 2000).

Dual language instruction is used as an umbrella term for several types of program

models which use two languages for instruction with the goal of having students achieve

full conversational and academic proficiency in two languages (Freemen, Freemen and

Mercuri, 2005).
 Howard and Christian (2002) refer to TWI as “an educational approach that

integrates native English speakers and native speakers of another language for content

and literacy instruction in both languages.

According to Thomas and Collier (2002), as compared to other bilingual

programs, dual language models are the only programs which result in maintaining high

levels of achievement in all subjects among students after five to six years of schooling.

Since 2009, the BEP has been supplanted by a new order from the Department of

Education (DepEd) supporting the implementation of Mother Tongue-Based Multilingual

Education (MTB-MLE) at all levels of education

Setting of the Study

Claro M. Recto Senior High School is located at 320 M.F Jhocson Street

Sampaloc Manila. June 13, 2016 was the birth of another significant mark in the history

of the beloved Claro M. Recto High School. With the initial implementation of the Senior

High School in public school, the school offered ACADEMIC – STEM (Science and

Technology Engineering and Mathematics) from the incoming Grade 11 students. In

2017, additional strands were offered to cater to those students who decided to take ABM

(Accountancy Business and Management) and GAS (General Academic Strand) for their

Senior High School course.

Theoretical Framework

Theories: By Professor James Cummins makes the distinction between two

differing kinds of language proficiency. BICS are Basic Interpersonal Communication

Skills; these are the "surface" skills of listening and speaking which are typically

acquired quickly by many students; particularly by those from language backgrounds

similar to English who spend a lot of their school time interacting with native speakers.

CALP is Cognitive Academic Language Proficiency, and, as the name suggests, is the

basis for a child’s ability to cope with the academic demands placed upon her in the

various subjects. Cummins states that while many children develop native speaker

fluency (i.e. BICS) within two years of immersion in the target language, it takes between

5-7 years for a child to be working on a level with native speakers as far as academic

language is concerned.

Theories of second language acquisition enable to develop a deeper understanding

of how children learn a second language. Considering these theories and our personal

experiences as both learners and teachers helps us to critically examine our practice in

order to determine the types of tasks and activities that suit the needs of our L2 learners.

Cummins' Thresholds Theory (Baker, 2011) has significant implications for

immersion programs, as illiteracy is an important goal; we want our students to be literate

in both language and benefit from being balanced bilinguals. The theory essentially has

two thresholds. The first threshold is a minimum for children to reach in order to avoid

the negative effects of bilingualism. Below this level is when children have a limited

competency in both languages. Between the two thresholds, children are competent in

one language; but are not yet able to transfer skills between the two languages. However,

it is also important to note that “The more developed the first language, the easier it will

be to develop the second language.” (Baker, 2011). Conversely, the lower the

competency level in the first language, the harder it is to achieve bilingualism (Baker,
2011). A strong first language can support the development of a second language. Above

the second threshold, allows for the possibility of positive cognitive effects that

correspond to the age-appropriate levels of competency in both languages. The extent to

which French is learned determines the effect that bilingualism will have on the student.

Conceptual Framework

This research was guided by utilizing input, process and output model. The first

frame refers to the input which includes the study describes in terms of the effects of

bilingualism on academic performance of the students as perceived by themselves.

The frame refers to the construction of the survey on the levels of academic

performance of the students as perceived by themselves. Data gathering, analyzing and

interpretation data. The third frame refers to the output of the research which is the

outcomes to enhance the teachers use of bilingualism and its effects on academic

performance of the students as perceived by themselves by giving advice and seminar to

the teachers and students.

The line from output frame is connecting process and input. It also indicates that

whatever will be the output or the response may get, this means the there is a continuous

process.
 INPUT PROCESS OUTPUT

 1. Profile of the
Respondents
 Survey
Age
Questionnaire
Gender
Mother Tongue
 Data Gathering  Seminar
 Effects of
 Interpretation data  Advice
Teacher’s use of
bilingualism on
academic  Statistical
performance on Computation
the students
Statement of the Problem

The main problem of this research is the language mixing and language confusion

of Grade 12 students of Claro M. Recto High School – SHS. This study is to be

conducted during the first semester of school year 2019-2020 in Sampaloc Manila.

The study wishes to address the following:

1. Profile of the Respondents:

 Age

 Gender

 Mother Tongue

2. What are the subjects that the Teachers using bilingualism?

3. How the students perceived the Teachers use of bilingualism?

4. What are the effects of the bilingualism on Academic Performance on the

students?

Assumption

The research/study is anchored on the assumption that the respondents will

answer the questionnaire in a factual statement and their own insight on the levels of the

teachers using bilingualism will be the basis for the propose enhancement measure.

Furthermore, the student’s scores will be the basis of the study.

Hypothesis

This study tries to test the following hypothesis:

 1. The teachers’ use of bilingualism has a significant effect on student’s

academic performance

Significance of the Study

This study will benefit the following:

 School Administrator. This will be their guide to develop and review their

programs which bilingualism should be implemented in teaching and learning

process.

 Language Coordinator. This will give them the guide to approve the programs in

improving the teaching and learning process among teachers and students.

 Book Writers. The result of this study would challenge them to make books that

are written in two languages.

 Teachers. The result of this study will help them to be flexible enough, find new

strategies and techniques to help the academic performance of the students

through the use of Bilingualism.

 Future Researchers. The findings of this study would motivate the other

researchers to go deeper more on the effect of Bilingualism in the academic

performance of the students and suggest better ways to incorporate bilingualism

in teaching and learning process.

 Students. This will help them to have deeper meaning of the teacher’s use of

bilingualism in teaching and to help them towards to their academic performance.

Scope, Limitation and Delimitation of the Study

The study will be focused on the effects on the students of their academic

performance. This research will involve all of the teachers’ use of bilingualism on

grade 12 students of Claro N. Recto High School – SHS because it is one of the

schools that uses of bilingual class. This study is limited on the use of bilingualism by

the teacher in the class.

Definition of Terms

Assumption. According to Nielsen (1993) and Virzi (1992) is that in an applied

situation it is difficult to accurately calculate the probability of finding a given

usability problem.

Bilingualism. According to Moradi (2014) is defined as the use of at least two

languages either by an individual or by a group of speakers.

Detrimental. According to Deci and Ryan quality dependent reward acts to lessen

self-determination.

Diverse Societies. According to UNESCO refers to the co-existence of a difference

in behaviour, traditions and customs -in short, a diversity of cultures.

Enriched. According to Henry Ford your belief in yourself is determining factor in

your success.

Equilingual. According to Rhubarb Commando can use all of his/her languages with

equal, but not necessarily native proficiency in one, more or all of his/her languages.
Ideology. According to John Levi Martin has been a confusing topic for social

analysts, and those who attempted to eschew judgmental reductions of others’

conceptions and develop a non-polemical political psychology found ideology

behaving in ways that defeated their theories of political reasoning.

Immersion. According Ashley Crossman in sociology and anthropology, involves a

deep-level personal involvement of an individual with an object of study, whether it is

another culture, a foreign language.

Linguistic Acquisition. According to Noam Chomsky a linguistic corpus which is a

form of defense mechanism that allows language in any language to be brought down

to pure meaning.

Literacy. According to Richard Nordquist is the ability to read and write in at least

one language.

Monolingual. According Stavenhagen monolingualism is a characteristic only in

minority of the world’s peoples.

Perceived. According to Khalifa the concept has become one of the most overused

and misused

Psycholinguistic. According to David Carrol in Psychology of language at its hearth,

psycholinguistic work consists of two questions.

Supplanted. According to Tooke is the past principle the saxon verb lean to dismiss

and or put away.

Terminologies. According to Marouzeau is built on random discoveries and

inspiration.

Thresholds. According to Jan Meyer is that it’s a transformative idea located in a

discipline.
 CHAPTER 2

Review of Related Literature and Studies

This chapter includes the review of related literature and studies which the

researchers have perused to shed light on the topic under study.

Bilingualism is the ability to use two languages. Fluency in a second language

requires skills in listening comprehension, speaking, reading, and writing, although in

practice some of those skills are often considerably less developed than others. Few

bilinguals are equally proficient in both languages. However, even when one language is

dominant (see language acquisition), performance in the other language may be superior

in certain situations- examples, someone generally stronger in Russian than in English may

find it easier to talk about baseball in English. Native speakers of two languages are

sometimes called equilingual or ambilingual, if their mastery of both languages is equal.

Some bilinguals are persons who were reared by parents who each spoke a different

language or who spoke a language different from the one used in school. In some countries,

especially those with two or more official languages, schools encourage bilingualism by

requiring intensive study of a second language. Bilinguals sometimes exhibit code-

switching, or switching from one language to the other in the middle of a conversation or

even the same sentence; it may be triggered by the use of a word that is similar in both

languages.

According to Halai (2004) bilingualism interview describes the challenges faced

and rules device as part of a life history that connects diverse societies, more research

studies have to deal with research data in more than one language. But according to Ester
(2008) the three districts in Massachusetts resisted the monolingual ideology that

characterizes laws mandating the implementation of English-only programs and addresses

how local policies and practices implementation complex and as language policy, it was

constructed within each context by the beliefs, experiences, and histories of individual

involved. There are a lot of difficulties related to bilingualism according to Sotiria (2004),

that the developmental speech in problems, and the speech problems derived from

bilingualism, this problem are related to the lack of IQ, psycholinguistic and school

performance standardized tests for bilingual children.

Over the years, bilingual education has acquired many terms to mean a variety of

activities pertaining to second language learning. This is because education in more than

one language is necessary and common around the world (Lessow-Hurley 2000). In the

United States alone, instruction in two languages or more has taken different forms, each

with its own set of goals, design and manner of implementation. A variety of labels,

terminologies, program models and designs for types of population is well documented in

literature. Commonly used terms include dual language education, two-way immersion,

enriched education and developmental bilingual education. The more all-encompassing

term used is dual language instruction. The term indicates that teaching and learning is

happening in two languages (Calderon and Minaya-Rowe 2003, Lessow-Hurley 2000).

Dual language instruction is used as an umbrella term for several types of program models

which use two languages for instruction with the goal of having students achieve full

conversational and academic proficiency in two languages (Freemen, Freemen and

Mercuri, 2005).
 According to Thomas and Collier (2002), as compared to other bilingual programs,

dual language models are the only programs which result in maintaining high levels of

achievement in all subjects among students after five to six years of schooling. Unlike other

bilingual education programs, dual language programs are considered to have an additive

approach to language learning. In additive approaches, a second language is learned

without losing one’s first language. In contrast, subtractive approaches result in one

language being gradually lost, as the other language is being acquired (Lessow-Hurley,

2000).

The bilingual education model being utilized by both schools involved in this study

is called two-way immersion (TWI). Howard and Christian (2002) refer to TWI as “an

educational approach that integrates native English speakers and native speakers of another

language for content and literacy instruction in both languages. It is two-way in two ways:

two languages are used for instruction and two groups of students are involved.” In

immersion programs, “all the usual curricular areas are taught in a second language—this

language being the medium, rather than the object, of instruction” (Lessow-Hurley, 2000).

A 2002 research conducted by Thomas and Collier in the United States showed definite

findings in favor of two-way immersion for students in bilingual contexts (UNESCO,

2007). Unlike other bilingual education models, TWI programs serve both language

minority and language majority students (Cloud, Genesee and Hamayan, 2000).

Five decades ago there were no state bilingual programs. Many states had English-

only instruction laws on their books after the Civil Right Acts and the Bilingual Education

Act, states began more initiative. In 1971, Massachusetts became the first state establish of

bilingual mandate.
 The Civil Rights Act of 1964 did not address bilingual education directly, but it

opened an important door. Title VI of the Acts specifically prohibits discrimination on the

basis of race, color, or national origin in any programs or activities that receive federal

financial assistance. What this means, among other aspects, is that school districts that

receive federal aid are require to ensure that minority students are getting the same access

to programs as non-minorities. This minority group includes language minority (LM)

students, defined as students who live in a home in which a language other than English is

spoken (Although some LM students are fluent in English, many are classified as LEP.)

Title VI’s critical role in bilingualism would be made clear a decade later in the Lau V.

Nichols case

The Elementary and Secondary Education Act of 1968 was another important step

for bilingual education. In particular, Title VII of that act, known as the Bilingual Education

Act, establish federal policy for bilingual education. Citing it’s recognition of “the special

educational needs of the large numbers children of limited English-speaking ability in

United States”, the Act stipulated that the federal government would provide financial

assistance for innovative bilingual programs. Funding would be provided for the

development of such programs and for implementation, staffing and staff training, and

long-term program maintenance. Title VII has been amended several times since it’s

establishments, and it was reauthorized in 1994 as part of the Improving America’s Schools

Act. The basic goal has remained the same: access to bilingual programs for children of

limited means.

Schools have frequently adopted one of two basic approaches to their non-English

speaking students. Some schools offer bilingual programs, while others offer English as a
Second Language (ESL) programs. There is little consensus on what the methods or goals

of bilingual education should be. Even among parents and teachers there are supporters

and detractors of the notions surrounding bilingualism in the classroom.

Bilingual programs are frequently a mixture of native English and non-native

English speakers. Instruction in these classes is given in both English and the secondary

language. A variation on this type of program is the "transitional" or "early-exit" program.

These programs seek mastery of English, rather than bilingualism. They are usually

entirely made up of students learning English. These classes start out in the native

language, progressing until the student is capable of interacting entirely in English. At this

point the student is transferred into English-only classes.

ESL programs do not seek to provide bilingual education, but rather seek to teach

English in a sheltered English or structured immersion program. These may include "pull-

out" programs, where students are pulled-out of their regular classes for part of the day for

lessons in their native tongue.

At the University of Saint Louis Tuguegarao, almost all offices have the sign

“Please transact business in English.” Even in classroom, students are prohibited to use.

Tagalog in expressing their ideas. It is true that this may train students to speak fluently in

English, but many Louisian students have the eagerness to participate and recite but, they

forbid themselves to do so, because they are shy that their classmates might laugh at them

for they might utter wrong grammar in English. Also, with the teacher, they feel that they

are already very bright if they discussed their lesson fluently in English, but did they
consider if their students learned something unto them without using Mother Tongue which

would be more comprehensive on the part of the student.

According to the research “Bilingual Education the Acquisition of English, and the

Retention and Loss of Spanish” by Krashen (2009) stated that in teaching the primary

pupils it is more effective if we use Bilingual approach so that they can totally grasp the

ideas that the researchers want to impart to them. Together with the research “Conveying

the Right” Kind of Message: Planning for first Language and Culture within the Primary

Classroom, this is a research conducted by Deborah et.al 2008 stated that teachers must

highlight or emphasized thing that is needed to be emphasized in using the first-language

of the students so that the “right” message will be conveyed.

By the policy of the Department of Education (DepEd) the bilingual education

policy aims at the achievement of competence in both Filipino and English at the national

level, through the teaching of both languages and their use as media of instruction at all

levels. The regional languages shall be used as auxiliary languages in Grades I and II. The

aspiration of the Filipino to enable them to perform their functions and duties as Filipino

citizens and in English in order to meet the needs of the country in the community of

nations. The Bilingual Education Program of the Philippines (BEP), where English is the

medium of instruction in Science and Mathematics and Pilipino or Filipino, the national

language, in all other subjects, has been recognized as one of the earliest comprehensive

bilingual education experiments in the world. The BEP was institutionalized in 1974 and

since then, it has been the broad framework of the educational system in the country. Prior

to 1974, English had been practically the sole medium of instruction in the Philippines

since 1901 when the public education system was put in place by the Americans.
 According to the studies of University of the Philippines (UP) the bilingual

education means we have freedom to choose or used English and Filipino language. In

terms of studying and teaching in any course from Grade school to college in any public

or private schools. The teachers and the students are the one who will choose their own

languages in studying.

The Bilingual Education Program of the Philippines (BEP), where English is the

medium of instruction in Science and Mathematics and Pilipino or Filipino, the national

language, in all other subjects, has been recognized as one of the earliest comprehensive

bilingual education experiments in the world. The BEP was institutionalized in 1974 and

since then, it has been brought framework of the education system in the country. Prior to

1974, English had been practically the sole medium of instruction in the Philippines since

1901 when the public education system was put in the place by the Americans.

Since 2009, the BEP has been supplanted by a new order from the Department of

Education (DepEd) supporting the implementation of Mother Tongue-Based Multilingual

Education (MTB-MLE) at all levels of education. This order assumes that mother tongues

are the most effective media for facilitating learning throughout primary education. This

institutionalized of MTB-MLE challenges the politically entrenched assumption of BEP:

that only two languages in the Philippines Education – English and Filipino, the national

language – can facilitate learning among Filipinos and articulate their identity as a nation

(Smolicz & Nical 1997).

According to the study of Ateneo de Manila University, within the past few decades

new developing nations such as those in Asia and Africa have been struggling with the
conflict between the aspiration of the various mother tongues and the dominance of the

international languages. Since they are unwilling to sacrifice one and unable to do without

the other, the only solution is bilingualism which must have its roots in the schooling of

the young.

Bilingualism refers to an individual’s alternate use of two or more languages in a

day’s time. Bilingualism is potentially at once a powerful disruptive force and a source of

enrichment for mankind. The danger is that a nation may attempt to control this force by

destroying it. Fishman’s language Loyalty in the United States (1996) documents the

struggles in one country. The United States, in its past history, set about making of its

people, drawn from all over the world, a monolingual nation. Now, however, the United

States is becoming aware of the richest it has sacrificed to national unity and appreciative

of the cultural groups that resisted its policies of homogenization. The new tendency is

seen in educational programs which aim at promoting the learning of foreign languages,

cross-cultural understanding, and bilingual education. Bilingual countries in Latin

America, Africa, and Asia have initiated programs oriented to the recognition and

reservation of important languages within the national territory, supplemented by the

adoption of one or more languages to serve for official purposes and for communication

across language boundaries within the nation as well as with other nations.

Nowadays, most of the teachers are using bilingualism in discussing the lesson

towards to their students. Some students affect positively in understanding the lesson. And

some had a hard time in understanding the lesson that the teachers discussing in. The

researchers chose this study to clear if using bilingualism will help the students in coping

the lesson that the teachers discussing.

 CHAPTER 3

Methods and Procedures

In this chapter, the researchers discuss the research design, area of study,

population, sample of the population, sampling technique, instrument for data collection,

validation of the questionnaire, administration of the instrument and method of data

analysis.

Methods of Research

This research will use quantitative method to collect data. According to Creswell

(2013) Quantitative research attempts to quantify, collect and analyze numerical data, and

focus on the links among smaller number of attributes across many cases.

This research will use Descriptive Method because the researchers described and

interpret the data that the researchers are going to gather information.

Subjects or Respondents of the Study

The researchers considered the Grade 12 students of Claro M. Recto Senior High

School comprising of 30 members, male and female using the Slovin’s formula. They

were the chosen respondents because their course or they experiencing the topic of the

researcher which is bilingualism.

Sampling Technique

This study will be going to use a Probability Sampling that means of everyone has

an equal chance to be a respondent. The Researchers will be using a Simple random

sampling to get the total sample on the total population. The Researchers will pick

randomly on the population to be used as their respondents on their said study.

Research Instrument

The researchers designed an interview schedule as one of the data collection

instruments for this study. The Grade 12 students of Claro M. Recto Senior High School

was interviewed. The interview questions (see Appendix) were aimed The Teachers Use

of Bilingualism of the Students. Questions relating to negative or positive impact of the

students, perceived of effects of teaching of bilingualism will be asked during the

interview schedule. 1 - 7 A questionnaire (see Appendix) designed by the researcher

titled “The Teachers Use of Bilingualism and Its Effects on Academic Performance of the

Students” was also used in the study. The content of the instrument was based on the

findings of the interview conducted (see above) with the Effects of Academic

Performance of the student in Claro M. Recto Senior High School.

Validation of Instrument

The researcher questionnaire has prepared by the researchers. After it has been

checked the corrections or suggestions were incorporated. Then it was presented to other

teachers to determine the clarity of the statements. Mr. Mamerto Goneda and Ms. Mary

Ann Cagaanan proofread and checked the questionnaire. Their comments and

suggestions were noted and incorporated.

Students from National University Senior High School were requested to answer

the questionnaire to determine the clarity and the statements. They were chosen because

they have the same characteristics as that of the respondents. Their comments and
suggestions were also noted and incorporated. After that the questionnaire is now ready

for reproduction and final administration to the respondents of the study.

Procedures of Data Gathering

The researchers construct a letter for the approval to conduct the study at Claro

M. Recto Highschool-SHS. After the professor approved the letter and the questionnaire,

copies were distributed to the 30 respondents of Grade 12 students. Participants were

given a time to respond to the survey questionnaire that will be collected by the said

researchers.

After collecting all the data, researchers will be tallied, computed, and interpret

the survey according to the frequency of items answered by the respondents. The result

would help the researchers to use this as a basis of their study in knowing the effects on

students toward to their academic performance in terms of the teachers use of

bilingualism in teaching.
 CHAPTER 4

PRESENTATION, ANALYSIS AND, INTERPRETATION OF DATA

This chapter presents the data gathered together with the statistical analysis and its

interpretation.

The Profile of the Respondents

Figure 1

STRAND OF THE RESPONDENTS

ABM STEM GAS HUMSS

26% 24%

26% 24%

The most strand that has chosen in HUMSS & GAS they’ve got the total of 26%

While the least strand that has chosen was ABM & STEM, getting only 24% of the

respondents

When the researcher gives the questionnaires to the respondent which by strand,

the researchers see that HUMMS and GAS are more than STEM and ABM students that

is why that is why HUMMS and GAS are having the most respondents while the STEM

and ABM are least one.

 The researcher did the scope and delimitation, they said that only 17 students per

strand are able to answer the questionnaire. The T – test only allowed 30 below

respondents

According to the school Clerk of Claro M. Recto Senior High School, they are

more students in the strand of GAS and HUMSS than in the strand of ABM and STEM.

Figure 2

MOTHER TONGUE OF THE RESPONDENTS

Filipino English

0%

100%

All of our respondents are Filipino in-born gathering a percent of 100 while the

English mother tongue got 0% on the respondents

When the respondents done answering the survey, the researchers see that all of

the respondents are Filipino in-born that is why all of the respondent’s mother tongue is

Filipino

According to the 2000 Census of Population and Housing conducted by the

Philippine National Statistics Office, the most recent source of national language

statistics, 63.7% of Filipinos over the age of 5 reported an ability to speak English. In
comparison, 96.4% of Filipinos reported speaking Tagalog, just one of more than 150

recognized languages and dialects spoken in homes across the Philippines.

https://www.investopedia.com/articles/personal-finance/012516/philippines-friendly-country-

english-speakers.asp

Figure 3

AGE OF THE RESPONDENTS

19 - Above !5 - 18 !4 - Below

0%
20%

80%

Eighty percent of the respondents are age of 15 to 18 years old while there are no

respondents who’s 14 – below years old.

The researchers see that most of the respondents are 15 – 18 years old because the

respondents that the researchers pic are grade 12 students while the age of 14 below are

the least one.

According to ACS INTERNATIONAL SCHOOL 16 – 18 years old is the right age for

the senior high school taking up the first year or Grade 11. Students are usually 17 – 18

years old in graduation.

https://%3A%2F%2Fwww.acs-schools.com%2Fhillingdon%2Fadmissions%2Fyear-

grade-placement&h=AT0m94QiDLQHgu_y-

hBl3EWzUm_QM_dJY4o77HvdhKf0ZBUBWj12ti_Ac43Ahl_0CB7fkzNojlNDMIDWk

HyfEZoMwT6qBog05pY5bPqU5dwqVFWBjpwgsu7_eXGWfeD0HSMfTQ

Figure 4

GENDER
Female Male

37%

63%

Out of 70 respondents 63% are female, while the remaining 37% are from the

male

As the result of the surveys, the researchers see that most of the respondents are

females and the least one are the male. The researchers conclude that the most of the

grade 12 students of Claro M. Recto Senior High School are females and the least one are

males.

According to the 2010 Census of Population and Housing (CPH), there

were approximately 71.5 million persons aged 10 years or older in the Philippines in

2010. They comprised 77.7 percent of the 92.1 million total household populations in the
country. The literacy rate among females aged 10 years and over in 2010 was 97.2

percent. Among males of the same age, this was 97.0 percent.

https://%3A%2F%2Fpsa.gov.ph%2Fcontent%2Fschool-attendance-higher-among-

females-males-results-2010-census-population-and-housingh=AT0m94QiDLQHgu_y-

hBl3EWzUm_QM_dJY4o77HvdhKf0ZBUBWj12ti_Ac43Ahl_0CB7fkzNojlNDMIDWk

HyfEZoMwT6qBog05pY5bPqU5dwqVFWBjpwgsu7_eXGWfeD0HSMfTQ

Figure 5

SUBJECT THAT NEED TO BE TAUGHT USING

BILINGUALISM
Social Science Marketing Science English Accounting Math Physical Education 3
3%
0%
1%

26%
37%

23% 10%

The graph above shows the proportion of the bilingualism. As we can see 37% of

the respondent’s social science, and 26% English and some of the respondent’s choice

different subjects. In conclusion, Social Science is the subject that are be needing to use

bilingualism for the students to understand the lesson more.

Questionnaire for the respondents

Figure 6

THE USE OF BILINGUALISM IN THE SUBJECT MATH, SCIENCE,

ETC. HELPS ME TO UNDERSTAND THE LESSON MORE.
Strongly Agree Agree Neutral Disagree Strongly Disagree
3%
14% 0%

54%
29%

The graph above shows that the 54% of the respondents is strongly agreed that the

use of bilingualism in the subject math, science etc. helps the students understand the

lesson more. This only means that the respondents are totally agreeing that using

bilingualism in some subjects are very helpful to their academics.

Figure 7
 I CAN SPEAK TWO LANGUAGES (ENGLISH - FILIPINO) FLUENTLY.
Strongly Agree Agree Neutral Disagree Strongly Disagree

9% 0% 11%

34%
46%

The researchers notice that there are 46% of our respondents who can speak two

language neutral. This only means that in speaking two languages, the respondents are

not good at speaking Filipino and not also good at speaking English.

Figure 8

I CAN UNDERSTAND FILIPINO LANGUAGE RATHER THAN

ENGLISH LANGUAGE
Strongly Agree Agree Neutral Disagree Strongly Disagree

6%1%
13%

49%

31%

Majority of the respondents chose Strongly Agree. Forty nine percent (49%) says

that can understand Filipino language rather than English language.

Figure 9
 I CAN UNDERSTAND ENGLISH LANGUAGE RATHER THAN
FILIPINO LANGUAGE
Strong Agree Agree Neutral Disagree Strongly Disagree
3% 11%
14%

33%

39%

The graph shows that 39% of respondent’s choices neutral and 3% them is strongly

disagree. This explains that they can understand the English Language and Filipino

Language equally.

Figure 10

I'M HAVING A HARD TIME ANSWERING MY TEST

WHEN THE QUESTION IS IN ENGLISH LANGUAGE
Strongly Agree Agree Neutral Disagree Strongly Disagree

6% 7%

14%

39%

34%

The graph shows that 39% of respondent said they are having a hard time in

answering the questions when it is using an English language. This survey says that
during their examinations, understanding the question is a lot more difficult to the

students because of the use of language.

Figure 11

I CAN EXPRESS MY THOUGHTS CEARLY DURING

RECITATION WHEN I'M USING BILINGUALISM
Strongly Agree Agree Neutral Disagre Strongly Disagree

9% 1%
24%
13%

53%

The graph shows that 53% of respondents said that they can clearly express their

thoughts in recitation when they are using two languages. Being able to speak

bilingualism is way easier to tell their thoughts or feelings than using only Filipino or

English language.

Figure 12
 THE USE OF BILINGUALISM IS THE REASON FOR
MY FAILING MARKS.
Strongly Agree Agree Neutral Disagree Strongly Disagree

2%
21% 17%

21%

39%

The graph shows that 39% of respondents said that they disagree that using

bilingualism may be the reason of their failing marks. It explains that using two

languages has no negative impact on their academics.

Figure 13

THE USE OF BILINGUALISM IMPROVES MY ACADEMIC

PERFORMANCE

Strongly Agree Agree Neutral Disagree Strongly Disagree

9% 0%

30%

21%

40%
 Weighted Standard Verbal
Descriptive
Mean Deviation Interpretation

1. The use of bilingualism in the subjects Math, 4.34 12.70 Agree

Science, etc. helps me to understand the lesson more.

2. I can speak two languages (English – Filipino) 3.49 10.95 Neutral

fluently.

3. I can understand Filipino language rather than 4.2 11.23 Agree

English language.

4. I can understand English language rather than 3.36 8.62 Neutral

Filipino language.

5. I’m having a hard time answering my test when the 3.27 8.81 Neutral
question is in English language.

6. I can express my thoughts clearly during recitation 3.9 11.51 Agree

when I’m using bilingualism.

7. The use of bilingualism is the reason for my failing 2.24 7.57 Disagree
marks.

8. The use of bilingualism improves my academic 3.91 9.18 Agree

performance.

The graph shows that 40% of respondents says that using bilingualism improves

their academic performance.

Upper and Lower limit:

5 – 4.51 – 5.00
4 – 3.51 – 4.50
3 – 2.51 – 3.50
2 - 1.51 – 2.50
1 – 1.00 – 1.50
 As can be seen in the table, the used of bilingualism in the subjects Math, Science,

etc. helps me to understand the lesson more, it shows that the average weighted mean is

4.34 with the standard deviation of 12.70. Respondents agreed that the use of bilingualism

in the subjects Math, Science, etc. helps them to understand the lesson more.

According to Thomas and Collier (2002), as compared to other bilingual

programs, dual language models are the only programs which result in maintaining high

levels of achievement in all subjects among students after five to six years of schooling.

In statement two, I can speak two languages (English – Filipino) fluently, the

average weighted mean is 3.49 with the standard deviation of 10.95. The respondents come

up with the result that they are neutral in this statement. This only means that some of the

respondents can speak two languages fluently, while others can’t.

According to the study of Ateneo de Manila University, within the past few

decades new developing nations such as those in Asia and Africa have been struggling with

the conflict between the aspiration of the various mother tongues and the dominance of the

international languages.

Statement three stated that I can understand Filipino language rather than English

language, it shows that the average weighted mean is 4.2 with the standard deviation of

11.23. The respondents agreed in this statement that they can understand Filipino language

rather than English language.

On the statement four, I can understand English language rather than Filipino

language, the average weighted mean is 3.36 with the standard deviation of 8.62. The

verbal interpretation of this statement is neutral. This means that the other respondents can
understand English language rather than Filipino language. While some cannot understand

English language rather than Filipino language.

Statement five, I’m having a hard time answering my test when the question is in

English language, the weighted mean of this statement is 3.27 while the standard deviation

is 8.81. The respondents are in a neutral decision in this statement. Some are having a hard

time answering their test when the question is in English language, while some are not

having a hard time answering their test when it is in English language.

On statement six, I can express my thoughts clearly during recitation when I’m

using bilingualism, the average weighted mean is 3.9 with the standard deviation of 11.51.

The respondents agree that they can express their thoughts clearly during recitation when

they are using bilingualism.

At the University of Saint Louis Tuguegarao, almost all offices have the sign

“Please transact business in English.” Even in classroom, students are prohibited to use.

Tagalog in expressing their ideas. It is true that this may train students to speak fluently in

English, but many Louisian students have the eagerness to participate and recite but, they

forbid themselves to do so, because they are shy that their classmates might laugh at them

for they might utter wrong grammar in English.

Statement seven, the use of bilingualism is the reason for my failing marks,

gathering an average weighted mean of 2.24 with a standard deviation of 7.57. All the

respondents disagree that using bilingualism is their reason for their failing remarks.
 While statement eight, the use of bilingualism improves my academic performance,

the average weighted mean is 3.91 and the total standard deviation is 9.18. The respondents

agreed that the use of bilingualism improves my academic performance.

According to American Sociological, the recent scholarship claims that

bilingualism has a positive effect on the academic achievement of immigrant children.

According to this perspective, growing up speaking two languages is beneficial because it

stimulates cognitive development and allows immigrant a means of resisting unwanted

assimilation. Immigrant children who are fluent bilinguals can use their native-language

ability to maintain beneficial aspects of their ethnic culture while accommodating to the

linguistic demands of an English-speaking society.

 CHAPTER 5

SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATION

This chapter presents the summary of the findings, so conclusions drawn from the

findings and the corresponding recommendations.

This study was taken with the general objective of the teachers use of bilingualism

and its effects on Academic Performance of the Students as Perceived by themselves.

Summary of Findings

1. Profile of the Respondents

1.1 Age

 Eighty percent (80%) of the respondents has an age of 15 – 18

years old

1.2 Gender

 Sixty-three percent (63%) of the respondents are female

1.3 Mother Tongue

 Majority of the Respondents has Filipino Mother tongue

2. Subjects that need to be taught using bilingualism

 Majority of the respondent choose Social Sciences subject

3. Students perceived the teachers use of bilingualism

  Respondents says that they understand the lesson more when the

teachers are using bilingualism

4. Effects of the bilingualism on Academic Performance on the students

 Majority of the respondents got a higher grade and performance

towards to their studies when using bilingualism.

Conclusion

o As based on the hypothesis, researchers concluded that teachers use of

bilingualism has a significant effect to their students’ academic performance

o Researchers concluded as based on the questionnaire that teachers using

bilingualism helps the students towards to understand the lesson more.

o As the questionnaire results, Social Sciences subjects are needed to be taught in

using bilingualism.

Recommendation

o Teachers need to use bilingualism so that students can cope and understand the

lesson that they are discussing.