1

CHAPTER 1

INTRODUCTION

In every corner of the world, students are learning languages at home

differ from dominant language in their social world. These students arrive at
school with a precious resource: their mother tongue. Typically when minority
and indigenous language students being in school, they must learn the majority
language in their group to fit in socially and succeed academically. The
Philippines is lagging behind Asian countries in terms of education. Thisis due to
same factors, which include lack of instructional materials and devices which
greatly affect the quality of education. It has been the objective of the
government particularly the Department of Education (DepEd) to improve the
quality.

"Language is not everything in education, but without language, everything

is nothing in education." [ CITATION Wol06 \l 1033 ]The foundation of every state is
the education of its youth. The failure of education represents the inability of
society to properly perpetuate itself throughsucceeding generations.Many years
ago Filipinos dwell on the notion that the best way to learnreading and writing
fast is through the use of a foreign language. This may be one of the reasons
why the country adopted English as medium of instruction an all levels of the
education ladder. In 1987, Policy on Bilingual Education was first introduced
bythen Department of Education, Culture and Sports. This was followed by the
implementation of the Lingua Franca Education Project which gave then 16
region choose from the three widely spoken languages

“Multilingualism” refers to individuals or groups who routinely use two or

more languages for communication in varying context. Our problem is all about
the effects of multilingual strategies in teaching; it is where the teacher will teach
the students in both of their native language and English. [ CITATION Cha12 \l 1033 ].
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Student’s educational success is contingent heavily on social status of student’s

parents/guardians in the society[ CITATION Min07 \l 1033 ]. Student’s academic
attainment will play an important role in this research, it will determine if their
performance will depend to the teachers teaching strategy.

“Conceptual knowledge developed in one language helps to make input in

other language comprehensible” Cummins (2000). If a child already understands
the concepts of “justice” or “honesty” in her own language, all she has to do is
acquire the label for these terms in English. She has a far more difficult task,
however, if she has to acquire both the label and the concept in her second
language.

As we observed in Magpet National High School, not all the student has
the capability of understanding and learning one subject by the used of not their
own and common language that they are using. So this study will be conducted
to analyze and evaluate if there is significant relationship between academic
performance of a student and multilingual teaching.

Statement of the Problem

The study will determine the effectivity of using multilingual as form of

communication in teaching mathematics against English Language. To be
specific, this study aims to answer the following questions:

1. What are the Academic Performances of the control group?

2. What are the Academic Performances of the experimental group?
3. Is there a significant difference in using multilingual and monolingual of
teaching?
4. To determine the effectiveness of using multilingual compare to
monolingual as medium of communication in teaching-learning process of
selected Grade-7 students in the subject of Mathematics.
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Scope and Delimitation

The study includes the multilingual tactics in teaching the students in their
mathematics subject.

This study followed the standard procedures in a first hour of class the
teacher will use a English language in teaching math in the control group or he
will use a single language for the whole period but before the lesson proper the
teacher will give a pretest and do quiz after the discussion or the post test. And in
the experimental group the teacher will use the multilingual in communication in
teaching math and give pretest before the lesson and posttest after the
discussion. And for the next day or the second day, the teacher will have pretest,
discussion and posttest in two groups the control and experimental group, same
as the first day but different lesson.

This study will be conduct at Magpet National Highschool with the

participation of Grade 7 Chamomile and grade 7 Daffodil. This study will be
conduct within the month of February 2018.

Significance of the Study

The findings of this research and its product will be a great help to the
following:

To the faculty Mother tongue can empower the Faculty as well, the
teachers can more accurately assess what has been learned. Faculty can reflect
and see if they are using the appropriate language and technique in teaching
basic education and to maintain their ability in the art of teaching.

To the students In this study, the result may directly benefit the students.
Mother tongue encourages a child to express himself easily and active
participation because they understand what is being discussed .
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To the school This study will also benefits the school specifically Magpet
National High School, they will have the solutions to what best tactics teachers
should use in teaching and in a way that they will be credited in the success of
this study.

To the future researcher The result of this study will personally benefit the
researcher. The researcher will be made fully aware of the importance of mother
tongue based multilingual language as effective medium of instruction.

.
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Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature

Foreign Studies and Literature

According to [ CITATION Jun00 \l 1033 ]"You will never teach a child a new
language by scoring and ridiculing and forcibly erasing his first language." At the
beginning of education, mother tongue instruction is very important not only to
develop a strongeducational foundation, but also to strengthen the cognitive
development of learners.

Lev Vygotsky‘stheory of Cognitive Development focuses heavily on language

and social interaction, and the role they play in helping learners acquire an
understanding of the culture in which they live. Language is a tool people use for
cultural transmission, communication, and reflection on their own thinking.
Teachers are encouraged to engage students in meaningful learning tasks that
involve language and social interaction. Learners who can benefit from
assistance are in what Vygotsky calls the zone of proximal development.
Learners within this zone can profit from instructional scaffolding in the form of
modeling, questions, prompts, and cues.

[ CITATION Sku76 \l 1033 ],proposed the ‘thres hold level hypothesis’, which
posits that only when children have reached a threshold of competence in their
first language can they successfully learn a second language without losing
competence in both languages. Further, only when a child has crossed a second
threshold of competence in both languages will the child‘s bilingualism positively
affect intellectual development, a state which they called ‗additive bilingualism.
[ CITATION Nic08 \l 1033 ]explain that the pace of learning an additional language,
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and effective instruction or support for children to learn an additional language,

will depend upon whether the child is has developed literacy in L1.Literacy entails
the development of meta linguistic awareness, including the knowledge that the
pronunciation of words is related to the written form (for most languages), and
that there are ‗right‘ and ‗wrong‘ ways to say things.

[ CITATION Aug06 \l 1033 ] stated that if children are made to operate in the
classroom in a poorly developed second language, the quality and quantity of
what they learn from complex curriculum materials and produce in oral and
written form may be relatively weak and impoverished.

Local Studies and Literature

The Philippines is a multilingual and multicultural nation with more than

150languages. A national language is a powerful resource for inter-ethnic
dialogue, political unity, and national identity. To communicate throughout the
nation, Filipinos use the national Lingua Franca called Filipino, also known as
Tagalog and Pilipino. They speak it as an L2, and not as an L1. Because
languages in the Philippines have similar features, values, and concepts, non-
native speakers of Tagalog learn Filipino faster, rather than English. (A Primer on
MLE, Nolasco, pg5)Castillo (1999) echoes the importance of multilingual
education beginning with the first language. She notes studies in the USA and
Canada have shown that, when first language instruction is provided along with
appropriate second language instruction, then students can achieve
academically at higher levels that if they had been taught in the second language
only.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 July14, 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 Lapusto the history of Philippine education, ‖the DepEd
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issued Order No. 74 series of 2009,entitled ―Institutionalizing Mother Tongue-

Based Multilingual Education (MLE).‖DepEd Order No. 74institutionalizes Mother
Tongue-Based MLE — that is, the use of more than two languages for literacy
and instruction as a fundamental policy and program in the whole stretch of
formal education, including preschool. Under this framework, the learner‘s first
language (L1) will be used as the primary medium of instruction from preschool
to at least Grade 3, and as the main vehicle to teach understanding and mastery
of all subject areas like Math, Science, Makabayan, and language subjects like
Filipino and English. Sibayan (1967) suggests that the Filipino people have had
to face the language problem at practically every stage in their history. Spanish
colonization from 1521until 1898 and the period of American rule from 1900 until
the establishment of thePhilippine Republic in 1946 have both had an impact
upon language use in all walksof life, but perhaps none more than in the area of
education. Sibayan (1985) notes that some of the problems of bilingual education
among the linguistic minorities in the Philippines are related to the lack of
materials in the language. The Council for the Welfare of Children Report (1999)
states that schools must change to serve the Filipino child - locally-developed
learning materials using vernacular language is suggested in order to maintain
pupils interest in the curriculum.

Lubuagan Kalinga First Language Experiment was conducted with three

experimental class schools implementing MLE and another three control class
schools implementing bilingual education scheme. Already in its tenth year, the
project is being carried out by the Summer Institute of Linguistics-Philippines, the
Department of Education and the local community of Lubuagan, Kalinga
province. The over-all results of the test show the experimental class scored
nearly 80 percent mastery of the curriculum, while the control class scored just
over 50 percent mastery. The results provide crucial evidence that mother tongue
instruction strengthens the learning of English and Filipino and does not hinder
the learning of content, contrary to the fears and concerns of many parents and
educators.
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Conceptual Framework

conceptual framework presents the independent variable and the

dependent variable.

DEPENDENT VARIABLE
Academic Performance Of

Students

INDEPENDENT VARIABLE

Multilingual Communication

Hypothesis
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This section gives an educated guess which is of great help for the study.
It is composed of the null hypothesis (H0) and alternative hypothesis (H1) .

1. H0:Using Multilingual as medium of communication in teaching does not

affect the academic performance of a student.

2. H1: Using Multilingual as medium of communication in teaching does

affect the academic performance of a student.

Definition of Terms

In order to provide clear understanding of the study, the following terms

were operationally defined:

Multilingual

Using of two or more language in teaching the primary language

and the mother-tongue.

Monolingual

Able to speak and understand only one language.

Mother Tongue

-Native language, First Language

-Language that you learn from your parents when you are a baby.

Academic performance

Used to describe performance done in schools, colleges and universities,

especially work which involves studying reasoning rather than practical or
technical skills. The basis for the study or the grades of the respondents in the
study.
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Language

Words and system for their use common to a people who are of the
same community or nation.
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Chapter III

METHODOLOGY

This chapter contains the procedures that we will be use in

conducting the study. It gives details on the progress of the study that will be
done in a step-by-step method. The following were included: Research
Design Materials and Methods, and the General Procedure

Research Design

This section covers the design on how the procedures or the methods of the
study will be done. It is a descriptive, survey research design will be used to
evaluate the effects of using multilingual in teaching mathematics of two
sections in grade seven.

Research Locale

This study will be conducted at Magpet National High school, Poblaion

Magpet North Cotabato during the school year 2017-2018.

Population

There will be 60 respondents of this study. 30 students will be from

grade seven Chamomile and 30students will be from grade seven Daffodil. All of
them were students of Magpet National High school, Poblacion Magpet North
Cotabato during the school year 2017-2018. Respondents were determined
using random sampling.
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Research Instruments

In this study researchers will use the pre-test and post test method.
There will be control and experiment group in the control group using of
monolingual in teaching will be used and in the experiment group Multilingual will
be applied.

Sampling Procedure

The study will lay on the stratified random sampling technique

because from the population of Magpet National High School we will be
identifying and using two sections only.

Data Gathering Procedure

The first task, the researcher will ask permission to the Mathematics
instructor of grade seven Chamomile and Daffodil and explain what this research
all about is.

This study followed the standard procedures in a first hour of class the
teacher will use a English language in teaching math in the control group or he
will use a single language for the whole period but before the lesson proper the
teacher will give a pretest and do quiz after the discussion or the post test. And in
the experimental group the teacher will use the multilingual tactics in teaching
math and give pretest before the lesson and posttest after the discussion. And for
the next day or the second day, the teacher will have pretest, discussion and
posttest in two groups the control and experimental group, same as the first day
but different lesson.
 13

Then, posttest was administered to the respondents. Scores were tallied

and analyzed using SPSS Student Version. Meanwhile, the results of the pretest
and posttest scores were analyzed and categorized using the scale below:

0-4 - very low

5-8 - low
9-12 - average
13-16 - high
17-20 - very high

Statistical Tool

The statistical tools to be used in the analysis of data are Mean and
standard deviation, Paired Samples T- Test and Eta- squared. Mean and
standard deviation will be used in describing the pretest and posttest scores of
the students while Paired Samples T- Test will be utilized to determine significant
difference in the scores of respondents before and after the implementation of
multilingual as medium of communication. Also, Eta- squared will be computed to
measure the effect of to the academic performance of multilingual as medium of
communication to the respondents.
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CHAPTER IV

Results and Discussion

This chapter comprises the presentation, analysis and interpretation of

data on the Multilingual as medium of communication and Academic
performance of Grade 7 students in Mathematics.

Table 1. Scores of the pre-test and post test of the control group.

Test n Sd Mean Descriptive Interpretation

Pre-test 30 1.44 5.0667 Low
Post test 30 2.44 10.50 Average

The first table reveals the scores of the control group in the pre-test which
uses a monolingual as medium of communication which generated a mean rating
of 5.0667 and interpreted as low and the post test of the control group which
generated a mean rating of 10.50 and interpreted as average.

Table 2. Scores of the pre-test and post test of the experimental group.
Test n sd Mean Descriptive Interpretation

Pre test 30 1.07 5.1333 Low

Post test 30 2.67 15.0667 High

The third table highlights the scores of the experimental group in the pre-
test which uses a multilingual as medium of communication which generated a
mean rating of 5.1333 and interpreted as low and the Post test of the
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experimental group which generated a mean rating of 15.0667 and interpreted as

high.

Table 3. Test on the Significant Difference between the Pretest and Post
test of the control and experimental group scores of the Respondents

Test n Df t- value p- value Decision

Pretest- Posttest 30 29 -12.538 .000 Significant
(Control)
Pretest- Posttest 30 29 -20.129 .000 Significant
(Experimental)
.

The table above exemplifies the test on the significant difference between
the pretest and posttest scores of the respondents of the control and
experimental group which registered a t- value of -12.538 and -20.129 with a p-
value of both .000 which is lesser than .05 level of significance indicating
significant. The result implies that there is a significant difference between the
pretest and post test scores of the respondents. Disparately, it reveals that the
respondents who were subjected to the multilingual as medium of communication
have gained significant learning to the students as well as monolingual as
medium of communication.

Table 4. Effect Size of control and experimental group.

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N t- value Eta- Squared Remarks

Control 30 -12.538 .84 Large
Experimental 30 -20.129 .93 Large

The sixth table depicts the effect of multilingual and monolingual as

medium of communication to the academic performance of students. The Eta-
squared value tallies of the control group .84 which signifies large effect. Thus,
the experimental group Eta- squared value tallies of .93 which is larger and
signifies large effect.
The result above is supported by the study of Ruth Corres et al., (2013)
which assert that this probability is called P and must be lower than the
significance level (α).

Chapter V
Conclusion and Recommendation
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This chapter presents the conclusion and recommendation based on the

analysis and interpretation of the gathered data of this study.

Findings
1. The mean score of the control group in pre-test is 5.0667 which is
interpreted as low, and 10.50 on the post test which is interpreted as
average.

2. The mean score of the control group in pre-test is 5.1333 which is

interpreted as low, and 15.0667on the post test which is interpreted as
average.

3. With the p- value of .000 which is lesser than the α both have a significant
difference.

4. The Eta- squared value tallies of the control group .84 which signifies
large effect. Thus, the experimental group Eta- squared value tallies of .93
which is larger and signifies large effect.

Conclusion
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After the data has been gathered, we analysed and interpreted the results.
The scores of the respondents, the control and experimental group during pre-
test was low. The scores of the respondents in the post test of control group was
average while the scores of the experimental group were high. There was
significant difference in the scores of the respondents in both experimental and
control group, both have a large effect but comparing the data’s, the
experimental group has a large number of effect than the control group The
multilingual as medium of communication has larger effect than the monolingual.
The result shows that using Multilingual as medium of communication has a big
effect and has a big help to the academic performance of the students compared
to monolingual (English). Based on the scores of the students, the section or the
experiment group which uses multilingual as form of communication has big
scores compared to the control group which used monolingual or the English
language.

Recommendation

Intensify the application of multilingual as medium of communication of the

teachers when delivering their lessons to the students. It should be adopted as
one of the teaching strategies in handling or teaching Mathematics. Curriculum
planners and math teachers could make use of multilingual for effective math
lessons delivery in schools. And also to conduct similar studies to validate its
findings.

References
Constantino G. Medilo Jr. (2016). The experience of mother tongue based
Multilingual education teacher. southern Leyte, Philippines.

[ CITATION Con16 \l 13321 ] Toward a theory of instruction. Cambridge

 19

J.O jordan. (2000. Effects of MBLE teaching strategy and gender on students’
achievement in basic science. Journal of Education and Leadership
Development, Volume 6, Number 1, 2000.

Araujo, Quintino & Gattward, James & Almoosawi, Suzana & Das Graças
Conceição Parada Costa Silva, Maria & Alfredo De Santana Dantas,
Paulo & Júnior, Quintino. (n.d.).

Chadwick. (2012). language awareness in teaching: a toolkit for content &

language teachers. Cambridge.

Espina, J. D. (2009). Mother Tongue-based multilingual education. mindanao.

Fong. (2015). multilingual strategy awareness in teaching: a toolkit for content &
language teachers. . San Francisco.

Minesota. (2007). Factors Contributing Academic performance.

Ross. (2001). Nutrional value and antioxidant capacity of cocoa honey.

Schutze. (2003). Global plant protection news. Four in one-new discovery on

pest fruit fly.

Shanahant), (. &. (2006).ao. 10.Wolff. (2006). multlingual and bilingual problems

on education.

APPENDIX A

LETTER OF PERMISSION

Republic of the Philippines

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Region XII
Cotabato Division
Magpet National High School

To whom it may concern;

Good Day!

We are the Grade 12 Students of Science Technology Engineering and

Mathematics (STEM) class in Magpet National High School leading our study
and would like to conduct a test/quiz regarding to our topic “The effectiveness
of Multilingual as form of Communication to the academic performance in
Mathematics“. The respondents of our study are the Junior High School,
specifically, the two sections of Grade 7 (Chamomile and Daffodil). We are
humbly asking for your consideration and your permission to allow us to perform
our research in these classes and to be our respondents. We would like to ask
for your benevolent cooperation and support for this study as partial fulfillment for
the requirements for the fourth quarter of the second semester of Kimberly G.
Vasquez and Kevin Lloyd P. Lebante.

Thank you for your time and cooperation. May God bless us all.

CIRILA A. IBANEZ MARIO C. CAPLAYA Jr.

Principal Practical Research II Teacher

March 1, 2018, March 1, 2018

APPENDIX B

Paired Samples Test

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Paired Differences t df Sig. (2-tailed)

Mean Std. Deviation Std. Error 95% Confidence Interval of the

Mean Difference
Lower Upper
-5.43333 2.37346 .43333 -6.31960 -4.54707 -12.538 29 .000
Pair 1 pretest - postest

CONTROL GROUP PAIRED SAMPLE TEST

Paired Samples Statistics

Mean N Std. Deviation Std. Error Mean

5.0667 30 1.43679 .26232

pretest
Pair 1

postest 10.5000 30 2.43183 .44399

APPENDIX C

EXPERIMENTAL GROUP PAIRED SAMPLE TEST

Paired Samples Test

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Paired Differences t df Sig. (2-

tailed)
Mean Std. Std. Error 95% Confidence Interval of
Deviation Mean the Difference
Lower Upper
pretest – -9.93333 2.70291 .49348 -10.94262 -8.92405 -20.129 29 .000
Pair 1
posttest

Paired Samples Statistics

Mean N Std. Deviation Std. Error Mean

5.1333 30 1.07425 .19613

pretest
Pair 1
postest 15.0667 30 2.63836 .48170

APPENDIX D

Cohens’s sample effect size

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Calculating the effect size (Eta squared) - magnitude of the differences between groups

Independent sample T-test t N1 N2 Total

Eta squared =t2/t2 + (N1 + N2 – 2) 1.622 184 252 0.006 Note: Don't edit the TOTAL

To interpret the eta squared (strength of association) values the

following guidelines can be used (from Cohen, 1988):
.01-.059=small effect
.06-.139=moderate effect,
.14 and above=large effect.
Paired Sample T-Test t N Total

Eta squared (Eta²) =t² / [t² + (N – 1)] -14.172 30 0.874 Note: Don't edit the TOTAL

3rd edition (Cohen)

.2 - .4=small effect
.5 - .7=moderate effect,
.8 and above=large effect.

DOCUMENTATION
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CURRICULUM VITAE
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PERSONAL DATA

Name: KIMBERLY G. VASQUEZ

Birthdate: June 23, 1999

Birthplace: Poblacion Magpet, North Cotabato

Age: 18

Home Address: Poblacion Magpet, North Cotabato

Parents: Samuel T. Vasquez & Jenny G. Vasquez

EDUCATIONAL QUALIFICATION

Secondary: Magpet National High School (Junior high)

Poblacion Magpet, North Cotabato

2016

Elementary: Apostol Memorial Elementary School

Poblacion Magpet, North Cotabato

2012

CURRICULUM VITAE

PERSONAL DATA

Name: KEVIN LLOYD P. LEBANTE

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Birthdate: September 07, 1999

Birthplace: Poblacion Magpet, North Cotabato

Age: 18

Home Address: Poblacion Magpet, North Cotabato

Parents: Samuel J. Lebante & Marlene P. Lebante

EDUCATIONAL QUALIFICATION

Secondary: Magpet National High School (Junior high)

Poblacion Magpet, North Cotabato

2016

Elementary: Apostol Memorial Elementary School

Poblacion Magpet, North Cotabato

2012