Professional Documents
Culture Documents
1
Lingayen, Pangasinan
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CHAPTER I
THE PROBLEM
Rationale
The issue of language is always contested at local, national and
international level as it is closely associated with identity, politics and
development. Education is one of the major domains where language issues
emerge creating debates which sometimes are difficult to settle down. Even if they
are addressed at the policy level it may not guarantee quality education in practice.
As envisioned by the Education for All (EFA) programme and the Millennium
Development Goal (MDG), countries around the world, especially the developing
ones like Philippines, are provided with both financial and technical assistance
from international development agencies. The countries have also attempted
various policy changes to ensure access, equity quality and relevance of primary
education. One of the policy level innovations we can see is the introduction of
learners mother tongues in schools both as a subject and the medium of
instruction. Various studies (e.g. Benson, 2002; Dutcher, 2003) have identified that
childrens overall educational attainment can be enhanced if they are taught in their
mother tongue in early grades. In contrary to this, teaching in a dominant language,
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which is different from childrens mother tongue, in early grades invites serious
challenges in education e.g. high drop-out rates, low educational attainment and
lack of classroom interaction (UNESCO, 2003). Due to these problems, as reported
by Dutcher (2004), a large number of indigenous children, who come from
different linguistic groups, are still out of school, and even if they have joined the
school they are marred with the low performance on the ground of their low
competence in dominant language (s) which is used as the medium of instruction in
schools.
The language-in-education policy is more complex in a multilingual country
like Nepal than in a country having only a few languages. The debate of the
selection of the medium of instruction in school is the most dominant issue in
language planning and policy. There are mainly two conflicting views in this
regard. By supporting the importance of a dominant (e.g. Filipino in the
Philippines) and global languages like English (in wider socio-economic contexts),
a majority of people argue that children should be taught in national and
international languages. On the other hand, there is another view that argues for the
use of childrens mother as the medium of instruction in schools to help children
develop cognitively and linguistically. Educationists and scholars (e.g. Benson,
2002; Skutnabb-Kangas, 2010). who are in favor of the later claim that learning
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out (Smits et al., 2008). As a result, many students repeat grades or drop out of
school, while those who stay in school lack basic literacy skills and therefore do
not master further content knowledge.
Learning in a first language, or familiar language, is essential for the initial
teaching of reading (Dutcher and Tucker, 1997, p. 36). Yet, an estimated 221
million school-age children speak languages not used as the primary medium of
instruction in the formal school system (Walter, cited in Dutcher, 2004), creating
significant obstacles for teaching and learning.
Therefore, it is not a coincidence that the worlds most linguistically diverse
societies account for a significant proportion of out of school children: 54 million
of the worlds out of school children live in countries designated as highly
linguistically fractionalized. This represents 58% of primary-aged children
(Alesina 2003, Lewis and Lockheed 2006, UNESCO 2008). In sum, these
countries represent 72% of the worlds out-of-school children, an indicating a clear
link exists between lack of education in familiar languages and lack of access to
education. Gettingand keepingthese out-of-school children into the classroom
depends in large part on the language of instruction in the classroom. Teaching
children in a language they do not understand significantly impedes their ability to
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access a quality education, especially when coupled with other problems including
poverty and poor teaching and learning conditions.
One of the changes in Basic Education Curriculum brought about by the
new
K-12 program
is the
Filipinos where language plays a significant factor. Since the childs own language
enables her/ him to express him/herself easily, then, there is no fear of making
mistakes. It 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 their mother tongue to construct and explain their world,
articulate their thoughts and add new concepts to what they already know.
MTB-MLE is a structured program of language learning and cognitive
development providing a strong educational foundation in the first language, with
successful bridging to one or more additional languages, and enabling the use of
both/all languages for life-long learning.
The purpose of a multilingual education program is to develop appropriate
cognitive and reasoning skills enabling children to operate equally in their
community language, the national language and English. Effective multilingual
education begins in the mother tongue of the learner with transition to the second
(Filipino) and third languages (English).
Driving both preservice and inservice teacher training are sets of standards
for setting the qualifications and competencies of teachers. Within MTB-MLE
these standards should reflect the fact that teachers are prepared to successfully
educate students who speak a mother tongue different from the target language of
instruction. This requires that teachers understand and can implement strategies for
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using the mother tongue as the primary road for children to build their initial
literacy skills as well as using it to bridge to oral and written literacy in the targeted
second language. The development and implementation of effective standards for
teachers in MTB-MLE programs is an important factor in building successful
MTB-MLE programs.
With MTB-MLE comes the growing apprehension from the teachers that
teaching in a mother tongue-based program requires a vastly different set of skills,
many of which they apparently do not have at the moment. The teachers are
particularly concerned with practical issues such as producing home-grown and
contextually sensitive teaching and reading materials, and how to actually develop
greater fluency in their own languages.
According to Dr. Dennis and Susan Malone, the leading MLE consultants
from SIL International, 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 and have not been able to progress through secondary
school. The Malones claim that effective and sustainable MTB-MLE programs
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require teachers who are fluent in speaking, reading and writing both their
students mother tongue and the official school language.
With the Department of Educations nationwide implementation of its own
version of mother tongue-based education in kindergarten and first grade, teaching
education institutions have their work cut out for them in revising their curricula to
be congruent with the new education policy. Ricardo Ma. Nolasco, PhD, an
associate professor at the Department of Linguistics in UP Diliman and the MLE
adviser of the Eggie Apostol Foundation inferred that it will take more than three
years before we can produce and equip our teachers with the necessary
competencies in the required languages and in academic content and before
reforms translate into better learning outcomes and greater participation rates. A
mapping on language use not only by the learners but also by the teachers
themselves is a prerequisite that must be taken seriously by education officials as
basis for planning sustainable MTB-MLE programs.
Since MTB-MLE has as one of its main purposes to acquaint students with
the principles of reading and then to build actual reading skills, the curriculum
needs to develop materials to make this happen. The broad categories of materials
needed to implement an MTB-MLE curriculum include early literacy materials in
the mother tongue, a variety of on-grade narrative reading materials using the
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the implementation of MTB-MLE and each study brings to the fore the pressing
concerns teachers have pertinent to it. Findings of the said studies point to areas
where teachers are in need of further assistance such as trainings, strategies typical
of MTB-MLE, proficiency in the mother tongue as well as learning resources. Of
the areas mentioned, teachers handling Grade I in District III of Lingayen, Division
of Pangasinan I point to learning resources as a main concern. The dearth of
instructional materials keep them from fully optimizing the utilization of mother
tongue as a learning subject. It is for this reason that instructional materials or
learning resources are hereby proposed to aid the teachers in Lingayen III in
Division of Pangasinan I in the teaching of mother tongue (Pangasinan).
same time, teachers help the learners develop their academic vocabulary in the new
language so they can understand and talk about more abstract concepts. In the best
programmes, learners continue to develop their ability to communicate and to learn
in both languages throughout primary school.
Considerable evidence exists that teaching children to read in their first
language helps them to learn to read a second language, because language skills
that are developed in a first language are transferrable to a second language
(UNESCO, 2008; Bialystock, 2006; Geva 2006). Moreover, mastering of the first
language promotes cognitive development needed to more easily learn a second
language. When children do not learn to read in the early grades, they fall further
and further behind their peers who can read, and they continue to fall behind in
other academic subjects as well. This phenomenon, known as the Matthew
Effect, is based on research showing that pupils scoring below a certain reading
level by the end of grade 1 stay behind throughout their academic career, and the
gap widens as they grow older (Stanovich, K.E., 1986). As a result, many students
who do not first learn to read in a language they know never master a second
language, and they are more likely to repeat grades or drop out of school. And
those students who manage to stay in school frequently lack basic literacy skills
and face significant challenges to mastering curriculum content. Although a
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commonly heard argument is that children learn language easily and quickly,
children need to be taught a language before they are expected learn via that
language. To do this, they need to be gradually transitioned into a new language, a
process that takes years if done well. When curriculum content is presented in an
unfamiliar language, an enormous amount of time must be spent first helping
children to understand this language, something that is extremely difficult and
wastes valuable years in the early grades when children could be learning in their
first language. Research since the 1960s has shown that it takes children until
about age 12 to full learn their mother tongue. Once they have learned this first
language, learning a second language becomes easier to learn. This is because
children have the foundation of knowledge and reading skills to help them learn a
new language (McLaughlin, 1992).
Republic Act No. 10533 known as the Enhanced Basic Education
Act of 2013. declared the policy of the State that every graduate of basic
education shall be an empowered individual who has learned, through a program
that is rooted on sound educational principles and geared towards excellence, the
foundations for learning throughout life, the competence to engage in work and be
productive, the ability to coexist in fruitful harmony with local and global
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The multilingual provisions in RA 10533, also known as the K-12 law, are
incontrovertible evidence that our country has shifted from a one nation, one
language mindset to one that recognizes our linguistic and cultural pluralism. the
implementation of DepEd Order No. 60, s. 2008 and DepEd Order No. 74, s. 2009
caused a significant change in the current educational landscape. The former
recognizes that the mother tongue, when used as the language of instruction (LOI),
is the most effective way to improve student learning. Correspondingly, the latter
mandate aptly institutionalized Mother Tongue-Based Multilingual Education
(MTBMLE) as a fundamental educational policy program, founded on the basic
premise of starting "where the learners are, and from what they already know"
(Nolasco, 2009: 2). MTB-MLE advances education beginning with the child's first
language (L1) and the subsequent gradual introduction of other languages along
with the buildup of the child's L1 skills. Almost two years after the Department of
Education, through Order No. 74 s. 2009, pushed for the use of the first language
in basic education, efforts at implementing MTB-MLE (mother tongue based
multilingual education) are now gaining significant ground.
Many Filipino children begin their education in a language they do
not speak or understand as well as their first language. In this setting, only the
learners' first language can provide the kind of bridge to a personal identity that
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PROCESS
1. Preparation,
Validation and
Administration of the
First Quarter
Examination
2. Analysis and
Interpretation of
a. Profile
OUPUT
Instructional Material
in Mother Tongue
(Pangasinan) for
Grade I Pupils
b. Level of
Performance
c. Figure
Mastered
I and Not
Mastered Skills
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3. Development of
Instructional Material
Assumption
Instructional material improves the performance of the Grade I pupils in
Mother Tongue.
then, zeroed in on the mastered and not mastered skills of the Grade I pupils based
on the First Quarter Examination in Mother Tongue (Pangasinan). The study is
delimited to the Grade I pupils at District of Lingayen, Division of Pangasinan I in
the mother tongue (Pangasinan).
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The results of this study will better equip them in carrying out instruction using the
mother tongue and complement it with corresponding instructional materials.
To the students, this study will provide them an environment in which they
learn best as the language used to teach them is also the one they speak in their
home.
To the parents, the results of this study will better involve them in their
childrens education, since they are less likely to be intimidated by the unfamiliar
school environment when their language is the medium of instruction.
grading period. The skills are said to be mastered by the Grade I pupils if 75% of
them answered the test item correctly.
Mother Tongue. It refers to the first language or native of the pupilrespondents which they have either learned from birth or within the critical period
of language acquisition. It refers to Pangasinan, the mother tongue of the Grade I
respondents in this study.
Mother Tongue-Based Multilingual Education (MTBM-MLE). It refers
to the first-language-first education that is, schooling which begins in the mother
tongue in the primary grades and transitions to additional languages particularly
Filipino and English. It refers to the learning subject made compulsory in Grades IIII as part of the requirements of the implementation of the K to 12 program
Not Mastered Skills. It refers to the tasks or competencies that the pupilrespondents failed to learn or accomplish within the time frame or grading period.
The skills are said to be not mastered if 75% of the Grade I respondents failed to
answer the test item/s correctly.
CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES
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This chapter presents a review of literature and studies that have a bearing
on this study.
Related Literature
For several decades, education and language policies in the Philippines have
been a popular subject of debate especially among policy makers and school
administrators. The 1974 Bilingual EducationPolicy (BEP) and the 1987
constitutional mandate on the status of Filipino, in particular, were significant
issues contributing to the course of the Philippine education system (Rubrico,
1998;Acua & Miranda, 1994).More recently, the implementation of DepEd Order
No. 60, s. 2008 and DepEd Order No. 74, s.2009 caused a significant change in the
current educational landscape. The former recognizes that the mother tongue, when
used as the language of instruction (LOI), is the most effective way to improve
student learning. Correspondingly, the latter mandate aptly institutionalized Mother
Tongue-Based Multilingual Education (MTB-MLE) as a fundamental educational
policy program, founded on the basic premise of starting where the learners are,
and from what they already know(Nolasco, 2009). MTB-MLE advances
education beginning with the childs first language (L1) and the subsequent gradual
introduction of other languages along with the buildup of the childs L1skills
Language is not everything in education, but without language, everything is
nothing in education (Wolf, 2006). In our constitution, education policies and laws
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in
mainstream
education.
"Multilingual
education
helps
they learn the labels or vocabulary for those concepts in a new language. MTB
education is especially beneficial in early childhood programs, preschool, and the
early grades (up to grade 6), when children are learning to read and gaining new
concepts.
The curriculum associated with a MTB-MLE program determines the scope
and sequencing of learning objectives. The goal of the curriculum is to build for
teachers a comprehensive framework in which any particular learning objective is
understood in terms of its necessary precursors. Particularly in early years, the
curriculum has to align itself with the still developing cognitive capabilities of
students, their still limited experience, and with their interests. So the precursor for
any learning unit acts as a necessary bridge to successful learning of the unit. The
fundamental tenet of the MTB-MLE curriculum is that the early learning of the
child, most importantly the learning of the principles of literacy and the child's first
exposure to reading, must be done in the child's mother tongue (Walter, S. and
Dekker, D. 2011). From there the curriculum related to language will consider to
what extent the child will continue to learn in the mother tongue and to learn
language arts in the mother tongue and the pace at which he or she will transition
to another language of instruction. If an educational system requires the use of a
second language, the curriculum should also incorporate an instructional strategy
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for bridging from the mother tongue into that language. Typically, this will be done
through an explicit subject area called, for example, English (or French, Spanish,
Hindi, Arabic, etc.) as a Second Language. In this case, the curriculum should
follow established principles of second language acquisition. Instructional
approaches and strategies are typically spelled out in the curriculum. A finely
detailed curriculum might even provide lesson plans or suggestions for lesson
plans to guide teachers.
Mother tongue-based MLE programmes enable learners to begin their
education in the language they know best. As they use their own language for
learning, they are introduced to the new (official) language and begin learning to
communicate in that language. At the same time, teachers help the learners develop
their academic vocabulary in the new language so they can understand and talk
about more abstract concepts.6 In the best programmes, learners continue to
develop their ability to communicate and to learn in both languages throughout
primary school (Shaeffer, S. 2003). The steps below help to illustrate the
progression of language learning in strong MLE programmes:
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compare and contrast the ways in which their two languages organize reality
(Cummins, J. 200).
The most important features of this process are that:
Education begins with what the learners already know, building on the
language
and culture, knowledge and experience that they bring with them when they
start school;
ones first language is important for overall language and cognitive development,
as well as academic achievement (Ball, 2010). Evidence from Cameroon, India,
Mali, the Philippines, South Africa, Vietnam, and elsewhere attests to the benefits
of learning in a familiar language. First, children learn to read faster if they speak
the language of instruction, because they already have a repository of vocabulary,
knowledge of the linguistic construction of the language, and the ability to
pronounce the sounds of the language. This prior knowledge facilitates learning to
read, as well as comprehending text. Being able to read and understand the
language in turn facilitates academic learning. For example, a recent evaluation of
a mother tongue education program in Cameroon reveals that children who were
taught in their mother tongue, Kom, performed significantly better125% on
averagein multiple subjects (including math and English) than a control group of
peers who attended schools where English was the medium of instruction (Chuo
and Walter, 2011). In Vietnam, 68% of grade one students in a mother tongue
program achieved the level of excellent compared to only 28% of students not
learning in their mother tongue (UNICEF, 2011). Similar results were achieved in a
program in the Philippines, where children learning in their mother tongue showed
statistically significant improvements in all subjects compared to children who
were learning only in Filipino (Walter and Dekker, 2011).
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Related Studies
Foreign
MTB-MLE will help to create positive thinking between the individual and
society. In a study on integration of local contents in school curricula, Kadel (2011)
believed that MTB-MLE at the beginning of basic education will be effective in
providing quality education in a learner-friendly environment. His study indicated
that the development of indigenous people and ethnic minorities is linked with the
students freedoms of choices and freedoms of using alternative combinations in
order to address their linguistic and cultural needs in harmony with their material
conditions and value system.
The medium of instruction for basic education should be the child's mother
tongue. This is especially true for pre-primary and primary education (Grades 1 to
5). Children have a right to basic education in their own mother tongue because of
the benefit to their cognitive development and because it helps them to develop a
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need to
standardize the public school education system. The current curricula used in the
private schools are geared towards meeting western requirements alone. Therefore,
they have to recognize the need and importance of public schools in their nations
development. To meet the requirement to bring human resources for the country up
to high standards, basic education should start in the child's mother tongue and
gradually introduce instruction in the medium of other languages through the
literacy skills that have been obtained in the mother tongue. This will help the
children to become good learners throughout their whole lives.
Kadels study and the present study are related in terms of the subject which
both covers MTB-MLE. Both studies underscored the benefits we stand to gain
from the incorporation of MTB-MLE in the curriculum. Both studies still differ
though in terms of the advantages of MTB-MLE. Whereas Kadel highlighted
MTB-MLEs significance to preservation of culture and transfer of historical
identity, the present study zeroes in on the concerns and needs of the teachers with
regards to the implementation of MTB-MLE, or specifically the mother tongue as
a learning subject.
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Local
Studies indicate that MTB-MLE contributes to student success. In the
Lubuagan community, researchers found that children in a mother tongue
education program out-performed students in Filipino and English medium schools
by a difference of 40 percentage points.
Walter, Dekker, and Duguiang undertook the Lubuagan MLE Project in
2007-2008 wherein three experimental class schools implementing the Mother
Tongue based MLE approach are compared with three control class schools
implementing the traditional method of immersion in two new languages. Schools
are of the same SES (Social Economic Status). One school has two sections where
students are randomly placed in experimental or control classes.
Lubuagan students are monolingual at the time they begin their education.
Philippine Policy has it that English and Filipino are the medium of instruction
allowing the L1 to be used as an auxiliary language. This creates comprehension
difficulties resulting in low achievement. Walter et al in their study forwarded the
use of mother tongue to teach curriculum content and to teach English and Filipino
as second and third languages.
The study showed empirical evidence which supports the value of Mother
Tongue education. Using the Mother Tongue will not hinder the learning of second
and third languages. The research study showed that the use of the mother tongue
strengthens the acquisition of second and third languages. When children learn in
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their mother tongue their cognitive skills continue to build, enabling greater ability
to handle cognitively demanding study and strengthening learning of other
languages.
The study made by Walter, Dekker and Duguiang and the present study are
related in as far as the subject is concerned, MTB-MLE. Both still differ though in
terms of scope or area of concern. While their study focused on the higher
achievement scores with the use of MTB, the present study looks into the needs
arising from the use of the Mother Tongue as a learning subject.
Ilao, Santos and Guevara (2011) made an objective analysis of the levels of
agreement, in terms of grammar and orthographic rules, between reference books
and actual usage as evidenced from web-mined text corpora for three major
Philippine languages, namely Filipino, Cebuano-Visayan and Ilokano.. Their
findings concurred that the implementation of Mother Tongue-Based Multilingual
Education (MTBMLE) will require definitive rules for orthography and grammar.
While there are such rules for some Philippine languages, there is a need to
determine the agreement and points of departure between the rules and the usage to
avoid confusion. A list of language rules on grammar and orthography were
selected from standard reference books for each of the aforementioned languages.
Alternative forms of usage for each selected language rule were identified, and
frequency counts were made, to be used as bases for a comparative analysis
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between the rules prescribed by standard reference books and actual language
usage. The techniques used in this study are important in language education,
serving to identify areas of Variation in language use in aspects of grammar and
orthography. Looking at the 2009 DepEd circular, and considering the papers that
show successful MTB-MLE practice, it is evident that an important prerequisite to
this program is a working orthography that is widely acceptable to the learning
community, and which is compatible to that languages intellectualization. The
linguistic diversity of the Philippines, with 171 living languages and around 500
dialects, is a big challenge to such an initiative, where the requisite maturity of
orthographic systems of each candidate language of instruction cannot be
guaranteed. Moreover, as the MTB-MLE program matures, there comes a need to
refine the grammatical and orthographic rules of the language being used for
instruction, as it is increasingly being used in the academic setting. These scenarios
argue for the need of a system that can periodically monitor the state of a
languages development, by observing how it is being used by a population of
users.
The study made by Ilao, Santos and Guevarra are both pertinent to MTBMLE. This is where their similarities lie. However, on the whole, both studies
differ. They differ on focus and concentration of study. The former focused on the
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need for definitive rules in orthography and grammar vis--vis the implementation
of MTB-MLE while the present study deals primarily on the teachers concerns
and perceived needs towards the use of the mother tongue as a learning subject.
Using descriptive method of research, Corpuz (2012) looked into the status
of the implementation of MTB-MLE in Malsiqui District II. It zeroed in on the
teachers proficiency in the language, adequacy of instructional materials as well as
the teachers preparedness for the said curricular reform. Results of the study show
that majority of the teachers handling Grades I- III are proficient in the language
but lacked the instructional materials as well as the training that would make them
better equipped to handle the challenges or requirements there are to the use of the
mother tongue in the said grade levels.
The study conducted by Corpuz and the present study are related. They both
deal on the concerns arising from the implementation of the MTB-MLE. They
differ, though, in terms of scope. Whereas the study made by Corpuz focused on
the status of the implementation of MTB-MLE in the Division of Pangasinan I, the
present study looks into the concerns the teachers of Malasiqui District II have
from the use of the mother tongue as a learning subject.
Three years into its implementation, this educational policy or reform
pertinent still seems to be weighed down by concerns from among the primary
teachers. Blaquir (2012) determined the status of the implementation of the Mother
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The studies cited all contributed significantly in the conduct of the present
study. The data presented, particularly the results, aided the researcher into a
careful deliberation of the analysis needed in determining the salient factors that
will make the present study true to the data gathered. Likewise, the studies
highlighted facets of the mother tongue in need of further deliberation.
CHAPTER 3
RESEARCH METHODOLOGY
This chapter presents the methodology of this study. It covers the sources of
data, instrumentation and data collection, and the tools for data gathering.
Research Design
This study utilized the descriptive-developmental method of research. It
described the profile of the Grade I pupils in terms of age, sex and language
spoken at home (first language) as well as their level of performance in mother
tongue (Pangasinan)
in Mother Tongue
(Pangasinan). It also determined the mastered and not mastered skills from the
First Quarter Examination in Mother Tongue (Pangasinan).
It also utilized
Research Subject
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The subjects of this study are the Grade I pupils in Lingayen District III, this
School Year 2014-2015. There are 141 pupils of which 52 are males and 89 are
females. The 20% of the population of each school served as the subjects of the
study.
Table 1 shows the distribution of respondents per school and enrolment.
Table 1
Distribution of Pupil Respondent
School
Aliwekwek
Aplaya
Balococ
Bantayan
Basing
Lasip
Matalava
Pangapisan
Poblacion
Rosario
Wawa
Enrolment
23
79
52
31
54
56
76
144
79
45
64
Respondents
5
16
10
6
11
11
15
29
16
9
13
Research Instrument
Part I of the questionnaire was composed of the profile of the respondents.
Part II was focused on the results of the teacher-made test in Mother Tongue
(Pangasinan) in the First Quarter Exam as the primary tool in gathering the
necessary data for the study.
Research Procedure
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Permission to conduct this study was requested by the researcher from the
Schools Division Superintendent of Pangasinan I. After permission was granted,
the researcher then, coursed through the school heads of the 11 schools under
Lingayen III District the questionnaire and explained the mechanics of the
questionnaire as well as the importance of the study.
The researcher personally coordinated with the said school heads to ensure
that data gathered from the respondents will be true to all schools in the district.
formula is :
MPS = M/HPS x l00
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Where:
MPS = is the mean percentage score
M = is the mean
HPS = is the highest possible score
3. To answer problem number 3, the mastered and not mastered skills of the
Grade I pupils based on the First Quarter Examination in Mother Tongue
(Pangasinense) shall be determined by using frequencies that were converted into
percentages. In the interpretation, a skill/competence where the pupils obtain
percentages of 75 or higher indicate a mastery of the skills. In the same manner,
percentages of students who got below 75% and lower indicate a non-mastery of
the skills/competencies.
CHAPTER 4
PRESENTATION, ANALYSIS AND
INTERPRETATION OF DATA
This chapter deals with the presentation, table reading, analysis,
interpretation of the data on the profile of the Grade I pupils in Lingayen III district
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as well as their level of performance and mastered and not mastered skills in
Mother Tongue (Pangasinan) in the First Quarter Examination. The data are
presented in the order of the statement of the problem.
Profile of the Grade 1 pupils in Lingayen III District
In terms of Age
Table 2
Frequency and Percentage Distribution of the Pupils
in Terms of their Age
(N=141 )
Age
5
6
7
8
9
Total
Frequency
33
104
2
1
1
141
Percent
23.40%
73.76%
1.42%
0.71%
0.71%
100%
Table 2 presents the pupils age in Lingayen III District. Ranging from 5
years of age to 9 years of age, the data reveal that of the 141pupils, 73.76% or 104
are aged 6, 23.40% or 33 are aged 5,
respectively. It can be gleaned from the data that majority of the pupils in Lingayen
III District are aged 6.
Profile of the Grade 1 pupils in Lingayen III District
In Terms of their Sex
Table 3
Frequency and Percentage Distribution of the Pupils
in Terms of their Sex
(N=141 )
Sex
Male
Frequency
52
Percent
37%
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Female
Total
89
141
63%
100%
Of the 141 Grade I pupils in Lingayen III District, it is noteworthy that 63%
or 89 are females while 37% or 52 of them are males. It would seem that
elementary schools in Lingayen III District have more female pupils than male
pupils.
Profile of the Grade 1 pupils in Lingayen III District
In Terms of the First Language Spoken at Home
Table 4
Frequency and Percentage Distribution of the Pupils
in Terms of the First Language Spoken at Home
(N=141 )
Age
Pangasinan
Tagalog
English
Total
Frequency
116
25
0
141
Percent
82%
18%
0%
100%
can be taken in two ways, positively and negatively. The result is an affirmation of
how the Pangasinan language is still the first language of the pupils, and in the
process, an advantage with it being a learning subject and a medium of instruction
in the primary grades. On the other hand, the results also imply that none of the
pupils parents train their children to speak English which can be attributed to the
pupils deficiency in the said language.
Performance in Mother Tongue based on the
First Quarter Examination
Table 5
Level of Performance in Mother Tongue
in the First Oral Examination
Advanced
Proficient
Approaching Proficiency
Developing
Beginning
Total
Frequency
(F)
0
5
2
3
1
11
Percentage
(%)
0
45.45
18.18
27.27
9.1
100
How did the Grade I pupils in the Lingayen III District fare in the First
Quarter Examination in the Mother Tongue (Pangasinense)? The data in the table
reveal the level of performance of the said pupils in the district in terms of their
level of proficiency.
Of the 11 schools under the Lingayen III District, it can be noted that none
reached the advanced level while five (5) schools level of performance proved to
be proficient (45.45%). It is discouraging to note that six (6) of the schools fared
_____________________________________________________________________________________
poorly with two (2) schools approaching proficiency(18.18%), three (3) schools
(27.27%) level of performance were found to be developing and one (1) (9.1)
was found to be still at the level of beginning.
Ideally, the level of performance of the Grade I pupils in Mother Tongue in
the First Oral Examination should either be proficient or approaching proficiency
considering that these pupils have already finished kindergarten and were taught no
longer new to the instruction in the mother tongue. Though the overall
performance of the schools under the Lingayen III District is generally good, it
stills calls for a vigilant monitoring of the delivery of instruction. Likewise, it also
calls for
optimum participation of the pupils is met. The result also draws particular
attention to the need of beefing up of instructional materials so as to generally
improve, too, their level of performance which will consequently influence their
proficiency level in the quarterly examinations. This is particularly true to the
schools whose level of performance is still either at the beginning or developing.
Specifically, close monitoring should be done to the lone school with a level of
performance under beginning. This implies a comparison and observation of
instruction as well as data of Basing Elementary School to those of the five (5)
schools in the said district and see how this can be addressed or resolved. The six
_____________________________________________________________________________________
(6) schools lagging behind in terms of their level of performance in Mother Tongue
need to be more vigorous in their approaches to instruction and evaluation. What
the schools under Lingayen III District can do, particularly those lagging behind, is
to benchmark with those schools that are doing well. Moreover, peer coaching and
mentoring activities will also do well in addressing the concerns raised. Through
these activities, continuing professional development among teachers is best
fostered. Teachers who have been in the profession for a good number of years
could be at the helm of these professional activities. Likewise, the master teachers
in the district could come up with innovations and share their best practices to the
teachers, particularly to those who are newly hired or new in the system.
Table 6
Skills Mastered and Not Mastered by the Grade I Pupils
Based on the First Quarter Examination
Objectives
No. of
Items
75% of
Items
No. of
Pupils who
Scored
75%
Percentage
of Pupils
who
Scored
75%
Remarks/
Description
5
1
39
42
27.65
29.78
Not Mastered
Not Mastered
11
120
Listening
1. Recall the important details
in listening to a story
2. Identify rhyming words
Speaking
1. Give the letter that begins
the name of a given object
/picture
85.10
Mastered
_____________________________________________________________________________________
117
82.97
Mastered
115
81.56
Mastered
119
84.39
Mastered
109
77.30
Mastered
Reading
1. Identify the sounds of
animals, transportation and
objects
2. Answer literal level
questions about repository
text read
Writing
1. Observe mechanics when
copying or writing sentence,
capitalization, space between
words , correct punctuation
A thorough study of the pupils score in the test vis--vis the instructional
objectives in the pupils mother tongue as a subject show how the pupils have
mastered 5 of the indicated 7 skills or objectives. The data show how the Grade I
pupils in Lingayen III District have mastered and/or are strong in areas pertinent
to a) recognizing/giving the letter that begins the name of a given object/picture
(85.10%); b) giving the sounds of letters in the alphabet (82.97); c) identifying
sounds of animals, transportation and objects (81.56%); d) answering literal level
given questions about repository text read (84.39%), and e) observing mechanics
when copying or writing sentence such as rules with regard to observance of
_____________________________________________________________________________________
capitalization, punctuation and spacing between words (77.30%). The data affirm
how the Grade I pupils were off to a good start in as far as the competencies or
skills they have mastered in speaking, reading and writing in the First Quarter are
concerned. They, however, need to be exposed and guided more in the skills or
objectives they failed to master: a) recalling the important details in listening to a
story where only 27..65 % or 39 out of the 141 pupils scored 75% , and b)
identifying rhyming words with just 29.78 % or 42 pupils who scored 75%. The
results call for a thorough exposure and practice on the said areas so the pupils
would possess the ability needed to master the skill required of such tasks.
From the four basic communication skills of listening, speaking, reading,
and writing, the data reveal that the Grade I pupils of Lingayen III District are
strong or doing well along speaking and reading. It is apparent that they are faring
poorly in writing and particularly in listening. This implies that activities,
instruction and evaluation should target noting details in a story as well as the
observance of mechanics in copying or writing a sentence.
The quarterly examination sums up and gauges how well the pupils have
mastered the skills and attained the objectives vis--vis the instruction they are
exposed to in their classes. More than just knowing a thing or two about the lesson,
it becomes imperative that the pupils become adept or able at the skills required of
them with or in each lesson. Thus, to prepare the Grade I pupils in Lingayen III
_____________________________________________________________________________________
District to meet the gradation and complexity of skills and competencies of the
coming quarter, they should have mastered all the skills or met the objectives in the
first quarter. Teachers, then, are tasked to ensure the mastery of all skills and the
attainment of lesson objectives by all pupils in every quarter. Ideally, all the
competencies should have been mastered by the Grade I pupils. On the other hand,
it can be acknowledged that with the pupils learning at their own pace, want the
teachers in the district can best do is to gauge how their pupils learn best.
CHAPTER 5
SUMMARY, CONLCUSIONS AND RECOMMENDATIONS
This chapter presents a review of the entire study with emphasis on the
significant findings, conclusions derived from the findings and recommendations
of the researcher.
Summary
Many Filipino children begin their education in a language they do not speak
or understand as well as their first language. In this setting, only the learners' first
language can provide the kind of bridge to a personal identity that incorporates
both an ethnic and a national dimension. To this end, the Department of Education
issued DO 74 on July 14, 2009, and thus institutionalized MTB MLE as a
fundamental educational policy and program to address linguistic diversity,
ensure linguistic rights of children enshrined in various international declarations
_____________________________________________________________________________________
and national constitutions, promote access and equity in basic education, and
enhance quality of education
This study sought to develop instructional materials in Mother Tongue
(Pangasinan) for Grade I pupils at Lingayen III , Division of Pangasinan I, School
Year 2014-2015 to improve their level of performance and mastery of skills in
Mother Tongue.
Specifically, it sought to answer the following questions:
1. What is the profile of the Grade I pupils in terms of :
a. Age
b. Sex
c. First Language spoken at home
2. What is the level of performance of the Grade I Pupils in Lingayen, Division of
Pangasinan I in the First Quarter Examination in mother tongue (Pangasinan)?
3.W hat are the mastered skills and not mastered skills of the Grade I pupils based
from the First Quarter Examination in Mother Tongue (Pangasinan) ?
4. What instructional material may be proposed to improve the performance of the
Grade I pupils in mother tongue (Pangasinan)?
Findings
1. Majority of the Grade I pupils in Lingayen III District are aged 6 (73.76%) and
are females (63%). The language they spoke at home is Pangasinan (82%) which
consequently make Pangasinan their first language or mother tongue.
2. Of the 11 schools under the Lingayen III District, none reached the advanced
level while five (5) schools level of performance proved to be proficient (45.45%);
_____________________________________________________________________________________
six (6) of the schools fared poorly with two (2) schools approaching proficiency
(18.18%), three (3) schools (27.27%) level of performance were found to be
developing and one (1) (9.1) was found to be still at the level of beginning.
3. Of the 7 objectives and competencies the Grade I pupils were expected to master
and attain , the pupils had mastered 5 and 2 were not mastered. They failed to
master the competencies in listening with just 27.65% scoring 75% in recalling the
important details in listening to a story and only 29. 78% scoring 75% in
identifying rhyming words.
Conclusions:
1. The Grade I pupils in Lingayen III District adhere to what the Department of
Education required of school age for Grade I as majority of them are aged 6.
Pangasinan remains to be the first language of the pupils as it is still the language
spoken at their homes.
2. None of the 11 schools under the Lingayen III District has reached advanced
level of performance in Mother Tongue in the First Quarter Examination. While
majority of the schools were found to be proficient, one school was still in the
beginning level or stage.
3. Majority of the instructional objectives and skills/competencies in the mother
tongue as a subject were met by the Grade I pupils as indicated by the 5 areas
where they have mastered the skills.
_____________________________________________________________________________________
_____________________________________________________________________________________
BIBLIOGRAPHY
A. BOOKS
Baker, C. (2001) Foundations of bilingual education and bilingualism (3rd edn.)
Clevedon: Multilingual Matters.
Celce-Murcia, M. (2006). Teaching English as a Second or Foreign Language 3rd
Edition. Singapore: Heinle&Heinle A Division of Cengage Learning
Chou, D & Walter, S. (2011). Vanishing voices: the extinction of the worlds
languages. New York: Oxford University Press.
Gordon, Raymond G., Jr. (ed.), 2005. Ethnologue: Languages of the World,
Fifteenth edition. Dallas, Tex.: SIL International.
Hobsbawm, E. (1990) Nations and Nationalism Since 1780: Programme, Myth
and Reality. Cambridge: Cambridge University Press.
Malicsi, J. (2005). The ELP Written Communication Strategies 3rd Ed. The
Classic Foundation for English Linguistics Projects. Quezon City, Philippines.
Nettle, D. & Romaine, S. (2000) Vanishing Voices: The Extinction of the Worlds
Languages. London, UK; Oxford University Press
Nolasco, R. (2009). 21 Reasons why Filipino children learn better while using
their Mother Tongue: A primer on Mother Tongue-based Multilingual Education
(MLE) and other issues on language and learning in the Philippines.
GuroFormation Forum.
_____________________________________________________________________________________
B. UNPUBLISHED MATERIALS
Blaquir, L. (2012) The Implementation of the Mother Tongue-Based Multilingual
Education in Public Elementary Schools in Pangasinan I. Lyceum Northwestern
University,Dagupan,Pangasinan.
Carolyn J. Benson (2002) Real and Potential Benefits of Bilingual Programmes
in Developing Countries International Journal of Bilingual Education and
Bilingualism, Vol. 5, No. 6, pp.303-317.
Corpuz, M. (2012). Status and Prospects of Mother Tongue Based Multilingual
Education in Malasiqui II District. Pangasinan State University, Urdaneta.
Evangelista, L. (2013) The Mother Tongue as a Learning Subject in Malasiqui
II District. Pangasinan State University, Urdaneta, Pangasinan.
Ilao, E., Santos, R. & Guevara, M. (2011). Analysis of the Levels between
Reference books and Actual Usage in the Mother Tongue. West Visayas State
University.
Wolf, S. (2006). The Kom experimental mother tongue education project report for
2010. Unpublished research report.
_____________________________________________________________________________________
Smits, J., J. Huisman, et al. (2008). Home language and education in the
developing world, UNESCO.
http://unesdoc.unesco.org/images/0017/001787/178702e.pdf.
UNESCO (2007). Advocacy Kit for Promoting Multilingual Education: Including
the Excluded,http://www2.unescobkk.org/elib/publications/110/Booklet%201%20%20Overview.pdf.
Skutnabb-Kangas, T. (1990) Language, Literacy and Minorities. A Minority
Rights Group Report. London: Minority Rights Group.
D. OTHERS
Section 16 of Republic Act No. 10533, known as the Enhanced Basic Education
Act of 2013
DepEd Order no. 74, s. 2009, Institutionalizing Mother Tongue-Based Multilingual
Education
UNICEF. (2011). The use of vernacular language in education. Monograph on
Fundamental Education. Bangkok: UNICEF.
Acua, J. & B. Miranda. (1994). A closer look at the language controversy in The
Language Issue in Education. Acua, J. (Ed). Manila & Quezon City: Congress of
the Republic of the Philippines.
Ball, J. (2010). Enhancing learning of children from diverse language
backgrounds: Mother tongue-based bilingual or multilingual education in the early
years, UNESCO. http://unesdoc.unesco.org/images/0018/ 001869/186961e.pdf.
APPENDIX A
Survey Questionnaire on the Validity of
_____________________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
APPENDIX B
Permit to Conduct the Study
THE ADELPHI COLLEGE
Lingayen, Pangasinan
August 12, 2014
ALMA RUBY C. TORIO, Ed.D
Schools Division Superintendent
Pangasinan I Division
Lingayen, Pangasinan
THRU: DR. TEODORA V. NABOR, D.A.
Assistant Schools Division Superintendent
Madam:
Warm Greetings!
I am presently conducting a research study entitled PROPOSED INSTRUCTIONAL MATERIAL IN
MOTHER TONGUE (PANGASINAN) FOR GRADE I PUPILS School Year 2014-2015 at The Adelphi
College, Lingayen, Pangasinan in partial fulfillment of the requirements for the degree Master of Arts in
Education Major in Educational Management.
In this connection, I would like to request permission from yourgood Office to gather data and administer a
teacher-made test to Grade I pupils who will serve as my respondents in Lingayen III District.
Your positive approval to the request is very much appreciated.
Thank you very much and God bless!
Very truly yours,
Nora T. Cruz, Ed.D
Researcher
Noted:
LINA C. ALCANTARA, Ed.D
Dean, Graduate Studies
Recommending Approval:
_____________________________________________________________________________________
APPENDIX C
First Quarter Examination in
Mother Tongue
UNAAN YA EKSAMIN ED
MOTHER TONGUE
UNAAN YA BALITANG
I.
Si Laki Toning
Si LakiToning et sakey yadumaralos. Maawang so dalin ya tataneman day
pagey tan nambabangil ya pisi-pising.Walay kamatis, okra, kalubasa, talon tan
palya.Sosto ed danum tan abono iray tanem da. Papalinan day dikarika umpan
umbuna tan manbungay dakel. Kasabi panag-ani, maliket s iLaki Toning.Tiniklis
ya bungay pising so ni sempet tan nilako dad tindaan.
1. Antoy panaanapan nen Laki Toning?
A. Managsigay
B. dumaralos
C. karpintero
_____________________________________________________________________________________
C. maliket
C. diad tindaan
D.
Isulat so dugan letra ta pian na kumpleto so ngaran na kadalitrato. Manpili
ya letra ed kahon.
a,
b,
e,
o,
6.
___tis
9.
___aso
7.
___tot
10.
___leng
8.
___apis
III.
Limpekan so letranaduganebat.
B. siwit
C. uleg
A. tambol
B. totot
C. relo
C. motor
C. katuray
C. T
C. B
B. B
C. M
B. relo
C. kampana
C. Q
B. O
C. E
C. Bb
C. tasa
.
.
.
_____________________________________________________________________________________
APPENDIX D
TABLE OF SPECIFICATION IN MOTHER TONGUE
FIRST PERIODIC TEST
Objectives
No. of
Items
Test
Placement
Listening
1. Recall the important details in
listening to a story
2. Identity rhyming words
1, 2, 3, 4, 5
14
Speaking
1. Give the letter that begins the
name of a given object/picture
2. Give the sounds of letters in the
alphabet
10
6, 7, 8, 9,
10, 16, 17, 18, 23,
24, 25
15, 22
11, 12, 13
29, 20, 21
Reading
1. Sounds of animals, transportation
and objects
2. Answer
literal
level
given
questions about repository text
read
Writing
1. Observe mechanics when copying
or writing sentence: capitalization,
space between words, correct
punctuation
_____________________________________________________________________________________