Mother Tongue - Based Instruction in Mathematics

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Mother Tongue – Based Instruction
in Mathematics
A Thesis Presented for Masters of Arts
in Educational Management
Cebu Normal University
TESS P. ENGLIS
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TABLE OF CONTENTS
Chapter Title Page

Title Page 1
Table of Contents 2
1 THE PROBLEM AND ITS SCOPE
Introduction
Rationale of the Study 4
Theoretical Conceptual Framework 6
The Problem
Statement of the Problem 10
Significance of the Study 11
Definition of Terms 13
2 REVIEW OF RELATED STUDIES AND
LITERATURE 16
RESEARCH METHODOLOGY
Research Design 25
Research Respondents 26
Research Locale 27
Research Instruments 28
Data Collection Procedure 29
Data Analysis 30
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Ethical Consideration 32
REFERENCES 32
APPENDICES
Appendix A : Transmittal Letter 35
Appendix B : Survey Questionnaire 47
Appendix C : Gantt Chart 59
Appendix D : Curriculum Vitae 61

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CHAPTER 1
THE PROBLEM AND ITS SCOPE
Rationale
Educationists have been finding realistic solutions to the realistic problems in the
Philippine Educational System especially on literacy and comprehension of students. Based on
recent survey, Filipino students have low literacy and comprehension rate especially in English.
Since most of the subjects except Filipino are taught using English language students also
perform poorly in the other subject areas like Mathematics.
The transition of the old curriculum to the K-12 curriculum has been implemented to fill in
the gap. One of the highlights is the inclusion of Mother Tongue Based Instruction to primary
students. Proponents of this believe that students would understand the better if lessons are
discussed using the mother tongue. August and Shanahan 2008 stated that the development of
literacy is known to be highly dependent on effective instruction.
Experts said that if educational systems allowed students to maximize their linguistic
preference, it would be beneficial to them especially on their bilingual development and for their
school achievement.
Moreover, experts and researchers believe that students whose language differs from the
official schools’ language especially at the prime of his education will benefit from the education
system that upholds MTB programs.
However, some experts contended on these ideas of the delivery of instruction and would
just have worsen the problem of literacy and comprehension.
The implementation of MTB in a classroom with students’ variety of mother tongues,
competence of the teachers in the use of the local language and the incomplete curriculum and
instructional materials are just few of the many challenges that confront the implementation of
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MTB-MLE program and should have been taken into considerations as suggested by opposing
experts.
Furthermore, the implementation has been questioned especially in multilingual regions in
the country as to what mother tongue to be used in the classroom with the students’ language
diversity.
This phenomenon of linguistic variety is not only true to students gathered in a classroom
but also to teachers. In fact, most teachers are still confused of some words used in the books of
MTB subject.
The aforementioned opposing statements on Mother tongue instruction are the baseline in
the conduct of this study. Moreover, this is also triggered by the pandemic that is also confronting
the traditional way of conducting classes. This study would look into the teachers’ perspectives
on the mother tongue-based instruction as used in mathematic modules since modular instruction
is the most suited type due to the unavailability and inaccessibility of internet.
Theoretical Conceptual Framework
The policy on what language to be used as a medium of instruction is still a subject to
many debates and it is a relatively new academic field that has evolved immensely since the
1960s. The use of the mother-tongue-based education has gained ground in numerous
educational fora. The significant of this program does not only end on the preservation of the
heritage language, but continue to affect different facets of education.
This study theorizes that mother tongue-based instruction is of a great help to students in
learning lessons in school. Likewise, this study is anchored the Cummins (1978) Linguistic
Interdependence Hypothesis, Early Exit Bilingual Education Model and the theory of Academic
Productivity of Reynolds & Walberg (1992).

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The Linguistic Interdependence Hypothesis as developed by Cummins argues that certain
first language (L1) knowledge can be positively transferred during the process of second
language (L2) acquisition. The L1 linguistic knowledge and skills that a child possesses can be
extremely instrumental to the development of corresponding abilities in the L2. An integral
component of these facilitative aspects of language influence is that the L1 be sufficiently
developed prior to the extensive exposure to the L2 as would be found, for example, in an
educational environment (Vrooman, 2000).
Moreover, the linguistic, or developmental, interdependence hypothesis says that students
are able to develop a second language when their primary language is developed (Baker, 2001).
It proposes that to the extent that instruction through a minority language is effective in
developing academic proficiency in the minority language, transfer of this proficiency to the
majority language will occur given adequate exposure and motivation to learn the majority
language” (Cummins, 1986). Cummins asserts that language minority students who have strong
foundations in their first language would have an easier time learning the same content in the
second language. Students wouldn’t need to re-learn the content. This is definitely supportive of
bilingual education because it requires support and valorization of the minority language in order
to obtain the goal of majority language proficiency faster.
This hypothesis upholds the concept of Mother tongue-based instruction which aims to
promote the development of competent and well-rounded individuals. It maintains that teachers
should start where the students are and build new knowledge from what they already know.
When students are taught in their mother tongue, they think more effectively and perform better
(Medilo, 2016).
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Figure 1.
Schematic Diagram of the Theoretical Framework of the Study
Another concept is the Early Exit Bilingual Education Model where students are prepared
to transition into all English classrooms within three years of beginning of School as non-English
speakers. This model provides students with an understandable instruction in their first language
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until they have developed enough English proficiency to be instructed in English in order to
understand (Freeman and Freeman 2011).
In the same way, Transitional Model of Mother Tongue-Based Instruction is that that “use
the learners’ first language for the purpose of rapid development of English L2 to occur so that
students can quickly move on to an English only program. This model uses the first language (L1)
of the students in their early year in schooling to prepare them for immersion in English as a
second language (Ndamba, 2008). Thus, Philippines’ mother tongue-based multilingual
education (MTB-MLE) policy of 2012 falls under transitional model and MTB early-exit model.
On the other hand, Walberg's theory of academic achievement posits that psychological
characteristics of individual students and their immediate psychological environments influence
educational outcomes (cognitive, behavioral, and attitudinal) (Reynolds & Walberg, 1992).
Further, Walberg’s research identified nine key variables that influence educational outcomes as:
student ability/prior achievement, motivation, age/developmental level, quantity of instruction,
quality of instruction, classroom climate, home environment, peer group, and exposure to mass
media outside of school (Walberg, Fraser, & Welch, 1986).
The three theories above are the bases of formulating the variables in this study which
includes the entry and exit performance of the students to determine whether or not the use of
mother-tongue based instruction has helped and influenced the learners’ ability in learning the
required competencies in Mathematics. Furthermore, grade 3 students were chosen as main
respondents to determine whether or not MTB is effective strategy in teaching the primary level.
On the other hand, another variable included is the teachers’ knowledge in the
implementation of this kind of teaching strategy. Regardless of how effective the strategy is if the
teachers have no knowledge on how to implement it accordingly then it would be out of context.
Furthermore, it is also very important that teachers’ perspective will also be gathered to address
issues regarding the implementation of MTB in the teaching of Mathematics for the purpose of
improvement.
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Statement of the Problem
This study aims to determine the effectiveness on the Implementation of Mother Tongue –
Based Instruction in Mathematics in Balamban District 1 for the school year 2020-2021 bases for
developing a school- based management intervention program.
Specifically, this answers the following queries:
1. What is the pupils’ entry and exit performance in Mathematics?
2. What is the knowledge of teachers in the teaching of Mother Tongue – Based Instruction in
terms of:
2.1 content;
2.2 competencies; and
2.3 instructional delivery?
3. What is the relationship between the learners’ performance and knowledge of teachers in the
teaching of Mother Tongue – Based Instruction?
4. What is the teachers’ feedback in the implementation of Mother Tongue – Based Instruction?
5. Based on the findings, what school – based management intervention program could be
proposed?
Statement of Hypothesis:
There is no relationship between the learners’ performance and knowledge of teachers in
the teaching of Mother Tongue-Based Instruction in Mathematics.
Significance of the Study
This study shall determine the efficacy on the implementation of Mother Tongue – Based
Instruction in teaching Mathematics. The findings of the study provide some insights to school
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officials and serve as an information data on the level of effectiveness on the implementation of
MTB and will serve also as the basis for the improvement on the implementation for teachers to
attain their targeted content, competencies and instructional delivery. Data to be gathered on the
implementation shall also serve as inputs on the teachers’ feedback in relation to their
preparation and formulation of learners’ home task, using learners’ module and curriculum guides
as references. In the addition, this study will give more knowledge to the teachers on the
strengths and weaknesses of MTB instruction and this will give the teachers’ opportunity to impart
greater knowledge to their students on the correct usage of MTB instruction. In this way, learners
acquire a deeper understanding of the subject matter and stronger thinking skills. Through this
present study, the pupils can be trained well especially in the field of Mathematics. And lastly,
students and teachers shall be ultimately benefited in the conduct of this study.
Scope and Limitation of the Study
This study shall focus on the effectiveness on the implementation of Mother Tongue –
Based Instruction in Mathematics in Balamban District I, Balamban, Cebu Province.
This study covers the first grading period of the school year 2020 to 2021 so that whatever
changes on the school calendar as may be deemed necessary must be based on the prescribed
school calendar.
The respondents of this study are the grade three pupils from Balamban Central School
and the primary Mathematics teachers from Balamban District I public elementary schools. This
study is limited only to the assessment on the effectiveness on the implementation of MTB
instruction in teaching Mathematics.
Definition of Terms
For clarity and understanding the following terms are hereby defined operationally:
Competencies. The acquisition and mastery of the essential knowledge in mathematical
operations in grade three Mathematics.

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Content. It refers to facts, concepts, theories and principles that are taught and learned by
teachers using Mother Tongue – Based Instruction in Mathematics.
Early Exit Bilingual Model. This is a bilingual education model that is used in this study. This
proposes that learners should be taught in their native tongue in their first three years in
schooling for them to be prepared in learning a second language like English. This model
upholds the implementation of MTB instruction.
Effectiveness. This term refers to a result or product that is wanted or intended after conducting
a study on the implementation of MTB instruction in teaching Mathematics using modular
approach.
Elementary Mathematics. This term consist of Mathematical topics frequently taught at the
primary levels with emphasis in attaining learners’ most essential learning competencies in
primary levels in Mathematics.
Entry Performance. The administration of a diagnostic test to determine the stock knowledge of
a learner prior to the discussion of the assigned topic or reading.
Exit Performance. The administration of an achievement test to determine the academic
performance of a learner after administering a discussion and assigned readings.
Feedback. This refers to the information given by the teachers as to the implementation of
Mother Tongue – Based Instruction in teaching Mathematics. This information includes the
challenges and opportunities encountered by the teachers in using MTB instruction.
Implementation. The utilization of Mother Tongue – Based instruction in teaching Mathematics
using modular approach.
Instructional Delivery. It refers to the interaction among the student, the teacher, the content
and the knowledge student need for learning and collaborating with others in a diverse classroom
setting.
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Linguistic Interdependence Hypothesis. This theory as used in this study, states that learning
second language is highly dependent on the first language and that pupils are able to develop a
second language when their primary language is developed. This upholds the concept of Mother
Tongue – Based Instruction which aims to promote the development of competent and well –
rounded individuals and maintains that teachers should start where the students are built with
new knowledge from what they already know.
Mathematical Module. This term refers to an instructional material which possesses the qualities
that will make the individual an independent learner, self-pacing and progressing at his own rate,
finally giving him the feeling of self-satisfaction, the very essence of modular instruction.
Mother Tongue – Based Instruction. This term refers to the use of the learners’ first language
as the medium of instruction, teaching materials, and assessment of the pupils.
School-Based Management Intervention Program. It refers to a strategy to improve education
on the aspects of budgeting, personnel and the curriculum. An intervention or enhancement
program to improve the effectiveness of MTB instruction in teaching Mathematics.
Transitional Model. This is also a bilingual education model which proposes that students would
rapidly learn the second language of students knows their first language. Moreover, it states that
first language learning is a preparation to second language learning.

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CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES
The role of language as a medium of instruction is crucial in honing students’ proficiencies
and competencies and in fact it is still an issue to many that has concerned many scholars,
educationists and linguists. To clarify issues with regard to the implementation of mother tongue-
based instruction in public elementary schools, this section of the paper offers relevant literature
and studies that uphold the significance of using native tongue in teaching.
Meaningful learning will only take place if the language of instruction brings meaningful
and authentic communication between teachers and learners. The language used matters most
especially in dealing with situations which detail learners’ familiarity with the medium of instruction
that is being used (Alberto et. al. 2016).
In the Philippine Education, English was strictly used in the classroom for it was believed
to help greatly in the mastery of the language and in the scholastic development of the students.
However, DepEd (2011) reported that many Filipino learners face various barriers in education
and one of these barriers is that our learners begin their schooling in a language where they do
not comprehend. They do not understand the language of education being used as a medium of
instruction in the classroom.
Bowden 2002 said that if students do not understand the language and eventually cannot
actively participate in the class, it will lead to discouragement and dropping out. He added that
this results to low quality education that often has disproportionate impact on vulnerable groups
and leads to school and resource wastage as learners drop out, are pushed out or end up
repeating grades.
Ricablanca 2014 suggested that students should begin their education with the language
they are used to and understand well for it will develop a strong foundation and a motivation to
attend school. In addition, it will develop their cognitive and reasoning skills enabling children to
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operate in different language starting in the mother tongue with transition to Filipino and then
English.
The use of mother tongue enables the young learners to immediately construct and
explain without fear of making mistakes, articulate their thoughts and add new concepts to that
which they already knew. In turn, the teachers can more accurately assess what has been
learned and identify the areas where they need help (Nolasco, 2010, Philippine Daily Inquirer).
Walter (2011) argued that the use of mother tongue education is essential because it is
“capable of producing proficient readers in 2-3 years and will benefit learners who have average
ability and potential. However, Walter (2011) warned that not all sociolinguistic patterns are
suitable for the use of mother tongue education.
Mallareddy (2012) on the other hand, emphasized the importance of the mother tongue
education in early learning. In his study, he found that neglected language skills development in
the mother tongue resulted in the failure of the education system especially in the undergraduate
level, which highlighted the need for the implementation of MTB-MLE in the educational system.
Meanwhile, Benson (2005) stressed the benefits of teaching in the mother tongue
language in schools. He highlighted that the use of MTB-MLE increase female enrollment,
increase active participation of parents, decrease sexual exploitation by teachers, improve
learning, and attract more girls to become teachers.
Nolasco (n.d.) claimed that Multi-lingual Education is an innovative approach to learning
but warned that it would not work when one only changes the language by translating existing
materials into the local languages. He further added that there must be a development of good
curricula, a pool of adequately trained teachers in the required languages, content and
methodology, production of sufficient and suitable teaching materials, and the empowerment of
the community.
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Modular approach is a by-product of the learning theories like of David Kolb’s experiential
learning and John Dewey’s learning by doing. Nardo (2017) said it is an instructional material
which possesses the qualities that will make the individual an independent learner, self-pacing
and progressing at his own rate, finally giving him the feeling of self-satisfaction, the very essence
of modular instruction. Nardo (2017) added that the use of modules also encourages
independent study. It directs students to practice or rehearse information. To gain mastery of the
concepts, exercises are given following the progression of activities from easy to difficult.
These ideas supporting Mother Tongues-Based instruction are presumed to be few of the
reasons MTB-MLE was introduced and implemented in the Philippine Education System as a
major part of K-12 curriculum which included the use of mother tongue in the instruction from Pre-
Elementary to Grade III through the mandate of Republic Act 10533 or the Basic Education Act
of 2013.
Republic Act 10533 explicitly states that the curriculum shall adhere to the principles and
framework of MTB-MLE, which starts from where the learners are and from what they already
knew proceeding from the known to the unknown; instructional materials and capable teachers to
implement the MTB-MLE curriculum shall be available (R.A. 10533, 2013).
The said shift of educational policy and its implementation have brought several concerns
and issues. In fact, this has been the subject to many arguments and debate in the academe.
This has also led to the conduct of many researches around the archipelago proving and
disproving the effectiveness of MTB-MLE. This part of this chapter presents relevant and related
studies on MTB-MLE.
Langa (2006) presents an investigation on how learners’ home language can be used as a
support for learning Mathematics. This qualitative case study was conducted in Phelindaba
Primary School where learners use English as the language of learning and teaching. Phelindaba
Primary School worked in collaboration with the Home Language Project to facilitate the learning
of Mathematics using the learners’ home language as a resource. It was found that when
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learners use their home languages they interact better with their peers, the teachers and their
tasks. The study also found that learners used home languages to achieve conceptual
understanding, procedural fluency, adaptive reasoning and strategic competence, which would in
turn develop their productive disposition
Walter and Chuo (2012) study the impact of mother tongue education in Grades 1-5 in
Boyo Division in the North West Region of Cameroon. The researchers use experimental
method. Twelve experimental schools and twelve comparison schools participate in the study.
The findings reveal that there is a slight difference in test scores in favor of mother-tongue
students. However, this slight advantage diminishes once the students move up in grade level.
The researchers specify that this diminution might be caused by early exit model of multilingual
education. This model happens when learners end their mother tongue-based education at grade
3 level which happens in the experimental schools that participated. The paper further
recommends to continue the mother tongue education up to grade 6 level which is also known as
late exit models.
Duquiang and Dekker (2010) studies the effect of MTB-MLE program to the students in the
schools in Lubuagan, Kalinga. The researchers initiate a longitudinal study using experimental
method to track the progress and results of test scores between the experimental and controlled
groups. The results show empirical evidence supporting the value of Mother Tongue education in
strengthening the learning of the second and third languages. The data also reveal that “when
children learn in their mother tongue their cognitive skills continue to build, enabling greater ability
to handle cognitively demanding tasks in the classroom and strengthening learning.
Burton (2013) examined how teachers and parents in one school in the Philippines
understand and enact MTB-MLE by assessing teachers’ and parents’ knowledge, beliefs, and
practices to identify how national policy is appropriated at the ground level employing a case
study method. It was found out that teachers’ and parents’ views of MTB-MLE focused on the
short-term benefits of the policy and the long-term disadvantages. Both groups were also
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overwhelmingly satisfied with the increase in student understanding but are also concern about
the future implications for learning in Bikol rather than in English.
Wa-Mbaleka (2014) assessed English Teachers’ perceptions of the mother tongue-based
education policy in the Philippines through a survey and investigated 467 English Teachers. It
was found out that English Teachers perceived the policy positively.
Cruz (2015) looked into the status of the implementation of the mother tongue-based
multilingual education in Grade I in the public elementary schools in the Division of Pangasinan I.
A survey questionnaire as well as documentary analysis were utilized, the study assessed how
the Grade I pupils were faring in the Mother Tongue as a learning subject. The Grade I teachers’
proficiency in the mother tongue (Pangasinan) as well as the problems they encountered with the
implementation of MTB-MLE were also looked into. It was found out that majority of the
instructional objectives in the mother tongue as a subject are not being met as indicated by the
areas where they are found weak, particularly here grammar awareness, vocabulary
development, and reading comprehension are concerned. Moreover, the Grade I teachers use
another language as accessory to the mother tongue. They, too, encountered serious problems
with the implementation of MTB-MLE such as attendance to relevant trainings and the provision
of evaluation instruments.
Ricablanca (2014) examined the effectiveness of mother tongue-based instruction on the
achievement of the Grade I pupils in Mathematics using a quasi-experimental design involving
two (2) intact groups of Grade I pupils of San Nicolas Elementary School in School Year 2013-
2014. The pupils who were exposed to mother tongue-based instruction were assigned as the
experimental group and the pupils exposed to English instruction were assigned as the control
group. It was found out that the pupils’ achievement in the mother tongue-based instruction was
significantly higher than the achievement of those who were in the English Instruction both in the
posttest and in the retention test.

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Sumbalan, et. al. (2017) sought the implications of the utilization of mother tongue as a
medium of instruction to the pre-service teachers in teaching mathematics and science to Grade
3 learners. The study was conducted at Bukidnon State University Elementary Laboratory School
during the SY 2014-2015. Pretest-Post-test only experimental research design was utilized. The
participants were randomly assigned to either the experimental or the control group. The result
revealed that learners performed well when the medium of instruction used in teaching science
and mathematics was English.
Aliñab et. al. (2018) attempted to determine the effectiveness of MTB-MLE as a medium of
teaching in Mathematics to improve pupils’ achievement. The descriptive method research is
focused on the use of researcher-made Mathematics Achievement Tests, supported with
document analysis of relevant school forms, and interview with teachers as sources of data.
Purposive sampling was employed considering only the big primary public schools, with fifteen
grade three Mathematics Teachers (n = 15) and seven hundred forty-six grade three pupils (n =
746) as participants. Results revealed that the mathematics pupils when exposed to either
English or Filipino language exhibited “good” performance on items in the remembering and
understanding levels while “fair” performance was noted in items where applying skills were
required. Whereas, pupils tend to perform better in Mathematics when Filipino is the medium of
teaching and learning. Results provided evidence that the pupils’ first language positively affect
their Mathematics achievement.
Njoroge (2017) determined the efficacy of using Mother Language in the teaching of
Mathematics and Science in Primary Schools in Kenya. Experimental method of research was
used. A grade one class was divided into two groups namely experimental and controlled group.
The control group was taught using English while the experimental group was taught using the
native tongue. A pre-test and a post-test were administered before and after the teaching.
teaching Mathematics and Science using Gĩkũyũ is an effective strategy that improves the
performance of the two subjects in Kenyan primary schools

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There were already several studies conducted on the implementation of MTB-MLE
employing different methods in research. As reviewed, some studies’ results are favorable to its
implementation but some also are not. This current research undertaking does not aim to
complicate these results but it aims to contribute especially to the policy makers on the
modification of the implementation of this educational policy. Every policy can be made better
through academic actions through research.
RESEARCH METHODOLOGY
This portion presents the research method, research environment, research respondents,
research instruments and ethical consideration that shall be used as well as the methods that
shall be employed in gathering and treating data.
Research Design
This study shall employ a descriptive normative method employing t-test of independent
for the entry and exit pupil performance in Mathematics. A descriptive survey using likert scale for
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the teachers’ knowledge in teaching mother tongue-based instructions among the primary level
teachers in Mathematics in Balamban District 1 public elementary schools. a Pearson statistical
tool shall be utilized to determine the relationship between the learners’ performances and
teachers’ knowledge in teaching Mother Tongue-Based Instructions. Qualitative questions are
also being formulated to gather the needed data as to the teachers’ feedback in the
implementation of Mother Tongue – Based instruction in teaching the subject.
The key persons (information) of the focus group discussions are Public Schools District
Supervisor of Balamban District, District Math Key Person (MKP), School Mathematics
coordinators and selected primary level of Mathematics teachers from different public elementary
schools of Balamban District I of Cebu province division.
Research Respondents
The primary respondents of the research are the 40 Grade three pupils section MNG from
Balamban Central Elementary School who are chosen using simple random sampling. The
second respondents are the primary teachers handling Mathematics subject in the 12 elementary
schools of Balamban District I to ensure reliability of the research work. These schools could be
mega, medium and small schools chosen as one cluster.
Table 1 Respondents of the Study
Number School NO. of Respondents
1 Balamban Central Elementary School 26
2 Biasong Elementary School 6
3 Cabagdalan Elementary School 3
4 C. Pepito Elementary School 6
5 Gregoria Milan Elementary School 6

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6 Hingatmonan Elementary School 3
7 Jose Chona Jo Elementary School 9
8 Liki Integrated School 3
9 Nangka Elementary School 3
10 Simeon Ripdos Elementary School 6
11 Singsing Elementary School 3
12 Vito Elementary School 6
TOTAL 80
Research Locale
The study shall be conducted in the northwest Province of Cebu. The municipality of
Balamban consists of 28 barangays and classified as a first income class municipality in the
Province of Cebu, Philippines. Balamban is about 49 kilometers (30 miles) away from Cebu City
and is widely known for its huge ship building industry owned by a Japanese firm called the
Tsuneishi Heavy Industries Incorporated. The municipality of Balamban is divided into two
districts such as District I and District II in which each district is headed by a Public Schools
District Supervisor.
This study shall cover Balamban District I consisting of 11 public elementary schools and
one (1) Integrated school namely: Balamban Central Elementary School, Nangka Elementary
School, Vito Elementary School, Jose Chona Jo Elementary School, Gregoria Milan Elementary
School, Singsing Elementary School , Biasong Elementary School, Hingatmonan Elementary
School, Simeon Ripdos Elementary School, Cabagdalan Elementary School, C. Pepito
Elementary School, and Liki Integrated School. Two of these public schools are situated in the
poblacion of the municipality of Balamban such as Balamban Central Elementary School and
Jose Chona Jo Elementary School while the rest are located in mountain barangays.
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Research Instruments
Primary data shall be utilized in this research. A standard test questionnaire adapted from
Getigan et al (2020) to determine the pupils’ entry and exit performance in Mathematics during
the first grading period of the school year 2020 – 2021. The scores of the students during the
conduct of the entry and exit performance test will be scored using this formula: students’ score
will be categorized with the following interpretations: (90 – 100) outstanding; (85 - 89) very
satisfactory; (80 - 84) satisfactory; (75 - 79) fairly satisfactory; and (65 - 74) did not meet
expectations.
For the of knowledge of teachers in the teaching of Mother Tongue – Based Instruction, a
modified survey questionnaire gathered from Center for Teaching Excellence (2013) and the one
to be made by the researcher. The level of knowledge uses a Likert scale with the following
interpretations: 5 – very much knowledgeable; 4 – very knowledgeable; 3 – knowledgeable; 2 –
fairly knowledgeable; and 1 – not knowledgeable.
Part I contains questions concerning the level of knowledge of teachers in the teaching of
Mathematics in MTB instruction based on the three component descriptors such as content,
competencies and instructional delivery.
To solicit the teachers’ feedback in the implementation of MTB instruction in teaching
Mathematics, it shall be done messenger group chat or zoom meeting.
Data Collection Procedures
Dry run procedures shall be conducted to the primary Mathematics teachers of Balamban
Central Elementary School to review the validity and reliability of the modified survey
questionnaire on the knowledge of teachers in the teaching of MTB instruction in Mathematics.
Moreover, a pilot test survey questionnaire shall be first carried in ten primary Mathematics
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teachers in Balamban Central Elementary School to the test of functionality. After these pre -
requisites are met, the survey questionnaires are ready for administration to the respondents.
To gather data, letters of consent from the identified concerned personnel such as the
Department of Education Region VII, Cebu Province Division Superintendent, Education Program
Supervisor in Mathematics, District Supervisor and the School Heads of Balamban District I
public elementary schools. After the letters are provided with approval, the researcher shall
arrange with the school heads as to actual conduct of the pre – post test of the grade three pupils
and survey questionnaires to the primary teachers in Mathematics.
Prior to the conduct of the survey, the researcher shall set a meeting with the respondents’
parents and primary Mathematics teachers to explain the information sheet and consent form
using messenger group chat or zoom meeting. The researcher will encourage the parents and
teachers to ask questions or clarifications during the zoom meeting. Once the information sheet
and consent form are filled up, the researcher shall set a schedule for the actual conduct of the
study.
During the conduct of the study, the grade three pupils section GRB from Balamban
Central Elementary School shall be requested to utilize the online google survey forms in
answering the pre – post test while the primary mathematics teachers shall use the Google
classroom in answering the survey questionnaires. After answering the questionnaires, the
researcher shall retrieve, tally, analyze and interpret the result.
Data Analysis
The data which shall be gathered from the test and survey questionnaires are treated
statistically using the different statistical tools such as the frequency count and t-test of
independent to determine the entry and exit pupils performance in Mathematics.
The weighted mean is the second statistical tool to determine the level of knowledge of
teachers in the teaching of MTB instruction in Mathematics.

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To interpret the results a hypothetical weighted mean range is being established:
Range Descriptive Rating Interpretation
That the respondents are fully
much ready to teach MTB
4.50 – 5.00 Very Much Knowledgeable instruction in Mathematics.
That the respondents are fully
ready to teach MTB
3.50 – 4.49 Very Knowledgeable instruction in Mathematics.
That the respondents are
ready to teach MTB
2.50 – 3.49 Knowledgeable instruction in Mathematics.
That the respondents are
1.50 – 2.49 Fairly Knowledgeable fairly ready to teach MTB
instruction in Mathematics.
That the respondents are not
1 – 1.49 Not Knowledgeable ready to teach MTB
instruction in Mathematics.
For the test of hypothesis, to interpret the results, the Pearson statistical analysis test is
being utilized to determine the relationship between the learner’s performance and knowledge of
teachers in the teaching of Mother Tongue – Based Instruction.

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Ethical Consideration
The researcher shall observe ethics in the conduct of the study. This action research is
undertaken in response to the Department of Education’s instruction to adopt blended teaching
strategies such as modular approach during Covid – 19 pandemic. The researcher strictly follows
the IATF and local government health protocols to safeguard the protection of the respondents.
All forms of communication are uploaded in the Google classroom to ensure consent of the
conduct of the study. In messenger group chat, the respondents shall be explained that their
responses will be kept with utmost confidentiality; hence name in the questionnaire is optional.
Likewise, financial matters are not involved between the researcher and the respondents.
The researcher shall protect all respondents from physical, health and mental discomfort,
harm and danger that shall arise from participating in a study. If risk of such consequences shall
exist, the respondents will be informed of that fact. There are no research procedures that can
cause serious harm to the respondents and full and voluntary consent shall be obtained from
each respondents.
References:
Alberto, R. and Gabinete, S. and Rañola, V.(2016) Issues and Challenges in Teaching
Mother Tongue- Based Multilingual Education in Grades II and III: The Philippine
Experience. Retrieved from https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2768558.
Aliñab, J., Aguja, S.,Prudente, M. (2018). Improving Pupils’ Mathematics Achievement Through
Mother Tongue Based-Multilingual Education. American Scientific Publishers. 24(7).
August, D. and Shanahan, T. (2008). Developing reading and writing in second language
learners. New York, NY: Routledge.
Benson, C. (2005). Girls, educational equity and mother tongue-based teaching. [S.l.]: UNESCO.
Baker, C. (2001) Foundations of Bilingual Education and Bilingualism. Third Edition.

Bilingual Education and Bilingualism 27.
Becker, J.M. (2013). Attitudes towards Mother Tongue Education in Uganda: You Try to
Make Sure that Our Children Remain Backward. Africa: Centro de Estudos Internationals
do Instituto Universitario De Lisboa.
26
Bowden, R. (2002). Young People, Education and Development. In: V. Desai and R. B.
Potter,eds. The Companion to Development Studies. London: Arnold.
Burton, L.A. (2013). Mother Tongue-Based Multilingual Education in the Philippines: Studying
Top-Down Policy Implementation from the Bottom Up. A Dissertation. University of
Minnesota.
Cruz, N. (2015). The Implementation of Mother Tongue-Based Multilingual Education in

Grade 1 in the Public Elementary Schools in Pangasinan 1. DLSU Research Congress.
De la Salle University, Manila, Philippines.
Cummins, J. (1986). Empowering minority students: A framework for intervention. Harvard

Educational Review
Department of Education. (2009). Order No. 74. Institutionalization of the Mother Tongue-
based Multilingual Education as a Fundamental Educational Policy and Program in the
Department. July 14, 2009. Manila, Philippines.
Duguiang, N., and Dekker, D. (2010). Mother tongue-based multilingual education: The
Lubuagan experience. A collaborative effort between DepEd Kalinga and SIL
International Philippines. Manila: SIL International Philippines. Retrieved from
mlephil.files.wordpress.com/2010/03/ mtbmle-lubuagan-experience.doc
Freeman, David E., and Yvonne S. Freeman. Between words: access to second language
acquisition. 3rd ed. Portsmouth, NH: Heinemann,2011.
Garcia, O. (2009). Bilingual Education in the 21 st Century: A Global Perspective. Wiley-

Blackwell.
Kadel, P. (2010). Mother Tongue Based Multilingual Education, LDC
Nepal.Mallareddy, K. (2012). Poor Performance of Communicative Skills in Mother Tongue

Resulted in Failure of Under Graduate Students in Indian University Examinations.
International Journal of Social Science and Humanity, 2(6).
Malone, S. (2007). Mother Tongue-Based Multilingual Education: Implications for

Education Policy, SIL International, Presented at the Seminar on Education Policy
and the right to Education: Towards More Equitable Outcomes for South Asia’s Children
Katmandu
Namanya, S. J. (2017). The Effects of Mother Tongue Based-Multilingual Education on the

English Literacy of Children in Silang, Philippines. International Forum. 20 (2).
Ndamba, G. T. (2008). Mother tongue usage in learning: An examination of language

preferences in Zimbabwe. The Journal of Pan African Studies
Nolasco, R. M. (2010) Mother Tongue based Multilingual Education, Philippine

DailyInquirer, Retrieved June 11, 2012, from
http://www.Inquirer.net/inquireropinion/columns/view/20100910- 291594/Why-
childre learn- betterwhile-using-mother-tongue.
27
Nolasco, R. M. 21 Reasons why Filipino children learn better while using their Mother Tongue.
Retrieved November 16, 2016 from www.google.scholar.com
Reynolds, A. R., and Walberg, H. J. (1992). A process model of mathematics achievement

and attitude. Journal of Research in Mathematics, 23, 306- 328.
Ricablanca, J. (2014) Effectiveness of Mother Based-Instruction on Pupils’ Achievement in

Mathematics. Master’s Thesis. Central Mindanao University. Maramag, Bukidnon,
Philippines.
Sumbalan, E., Caterial M., Jimeno, R., and Balane C. (2017). The Utilization of Mother Tongue
in Teaching Young Learners: Its Implications to Pre- Service Teachers. Journal of Educational
and Human Resource Development 5:15-22.
Vrooman, M. (2000) The Linguistic Interdependence Hypothesis and the language development
of Yucatec Maya -Spanish bilingual children.
Wa-Mbaleka, S. (2014). English Teachers’ Perception of the Mother Tongue- Based Policy in
the Philippines. European Journal of Research and Reflection in Educational Sciences.
2 (4).
Walberg, H. J., Fraser, B. J., and Welch, W. W. (1986). A test of a model of educational
productivity among senior high school students. Journal of Educational Research, 79,
133-139.
Walter, S., & Chuo, K. (2012). The Kom experimental mother tongue education pilot project.
Report for 2012. Retrieved from http://www.mlenetwork.org/sites/default/files/The
%20Kom%20MLE%20Pr oject% 202012.pdf
Appendices:
APPENDIX A
July 15, 2020
PETRONIA C. JO
Principal 2, Nangka Elementary School
Nangka, Balamban, Cebu
Division of Cebu Province
Dear Mrs. Jo:
Greetings in Christ!
28
The undersigned is working on her thesis entitled: “IMPLEMENTATION OF MOTHER
TONGUE – BASED INSTRUCTION IN MATHEMATICS” leading to the degree Master of Arts in
Education, Educational Management.
In this connection, I would like to ask permission to administer my questionnaire to the
elementary teachers teaching grades 1-3 Mathematics of Balamban Central Elementary School
as my respondents.
Your kind consideration and favorable action to this request is highly appreciated.
Very truly yours,
TESS P. ENGLIS
Researcher
Noted: Recommending Approval:
HELEN B. BOHOLANO, Ed.D. ETHEL L. ABAO, Ed.D.

Adviser Dean, College of Teachers Education
Graduate Studies
July 15, 2020
VINCEE N. YBAŇEZ
Principal 1, Balamban Central Elementary School
Baliwagan, Balamban, Cebu
Dear Mrs. Ybaňez:
as my respondents.
29
Very truly yours,
TESS P. ENGLIS
Researcher

Graduate Studies
July 15, 2020
LUTHGARDA C. BORGONIA
Principal 1, Jose Chona Jo Elementary School
Cambuhawe, Balamban, Cebu
Dear Mrs. Borgonia:
as my respondents.
Very truly yours,
TESS P. ENGLIS
Researcher

30

Graduate Studies
July 15, 2020
JUDILYN S. SUQUIB
Principal 1, Gregorio Milan Memorial Elementary School
Cantuod, Balamban, Cebu
Dear Mrs. Suquib:
as my respondents.
Very truly yours,
TESS P. ENGLIS
Researcher

Graduate Studies
July 15, 2020

31
NEILSOR RAY R. GONZALEZ

Principal 1, Vito Elementary School
Vito, Balamban, Cebu
Dear Mr. Gonzalez:
as my respondents.
Very truly yours,
TESS P. ENGLIS
Researcher

Graduate Studies
July 15, 2020
AMALIA R. CLIMACO
HT 1, Biasong Elementary School
Biasong, Balamban, Cebu
Dear Mrs. Climaco:
32
as my respondents.
Very truly yours,
TESS P. ENGLIS
Researcher

Graduate Studies
July 15, 2020
DIOSCORO D. SASING
HT 3, Hingatmonan Elementary School
Hingatmonan, Balamban, Cebu
Dear Mr. Sasing:
as my respondents.
33
Very truly yours,
TESS P. ENGLIS
Researcher

Graduate Studies
July 15, 2020
JEANINE S. CAPULAN
Principal 1, Lamesa Elementary School
Lamesa, Balamban, Cebu
Dear Mrs. Capulan:
as my respondents.
Very truly yours,
TESS P. ENGLIS
Researcher

34

Adviser Dean, College of Teacher Education
Graduate Studies
July 15, 2020
JOSELITO M. CAJOCSON
Principal 1, Liki Integrated School
Liki, Balamban, Cebu
Dear Mr. Cajocson:
as my respondents.
Very truly yours,
TESS P. ENGLIS
Researcher

Graduate Studies
July 15, 2020
MARY JOY D. SACAYAN

35
School Caretaker, Singsing Elementary School

Singsing, Balamban, Cebu
Dear Mrs. Sacayan:
as my respondents.
Very truly yours,
TESS P. ENGLIS
Researcher

Graduate Studies
July 15, 2020
JULIETA T. ALCOSERO
School TIC, Cabagdalan Elementary School
Cabagdalan, Balamban, Cebu
Dear Mrs. Alcosero:
36
as my respondents.
Very truly yours,
TESS P. ENGLIS
Researcher

Graduate Studies
July 15, 2020
ROLDAN M. ALONG
School TIC, C. Pepito Elementary School
Nangka, Balamban, Cebu
Dear Mr. Along:
as my respondents.
37
Very truly yours,
TESS P. ENGLIS
Researcher

Graduate Studies
APPENDIX B1
Department of Education
Region VII, Central Visayas
District of Balamban I
PRETEST/POST TEST SA MATHEMATICS 3

SY 2020-2021
Direksyon: Basaha og maayo ang mosunod. Isulat ang letra sa husto nga tubag.
Isulat ang numero nga gihulagway sa matag pundok.
1. 1 000 1 000 10 10 10 1 1
A. 2 130 B. 2 301 C. 2 032
1 000 1 000 1 000 1 000 10 1 1 1
2.
A. 4 120 B. 4 103 C. 4 013
3. Nahalinan og 678 ka lapis si Jenny. Napun-an og 5 pagka-hapon. Pila tanan ang nahalin?
A. 683 B. 682 C. 684
4. Kompletoha ang mosunod nga numero. Unsa ang husto nga tubag? 1081, 1083, 1087, 1089
A. 1085 B. 1084 C. 1082

38
5. Ihatag ang standard form sa 300 + 90 + 2.
A. 302 B. 392 C. 32
6. Sa 23 508, unsa ang place value sa 5?
A. hundreds B. tens C. 500
7. Unsa ang value sa 5 sa gihatag nga numero, 5 017?
A. 500 B. 5 000 C. 50
8. Unsa nga digit ang adunay kinadak-an nga value sa 12 079?
A. 2 B. 1 C. 9
Basaha ang problema og tubaga ang mosunod nga mga pangutana.
9. Nangolekta og botelya si Lia ug ang iyang igsoon. 17 ang nakolekta ni Lia samtang 57 sa
iyang igsoon.
Unsa nga simbolo ang gamiton sa pagtandi? (17 ___ 57)
A. ˃ B. ˂ C. =
10. Asa ang mas gamay, Php179 o Php117 + Php61?
A. Php180 B. 179 C. Php117 + Php61
11. Asa nga tens duol ang 23?
A. 40 B. 30 C. 20
12. Unsa nga numero ang mahimo nga i-round off sa 700?
A. 656 B.780 C.810
13. Kon ang 3 481, i-round off sa nearest nga thousands,kini mamahimo nga .
A. 2 000 B. 3 000 C. 4 000
14. Unsa ang place value sa gibadlisan nga digit? 1, 785
A. tens B. hundreds C. thousands
15. Sa numero nga 3 259, unsa man ang value sa 3?

39
A. 30 B. 300 C. 3 000
16. Asa ani nga 8 ang adunay pinakadako nga value?
A. 8342 B. 3843 C. 4 682
17. Kon ang pares nga numero parehas ra, unsa man nga simbolo ang
gamiton?
A. > B. < C. =
18. Itandi ang mga numero 3 860 5487. Unsa nga simbolo ang ibutang sa
blangko?
A. > B. < C. =
19.Unsa nga digit ang adunay kinagamyan nga value sa 2 179?

A. 2 B. 7 C. 9
20. Sa 4 875, unsa nga digit ang naa sa thousands place?

A. 4 B. 7 C. 8
Basahag maayo ang mga mosunod. Isulat sa papel ang letra sa hustong tubag.
Si Mr. Cruz adunay dako nga luna sa yuta nga iyang gitamnan og mais, saging ug lubi.
Sa miaging tuig nakaani siya sa iyang mga tinanom og iyang gibaligya. Ang halin sa lubi
nagkantidad og Php7,570 samtang nakahalin siya og Php2,530 sa iyang mais ug saging. Pila
tanan ang kwarta nga iyang nadawat?
21. Unsa ang mga numero nga gihatag sa problem?

A.Php7,570 B.Php2,530 C.Php7,570 ug Php2,530
22. Unsa man ang gipangutana sa problem?

A. Gidaghanon sa naani nga mais , saging ug lubi
B.Kwarta nga halin sa lubi ug saging
C. Kwarta nga halin sa mais, saging ug lubi
23. Unsa nga operasyon ang gamiton sa pagsulbad sa problem?

A. Addition B. Subtraction C. Multiplication
24. Asa sa mosunod ang hustong number sentence?

A. Php7,570 +Php2,530 = n C. Php7,570 × Php2,530 = n
B. Php7,570 – Php2,530 = n
25. Unsa ang hustong tubag sa problem?

A. Php10,000 B. Php10,001 C. Php10,100
26. Asa ang nagpakita sa kinagamyan nga kantidad?
27. Asa ang husto nga simbolo sa Siyento kwarenta pesos ug singkwenta sentabos?
40
A. Php104.50 B. Php140.05 C. Php140.50
28. Asa nga simbolo ang husto nga gamiton kon itandi ang duha ka kantidad? Php120.00
______ Php100.00
A. > B. < C. =
29. Kinsa nga bayani ang naa sa 5-peso nga sensilyo o coin?
A. Andres Bonifacio B. Jose P. Rizal C. Apolinario Mabini
30. Unsay kolor sa 50-peso paper bill?
A. violet B. red C. orange
Tubaga ang mosunod nga mga word problems. Isulat sa papel ang letra sa hustong tubag.
31. Adunay 66 ka mga holen sa kahon si Tony. Kon adunay 26 ka mga pula nga holen, pila
man ang dili pula nga holen?
A. 40 B. 30 C. 50
32. Adunay gideposito nga kwarta sa bangko si Liza nga nagkantidad og PHP300. Iya kining
gikuhaan og PHP155. Pila man ang nahibilin sa tinigom ni Riza sa bangko?
A. Php145 B. Php125 C. Php245
33. Gihatagan si Pia sa iyang papa og Php350. Pila man ang iyang nahatag sa iyang igsoon kon
ang nahabilin sa iyang kwarta Php125 na lang?
34. May duha ka sets sa mga numero si Mila: 235 ug 348. Pila may labaw sa dako nga numero
kon iyang i-minus ang gamay nga numero gikan niini?
A. 113 B. 133 C. 323
35. Nagplano si Ann nga mohatag og birthday gift sa iyang papa nga nagkantidad og Php600.
Ang iyang kwarta kay Php425 ra. Pila man ang kulang sa iyang kwarta para makapalit sa iyang
giplanohan nga birthday gift?
A. Php 275 B. Php175 C. Php225
36. Adunay 66 ka marbles sa kahon si Tony. Kon 26 ang pula, pila man ang dili pula nga
marbles?
A. 40 B. 30 C. 50
37. Nagdeposito og Php300 sa bangko si Liza. Gipun-an niya og Php250 pagkasunod bulan.
Pila ang nahibilin kon iyang kuhaan og Php155?
38. Gihatagan si Pia sa iyang papa og Php350. Adunay nahabilin nga Php125. Pila ang iyang
nagasto?
41
39. May duha ka sets sa mga numero si Mila: 235 ug 348. Pila ang labaw kon i-minus ang
gamay nga numero sa dako?
A. 133 B. 113 C. 323
40. Niapil ang 58 ka bata sa Field Trip ug 45 sa School Camping. Adunay 271 ka mga bata sa
eskuylahan. Pila man ka mga bata ang niapil?
A. 178 B. 168 C. 158
Adopted from:
Getigan, et al (2020)
Modules for Grade 3 Mathematics
42
Region VII, Central Visayas
District of Balamban I
PRETEST/POST TEST SA MATHEMATICS 3

SCHOOL YEAR 2020-2021
TABLE OF SPECIFICATIONS
TEST
OBJECTIVES PLACEMENT
NO. OF ITEMS
1-5 5
1. Visualizes numbers up to 10 000 with emphasis on numbers 1 001 – 10 000. (M3NS
– Ia – 1.3)
2. Gives the place value and value of a digit in 4- to 5- digit numbers. (M3NS – Ia – 6-10 5
10.3)
3. Rounds numbers to the nearest tens, hundreds and thousands. (M3NS-Ib-15.1) 11-15 5
4. Compares using relation symbols and orders in increasing or decreasing order 4-to 16-20 5
5-digit numbers up to 10 000. (M3NS-Ib-15.1)
5. Solves routine and non-routine problems involving addition of whole numbers with 21-25 5
sums up to 10 000 including money using appropriate problem solving strategies and
tools M3NS-If-29.3
6. Recognizes, reads and writes money in symbols and in words through Php1 000 in 26-28 3
pesos and centavos.(M3NS-lc-19.2)
7. Compares values of the different denominations of coins and bills through Php1000 29-30 2
using relation symbols.(M3NS-ld-22.2)
8. Solves routine and non-routine problems involving subtraction without or with 31-40 10
addition of whole numbers including money using appropriate problem solving
strategies and tools.
(M3NS-Ii-34.5)
TOTAL 40 40
Adopted from:
Getigan, et al (2020)
Modules for Grade 3 Mathematics
43
Learners Home Task
Teacher-made Learner’s Home Task
School: Balamban Central ES Date: June 15, 2020 Time Allotment: 50 mins.
Grade/Section: Grade 3-MNG Subject Area: Mathematics
I. MELC: Competencies in the First Quarter
II. Objective/s:
Knowledge: give correct answer on the topics for the first grading
period;
Skills: answer the test papers accurately;

Values/Attitude: display honesty and determination in accomplishing tasks.
III. Subject Matter: Pretest and Post Test in Grade 3 Mathematics
IV. References:
 Getigan, et al, Department of Education, Region VII, Central Visayas, Division of Cebu
Province Grade three Mathematics modules
 Printed Pre-test and Post Test Papers; online Google survey forms
 https://www.google.com/search?
q=teacher+with+blackboard+clipart&tbm=isch&source=iu&ictx=1&fir=U7zCtZ7-UqhcXM
%252CmriM1yekokyShM%252C_&vet=1&usg=AI4_-kR9bw8UjcVZ0SEOeslT91W-
AygWwQ&sa=X&ved=2ahUKEwjUiOW9wIfrAhV_yosBHW-
hCz0Q9QEwCXoECAoQOQ&biw=1280&bih=610#imgrc=U7zCtZ7-UqhcXM
IV. Procedure:
A. Pre-Activity
This Pre-test and Post-test is designed for all the pupils of grade three-MNG class being the
respondents of the study.
44
Unsa man ang wala pa nako makat-oni?
Sa mosunod nga mga buluhaton masukod ang imong abilidad sa:

a. pag-ila sa mga numero hangtod 10 000 with emphasis sa numero 1 001 –
10 000;
b. paghulagway sa mga numero hangtod 10 000;
c. pagpakita sa kahanas sa pagtubag sa mga pagsulay gamit ang
paghulagway;
d. Paghatag sa place value ug value sa 4 hangtod 5 ka digit nga numero;
e. pag-ila sa place value ug value sa digit sa 4 hangtod 5 ka digit nga
numero ;
f. paghatag og kadasig sa pagkat–on sa place value ug value sa mga
numero;
g. pag-ila kon unsaon pag-round sa mga numero sa nearest nga tens,
hundreds ug thousands;
h. pagsulbad sa mga problema nga naglambigit sa rounding numbers;
i. pagpakita sa kahanas sa pagsulbad sa mga problema;

j. pagtandi sa mga numero hangtod 10 000 gamit ang relation symbols >, < ug =;
k. pag-order sa 4-to 5-digit nga numero gikan sa kinagamyan hangtod sa kinadak-
an ug gikan sa kinadak-an hangtod sa kinagamyan ;
l. paghatag og bili sa pagkamahinungdanon sa kahibalo sa pagtandi ug paghan-
ay sa mga numero;
m. pagsulbad sa routine nga problema nga adunay kalambigitan sa
addition of whole numbers with sums up to 10 000 including money gamit
ang mga angayan nga problem solving strategies og tools;
n. pagsulbad sa non-routine nga problema nga adunay kalambigitan sa addition
of whole numbers with sums up to 10 000 including money gamit ang mga
angayan nga problem solving strategies og tools;
o. pagbasa ug pagsulat sa simbolo ug pulong sa kantidad sa kwarta ;
p. pagtandi sa kantidad sa lain-lain nga denominations sa kwarta gamit
ang relation symbols;
q. paggamit sa kwarta sa husto nga pamaagi;
r. paghimo og mga techniques sa pagsolve sa word problems nga mogamit
45
og subtraction operation apil ang kwarta gamit ang hustong problem
solving strategies and tools;
s. pagsulbad sa routine ug non-routine problems nga mogamit og
subtraction operation apil ang kwarta gamit ang hustong problem solving
strategies and tools;
t. paghatag ug bili sa kakugi sa hustong pagsolve sa word problems;

u. pag-ila sa husto nga mga pamaagi sa pag-solve sa word problems nga
adunay kalambigitan sa subtraction ug addition;
v. pag-solve sa routine ug non-routine problems nga adunay
kalambigitan sa subtraction ug addition apil ang kwarta gamit ang husto
nga mga pamaagi;
w. paghatag og bili sa kakugi sa husto nga pagsulbad sa word problems.
B. Activity Proper
Palihog basaha ang direksyon sa ubos.
Direksyon:
1.Pagkuha og limpyong papel.
2. Tan-awa kon kompleto ba ang mga
panid sa inyong test paper.
3. Basaha og maayo ang direksyon sa
test sa dili pa nimo kini tubagan.
4. Kaduha basahon ang matag
pangutana.
5. Isulat ang tubag sa papel.
6. Adunay us aka oras alang sa
pagtubag sa maong pretest/posttest.
C. Post Activity
46
Direksyon:
1.Tan-awa ang inyong papel ug susiha kon
natubagan ba ang tanang pangutana.
2. Kon aduna pay oras, balika og basa ang mga
pangutana ug tan-awa og balik ang inyong
tubag.
3. Paghuman sa usa ka oras, ihatag sa home
tutors ang inyong papel.
4. Ihatag kini sa home tutors sa pinakaduol nga
purok center sa inyong lugar.
5. Kuhaon kini sa tigduki-duki sa tukmang
panahon.
Prepared by:
VINCEE N. YBAŇEZ
TESS P. ENGLIS
School Head
Teacher
Verified by:
Address: IPHO Bldg., Sudlon, Lahug, Cebu City
Telephone Nos.: (032) 520-3216 – 520-3217; SDS Office: (032) 255-6405; ASDS Apao: (032)
236-4628
47
APPENDIX B2
SURVEY QUESTIONNAIRE
Dear Teacher Respondents:
The undersigned is currently conducting a research study entitled:
“IMPLEMENTATION OF MOTHER TONGUE – BASED INSTRUCTION IN
MATHEMATICS”.
With this regard, the undersigned is asking for your cooperation in
honestly answering this questionnaire as it is of great help in the quest towards
the success of this research. Kindly follow the instructions provided. Your
answers will be treated confidentially.
TESS P. ENGLIS
Researcher

Graduate Studies
48
PART I. LEVEL OF KNOWLEDGE OF TEACHERS IN TEACHING OF MTB
INSTRUCTION.
Directions: Please put a check mark () in the column which corresponds to the
level of knowledge of teachers in teaching of MTB instructions.
Scale Criteria Description
The teacher fully much
5 Very Much ready to teach MTB
Knowledgeable instruction.
The teacher is fully much
4 Very Knowledgeable ready to teach MTB
instruction.
That the teacher is ready
3 Knowledgeable to teach MTB instruction.
That the teacher is fairly
2 Fairly Knowledgeable ready to teach MTB
instruction.
That the teacher is not
1 Not Knowledgeable ready to teach MTB
instruction.
49
Category 5 4 3 2 1
A. Content
1. Organized teachers into teams grouped by content areas
and then grade levels, so they can target specific, shared
learning goals in Mathematics
2. Established cycles of inquiry directly related to the rigorous
content from the instructional material to be taught in the
upcoming lessons.
3. Selected content leads in Mathematics with deep expertise in
their content areas to cultivate teachers as experts in content
and instruction.
4. Provided teachers with content and curriculum specific
session plans to guide productive inquiry including agendas
and protocols to support their smooth and productive
facilitation.
5. Communicated the shifts in instructional practices needed to
support effective enactment of the curriculum.
6. Required to render demonstrated disciplinary knowledge and
skills.
7. Apply related relevant current issues to course content.
8. Brought relevant and current research to support the content
of the course.
Category 5 4 3 2 1
B. Competencies
1. Visualizes members up to 10 000 with emphasis on
50
numbers 1 001 – 10 000 (M3N5 – 1a – 1.3)

2. Gives the place value and value of a digit in 4 – to 5 – digit
numbers. (M3N5 – 1a – 10.3)
3. Rounds numbers to the nearest tens, hundreds and
thousands. (M3N5 – 10 – 15.1)
4. Compares using relation symbols and orders in increasing or
decreasing order 4 to 5 – digit numbers up to 10 000 (M3N5 –
1b – 15.1)
5. Solves routine and non – routine problems involving addition
of whole numbers with sums up to 10 000 including money
using appropriate problem solving strategies and tools.
(MN3N5 – 1f – 29.3)
6. Recognizes reads and writes money in symbols and in
words through Php1 000 in pesos and centavos. (MN3 – 1c –
19.2)
7. Compares values of the different denominations of coins and
bills through Php1 000 using relation symbols. (M3N5 – 1d–
22.2)
8. Solves routine and non – routine problems involving
subtraction without or with addition of whole numbers including
money using appropriate problem solving strategies and tools.
(M3N5 – 1t – 31.5)
Category 5 4 3 2 1
C. Instructional Delivery
51
1. It was well organized and prepared.
2. Communicated effectively and generated enthusiasm.
3. Demonstrated respect for students and care about their

learning.
4. Responses effectively to the student questions.
5. Engaged students and facilitated discussion in class.
6. Effectively used active and collaborative learning
techniques.
7. Used technology effectively to enhance student learning.
8. Made self-explanatory to help students to clearly understand
the lesson.
PART II. TEACHERS’ FEEDBACK (INTERVIEW)
1. What is your feedback in the implementation of Mother Tongue – Based
Instruction in teaching Mathematics?
2. What else would you like to tell about MTB instruction? What suggestion for
improvement would you like policy makers to do?
THANK YOU
APPENDIX C
Gantt Chart
J F M A M J J A S O N D NO.
ACTIVITIES OBJECTIVES A E A P A U U U E C O E OF
52
N B R R Y N L G P T V C DAYS
Presentation of Present the thesis 1 day

thesis design to design for
the panel approval
members
Submission of Submit the 60
the compliance compliance
checklist to checklist to be days
adviser and approved and
panel members signed
Validation of Have the 7 days
research researcher-made
instrument instruments
checked and
validated by
experts.
Submission of Submit 14
CNU-REC requirements to
Research the Ethics days
Protocol Committee
Application
Form
Submission of Submit transmittal 7 days
transmittal letters for approval
letters and of the conduct of
consent forms the study
Creation of Create online 1 day
online Google Google survey
survey forms forms for the
respondents
Administration Administer tools/ 7
of Research instruments and
Instrument& interview to days
Interview different group of
respondents
Consolidation Summarize the 7
of Responses data gathered
days
Interpretation of Analyze 14
Responses responses and
make analysis and days
interpretation
Request for
appointment for
the presentation of
Presentation of research output.
Result/ Final Finalization and 10
Defense incorporation of
suggestions and days
recommendations
53
TESS P. ENGLIS
Researcher
APPENDIX D
CURRICULUM VITAE
Name : TESS P. ENGLIS
Address : CantuodBalamban, Cebu
Email Add : tess.englis@deped.gov.ph
Tel. Number : 09335136064
EDUCATION
Elementary : Balamban Central Elementary School (1991-1996)
Secondary : Saint Francis Academy (1996-2000)
College : Saint Theresa’s College (2000-2004)
Bachelor of Elementary Education
Masteral : University of San Carlos-Talamban Campus (2005)
Master of Mathematics Education (MAMEd) – 6 units
: Cebu Normal University (2016-Present)

54
Master of Arts in Education, Educational Management
(MAEd-EM) – Complete Academic Requirements
TEACHING EXPERIENCE
 Classroom Teacher(public) for 13 years up to present at Balamban
Central Elementary School
 Classroom Teacher(private) for 2 years
Trainings Attended
 Division Training of Batch 2 - Module Writers on June 19, 2020
 District Training of School Heads, Master Teachers and Potential Trainers
on GAD-Based IC Cebu (October 14-18, 2019)
 Trainer with topics on 5 E’s Pedagogical Teaching-Learning Process and
Contextualized Instructional Materials during the 5-Day Midyear In-
Service Training (INSET) for Teachers on GAD-Based IC Cebu and
Orientation of Learning and Development System (October 21-25, 2019)
 Demo-teacher during the District Training of School Heads, Master
Teachers and Potential Trainers on GAD-Based IC Cebu on Grade Six-
LBN Class (October 18, 2019)

55

Mother Tongue - Based Instruction in Mathematics

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1

Mother Tongue – Based Instruction

A Thesis Presented for Masters of Arts

Cebu Normal University

Chapter Title Page

1 THE PROBLEM AND ITS SCOPE

Rationale of the Study 4

Theoretical Conceptual Framework 6

Statement of the Problem 10

Significance of the Study 11

2 REVIEW OF RELATED STUDIES AND

Data Collection Procedure 29

Appendix A : Transmittal Letter 35

Appendix B : Survey Questionnaire 47

Appendix C : Gantt Chart 59

Appendix D : Curriculum Vitae 61

THE PROBLEM AND ITS SCOPE

Philippine Educational System especially on literacy and comprehension of students. Based on

perform poorly in the other subject areas like Mathematics.

literacy is known to be highly dependent on effective instruction.

system that upholds MTB programs.

just have worsen the problem of literacy and comprehension.

The implementation of MTB in a classroom with students’ variety of mother tongues,

Furthermore, the implementation has been questioned especially in multilingual regions in

Theoretical Conceptual Framework

The policy on what language to be used as a medium of instruction is still a subject to

heritage language, but continue to affect different facets of education.

Productivity of Reynolds & Walberg (1992).

The Linguistic Interdependence Hypothesis as developed by Cummins argues that certain

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

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

educational environment (Vrooman, 2000).

Moreover, the linguistic, or developmental, interdependence hypothesis says that students

to obtain the goal of majority language proficiency faster.

Schematic Diagram of the Theoretical Framework of the Study

understand (Freeman and Freeman 2011).

second language (Ndamba, 2008). Thus, Philippines’ mother tongue-based multilingual

characteristics of individual students and their immediate psychological environments influence

student ability/prior achievement, motivation, age/developmental level, quantity of instruction,

media outside of school (Walberg, Fraser, & Welch, 1986).

required competencies in Mathematics. Furthermore, grade 3 students were chosen as main

Statement of the Problem

developing a school- based management intervention program.

Specifically, this answers the following queries:

1. What is the pupils’ entry and exit performance in Mathematics?

2.2 competencies; and

2.3 instructional delivery?

teaching of Mother Tongue – Based Instruction?

There is no relationship between the learners’ performance and knowledge of teachers in

the teaching of Mother Tongue-Based Instruction in Mathematics.

Significance of the Study

Scope and Limitation of the Study

Based Instruction in Mathematics in Balamban District I, Balamban, Cebu Province.

instruction in teaching Mathematics.

Competencies. The acquisition and mastery of the essential knowledge in mathematical

operations in grade three Mathematics.

teachers using Mother Tongue – Based Instruction in Mathematics.

upholds the implementation of MTB instruction.

a study on the implementation of MTB instruction in teaching Mathematics using modular

primary levels in Mathematics.

a learner prior to the discussion of the assigned topic or reading.

Exit Performance. The administration of an achievement test to determine the academic