Performance Of-WPS Office

Performance Of Grade One Pupils In Mathematics Under Mother Tongue.
Using MTB-MLE
Program In Division Of El Salvador
LINA BEJIGA (AUTHOR)
TABLE OF CONTENTS
APPROVAL SHEET
ACKNOWLEDGEMENT
ABSTRACT
LIST OF FIGURES
LIST OF TABLES
Chapter 1 THE PROBLEM
Introduction
Theoretical and Conceptual Framework
Schematic Diagram
Statement of the Problem
Hypothesis
Scope and Limitation of the Study
Significance of the Study
Definition of Terms
2 REVIEW OF RELATED LITERATURE AND STUDIES
3 RESEARCH METHODOLOGY
Research Design
Research Setting
Sample and Sampling Procedure
Research Instrument
Data Gathering Procedure
Categorization of Variables
Analysis of the Written Test
Common Errors
Coefficient of Correlation
Statistical Treatment
4 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
5 SUMMARY, CONCLUSION AND RECOMMENDATION
Summary
Findings
Conclusions
Recommendations
BIBLIOGRAPHY
APPENDICES
A Letter to the School Division Superintendent
B Table of Specifications
C Questionnaires of the written test
ACKNOWLEDGMENT
The researcher wishes to convey her appreciation and gratitude to all those who shared their
ideas and extended valuable assistance in the completion of this study; Dr. Alma T. Gurrea, the
Director of Institute of Professional and Graduate Studies for her wise ideas, continued
professional assistance and the conceptualization of this research study; Dr. Pepa V. Pontillas,
her adviser and mentor, who painstakingly reviewed the manuscripts from the proposal stage
to the final defense; To Mr. Alex de la Vega, her statistician, who helped her in the processing,
analysis and interpretation of the statistical data; Dr. Estrella S. Ferenal, Dr. Carmelita O.
Elbanbuena, Dr. Gina T. Labitad, Dr. Gerlinda G. Corpuz and Dr. Ma. Corazon S. Mendoza,
members of the Panel of Examiners, for the worthy ideas, suggestions and insights which
helped in the improvement of this research; Dr. Cora T. Asa, Schools Division Superintendent of
El Salvador City, for the valuable suggestions, support , encouragement, and permission to
conduct the study; To all School Heads and Grade I teachers of the sample schools for giving her
the opportunity in conducting the test and to administering the questionnaires to their Grade I
pupils.
Miss Junalyn Flores, secretary of the Institute of Professional and Graduate Studies , for the
valuable support and assistance when help was needed; The Grade I Pupils of El Salvador
Division and their respective teachers and Dr. Aster M. Gallega, Public School District Supervisor
for giving support and cooperation during the administration of the research instruments; To
her good friends; Doreen, Flor, Ludwig, Paul, Sir Cupid, Roxan, Lou Lea, Evalyn and Geneveive
for the company, assistance and inspiration to pursue the research study; To her co- teachers
and close friends in the Division of El Salvador, namely; Amoros Elementary School Teaching
Force, special mention to Mam Nice, Agnes, Denden, Olive, Shajera, Grace E., Mafe, Gangging,
Rosie and Rosela for the help and friendship; Her beloved husband, Tholitz, for the unending
support encouragements, inspiration , understanding and love for the researcher to finish this
research work; To his son, Yuri, for the help in arranging the questionnaires and selfless love
which eases the burden during the conduct of the study; and Above all, to GOD Almighty, for
giving the researcher the strength, good health, courage, determination and wisdom.
Dedication
This book is dedicated to my husband Tholitz and son Yuri.
Abbildung in dieser Leseprobe nicht enthalten
Title: PERFORMANCE OF GRADE I PUPILS IN MATHEMATICS UNDER MOTHER TONGUE- BASED

MULTILINGUAL EDUCATION (MTB- MLE)PROGRAM IN THE DIVISION OF EL SALVADOR SY 2013-
2014
Total Number of Pages: 121
Text Number of Pages: 102
This study attempted to determine the performance of Grade I Pupils in Mathematics under
Mother Tongue -Based Multilingual Education (MTB-MLE) Program in the Division of El Salvador
SY 2013-2014.It is believed that some specific variables have some associations with the pupils’
performance. The dependent variables in this study are the respondents’ performance in the
four macro skills namely; addition, subtraction, fraction and measurement. The independent
variables are gender, age, attitude towards mathematics, preschool preparation, parental
follow-up and type of school.
This study attempted to find out the performance of Grade I in Mathematics under the Mother
Tongue- Based Multilingual Education Program (MTB-MLE). It also sought to determine if
significant relationship existed between the aforementioned dependent and the independent
variables.
Findings:
The following were the salient findings of the study:
1. Of the 392 Grade I pupil respondents in the Division of El Salvador , 203 (51.79%) were boys
and 189 were girls (48.21%). Twelve (3.06%)of them were 5 years old, 202 (51.53%) were 6
years old, 58 (14.80%) were 61/2 years old, 74 (18.88%) were 7 years old, 12 (3.06%) were 71/2
years old), 16 (4.08%) were 8years old ,6 (1.53%) were 81/2, 3 (0.77%) were also 9 years old
and 9 (2.30%) respondents were 10 years old.
2. In the variable, attitude towards mathematics subject, majority of the respondents expressed
“seldom” or expresses negative attitude to all the questions; I like Mathematics as a subject has
a mean of 1.78 and an extremely negative description, I study my lessons in Mathematics with a
mean of 1.97 and a description of negative, I enjoy Mathematics because it’s interesting with a
mean of 1.98 and its description is negative, I perform assignments or activities in Mathematics
with a mean of 2.10 and a negative description, I feel sleepy during Mathematics period with a
mean of 2.42 and a description of negative, Mathematics is so boring to me with a mean of 2.32
and a negative description, I listen very well to my Mathematics teacher’s discussion has a
mean of 1.78 and a negative description, I do not make my assignments in Mathematics with a
mean of 2.37 and a negative description, I feel lazy when my teacher talks about Mathematics
with a mean of 2.43 and a negative description and I feel bored during Mathematics period
with a mean of 2.44 and still the description is negative.
3. In the variable, preschool preparations, 68 (17.85%) respondents underwent 1 year and 324
(82.65%) experienced 2 years before entering Grade I.
4. In the variable, parental follow-up, the overall mean is 1.55 with a standard deviation of 0.68
and the description is extremely negative.
5. In the variable, type of school, 185 (47.19%) came from Central Schools and 207 (52.81%)
came from Non-central Schools.
6. There was no significant relationship between the students’ gender, age preschool
preparation and performance in Mathematics since the computed r value were 0.036, 0.022
and 0.080 respectively.
For a variable to become significant, it should be greater than the set probability value which is
0.05.
The result of this study indicates that the observed level of significance for gender (477), age
(0.664) and preschool preparations (.116) were under the null hypothesis since they are greater
than the set proven probability. These variables were not associated to the respondents’
performance in Grade I Mathematics.
There is significant relationship between the variables attitude towards math subject, parental
follow up and type of school and the respondents’ performance in Mathematics.
The null hypothesis is rejected since the obtained probability values were lesser than the level
of significance set at 0.01.This further implies that attitude towards mathematics, parental
follow- up and type of school affects the performance.
Conclusions:
The facts derived from the analysis of data provided the basic ground for the conclusion and
implication of the study. Thus, the finding of this research on the analysis on the performance
of Grade I in Mathematics under the Mother Tongue- Based Multilingual Education Program in
the Division of El Salvador, SY 2013-2014 resulted to the following conclusions.
Since pupils’ attitude in mathematics resulted majority to a description of “negative”, It is a

realization that teachers and parents should possess positive attitude that will be radiated to
pupils’ confidence and self-esteem, hence it will develop positive attitude towards the learning
in Mathematics.
a. This further connotes that teachers teaching Grade I Math using mother tongue as medium
of instruction must develop positive attitude on the new curriculum and make learning more
interesting and appealing to children in order to help them develop positive attitude on the
subject. Mathematics teachers under the MTB-MLE program ought to create interesting and
non-threatening environment in their way to help children to develop positive attitude towards
the subject and keep it without inhibition and hence improve their performance.
b. The greatest number of errors committed by the pupils falls on the conceptual error. This
means that the concept of the subject was not developed. The pupils had no knowledge at all
on the subject. This is a very alarming result to the teachers and parents, thus immediate
innovations and interventions should be done by the administrators, teachers, parents and
stakeholders. An action plan must be designed and implemented.
c. A significant relationship existed in attitude towards Mathematics, parental follow up and

type of school. The result implies that parents and teachers play a vital role on the performance
of the children.
With the type of school, teachers from the central school are more aware, informed, seasoned
and more competent compared to the teachers in the hinterland. Though both are competent,
teachers from the non-central or hinterland schools were newly hired teachers. They still did
not have seminars and workshops in Kto12 curriculum.
Recommendations
From the findings revealed in this study and in consideration of its limitation on the scope of
topics and respondents, the following are recommended:
The result revealed in this study along with the similar findings in other researches, should
perhaps be given consideration by DepEd Perhaps:
1. DepEd can:
1.1. Take a look at the content and approaches introduced and implemented by the Kto12
curriculum.
1.2. Teacher’s materials should be properly contextualized into mother tongue as they are
stated in English.
2. To The Administrators:
2.1. Strengthen the linkage with parents and other stakeholders to solicit cooperation on the
education of their children.
2.2. Conduct an in-service training among Grade I teachers on the appropriate teaching
methodologies, IM’s making, lesson plan contextualization, Reproduction and designing big and
small books appropriate for a certain mathematical objectives.
2.3 Strict monitor and evaluate the use of mother tongue as medium of instruction in
Mathematics.
2.4. Conduct a reorientation to parents and stakeholders for them to fully understand the new
curriculum on MTB-MLE.
2.5. Conduct a school – based training on the use of a computer –based instruction in
Mathematics.
2.6. Regular classroom observations and LAC sessions.
2.7. Intensified Instructions.
3. To the Teachers;
3.1. They should provide classroom activities/strategies that would encourage the pupils to
participate and motivate the lesson.
3.2. Provide corners for manipulative toys for pupils to play or manipulate during vacant times
3.3. Discover new ideas that could help in enhancing mathematics teaching and learning
3.4. Give emphasis in teaching the concept in mathematics
3.5. Teachers in Grade I Mathematics under MTB-MLE classrooms must help their students
achieve a successful education; the teachers must understand and follow two specific
pedagogical approaches. First, they must begin with what the students already know-‐-‐their
own language and the knowledge and skills they have acquired through living in their own
community-‐-‐and use that as the foundation for teaching new content and concepts. Second,
teachers must help their pupils to develop oral, written and higher level thinking skills in the
language they know best and, at the same time, support the students as they gradually learn
the official school language.
3.6 Provide more exercise and remediation on reading words and symbols in Mathematics.
3.7 Conduct regular parent’s meetings and home visitations.
3.8 Giving more ICT-based instructions and learning materials.
3.9 Outside the classroom teaching and learning should be done sometimes to make
Mathematics learning more fun and enjoyable (conducting field trips on the nearby places,
school gardens, playgrounds etc.)
3.10. Conducting more learning activities adopting the concept of John Dewey’s “Learning by
Doing”.
4. Avenues for further studies
4.1. For the future researchers, this study may be replicated in another research environment
and include topics not covered in this research.
LIST OF FIGURES
Figure I. Schematic Diagram showing the relationship between the Independent and Dependent
Variables
LIST OF TABLES
1. Distribution of Pupil Respondents in Of Sex
2. Distribution of Pupil-Respondents In Terms of Age
3. Distribution of Pupil-Respondents In terms of Attitude Towards Mathematics
4. Distribution of Pupil-Respondents In terms of Years in Pre School
5. Distribution of Pupil-Respondents in Terms of Parental Follow-Up
6. Distribution of Pupil-Respondents In Terms of Type of School
7. Descriptive Statistics of the Performance Of Grade I Pupils in Mathematics
8. Descriptive Statistics of the Common Grade I Pupils in the Different Macro Skills in
Mathematics
9. Correlation Matrix between Respondent Profile and Performance in Mathematics
Chapter 1 THE PROBLEM
Introduction
Language is an integral feature of educational practices in the classroom. Teachers

communicate content and instruction via language. Learners listen and interact via language in
the process of learning. It would seem imminently commonsensical to assert that, in the
context of formal educational setting, children are going to be most effectively taught when
both teachers and children speak well the language of instruction. That, after all, is the
prevailing model in most developed countries where one generally finds effective educational
system producing solid results.
Mother Tongue in the context of formal education is used to refer to the language of the child
learned first and the he usually speaks best. It raises the level of educational outcomes across
the board and the cause of gain in mastery of educational skills. It is a fundamental educational
policy program, founded on the basic premise of starting “where the learners are, and from
what they already know. The successful implementation of mother tongue instruction policy at
the classroom level is irrefutable. However, the success of this approach lies not only on the
school administrators but also depends on the teacher and support that both teachers and
learners receive from other stakeholders during the policy’s implementation. Teachers play a
very important role in the instruction and implementation. Walter (2007) stresses that the use
of mother tongue as a medium of instruction raises the level of educational outcomes across
the board and the cause of gain in mastery of educational skills.
Research on language education done by UNICEF (1999-2000) has shown that children are
quicker to learn to read and acquire academic skills when instruction is in the language that
they speak at home rather than teaching them of an unfamiliar language. The practice of
honoring children’s language that they speak at home is now being reflected in school language
policies of many countries.
Hence the successful implementation of mother tongue instruction policy at the classroom level
depends on the teacher and the support that both teachers and learners receive from other
stakeholders during the policy’s implementation. Teachers play a very important role in the
implementation of Mother Tongue instruction (Little and Wright,1997).
Mother Tongue policies require that learners be taught in their mother tongue for some or all
of the years of schooling. This is fairly manageable when the subject concerned is one that does
not have its own highly specialized terminology.
However, the picture becomes rather complicated when the subject is Mathematics. The
problem arises because the mathematical information comes in a register of the so called
“language of wider communication such as English. It is therefore becomes necessary to render
this information into the language of the learners. (Kazima 2004). The language of instruction
for Mathematics needs consideration of how to handle mathematical terminology to overcome
its present limitations.
The use of English in teaching and learning Mathematics involves ordinary English and
Mathematical English (where words and phrases have specified meanings) Pisim (2007).
Other researchers like Adetulas and Beechan (2009) drew some conclusions that language
presents difficulties in learner’s understanding of word problems. But furthermore, many
observed that when learners do not understand the word problems they after resort to “cue”
word strategy that is searching for a word that will give them a hint of which Arithmetic
operation to carry out.
Furthermore, many children in the Philippine today study Mathematics in a language they don’t
understand. But students who speak their home language attain higher Mathematics and
Science achievement (Nolasco 2010). In international Math competitions, the high performing
countries are those that allow their students to use their home language. (Argudon 2010,
Nolasco 2010 and Licuanan 2010) would support the idea that the use of the first language
creates a smoother path for the young learner to understand and acquire math concepts,
knowledge and skills.
It should be noted, however, that the choice of the language of instruction does not solely
depend on the educational goals and instructional processes. The educational, instructional and
learning processes comprise a complex interrelated system of knowledge and processing
components which influence a multilingual person’s language proficiencies in different ways.
Reyes (2008) found that the first language facilitated performance in the area of conceptual
knowledge but not in computational knowledge.
DepEd Order No. 74 s. 2012 stated that the use of the native language as a medium of
instruction is believed to be the fastest and most natural route towards developing a strong
foundation in mathematical literacy. The former also recognizes that, when it is use as the
Language of Instruction (LOI), it’s the most effective way to improve student learning.
The purpose of conducting this study was to determine the performance of Grade I pupils in
mathematics under Mother Tongue- Based Multilingual Education (MTB-MLE) program of the
Division of El salvador on the second grading period, School Year 2013-2014.This focused on the
respondents’ performance of the four mathematical macro skills namely; addition, subtraction,
fraction and measurement and the common errors; conceptual error, procedural error,
mechanical error and careless error.
THEORITICAL AND CONCEPTUAL FRAMEWORK OF THE STUDY
Children come to school with a great deal of informal mathematics knowledge. Some of it has
solid base, but some of it has holes. It is important to find out what children know and what
they have some sketchy or intuitive feelings about. They have variety of ways of integrating and
solving, but of course, there are wide differences in how effective they are.
The place that Mathematics now occupy in the curriculum of the elementary school, the
contents taught, and the methods of presentation are a result of the gradual development of
the subject, the different increase needs of the society, and its findings of educators concerning
that way in which children learn. Today substantial changes have occurred in both teaching
strategies and the curricula of the mathematics program.
This study is anchored on Jerome Bruner’s theory of constructivism (1986). Teaching strategies
are based on principles of learning that were derived from branches of cognitive science.
Constructivist tries to inspire students to see the relevance of what they learn. These theories
are based on the idea of revered educational philosophers such as John Dewey and renowned
psychologists as Le Vygostsky, Jerome Bruner and Jean Piaget. According to Bruner, the
construction of mathematical knowledge cannot be passive. Resnick (2007) has noted that the
successful learners understand that the real task is to construct meaning.
The native language one speaks may determine how his brain solves Mathematical puzzles,
according to a new study of Lee (2007). The mother tongue may influence the way problem-
solving circuits in brains. She added that different teaching methods across cultures, or genes
could also contribute.
The new DepEd K+12 curriculum is embracing the Mother Tongue Based Multilingual Education
(MTB-MLE). Students in the primary years are taught all subjects (except Filipino and English) in
their mother tongue. The requirements, first of all, on teachers are more diverse. Teachers
need to be able to teach Math and Science in the mother tongue of their pupils.
A common error in mathematics is dependent on several factors. Caburnoc (2012) emphasized

in her study that lack of prior knowledge or background on the subject leads to student’s poor
performance. Hence Mathematics is highly sequential, knowledge of its basic skill is necessary.
Poor teacher preparation and lack of expertise in the field have been identified among crucial
factors which contributed to the dismal performance of the Filipino children. Teachers’ profile
and teaching competencies in mathematics also plays a vital role in shaping the learner’s
knowledge in the subject.
Research also shows that when teachers attempt to teaching learning strategies to students,
substantial gains can be held. Strategies are important because they help students understand
and solve problems in ways appropriate to the situation at hand. They can also improve and
hasten learning. The broader the range of strategies and approaches children can use
appropriately, the more successful they can be in learning mathematics.
In building conceptual understanding in Grade I Mathematics, children should not be

introduced immediately to abstract concepts for they will surely resort to rote learning and
memorization which is not a solid foundation for further learning. Everyday Mathematics
focuses on first developing student’s understanding of concepts through: Real world examples
and concrete objects (manipulatives), Pictorial representations and Discussion of ideas and
methods. The use of multiple representations is carefully built into the Everyday Mathematics
curriculum to ensure that students truly understand the concepts they are learning.
Much recent work in Mathematics education has focused on the teaching of concepts. Less
emphasis is placed on procedures, since it is often assumed that procedural ability will naturally
arise and that procedural knowledge does not run as deep, and is less interesting from a
research perspective, as conceptual knowledge. Dawkins et al. (2006) focused on procedural
knowledge and found it to be complex and dynamic, worthy of far more attention than what it
receives currently.
Parental Involvement contributed much to children’s achievements in school. Doing and

developing positive attitudes in education radiated to children’s positive attitude and higher
performance. Children’s attitude correlates much to their home environment and the kind of
teachers that they have in school. Dekker (2011) asserted that affective tone, parental
involvement, teachers good attitudes contributed to the intellectual and higher academic
outcomes of the learners.
In this study, gender, age, attitude towards mathematics, preschool preparation, parental
follow-up and type of school were believed to have some associations with the grade I
performance in mathematics under the mother tongue- based multilingual education program.
The schema of the interplay of the independent and dependent variables is shown in Figure I.
Figure I. The Schematic Diagram Showing the Interplay of Variables
Statement of the Problem
This study attempted to determine the performance of Grade I pupils in Mathematics under
Mother Tongue- Based Multilingual Education (MTB-MLE) Program in the Division of El Salvador
SY 2013-2014. Specifically it aimed to answer the following questions.
1. What is be the profile of the Grade I pupils on the Division of El Salvador considering the
following:
1.1 Pupil-Related Factors;
1.1.1 Gender,
1.1.2 Age,
1.1.3 Attitude towards Mathematics,

1.1.4 Preschool Preparation,
1.2 Parental Follow up; and
1.3 Type of School?
2. What is the performance of Grade I pupils in the following:
2.1 Whole Numbers;
2.1.1 Addition,
2.1.2 Subtraction,
2.2 Fraction, and
2.3 Measurement?
3. What are the common errors committed by the Grade I pupils in terms of:
3.1. Conceptual Error;
3.2 Procedural Error;
3.3 Mechanical Error and
3.4 Careless Error?
4. Is there a significant relationship between the performance in Mathematics of Grade I pupils

and each of the following variables:
4.1.1 Gender,
4.1.2 Age,
4.1.3 Attitude Towards Mathematics, and
4.1.4 Preschool Preparation
4.3 Type of School?
5. Based on the findings of the study, what action plan can be designed?
Hypothesis
This study premised on the following hypothesis that was stated in null form. Problems 1, 2, 3
and 5 were hypothesis free. On the basis of problem 4, the following hypothesis was
formulated and tested at .05 level of significance.
Ho1. There is no significant relationship between the performance of grade I pupils and each of
the following:
1.1 Pupils-Related Profile;
1.1.1 Gender,
1.1.2 Age,
1.1.3 Attitude towards Mathematics, and
1.2 Parental Follow-up; and
1.3 Type of School
Scope and Limitation of the Study
This study was limited in finding out on the performance of Grade I pupils in Mathematics using
MTB-MLE as medium of instruction in public schools of the Division of El Salvador, SY 2013-
2014. Comprehension and academic content and creative and critical thinking were limited to
the areas of addition, subtraction, fraction and measurement. Assessment conducted to the
respondents was on the first and second grading.
Only the Grade I pupils in the public schools of City Division of El Salvador were considered in
this study.
Significance of the Study
This present investigation would be important as this attempted to determine the performance
of Grade I pupils in Mathematics under the MTB- MLE as the medium of instruction in the
public schools of the Division of El Salvador for the School Year 2013-2014. Hence, the results of
this study would be beneficial to the following:
Grade 1 Teachers. The results of the study would be helpful for them to identify pupils’
common weaknesses and would provide them awareness as to what interventions and action
could be undertaken in the preparation of their instructional materials. This would guide them
further as to what learning improvements can be made effective in the delivery of
mathematical instruction.
School Administrators. The findings of this study would serve as the springboard for planning,
formulating and enhancing Mathematical Instruction best designed to address the effectiveness
of MTB-MLE and the teachers training program which would benefit best the teachers and the
pupils.
DepEd Officials. The result of this study could be the basis for the formulation, planning and
implementation of DepEd programs especially mathematics which would strengthened the use
of MTB-MLE.
Parents and Stakeholders. The findings to be derived from this investigation would be useful to
promote awareness on the new MTB-MLE curriculum on the part of the parents and various
stakeholders and this would encourage them to provide support and follow up for the learning
of their children.
Definition of Terms
For better understanding of this research, the following terms used in this study are hereby
defined operationally.
Age. This variable refers to the number of years of Grade I pupils in the Division of El Salvador,
SY 2013-2014.
Attitude towards Math. This variable refers to the disposition of the pupils about math subject
as an activity whether he/she likes doing it, he/she understands and enjoys what he/she is
doing.
Careless Errors. This variable refers to errors that occur in the problem. The pupils basically
know how to perform the correct computation, but due to distraction or lapse in attention,
makes this errors.
DAPELSA. This variable refers to the Division Action Plan of El Salvador. An action plan designed
for the Grade I Mathematics Teachers.
Central school. This variable refers to the big and complete public elementary school offering
Grades 1 to VI levels.
Conceptual Errors. This variable refers to an incorrect response, resulting from an absent or
incorrect concepts or principles.
Gender. This variable refers to the total physical behavioural differences, properties and
characteristics by which male and female are distinguished.
Mechanical Errors. This variable refers to a situation when a pupil incorrectly wrote an answer
but really understood the concepts: like copying the wrong digit but displayed conceptual
knowledge in the computation of a particular skill. It assumed that pupils have mastered the
governing concept of the operation but was careless in writing the answer properly.
Mother Tongue - This refers to the first language (also native language, mother tongue, arterial
language, or L1) is the language(s) a person has learned from birth1 or within the critical period,
or that a person speaks the best and so is often the basis for sociolinguistic identity.
Mother Tongue-Based Multilingual Education. This variable refers to “first- language-first”

education that is, schooling which begins in the mother tongue and transitions to additional
languages particularly Filipino and English. It is meant to address the high functional illiteracy of
Filipinos where language plays a significant factor. Since the child’s own language enables her/
him to express him/herself easily, then, there is no fear of making mistakes.
Parental Follow up. This variable refers to the physical presence of parents, their accessibility to
their children especially in school assignments and the type of discipline in the home.
Performance in Mathematics. This variable refers to the achievement of Grade I pupils on the
four macro skills tested namely; addition, subtraction, fraction and measurement.
Type of School. This variable refers to whether the school under study is categorized as central
or non-central.
Chapter 2 REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents the review of literature and studies from books, periodicals and
unpublished studies are found relevant to the use of mother tongue as language of learning in
Grade 1 Mathematics. These literature and studies are herein incorporated to serve as a frame
of reference of the present study.
It is through language that we develop our thoughts, shape our experience, explore our
customs, structure our community, construct our laws, articulate our values and give
expressions to our hopes and ideas. “Mother Tongue” is a common language that is freely and
comfortably spoken by adult generation both at home and outside to their successors in
community and reflect ones culture and ethnic backgrounds. It is the means by which different
groups within the society maintain their identities.
The language of instruction contributes significantly to the quality of contributions and pupils
are hindered if they are unable to articulate clearly in their second language and language
problems may interfere in pupils understanding of questions. The two are core classroom
activities that help restore difficulties inherent in pupils learning. Teaching in English and using
it in the attempt to determine mathematics achievement, the dice is significantly loaded against
the speakers as a second language.
Related Literature and Studies in Foreign Setting
Nlambas’s (2009) research reports that the general function of language in a given country is
contributory to attitudes towards the language of instruction. English has occupied a special
place in the educational system because of the utility attached to it in the classroom as well as
other demand areas and general life outside school. In this regard, English has been regarded as
the dominant symbolic resource in the linguistic market in the country and competence in
English is required to access to social, educational and eventually material resources.
When the mother tongue policy as the medium of instruction was muted at primary level and
throughout the academic life of the children, it was seen by the generality of the population as
a grand plan to deny the children the access to the socio economic advancement and improving
the quality of education that could better prepare individuals to live a life of abundance after
school.
Nyagura’s (2009) research on Mathematics attainment in Zimbabwean primary schools

concluded that most grade seven pupils show very low ability to apply mathematical ideas to
real life problems even in those involving practical concepts such as gain, loss, interest, discount
and sales tax, those story problems that require reading and comprehension of the language
used and English as the language of textbooks and of instruction has failed the pupils.
Observations are that for substantial teaching and learning and correct concepts and content
discourse to occur in Mathematics, the pupils’ mother tongue is very important.
Mathematics is a nightmare for many pupils and has created a mathematical fever (Wu, 2005).
Pupils do not make mathematical progress because they do not understand what they are
taught due to their inability to understand the language of instruction. The use of mother
tongue according to Rose (2000) reduces what she terms as “instructional dead time”. This is
when teachers use English or a language which pupils do not understand and the whole
mathematical lesson shows a mismatch between the child’s mother tongue and the language of
instruction resulting school failure.
How can the teachers mediate between the pupils and textbook mathematical language and
between pupils and the English language teachers use in Mathematics? Sierpinska (2005)
observes that with these dilemmas, the central point is using the mother tongue so that pupils
do not miss the chance of improving both their Mathematics thinking and communication skills.
Setati’s (2008) research in South Africa revealed that using English only in primary Mathematics
classroom where English is not the main mother tongue of learners has negative effect on
pupils’ meaning making and problem-solving. Grappling with English and Mathematical content
and concepts coupled with Mathematical phobia, further complicates and exerts a lot of strain
to the pupils. Mother tongue as a medium of instruction, thus, has a support effect on the
teaching and learning of mathematics especially at primary school level and may lead to the
demystification of mathematics.
Walter,et al.(2010) presented that the best time to use the native language is when the children
first entered school, a time when they usually think and process in their own mother tongue.
Moreover, researches confirm that students who speak their home language attain higher
Mathematics and Science achievement. In international competitions, the high performing
countries are those that allow their students their home language (Azurin, 2010). Bernardo et.
al. (2010) would support the idea that the use of the first language creates a smoother path for
the young learner to understand and acquire basic math concepts, knowledge and skills.
However, many children in the Philippines today study Mathematics in a language they don’t
understand. Young (2009), notes that the mother tongue of most Filipino children is neither
Filipino nor English. Using these languages may help the child carry out basic functions in his
own contextual milieu but this may also impede cognitive and non- cognitive areas such as
school attendance, self- concept, self- esteem, social and emotional adjustment, and moral
development (Dekker, 2009). To a child who neither uses English at home nor at play with
his/her friends, English is totally a foreign language. Listening to the strange sound and accent
of the words may at first enchant the child but as the lesson becomes cognitively demanding he
begins to feel disillusioned. The language barrier consequently stores up episodes of
communication breakdown between the teacher and the child; between the child and the
unknown concept. Daunted by the feeling of not being able to communicate well in the foreign
language, the child eventually drops out school. Many children today leave school too early
because the language of instruction has failed to facilitate their learning.
Related Literature and Studies in Local Setting
For several decades, education and language policies in the Philippines have been popular
subject of debate especially among policy makers and school administrators. The 1974 Bilingual
Education Policy (BEP) and the 1987 constitution mandate on the status of Filipino, in
particular, were significant issues contributing to the course of the Philippine education system
(Rubrico, 1998).
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 Multil 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) MTBMLE advances education beginning with the child’s
first language (L1) and the subsequent gradual introduction of other languages along with the
build-up of the child’s L1 skills.
The Philippines saw a big change last year when the Republic Act 10533, also known as the
“Enhanced Basic Education Act of 2013, was signed into law by President Benigno Aquino III last
May 15. One of the salient features of the law is the use of the mother tongue (MT) as the
language of literacy and as the primary medium of instruction, Santiago (2008).
The shift from bilingual policy to MLE is promising and has a big potential in solving the
country’s many problems in education system. It specifically address the high functional literacy
of Filipinos. SIL (2013) reported that the languages of instruction and literacy in Philippine
schools are foreign and incomprehensible to more than 70% of Philippine students. This is a
phenomenon common to many other countries in Asia as well, and throughout the world. This
situation predetermines that minority language students are unable to understand the content
of teaching at school. However, this situation does not have to be...
Using the language the child understands – the child's first language, or mother tongue –for
teaching lesson content in the first 6 years of school, not only enables the child to immediately
master curriculum content, but in the process, it affirms the value of the child and her/his
cultural and language heritage. Additionally, because Filipino and English are taught as subjects,
learning skills that are built using the child's mother tongue are easily applied to the acquisition
of Filipino and English.
First language education teaches children how to learn by using a familiar medium, and in the
process builds critical thinking skills – cognition – so necessary in the learning process. As
subject matter gets increasingly complex in later grades, studies show that children are able to
transfer these cognitive skills to other media of instruction, and to the learning of more difficult
subject matter, often taught in Filipino and English.
Espoda (2012) stated that learning new concepts requires the transformation and
reorganization of existing prior knowledge and representation. Such prior knowledge patterns
and insights are acquired in their home and community and incorporated in the learner’s
language (L1) or mother tongue. The most basic concepts and literacy skills in mathematics can
be taught best in the child’s native language. Since the child’s early years are the most
absorbent and that native language be used as a language of instruction as early as
kindergarten in order to establish a solid foundation not only in mathematics but also in other
areas.
However Mondez (2012) reported the flaws of implementing MTB-MLE hastily and without
valid and reliable pre testing measures. Authorities should not only focus on the language
factors as the main culprit for low academic performance of students. They should concentrate
more on solving other critical educational problems such as lack of classroom facilities, lack of
teacher training and competencies, lack of materials, etc. The budget allotment would be for
translating and/or producing educational materials from Filipino and English resources to a
particular mother tongue, additional classroom facilities, teacher training and student
empowerment that will surely help improve the educational system and students’
performances. MTB-MLE implementers should consider the attitudes of teachers, parents and
students towards the policy and also the production and sufficiency of educational and
supplementary materials.
The effectiveness of MTBMLE is irrefutable. However, the success of this approach lies not
entirely on the school administrators but on the support it gets from the community as well. By
looking into the surveys done on the local community, this study aimed at giving an overview of
the current performance of Grade I Pupils in Mathematics under MTBMLE program considering
gender, age, attitude towards mathematics, preschool preparations, parental follow-up and
type of school.
Chapter 3 RESEARCH METHODOLOGY
This chapter dealt with the research methodology and the procedure employed in the conduct
of this study. Further, this chapter also includes the detailed discussion on the following points:
research methods, subject and the setting of the study, sampling procedure, the research
instrument, validation of the research instruments, the data collection procedure,
categorization of the variables and the statistical treatment of data.
Research Design
This research study adopted the descriptive evaluative method of research. The descriptive
method emphasized the present condition of the phenomena under study, described the
current situation determining the nature of the prevailing practice, and made accurate
description of activities, objects, person and processes. In short, this method would describe
and interprets “What is”. This design too would provide descriptive information of the
demographic nature of the population/respondents considered in this study. This study also
includes a description, recording, analysis and interpretation of the data gathered.
This study is evaluative in nature because some evaluative judgement was made regarding the
pupil-respondents’ performance in the written test. Further this study also designs a scheme to
estimate the extent to which different variables are related to each other on the population of
interest.
Research Setting
This study was conducted in the Division of El Salvador, El Salvador City. It is in the province of
Misamis Oriental on the Mindanao Island, southern part of the Philippines .El Salvador City
known to serve as the pilgrimage site for the Divine Mercy Devotees, that is why it is also called
“The City of Mercy or City of the Saviour”.
The Division of El Salvador is presently on its second year being a division coming from an
interim division of Misamis Oriental. The present Schools Division Superintendent is Dr. Cora T.
Asa. It has eighteen public school heads, fifteen from the elementary and 3 from the secondary.
This study considered 6 selected schools of the division. This division has two district, The
schools selected in district 1 were, El Salvador City Central School, Hinigdaan Elementary School
and San Francisco De Asis Elementary, District 2 schools were the following; Molugan Central
Shool, Himaya Elementary School and Sambulawan Elementary School. The said division was
chosen as the venue of the study because the researcher is presently employed as an
administrator in one of the elementary school.
Table A
Distribution of the Samples by School
Sample and Sampling Procedure
The respondents of this study were the Grade I pupils enrolled in the public schools of the City
Division of El Salvador, El Salvador City, Misamis Oriental during the school year 2013-2014. This
study adopted random sampling.
1. A sampling frame consisted of all the names of the Grade I pupils enrolled during the school
year 2013-2014 was prepared. A total of 1,494 pupils were enrolled during the school year.
2. Using the systematic sampling procedure, the sample size of each school was determined of
the 1,494 pupils constituting the total population, 392 were considered as sample. 85
respondents were taken from El Salvador Central School and 100 from Molugan Central School,
For the two hinterland schools of each district, “take all” (see table A)
3. After the determination of the sample size of each central school, all Forms I of the Grade I
pupils were grouped and every 2nd entry was considered as a respondent. Hence, the different
sections of Grade I classes of the central schools were properly represented.
Research Instruments
To gather the necessary data, this study adopted and employed a researcher made
questionnaire on written test based on the second periodical learning competencies.
The pupils’ questionnaire determined their demographic background including gender. The
written test was conceptualized and prepared by the researcher herself. It asked questions that
called for the comprehension and academic content and creative and critical thinking skills. The
test consisted of 10 items each for whole numbers (addition and subtraction), fraction and
measurement.
Data Gathering Procedure
Before the research instruments were administered, the researcher secured a written permit
from the schools division superintendent of the Division of El Salvador to allow her to float her
questionnaires and to gather pertinent data. Having granted the permit, the researcher
personally administered the questionnaire and the test to the respondents but elicited the help
of Grade I advisers to facilitate understanding and to make the data gathering fast. During the
conduct of the test, the researcher made sure that instructions were clearly given.
Immediately after all the questionnaires were answered, they were retrieved. The written test
was checked by the researcher herself. Answers were then tabulated for analysis and
interpretation.
Categorization of Variables
To facilitate the analysis and interpretation of data, the following categorization of variables
were used:
Gender: Boys Girls
Coefficient of Correlation
The following variables were used to determine the relationship between the respondents’
performance in Mathematics under Mother Tongue- Based Multilingual Education Program and
their socio-demographic characteristics such as gender, age, attitude towards mathematics,
preschool preparations, parental follow-up and type of school.
Statistical Treatment
This study employed the following statistical treatment in the analysis of the data. The
performance level of the Grade I pupils in El Salvador City Division on the Written Test was
analyzed by the use of simple descriptive measures such as percentage, mean and standard
deviation.
Chapter 4 PRESENTATION, INTERPRETATION AND ANALYSIS OF DATA
In this chapter, the interpretation and analysis of the data are presented. The chapter proceeds
by examining each of the problems set forth in Chapter I.
Problem 1: What is the profile of the Grade I pupils in the Division of El Salvador considering the
following
1.1.1 Gender,
1.1.2 Age,
1.1.3 Attitude towards Mathematics,
1.2 Parental -Follow up, and
1.3 Type of School?
Table 1 Distribution of Pupil-Respondents in Terms of Gender
Table 1 shows the distribution of pupil-respondents in terms of gender. It reveals that 51.79
percent of the respondents were boys and 48.21 percent were girls. This shows that majority of
the respondents were boys.
A check with the enrolment records of Grade I pupils in the division of El Salvador (EBIS, 2013-
2014) revealed that there are more boys enrolled than girls in the School Year 2013-2014.
DepED statistics SY 2012-2013 to 2013-2014 revealed that there are more boys enrolled than
girls. Boys were encouraged to go to school when the 4P’s program was launched. Instead of
working for the family, the parents were forced to let their son went to school to get the
allotted allowance for each. This contributes to the increase of enrolment.
Table 2 Distribution of Pupil-Respondents in Terms of Age
Table 2 displays the distribution of pupil-respondents in terms of age. It reveals that 51.53
percent of the respondents were 6 years old, 18.88 percent were 7 years old, 14.80 percent
were 6 1/2 years old, 4.08 percent were 8 years old, 3.06 percent were 5 years old, 1.53
percent were 8 1/2 years old, 2.30 percent were 10 years old and 0.77 percent were 9 years
old. This means that majority of the respondents were 6 years old.
The Philippine constitution specified that the normal age to enrol in grade 1 is seven years old;
but it was amended in the constitution which provided free and compulsory education (Article
XIV, section 2) however, reduced the entry age in Grade I to six years old. RA 10533, section 4
stated also that the typical age for Grade I is six (6) years old.
As a six year old grade I, they are increasingly moved toward independence, engaging in
activities without their parents and socializing with friends. They are already like adults with
distinct interests and abilities as well as experiences. In general of what a typical grade I pupil
should be (Lee, 2007).
Considering the data presented in table 2, not all grade 1 respondents are 6 years old, this is
because some of them started late or may have failed or dropped
Table 3 Distribution of Pupil-Respondents in Terms of Attitude towards Mathematics
Table 3 shows the distribution of pupil-respondents in terms of attitude towards Mathematics.

As gleaned from the table, most of the indicators of the pupils’ attitude towards Mathematics
were rated as “negative”. The table reveals further that the statement “I feel bored during
Mathematics period.” has the highest mean rating of 2.44, while the statements “I like
Mathematics as a subject” and “ I listen very well to my Mathematics teacher’s discussion’ have
the lowest mean rating of 1.78.
The overall mean score of the pupils’ attitude towards Mathematics is 2.16 with a standard
deviation of 0.69 indicating that the majority of the respondents expressed their attitude
towards Mathematics as “negative”.
Probably the reasons would be because they find the subject confusing though it was using
MTBMLE. Kazima(2004) stressed that language of instruction for Mathematics needed
consideration of how to handle mathematical terminology to overcome its present limitations.
Proper contextualization and deep discussion should be done by the teachers for a deeper
understanding.
The research made by Brekalo (2012), stated that attitudes towards Mathematics of the
elementary grade pupils showed statistical significance on the positive attitudes of parents also.
Parent’s positive attitude leads to low Math anxiety.
Table 4 Distribution of Pupil-Respondents in Terms of Preschool Preparation
Table 4 shows the distribution of pupil-respondents in terms of years in preschool. It reveals

that 82.65 percent of the respondents had attended 2 years in preschool and 17.35 percent had
attended a 1 year preschool. This means that majority of the respondents had attended 2 years
in pre-school which implies that they had an adequate preparation to enter Grade I.
All (100%) of the pupil- respondents had clearly underwent preschool education. RA 10157
section 2 (2013) Declaration of Policy. In consonance with the Millennium Development Goals
on achieving Education for All (EFA) by the year 2015, it is hereby declared the policy of the
State to provide equal opportunities for all children to avail of accessible mandatory and
compulsory kindergarten education that effectively promote physical, social intellectual,
emotional and skills stimulation and values formation to sufficiently prepare them for formal
elementary schooling. This Act shall apply to elementary school system being the first stage of
compulsory and mandatory formal education. Thus, kindergarten will now be an integral part of
the basic education system of the country.
Kindergarten education is vital to the academic and technical development of the Filipino child
for it is the period when the young mind’s absorptive capacity for learning is at its sharpest. It is
also the policy of the State to make education learner-oriented and responsive to the needs,
cognitive and cultural capacity, the circumstances and diversity of learners, schools and
communities through the appropriate languages of teaching and learning. It implies that RA
10157 has been fully implemented by the Division of El Salvador.
Furthermore, this act stated that kindergarten education is vital to the academic and technical
development of the Filipino child for it is the period when the young mind’s absorptive capacity
for learning is at its sharpest. It is also the policy of the state to make education learner
oriented and responsive to the needs. Cognitive, and cultural capacity, the circumstances and
diversity of learners, schools and communities through the appropriate languages of teaching
and learning. This act shall be understood as a one (1) year of preparatory education for
children at least five (5) years old as a pre requisite for grade I.
Table 5 Distribution of Pupil-Respondents in Terms of Parental Follow-Up
Table 5 shows the distribution of the pupil-respondents in terms of parental follow-up. As

shown in table 5, majority of the respondents described “negative” on the statement “My
parents want my teacher to go to our house” with the highest mean rating of 1.97. It further
reveals that most of the indicators in the parental follow-up were described “extremely
negative”, Infact the overall mean score of 1.55 indicates a negative parental follow-up among
the parents of the pupil respondents.
The result implies that majority of the pupil- respondents were not followed- up by their
parents. Probably because of the pressure of the work of their parents, they had no more time
to talk to their children about their studies or they were already too tired to make some follow
up. Perhaps they also presumed that teachers could take care of their children’s studies. Some
of them considered themselves not capable of guiding their children’s studies because they
were not able to attain better education. Some also were not able to understand fully the new
Kto12 curriculum specially the MTB-MLE.
However, the study of Largo (2010) and Paul (2012) revealed that parental involvement has an
influence on the pupils’ success in school. Lago (2010) found out that parental involvement
influenced highly the pupils’ perception on attendance, classroom behaviour and willingness to
do homework and other school activities. On the other hand, Paul (2012) revealed that parental
involvement matters more for performance in school. While there’s no doubt that school is
important, a clutch of recent studies remind us that parents are even more so. Parents checking
home works, attending meetings and events, discussing school activities at home have more
powerful influence on pupil’s academic performance than anything about the school they
attend to.
Another recent research by Paul (2012) reported that the effort put forth by parents (reading
stories aloud, solving mathematics assignment, meeting with teachers) has a bigger impact on
their children’s educational achievement than the effort expended by the teacher or the
student themselves.
Research made by Ede O et all (2007) revealed the advantages of mother tongue education, but
still they did not subscribe their children to be taught in the mother tongue. They said that the
two biggest obstacles in mother tongue are (1) they push for a language of wider
communication and (2) the lack of suitable teaching materials. Recommendations in the
research study made include the need for a reorientation of parents and the public on the place
of mother tongue education.
Table 6 Distribution of Pupil-Respondents in Terms of Type of School
Table 6 shows the distribution of pupil-respondents in terms of type of school attended. It

reveals that 52.81 percent of the respondents came from non-central school and 47.19 percent
of the respondents came from central school. This means that majority of the respondents
came from the non- central school. There are more pupil respondents in the non-central school
because it composes 4 hinterland schools while there are only two central schools.
Problem 2: What is the performance of Grade I pupils in the following areas:
2.1 Whole Numbers;
2.1.1 Addition, and
2.1.2 Subtraction,
2.2 Fraction; and
2.3 Measurement?
Table 7 Descriptive Statistics of the Performance of Grade I Pupils in Mathematics
Table 7 shows the performance of Grade 1 pupils in Mathematics. As shown in the table,
majority of the respondents had Approaching Proficiency level in Addition with a mean rating of
5.42. It further reveals that majority of the respondents had a Developing Level of performance
in Mathematics.
It reveals further that among the three areas, Fraction has the highest mean score of 4.92 and
Measurement has the lowest mean rating of 3.98.
In general, the pupils performance in Mathematics is Developing as reflected in its mean score
of 4.67.
The table above also shows that among the four macro skills tested, Measurement has the
lowest mean of 3.98 which is described as Developing. This is due to the fact that; (1)
measurement is on the later part of the lessons in second grading and teachers were not able
to catch it up and to extend its teaching on the first part of the third grading period. (2)
Teachers might have found the difficulty using the mother tongue instruction.
However, of the two macro skills tested in whole numbers, addition got the highest mean score
which is 5.42 described as Approaching Proficiency (AP). This is because psychologically,
learners is “programmed” to accumulate rather than divest- as such, we start accumulating and
then learn to take away. Learning subtraction is harder than addition for several reasons. One –
as graphically illustrated by children’s response – it is the use of words which have different
meanings in different context: difference, take away. Another reason why it is difficult to learn
is that children have the tendency to make some kind of comparison and not others (Cockburn
2009).
The result further reveals that Grade I pupils find difficulty in understanding the subject.
Because this is an alarming result, teachers should always remember that entering teaching at
these point bring different expectations, experiences and professional goals (Ball, 2008). The
trend is that grade I teachers tend to enter the profession more deeply committed to children.
This shows challenges to teachers in the new Kto12 curriculum of Mathematics where the
language of instruction is mother tongue (MTB-MLE). There must be an effort, an
understanding, a thorough research and sufficient preparations.
Problem 3: What are the common errors committed by the Grade 1 pupils in terms of:
3.1 Conceptual Error;
3.2 Procedural Error;
3.3 Mechanical Error; and
3.4 Careless Error?
Table 8 Descrip tive Statistics of the Common Errors by Grade 1 Pupils in the Different Macro
Skills in Mathematics
Table 8 shows the descriptive statistics of the common errors committed by Grade 1 Pupils in
the different areas in Mathematics. It reveals that among the different types of errors, majority
of the pupil-respondents committed error most in conceptual type (mean = 7.56). This is
followed by procedural type of error which has a mean of 0.73. It reveals further that majority
of the respondents did not commit error in mechanical type.
Furthermore, the pupil-respondents committed from high to very high in all the skills in Grade 1
Mathematics. However, the pupil-respondents committed very low level of errors in procedural
(mean = 0.73), careless type of error (mean = 0.06) and mechanical (mean = 0.00).
As shown in the table, the highest conceptual type of error committed by the pupils is in
measurement (mean = 8.87) and the lowest is in addition (mean = 6.13).
This result reveals that Grade I pupils did not fully understanding the mathematical concepts.
They showed inability in solving mathematical problems using fundamental operations because
of not understanding the concepts and no mastery.
Though procedural, mechanical and careless errors got the lowest mean, it cannot be
generalized that Grade I pupils were not committing mistakes in these areas, this is because,
almost all their errors committed were in the conceptual and automatically they cannot commit
mistakes on the three types of error anymore since they did not possess knowledge on the
concept.
The result further implies that conceptual understanding is very important in building new
knowledge. This allows pupils to apply and possibly adopt some acquired mathematical ideas to
situations. National Assessment of Educational Progress (NAEP, 2003), stressed that teachers
should use more strategic interventions. Blessman and Mysza (2010) said that the use of Math
journals, dictionaries, children’s stories reinforce mathematical concepts and exhibit an
increase in performance of mathematical ideas. Teachers should be aware that pupils must
learn mathematics with understanding, actively building new knowledge from experience and
prior knowledge. Learning the subject with an understanding is very essential.
Problem 4: Is there a significant relationship between the performance of Grade I pupils and
each of the following:
4.1.1 Gender,
4.1.2 Age,
4.1.3 Attitude towards Mathematics, and
4.3 Type of School?
Table 9 Correlation Matrix between Respondent Profile and Performance in Mathematics

Table 9 presents the significant difference between the respondents’ profile and performance
in Mathematics. The table reveals that the profile of the pupil-respondents as to attitude
towards Math subject with computed r = 0.127 described as “weak correlation”, parental
follow-up with computed r = - 0.157 described as “weak correlation” and type of school with
computed r = 0.415 described as “moderate correlation” were significantly related to
performance in Mathematics. This means that the null hypothesis is rejected because of the
obtained probability values which were lesser than the level set at 0.01. This further means that
attitude towards Math subject; parental follow-up and type of school affect the performance in
Mathematics.
As to gender, age and preschool preparation with computed r values of 0.036, 0.022 and 0.080
respectively were not significantly related to the performance in Mathematics as proven by
their probability values of 0.477, 0.664 and 0.080 which were greater than the set level of
significance at 0.05. This means that the null hypothesis was accepted. These imply further, that
gender, age and pre-school preparation were not factors of their performance in Mathematics.
Results from the studies of Bada (2012) implied that age and gender have no significant
influence to academic achievement in the lower grades. He recommended that for children to
achieve higher performance, learners should not be firmly anchored on the set of human values
by their parents and teachers. Teachers should also know how to process vast variety of
information so that they pick up mathematical knowledge that is qualitative and functional to
themselves and the society at large. Interactive approaches and activities should be put in place
to address our foremost concern of strengthening the moral; fibre of our learners and
opportunities inside the classroom and within the classroom that will help them acquire life-
long skills and imbibe esteemed principles and values.
All Grade I pupils should undergo kindergarten as a pre- requisite in entering grade I as
stipulated in RA 10157. This is the reason why the result of the study shows no significant
relationship. This stage is the first learner’s experience in a structural setting with teachers and
groups, follow instructions and begin the foundation for learning that will occur in the
elementary schools.
Problem 5: Based on the findings of the study, what action plan can be designed?
DAPELSA, Division action Plan of El Salvador for Grade I Mathematics Teacher is designed to
teach them the skills and strategies bridging the different languages in Mathematics from L1 to
L2 and L3, skills and strategies in teaching Mathematics using MTB-MLE as medium of
instruction and the different principles of building fluency in the use of Mother Tongue-Based
Multilingual Education. Specifically this action plan should increase pupils mathematics
performance, awakens greater interest in the subject, mastery of the basic mathematical skills,
mathematical talents will be discovered, develop values of hard work, perseverance, honesty,
teamwork and sportsmanship and provide pupils’ opportunities in leadership and cooperative
undertakings.
Department of Education
Region X
DIVISION OF EL SALVADOR
El Salvador City, Misamis oriental
PROJECT DAPELSA
(Division Action Plan in the Division Of El Salvador for Grade I Teachers in Mathematics)
I. RATIONALE:
SY2013-2014
Mathematics is a form of reasoning, thinking mathematically consists of thinking in a logical

manner, formulating and testing conjectures, making sense of things, and forming and justifying
judgments, inferences and conclusions. We demonstrate mathematical behaviour when we
recognize and describe patterns, construct physical and conceptual model of phenomena,
create symbol systems to help us represent, manipulate, and reflect on ideas, and invent
procedures to solve problems.
Recent research result provides a continuing documentation of the need to increase the focus
on improving pupil’s achievement in mathematics. The scores were very poor and alarming.
The poor performance in math can be traced to the methods used to teach math at the
elementary level. The focus should be on specific problem and not on building the foundation
necessary for understanding higher level maths. These foundations can only built with a
mathematics program that teaches concepts and skills, and problem-solving.
II. OBJECTIVES:
By the end of the School Year 2013-2014, 75% of all Grade 1 pupils can perform at the
proficient or advanced level in all math assessments.
a. Awakens greater interests in Mathematics
b. Mastery of basic mathematical skills

c. Mathematical Talents will be discover
d. Develops values of hard work, perseverance, honesty, teamwork and sportsmanship; and e.
Provide pupils with opportunities in leadership and cooperative undertaking.
III. GOAL INDICATOR:
By the 2013-2014, 75% of the Grade I pupils in El Salvador Division will perform at the proficient
or advanced level in Mathematics.
Prepared By: LINA C. BEJIGA P-1
Approved:
CORAT. ASA, PhD.
Schools Division Superintendent
Republic of the Philippines
Region X
CITY DIVISION OF EL SALVADOR
El Salvador City, Misamis Oriental
TRAINING DESIGN
April 30, 2014
I. Title: Project DAPELSA, Five (5) Day In-Service Training
II. Rationale Mathematics is a form of reasoning, thinking mathematically consists of thinking in

a logical manner, formulating and testing conjectures, making sense of things, and forming and
justifying judgments, inferences and conclusions. We demonstrate mathematical behaviour
when we recognize and describe patterns, construct physical and conceptual model of
phenomena, create symbol systems to help us represent, manipulate, and reflect on ideas, and
invent procedures to solve problems.
Recent research result provides a continuing documentation of the need to increase the focus
on improving pupil’s achievement in mathematics. The scores were very poor and alarming.
The poor performance in math can be traced to the methods used to teach math at the
elementary level. The focus should be on specific problem and not on building the foundation
necessary for understanding higher level maths. These foundations can only built with a
mathematics program that teaches concepts and skills, and problem-solving.
III. Objectives By the end of the School Year 2013-2014, 75% of all Grade 1 pupils can perform
at the proficient or advanced level in all math assessments.
a. Awakens greater interests in Mathematics
b. Mastery of basic mathematical skills
c. Mathematical Talents will be discovered
IV. Venue Casa Monte Landscape Garden
Ulaliman, El Salvador City
Near the Foot of the Divine Mercy Shrine
V. Participants 40 Grade I Teachers
15 school Heads
10 Division Personnel
VI. Budgetary Requirements:
VII. Source of Funds: Division MOOE Individual School MOOE Special Education Fund (SEF)
Prepared By:
LINA CAPILI-BEJIGA
Principal-I
Approved:
CORAT. ASA, PhD.
TRAINING MATRIX
Five (5) Day In Service Training For Grade I Mathematics Teachers Of City Division Of El Salvador
May 12-16, 2014
Casa Monte, Ulaliman, El Salvador City Misamis Oriental
Chapter 5 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary, conclusions and recommendations based on findings of the
study.
This study was designed to analyse the performance of grade 1 in mathematics under mother
tongue based multi-lingual education program (MTB-MLE) in the city division of El Salvador City,
SY 2013-2014.
It also aimed to determine if significant relationships existed between The performance of

grade I pupils in terms of:
4.1.1 Gender,
4.1.2 Age,
4.1.3 Attitude towards Mathematics; and
4.3 Type of School
Summary
This study attempted to determine the performance of Grade I Pupils in Mathematics under
Mother Tongue -Based Multilingual Education (MTB-MLE) Program in the Division of El Salvador
SY 2013-2014.It is believed that some specific variables have some associations with the pupils’
performance. The dependent variables in this study are the respondents’ performance in the
four macro skills namely; addition, subtraction, fraction and measurement. The independent
variables are gender, age, attitude towards mathematics, preschool preparation, parental
follow-up and type of school.
This study attempted to find out the performance of Grade I in Mathematics under the Mother
Tongue- Based Multilingual Education Program (MTB-MLE). It also sought to determine if
significant relationship existed between the aforementioned dependent and the independent
variables.
Findings:
The following were the salient findings of the study:
1. Of the 392 Grade I pupil respondents in the Division of El Salvador City, 203 (51.79%) were
boys and 189 were girls (48.21%). Twelve (3.06%)of them were 5 years old, 202 (51.53%) were
6 years old, 58 (14.80%) were 61/2 years old, 74 (18.88%) were 7 years old, 12 (3.06%) were
71/2 years old), 16 (4.08%) were 8years old ,6 (1.53%) were 81/2, 3 (0.77%) were also 9 years
old and 9 (2.30%) respondents were 10 years old.
2. In the variable, attitude towards mathematics subject, majority of the respondents expressed
“seldom” or expresses negative attitude to all the questions; I like Mathematics as a subject has
a mean of 1.78 and an extremely negative description, I study my lessons in Mathematics with a
mean of 1.97 and a description of negative, I enjoy Mathematics because it’s interesting with a
mean of 1.98 and its description is negative, I perform assignments or activities in Mathematics
with a mean of 2.10and a negative description, I feel sleepy during mathematics period with a
mean of 2.42 and a description of negative, Mathematics is so boring to me with a mean of 2.32
and a negative description, I listen very well to my Mathematics teacher’s discussion has a
mean of 1.78 and a negative description, I do not make my assignments in Mathematics with a
mean of 2.37 and a negative description, I feel lazy when my teacher talks about Mathematics
with a mean of 2.43 and a negative description and I feel bored during Mathematics period
with a mean of 2.44 and still the description is negative.
3. In the variable, preschool preparations, 68 (17.85%) respondents underwent 1 year and 324
(82.65%) experienced 2 years before entering Grade I.
4. In the variable, parental follow-up, the overall mean is 1.55 with a standard deviation of 0.68
and the description is extremely negative.
5. In the variable, type of school, 185 (47.19%) came from central schools and 207 (52.81%)
came from non-central schools.
6. There was no significant relationship between the students’ gender, age preschool
preparation and performance in Mathematics since the computed r value were 0.036, 0.022
and 0.080 respectively.
For a variable to become significant, it should be greater than the set probability value which is
0.05.
The result of this study indicates that the observed level of significance for gender (477), age
(0.664) and preschool preparations (.116) were under the null hypothesis since they are greater
than the set proven probability. These variables were not associated to the respondents’
performance in Grade I mathematics.
There is significant relationship between the variables attitude towards math subject, parental
follow up and type of school and the respondents’ performance in mathematics.
The null hypothesis is rejected since the obtained probability values were lesser than the level
of significance set at 0.01.This further implies that attitude towards mathematics, parental
follow- up and type of school affects the performance.
Conclusions:
The facts derived from the analysis of data provided the basic ground for the conclusion and
implication of the study. Thus, the finding of this research on the analysis on the performance
of Grade I in Mathematics under the Mother Tongue- Based Multi lingual Education Program in
the Division of El Salvador, SY 2013-2014 resulted to the following conclusions.
Since pupils attitude in Mathematics resulted majority to a description of “negative”, It is a

realization that teachers and parents should possess positive attitude that will be radiated to
pupils’ confidence and self-esteem, hence it will develop positive attitude towards the learning
in Mathematics.
a. This further connotes that teachers teaching Grade I Math using mother tongue as medium
of instruction must develop positive attitude on the new curriculum and make learning more
interesting and appealing to children in order to help them develop positive attitude on the
subject. Mathematics teachers under the MTBMLE program ought to create interesting and
non-threatening environment in their way to help children to develop positive attitude towards
the subject and keep it without inhibition and hence improve their performance.
b. The greatest number of errors committed by the pupils falls on the conceptual error. This
means that the concept of the subject was not developed. The pupils had no knowledge at all
on the subject. This is a very alarming result to the teachers and parents.
c. A significant relationship existed in attitude towards Mathematics, parental follow up and

type of school. The result implies that parents and teachers play a vital role on the performance
of the children.
With the type of school, teachers from the central school are more aware, informed, seasoned
and more competent compared to the teachers in the hinterland. Though both are competent,
teachers from the non-central or hinterland schools were newly hired teachers. They still did
not have seminars and workshops in Kto12 curriculum.
Recommendations
From the findings revealed in this study and in consideration of its limitation on the scope of
topics and respondents, the following are recommended:
The result revealed in this study along with the similar findings in other researches, should
perhaps be given consideration by DepEd Perhaps:
1. DepEd. can:
1.1. Take a look at the content and approaches introduced and implemented by the Kto12
curriculum.
1.2. Teacher’s materials should be properly contextualized into mother tongue as they are
stated in English.
2. To The Administrators:
2.1. Strengthen the linkage with parents and other stakeholders to solicit cooperation on the
education of their children.
1.4. Conduct an in-service training among Grade I teachers on the appropriate teaching
methodologies, IM’s making, lesson plan contextualization, Reproduction and designing big and
small books appropriate for a certain mathematical objectives.
1.5 Strict monitor and evaluate the use of mother tongue as medium of instruction in
Mathematics.
1.6 Conduct a reorientation to parents and stakeholders for them to fully understand the new
curriculum on MTB-MLE.
1.7 Conduct a school – based training on the use of a computer –based instruction in
Mathematics.
1.8 Regular classroom observations and LAC sessions.
1.9 Intensified Instructions.
3. To the Teachers;
3.1. They should provide classroom activities/strategies that would encourage the pupils to
participate and motivate the lesson.
3.2. Provide corners for manipulative toys for pupils to play or manipulate during vacant times
3.3. Discover new ideas that could help in enhancing mathematics teaching and learning
3.4. Give emphasis in teaching the concept in mathematics
3.5. Teachers in Grade I Mathematics under MTB MLE classrooms must help their students
achieve a successful education; the teachers must understand and follow two specific
pedagogical approaches. First, they must begin with what the students already know-‐-‐their
own language and the knowledge and skills they have acquired through living in their own
community-‐-‐and use that as the foundation for teaching new content and concepts. Second,
teachers must help their pupils to develop oral, written and higher level thinking skills in the
language they know best and, at the same time, support the students as they gradually learn
the official school language.
3.6 Provide more exercise and remediation on reading words and symbols in Mathematics.
3.7 Conduct regular parent’s meetings and home visitations.
3.8 Giving more ICT-based instructions and learning materials.
3.9 Outside the classroom teaching and learning should be done sometimes to make
mathematics learning more fun and enjoyable (conducting field trips on the nearby places,
school gardens, playgrounds etc.)
3.10. Conducting more learning activities adopting the concept of John Dewey’s “Learning by
Doing”.
4. Avenues for further studies
4.1. For the future researchers, this study may be replicated in another research environment
and include topics not covered in this research.
BIBLIOGRAPHY
A. Books
Adetulas and Beecham. An Investigation into Bilingual Learners/Language Factor: Does it Affect
Children’s Performance on World Problems. Educational Studies in Mathematics, 21(4).
Kazima (2004). The Language of Instruction in Mathematics. Education Studies in Mathematics,
UK.
Little and Wright (2007). Improving Learning Outcomes Through Mother Tongue-Based
Education.Education in Africa. The Language Factor. Paris ADEA.
Nyagura, LM.(2009) Multilevel Investigation of the Effects of School Classrooms and Students
Characteristics on Academic Achievements in Primary Schools in Zimbabwe. Washington D.C.
The world Bank.
Timor, Leste (2012 ). Mother Tongue Based Multilingual Education; A New Direction Director
for LanguageinEducation.Paper no. 43; National Languages;MTBMLE;Language Policy.
B. Articles
DepED Order No.74,s. 2009. Institutionalizing Mother Tongue-Based Instruction.Meralco

Avenue, Pasig City, Talaytayan MLE Inc. 2010.
Espoda, Janet P. (2012). The Native Language in Teaching Kindergarten Mathematics.
RA 10157,section 2 (20013). An Act Institutionalizing The Kindergarten Into The Basic Education
System and Appropriating Funds Therefor
Santiago, Paul Julian (2003). Current Issues in the Implementation of the Mother Tongue-Based
Multilingual Education in the Philippines.
C. Related Studies
Dekker, Diane E. (2002) A Case Study of the First Language Component Bridging Program in
Rural Philippines, Paper Presented at Linguistic Society Of the Philippines International
Conference on Applied Linguistic and Language Education Theory and Practice. Manila Midtown
Hotel.
Nlambas, Kathryn Lindholm Leary (2005): Review of Research and Best Practices In Effective
Features of Dual Language in Education Program.San Jose State University Publishing.
Nolasco, Datar R. and Azurin (2010). Starting Where the Children Are. MTB-MLE and Language
in the Philippines. UP Diliman Quezon City, Talaytayan MLE Inc. 2010.
Nyaguras, L.M . (2010) Multi-level Analysis of Pupils’ Knowledge of Mathematics.Zimbabwe.

Journal of Educational Research, Volume 4 pp 97. 2006 Reyes, Flora. The Rights To Learn in
One’s Own Language in Starting WhereThe Children’s Are.Talaytayan MLE Inc.
Rubrico, Grace U. (2008). MTBMLE in the Philippines: Perceptions, Attitudes And Outlooks.
University of the Philippines, Diliman Quezon Philippines Abstract of 4th International Online
Language. 2011. Estate, Mamokgethi. Multilingual Issues in Mathematics Education. University
of South Africa Publication.
Sierpinska, Alicja (2005). The Conception as Overgeneralization as Example of Concepts. Been-

Zeev and Star Production and Publishing.
D. Unpublished Studies
Caburnoc, Emere S.(2012). Reading Comprehension and Common Errors in Mathematical

Problem Solving Committed by the Grade IV Pupils in Central Schools in Eastern Part of the
Division of Misamis Oriental: An Analysis.
Lago, Pedrita A. (2010). Parental Involvement: A key Indicator of School Success Among Grade
III Pupils of North 2 District, Cagayan de Oro City. Masters Thesis Cagayan de Oro College-
PHINMA
E. Websites
Eyamu, Ede O.(2007) Parents Perception of Mother Tongue as Medium of Instruction. Faculty of
Education, University of Benin City, Nigeria.
Lee, Katherine (2007). Child Development: Your Six Year Old Child. About.com, School Age
Children, 2007
Paul, Anne Murphy (2012). Why Parenting is more important than schools Brilliant; The Science
of Smart.
Appendix A
LETTER REQUEST TO ADMINISTER THE QUESTIONNAIRE
Region X
DIVISION OF EL SALVADOR CITY
El Salvador City, Misamis oriental
September 25, 2013

Dr. CORA T. ASA,Ph.D.
Division of El Salvador City
El Salvador City, Misamis Oriental
Madam:
May I have the honor of asking permission from your office that I’m going to float my
questionnaires of my dissertation entitled “ ANALYSIS ON THE PERFORMANCE OF GRADE 1
PUPILS IN MATHEMATICS UNDER MOTHER TOUNGUE BASED MULTI-LINGUAL EDUCATION
(MTB-MLE) PROGRAM IN THE CITY OF EL SALVADOR SY 2013-2014”.
Hoping for a very positive response on this matter.
Very Truly yours,
LINA CAPILI-BEJIGA
Principal-1/Researcher
Approved:
CORAT. ASA,Ph.D.
Appendix B
GRADE I MATHEMATICS TABLE OF SPECIFICATIONS SECOND GRADING
Appendix C
Written Test MATHEMATICS I
IKADUHANG PASULIT
Part A
KINATIBUK-ANG PAMAAGI SA PAGTUBAG: Lingini ang letra sa hustong tubag

I. WHOLE NUMBER
A. Pagsuma (addition)
5. Si Annie dunay 4 ka lollipops. Pag abot niya sa eskwelahan gihatagan siya ug 3 ka lollipops sa
iyang amiga. Pila naman tanan ang iyang lollipop?
6. Adunay 2 ka batang babaye nga nagdula sa duyanan. Adunay 6 ka batang babaye ang miabot
aron pud magdula. Pila man tanan ka batang babaye ang nagdula sa duyanan?
7.Si Ana ug Lina nanguha ug bulak. Si Ana nakakuha ug 10 ka Bulak, si Lina 9 kabuok . Pila man
tanan ang nakuha nila Nga bulak?
8. Adunay 3 ka batang babaye nga nagdula sa duyanan. Pag ka taud-taud nadugangan sila ug 6.
Adunay miabot nga 1 ka batang lalaki. Pila man tanan ka batang babaye ang nagdula?
9. Si Ana adunay 4 ka kendi, pag-abot niya sa eskwelahan, gihatagan siya ni Roy ug 3 ka kendi,
gidugangan pa ni Lina ug 10 ka lapis. Pila man ang kendi ni Ana?
10. 1 ka mama nagpalit ug 10 ka balloon para sa iyang anak nga nag birthday. Gipalitan usab
siya sa iyang Papa ug 20 ka balloon. Miabot ang iyang ate nga nagdala usab og 10 ka balloon ug
20 ka Lollipop. Pila man tanan ka kendi ang nadawat sa bata nga nag birthday?
B. Pagkuha (Subtraction)
15. Sa dako nga basket adunay 25 ka prutas. Kung 11 kabuok ang mangga, Pila man kabuok ang
abokado?
16.Ang among iro nanganak og 6 ka itoy. Gihatag nako ang 2 ka itoy sa among silingan. Pila man
ka itoy ang nahibilin?
17.Si mama adunay P 100.00, nagpalit siya og prutas balor og P 60.00. Pila man ang iyang sukli?
18. Adunay beinte singko ka mga okra. Trese ang dagko, ug 5 ang igo lang ang gidak-on. Pila
man ang gagmay?
19. 50 ang edad ni Manoy Lito. Ang iyang manghud nga si Juan 40 anyos. Pila man ang
diperensya sa ilang edad?
20.Ang P20.00 kuhaan ug P 5.00. Pila man ang nahibilin kung kuhaan pa gayud ug P 2.00?
MATHEMATICS
IKADUHANG PASULIT
Part B
KINATIBUK-ANG PAMAAGI SA PAGTUBAG: Lingini ang letra sa hustong tubag
B . IKADUHANG BAHIN
1. KAPARTE ( Fraction)
1. Asa sa hulagway ang gibahin sa ½ ?
5. Si Jose naay 10 ka banig nga gibaligya. Ang ½ niini nahalin na. Pila man ka banig ang nahalin?
6. Si Mario dunay 4 ka sudlanan sa lapis. Ang ¼ nini kolor asul. Pila man ka sudlanan sa lapis ang
asul?
7. Pila man ang katunga sa 10 ka laso?
8. Si Mat adunay 20 ka atis nga ipanghatag sa iyang 4 ka silingan. Kung bahinon kaupat ang 20
kabuok atis, tagpila ang kada usa sa ila?
9. Si Mercy adunay 12 ka saging. Gusto niya kining bahinon pareho sa 4 niya ka amiga. Tagpila
man ang madawat sa iyang kada amiga?
10. Kung kaupat nimo bahinon ang bibingka ug puto nga pareha ka dagko, pila man ka bahin
tanan?
2 . Sukod (measurement)
Isulat ang letra sa hustong tubag sa blangko.
11. Unsa man ang oras sa relo?
12. Asa niini ang pinakataas?
A. Ang imong dupa
B. Ang imong dangaw
C. Ang imong tunob
D. Ang imong lakang
13. Pila man ka sentimetro ang usa ka metro?
A. 10 sentimetro
B. 20 sentimetro
C. 50 sentimetro
D. 100 sentimetro
14. Si Rowena 2 ka metros ang katas on. Pila man ang iyang Katas on sa sentimetro ?
A. 300 sentimetro
B. 200 sentimetro
C. 50 sentimetro
D. 100 sentimetro
15. Si Arnel miinom og 1 ka tasa nga gatas. Si Tonton miinom ug ½ litro nga gatas. Kinsa kanila
ang nakainom og daghan?
A. Arnel
B. Tonton
C. Tata
D. Jose
16. Pila ka baso ang isa ka litro nga orange juice?
A. 1
B. 2
C. 3
D. 4
17. Unsa man ang mas bug at?
A. 1/2 kilogram
B. 1 kg
C. 2 kg
D. 3 kg
18. Kung magpatahi ta og sinena, unsa ang gamiton pagsukod?
A. Metrosan
B. Ruler
C. Tape measure
D. Gunting
19. Si Ara miinom og gatas nga usa ka baso. Si Mat miinom og tunga sa litro. Kinsa ang miinom
og daghan nga gatas?
A. Ara
B. Mat
C. Lina
D. Ana
20. Unsa man ang bug -at, 1 ka kilong karne, o 1 ka kilong gapas?
A. 1 ka kilong karne D. Wala
B. 1 ka kilong karne
C. Pareho ra
Appendix D
QUESTIONNAIRE NO. 3 FOR THE GRADE I PUPILS
A. Pupil-Related Factors
KINATIBU KANG PAMAAGI SA PAGTUBAG: Isulat sa linya ang tubag
B . Parental Follow up
Butangi ug check ang kahon
1. My parents encourage me to study at home.
2. My parents care about my studies
3. My parents ask me about the things I learn in school.

4. My parents find time to talk about my schooling.
5. My parents teach me when I’m home.
6. My parents ask me for my test results.
7. My parents help me make my assignments.
8. Motambong sa meeting sa eskwelahan si mama ug papa.
9. My parents praise me for showing what I learn in school.
10. My parents give the things I need in my studies.
C . Attitude Towards Mathematics
1. I like Mathematics as a subject.
2. I study my lessons in Mathematics.
3. I enjoy Mathematics because it’s interesting.
4. I perform assignments or activities in Mathematics.
5. I feel sleepy during my Mathematics period.

6. Mathematics subject is so boring to me.
7. I listen very well to my Mathematics teacher’s discussion.
8. I do not make my assignments in Mathematics.
9. I feel lazy when my teacher talks about Mathematics.
10. I feel bored during Mathematics period.
CURRICULUM VITAE
Personal Background
Name : Lina Capili-Bejiga
Birthdate : July 20, 1968
Place of Birth : Bolisong, El Salvador City
Address : Bolisong, El Salvador City Misamis Oriental
Civil Status : Married
Spouse : Lolito Dangcal-Bejiga
Educational Background
Graduate Studies : Master of Arts in Elementary Administration Cagayan De Oro College March,
1999 Doctor of Philosophy in Educational Administration and Supervision March, 2014
Tertiary Bachelor Of Science in Agriculture (Entomology) Central Mindanao University Musuan,

Bukidnon March, 1990 Certificate in Teaching Elementary Central Mindanao University
Secondary : Alubijid National Comprehensive High School Alubijid, Misamis Oriental March,
1985
Elementary : Cogon Elementary School Cogon, El Salvador City March, 1981
Work Experience
Principal 1 : Amoros Elementary School Amoros, El Salvador City 2012-to date
Principal 1 : Kalabaylabay Elementary School Kalabaylabay, El Salvador City 2011
Principal 1 : Cluster Principal of Bolisong Elementary School Bolisong, El Salvador City

Kalabaylabay Elementary School Kalabaylabay El Salvador City 2010-2011
Principal 1 : Cluster Principal of : Burnay Elementary school Burnay, Gitagum Mis,. Or.
Pangayawan Elementary School Pangayawan, Gitagum Mis. Or. CP Garcia Elementary School CP
Garcia, Gitagum Misamis Oriental 2008-2010
Head Teacher 2 : Burnay Elementary School Burnay, Gitagum Misamis Oriental Division of
Misamis Oriental 2005-2007
Head Teacher 2 : Bolisong Elementary School Bolisong, El Salvador City 2004
Head Teacher 1 : Hinigdaan Elementary School Hinigdaan, El Salvador City 2003-2004
Elementary Grade Teacher 3 : Bolisong Elementary School Bolisong, El Salvador City Misamis
Oriental 2002-2003
Elementary Grade Teacher 2 : Kalabaylabay Elementary School Kalabaylabay, El Salvador City

Misamis Oriental 1998-2001
Elementary Grade Teacher 1 : San Francisco de Asis Elementary School San Francisco De Asis El
Salvador City 1994-1999
[...]
122 of 122 pages
Details
Title
Performance Of Grade One Pupils In Mathematics Under Mother Tongue. Using MTB-MLE
Program In Division Of El Salvador
Lina Bejiga (Author), 2020, Performance Of Grade One Pupils In Mathematics Under Mother
Tongue. Using MTB-MLE Program In Division Of El Salvador, Munich, GRIN Verlag,
https://www.grin.com/document/978219

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Performance Of Grade One Pupils In Mathematics Under Mother Tongue.

LINA BEJIGA (AUTHOR)

Chapter 1 THE PROBLEM

Theoretical and Conceptual Framework

Statement of the Problem

Scope and Limitation of the Study

Significance of the Study

2 REVIEW OF RELATED LITERATURE AND STUDIES

Sample and Sampling Procedure

Data Gathering Procedure

Analysis of the Written Test

4 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

5 SUMMARY, CONCLUSION AND RECOMMENDATION

A Letter to the School Division Superintendent

C Questionnaires of the written test

This book is dedicated to my husband Tholitz and son Yuri.

Abbildung in dieser Leseprobe nicht enthalten

Title: PERFORMANCE OF GRADE I PUPILS IN MATHEMATICS UNDER MOTHER TONGUE- BASED

Text Number of Pages: 102

Abbildung in dieser Leseprobe nicht enthalten

The following were the salient findings of the study:

Since pupils’ attitude in mathematics resulted majority to a description of “negative”, It is a

c. A significant relationship existed in attitude towards Mathematics, parental follow up and

2.6. Regular classroom observations and LAC sessions.

2.7. Intensified Instructions.

3.4. Give emphasis in teaching the concept in mathematics

3.7 Conduct regular parent’s meetings and home visitations.

3.8 Giving more ICT-based instructions and learning materials.

4. Avenues for further studies

1. Distribution of Pupil Respondents in Of Sex

2. Distribution of Pupil-Respondents In Terms of Age

3. Distribution of Pupil-Respondents In terms of Attitude Towards Mathematics

4. Distribution of Pupil-Respondents In terms of Years in Pre School

5. Distribution of Pupil-Respondents in Terms of Parental Follow-Up

6. Distribution of Pupil-Respondents In Terms of Type of School

7. Descriptive Statistics of the Performance Of Grade I Pupils in Mathematics

9. Correlation Matrix between Respondent Profile and Performance in Mathematics

Chapter 1 THE PROBLEM

Language is an integral feature of educational practices in the classroom. Teachers

THEORITICAL AND CONCEPTUAL FRAMEWORK OF THE STUDY

A common error in mathematics is dependent on several factors. Caburnoc (2012) emphasized

In building conceptual understanding in Grade I Mathematics, children should not be

Parental Involvement contributed much to children’s achievements in school. Doing and

Abbildung in dieser Leseprobe nicht enthalten

Figure I. The Schematic Diagram Showing the Interplay of Variables

Statement of the Problem

1.1 Pupil-Related Factors;

1.1.3 Attitude towards Mathematics,

1.2 Parental Follow up; and

1.3 Type of School?

2. What is the performance of Grade I pupils in the following:

2.1 Whole Numbers;

2.2 Fraction, and

3.1. Conceptual Error;

3.2 Procedural Error;

3.3 Mechanical Error and

3.4 Careless Error?

4. Is there a significant relationship between the performance in Mathematics of Grade I pupils

4.1 Pupil-Related Factors;

4.1.3 Attitude Towards Mathematics, and

4.1.4 Preschool Preparation

4.2 Parental Follow up; and

4.3 Type of School?

1.1 Pupils-Related Profile;