WELCOME TO OUR RESEARCH PROPOSAL

MRS. MARITES A. RABACA, MAED MR. ARNEL E. BULAAN, LPT

Research Member Research Member

MR. EDDIE S. MAGSALAY JR., MAED

Research Adviser

MR. GLORIBIEN GEM BACANG, MSciEd

Research Director
APRIL 2024
PHILIPPINE ADVENT COLLEGE

THE EFFECTIVENESS OF USING MOTHER

TONGUE IN MATHEMATICS SUBJECT
TOWARDS THE ACADEMIC PERFORMANCE
OF GRADE 3 PUPILS

BACHELOR IN ELEMENTARY EDUCATION

Prepared by:
DANIELES, LEA MONICA T.
TUGAHAN, GERALDINE S.
APIAG, DHYMIE C.
SUYA, GAMALIEL M.
DAAS, JAYMAR O.
 BACKGROUND OF THE STUDY
Introduction to Language in Education
Language plays a crucial role in educational development.
Importance of using appropriate language in teaching and learning.
Significance of Mother Tongue
Mother tongue-based multilingual education (MTB-MLE) enhances
academic performance.
Facilitates critical thinking, literacy skills, and effective communication.
Language Diversity in Kenya
Kenya's rich linguistic landscape with indigenous and exogenous
languages.
Preference for a trilingual approach to education among citizens.
BACKGROUND OF THE STUDY
MTB-MLE Implementation in the Philippines
Institutionalization of MTB-MLE in the Philippines' education system.
Mandate for learners' first language as the medium of instruction.
Global Trends in Mother Tongue Instruction
Growing support for mother tongue instruction in early education globally.
The Philippines' MTB-MLE policy as a model for the region.
Study Objectives
Explore the influence of language on learning outcomes, particularly in mathematics.
Investigate whether incorporating students' native language enhances comprehension
and engagement.
Study Findings
Impact of native language instruction on academic performance in mathematics.
Insights into bridging linguistic gaps for better learning outcomes.
Conclusion
Language is a crucial factor in education, affecting academic performance and overall
success.
MTB-MLE policies contribute to creating inclusive and conducive learning environments.
Continued research and implementation of language-inclusive education policies are
vital for promoting educational equity and excellence.
 Problems
Profile of Respondents:
What are the demographic profiles of the respondents, including their names, gender, section, and
dialect?
Extent of Effect of Mother Tongue in Mathematics Subject:
How does the use of Mother Tongue in Mathematics Subject affect the Grade 3 pupils' interest,
study habits, and critical thinking skills at Philippine Advent College and Lapero Elementary
School?

Academic Performance:
What are the academic performances of Grade 3 pupils at Philippine Advent College and Lapero
Elementary School based on their Grade Point Average (GPA)?
Relationship Between Mother Tongue Effectiveness and Academic Performance:
Is there a significant relationship between the effectiveness of Mother Tongue in Mathematics Subject
(interest, study habits, critical thinking skills) and academic performance (GPA) among Grade 3 pupils
at the mentioned schools?
 Objectives
Evaluate Academic Assess the academic performance of Grade 3 pupils in Mathematics when taught using their Mother
Performance Tongue compared to those taught in a second language.

Compare outcomes between classes where Mathematics is taught in the Mother Tongue and those
Compare Outcomes where it is taught in a second language.
Identify differences in comprehension, engagement, and retention among pupils.

Examine the learning strategies employed by students in classes where Mathematics is taught in their
Examine Learning Mother Tongue.
Strategies: Determine if these strategies differ from those in classes taught in a second language.

Collect feedback from teachers and students regarding their experiences and perceptions of
using Mother Tongue in teaching Mathematics.
Gather Feedback
Evaluate challenges faced and benefits observed.
 Objectives
Investigate the potential long-term impact of learning Mathematics in the Mother Tongue
Investigate Long- on students' overall academic achievement.
term Impact: Assess proficiency in Mathematics and Mother Tongue over time.

Explore the pedagogical implications of using Mother Tongue in Mathematics instruction.

Explore Pedagogical Consider alignment with theories of language acquisition, cognitive development, and
Implications: educational equity.

Offer evidence-based recommendations for educational policy and practice regarding

Provide the integration of Mother Tongue in Mathematics instruction at the Grade 3 level.
Recommendations Consider factors such as curriculum design, teacher training, and resource allocation.
 Hypothesis: There is no significant relationship between the effectiveness of
mother tongue in mathematics subject and the academic
performance based on the Grade Point Average (GPA) of the pupils.

significance of Study
Teachers, the study serves as a reminder of their role in fostering a supportive
classroom environment and motivates them to implement interventions to

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improve academic performance using mother tongue.

PU
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Parents, benefit from understanding their children's behavior and academic

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needs, empowering them to provide better support at home.

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Pupils, gain awareness of the challenges they face in using mother tongue and
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are motivated to enhance their academic achievement. E
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Researchers , can use the findings as a guide for future studies on the impact of E

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mother tongue instruction on academic performance. R
 THEORETICAL FRAMEWORK
Vygotsky's Learning is influenced by social interactions and cultural context.
Sociocultural Using mother tongue in mathematics instruction creates a supportive environment for
communication, collaboration, and scaffolding of learning, leading to better academic
Theory performance.

Piaget's Learning is an active process of constructing knowledge through experiences

and interactions.
Theory of Grade 3 learners construct mathematical understanding through hands-on

Constructivism activities, problem-solving, and exploration facilitated by their mother tongue.

Emphasizes scaffolding and the spiral curriculum in education.

Bruner's Theory
Mother tongue instruction allows for gradual progression of complexity,
of Instruction with teachers providing tailored support and guidance

Ausubel's Meaningful learning occurs when new information is connected to existing knowledge
and experiences.
Meaningful Mother tongue instruction helps students relate new mathematical concepts to familiar
Learning Theory language and cultural context, facilitating deeper understanding and retention.
 THEORETICAL FRAMEWORK
Methods of instructions and assessment procedures are crucial for attaining lesson
Teaching-Learning objectives (Obodo, 2009; Malone, 2011).
Innovative approaches should be provided for the growth and development of pupils in
Methods: mathematical education (Ediger M., 2010).

DepEd Order 74, Series 2009 states that Mother Tongue instruction
leads to more effective teaching in Mathematics as the official
Policy language of instruction (Department of Education P., 2010).

Framework It promotes national identity and greater understanding among

learners of the subject taught by their teachers (Hassanzadeh,
Shayegh, & Hoseini, 2011).

This study focuses on determining the effectiveness of using Mother

Study Focus Tongue in Mathematics Subject towards the Academic Performance of
Grade Three (3) Pupils.
Chapter 2: Review of Related Literature
and Studies

Chapter 2 reviews literature on using mother tongue in math instruction for Grade 3 pupils.

It emphasizes the positive impact on academic performance, cognitive development, and

language proficiency.

Factors like interest, study habits, critical thinking skills, and GPA are explored.

The synthesis underscores the need for comprehensive policy support and teacher
training.

The aim is to create equitable and inclusive learning environments.

Chapter 3: Research Methodology
RESEARCH DESIGN
Quantitative research employing the descriptive correlational survey method
was utilized to assess the effectiveness of mother tongue in mathematics
instruction on Grade 3 pupils' academic performance.

The research design served as a systematic plan for collecting data, as

described by Leddy (1997).

According to Burns and Grove (2001), designing the study helped ensure the
intended results were obtained and increased the likelihood of obtaining
relevant information.

The chosen design was suitable for identifying the impact of mother tongue
instruction on academic performance and resolving the relationship between
variables using specified indicators.
 Sampling Design
The study focused on Grade Three pupils from Philippine Advent College and
Lapero Elementary School.

Add a little bit of body text

Universal sampling was used to select the pupils as research participants.

Respondents provided responses through surveyed questionnaires, addressing

independent variables such as interest, study habits, and critical thinking skills.

In cases where the population is small, like in a school with only a hundred
pupils, there may be no need for sampling the target population, as stated by
Ada nza et al. (2010).

A table outlining the distribution of respondents by grade level was included

in the study.
RESEARCH INSTRUMENT
The research utilized a questionnaire as the primary
instrument for data collection.
The questionnaire was designed to assess the
effectiveness of using mother tongue in mathematics
instruction on the academic performance of Grade 3
pupils.
According to Yin (2010), a research instrument serves
as a tool for collecting data, in this case, a
questionnaire was employed.
The indicators of the independent variables were
carefully chosen and refined through consultations
and discussions with subject teachers and advisers.
Drafts of the research instrument were submitted to
subject teachers and advisers for feedback,
comments, suggestions, and recommendations.
The questionnaire included a checklist with
instructions for respondents to evaluate items using
a rating scale corresponding to their perception of
the statements provided.
DATA GATHERING PROCEDURE
A questionnaire served as the primary tool for
data collection.
Its design aimed to evaluate the effectiveness of
using mother tongue in teaching mathematics to
Grade 3 pupils.
Following Yin's (2010) perspective, the
questionnaire functioned as the research
instrument for data collection.
Indicators of independent variables were
meticulously selected and refined based on
consultations with subject teachers and advisers.
Drafts of the questionnaire underwent review and
feedback from subject teachers and advisers for
improvement.
The questionnaire included a checklist with
instructions, guiding respondents to evaluate
items using a rating scale aligned with their
perceptions.
Data Analysis
The gathered data was computed using the following statistical tools:

Percentage and Frequency Distribution- analyzing the profile of respondents.

Weighted Mean and Standard Deviation- interpreting data when options to the items of the
questionnaire are assign points.

Pearson r correlation - finding the relationship of independent and dependent variables.

T-test – finding the significant difference of a population and sample mean when the
variables of the sample is given and when n is small.
By Claudia Alves
We acknowledge the fact that the work was not perfect. We
therefore welcome your comments and constructive criticism in
the hope of bridging the lapses in the work and making any
further research on a similar topic more effective.

Thank you!