THE EFFECTIVENESS OF MOTHER TONGUE IN MATHEMATICS

SUBJECT TOWARDS THE ACADEMIC PERFORMANCE OF

GRADE 3 PUPILS

An Undergraduate Thesis Presented to

The Faculty of Philippine Advent College
Ramon Magsaysay, Sindangan Zamboanga Del Norte

In partial fulfillment of the Requirements the Subject RESEARCH for the Degree of
BACHELOR IN ELEMENTARY EDUCATION

By:

DANIELES, LEA MONICA T.

APIAG, DHYMIE C.
TUGAHAN, GERALDINE S.
SUYA, GAMALIEL M.
DAAS, JAYMAR O.
 CHAPTER 1

INTRODUCTION

Background of the Study

Language is significant in the development of education. Using appropriate language in

teaching in learning greatly contributes to the academic performance and success in school. It is
explained as a socially and culturally constructed system of communication where the learners
can have the opportunity to exercise their right to learn in their first language. Language plays a
vital role in the learning process of the elementary learners where they teachers must ensure that
the language to be used in the different subject areas are the language that the learners first heard
at home or be the use of their mother tongue. By the use of this language education program, it
helps the learners to build a strong educational foundation, then bridge successfully into one or
more school language, and the use both or all their language for life’s long learning. Mother
tongue helps a child develop their critical thinking and literacy skills. Being fluent in the mother
tongue language had a fix mindset on how to communicate what they want or need. The child
use mother tongue enables them to express their ideas, opinion and suggestion regarding on their
discussion. Learning to speak in the mother tongue has significant for pupils in overall
development. Many children are having limited learning in school. Speaking skills using
language of instruction both by teachers and students have impact on classroom participation.
Therefore, in the previous study they will find out that mother tongue has a positive influence in
academic performance. Among other challenges identify is that use of mother tongue leads to
inability to pronounce words.

Kenya is a linguistically heterogeneous and diverse country with many indigenous

languages (mother tongue) and exogenous. Basically, Kenya has at least 42 indigenous language
other exogenous language include Arabic, French, German, Hindu and Chinese while some other
indigenous language include are Kalenjin Dholou, Kikuyu, Luhya and Kisii among others. In
1964, the Kenya Education Commission mounted a survey to establish the interest of the citizens
with regards to language use. The findings revealed that most people wanted a trilingual
approach to education (Ministry of Education,2012). Local and international studies have
validated the superiority of the use of the pupils’ mother tongue or Language 1 (L1) in improving
academic performance at the same time promoting Education for All (EFA) (Dep Ed Order No.
74, s.2009). Mother Tongue-Based Multilingual Education known as MTB-MLE is the effective
use of more than two languages for literacy and instruction. It is an institutionalized fundamental
educational policy program in the Department of Education from pre - school to Grade 3.
Multilingual Education has affirmed benefits such as learners learn to read more quickly in their
first language (L1); when they can speak and read in their L1, learning to speak, read and write
in L2 or L3 is easy; and they acquire academic competencies more quickly.

In his study, Nolasco (2010) pointed out that while Multilingual Education is an
innovative approach to learning, there is a need for the development of good curriculum, training
of teachers in the required languages for content and methodology, production of appropriate and
relevant instructional materials, and empowerment of the community. He said Multilingual
Education would not work when a teacher simply changes the language by translating existing
materials into the local languages. The linguistic and cultural diversity in the Philippines brings
much complexity to the issue of language policy in education. With more than 7000 island and
181 distinct languages (Lewis, Simons, and Fennig, 2013), the Philippines offers a challenging
environment for implementing a language policy that can serve the whole country.

In 2009, the Department of Education (DepEd) challenged the Bilingual Education Policy
by issuing an order that called for institutionalization of mother tongue-based multilingual
education (MTB-MLE). This order requires use of the leaners’ first language as the medium of
instruction for all subject area pre-kindergarten through grade three with Filipino and English
being taught as separate subjects (Philippines Department of Education, 2009). Another order
was issued in 2012 that offered more specific guidelines for MTB-MLE and embedded the
reform and the newly adopted “K to 12 Basic Education Program” (Philippines Department of
Education, 2012). This order shifted from the original mother tongue approach by specifying
twelve major regional languages to be used as the languages of instruction. Under this order
teachers are provided by government issued materials in their regional languages but are
expected to adopt then to reflect student’s first languages.

Until recently, the MTB-MLE policy resided solely with in DepEd. However, in January
2013 the Philippines congress officially supported this effort by passing the Enhance Basic
Education Act. In, addition to shifting toward K to 12 educational structure this legislation
requires instruction, teaching materials, and assessment to be in the “regional or native language
of the learners” from the kindergarten through grade three with a “mother tongue language
transition program” from grades four through six.

This shift in language policy is part of a growing trend around the world to support
mother tongue instruction in the early years of a child’s education. In Southeast Asia, this is
apparent in a rising number of educational programs the utilize a mother tongue approach. The
programs are being a piloted at the community level need support from international non-
governmental agencies (INGOs). While the use of non-dominant languages in education is
allowed in Cambodia, Indonesia, Thailand, Timor Leste and Vietnam (Kosonen, in press;
kosonen and young; Taylor-Leech, 2013; UNESCO, 2017). The Philippines is single country to
institute the national policy requiring their inclusion in the early grades. As a result, the
implementation of MTB-MLE in the Philippines is being looked at as an example for the rest of
the region.
The study illustrates understanding how language influences learning outcomes. It
explores weather incorporating the student native language enhance comprehension, engagement
and overall academic performance in mathematics. This approach aims to bridge the linguistic
gap and create a more conducive learning environment for young learners.

Review of Related Literature

This chapter looks at the effectiveness of mother tongue in mathematics subject towards
the academic performance of grade three pupils. It explores the different variables that constitute
to the effectiveness of mother tongue in mathematics subject towards the academic performance
of the pupils in the interest, study habits, critical thinking skills, and GPA of the pupils.

Effectiveness of Mother tongue. The use of indigenous language as a means of instruction in all
subjects alongside with English Language at any level of education will not only overturn a long
held dismissive attitude towards Nigerian Languages, but immensely strengthen the status of
indigenous languages across in the by providing a positive result in the performance of every
learner. It provides an opportunity for the children to exercise their right to learn in their first
language (Sumbalan et al., 2017). It will enforce additive bilingualism, address the goal of social
equity as well as forge equal access to education and equal language rights for all citizens of the
democratic country. In this 21st century, Nigeria should place emphasis on right policies that
promotes not only access but inclusion and quality (Elumelu, 2017) Nolasco (2012) found that
when pupils use and master their first language used in their immediate environment or the entire
country. Pupils are able to develop critical, reasoning and problem-solving skills that they can
use for life-long learning. As emphasized by Malone (2010), indigenous language is language
education program that helps build a strong educational foundation, then bridge successfully into
one or more school languages, and then use both or all their languages for life-long-learning.
There are huge number of research that cited that language proficiency affects learners’
achievement for children. Hence, it is not surprising to find a vast volume of literature on the
language learning

relationship because language is believed to be the gateway for learning and the vehicle that
facilitates acquisition of new knowledge through direct and indirect interaction with teachers and
peers, as well as through the reflective processes of introspection (Francis & Rivera, 2007;
Fernando, 2020).

Interest available literature indicates that the use of mother tongue in the teaching of
mathematics in primary schools enhances pupils’ achievement. According to (Matang, 2003), to
gain interest in mathematics and make meaning out of what children are learning, their culture
needs to be embedded in mathematics. Interest has a vital role in mathematics learning (Heinze,
Reiss, & Franziska, 2005. According to Ainley (2006), interest is defined as an affective
state that refers to the subjective experience in learning. In this study, interest is operationally
defined as students’ affective state of being engaged in mathematics learning whereby students
enjoy the learning process. Heinze et al. (2005) carried out a study on 500 German students who
were at the seventh grade and eighth grade to explore their mathematics achievement and interest
as well as the association between the variables. The study concluded that interest towards
mathematics learning could be considered as a predictor for mathematics achievement (Heinze et
al., 2005). Many studies on the use of mother-tongue suggest that it is effective. Said that
“various elements have been suggested to interact with online learning motivation in an effort to
address the problems of attrition and participation”. Learners experience lower levels of
motivation when they skip classes or do not participate in the activities because of lack of
interest to language and subject matter. Moreover, if students do not understand the language and
eventually cannot actively participate in the class, it will lead to discouragement and dropping
out. He added that this leads to poor quality education that frequently has unequal effect on the
vulnerable clusters and results to school and resource lost as pupils stop from schooling or end
up repeating the same level.

Study Habits, according to previous studies, good study habits include studying in a quiet place,
studying daily, turning off devices that interfere with study (such as TV and mobile phones),
taking notes of important content, having regular rests and breaks, listening to soft music,
studying based on own learning style, and prioritizing the difficult contents. Some of the worst
study habits include procrastination, evading the study, studying in inappropriate conditions, and
loud sound of music and television during studying. Study habits are the most important
predictor of academic performance and global research has revealed that study habits affect
academic performance. In this regard, medical students are faced with a large amount of
information that is difficult to

organize and learn, and requires knowledge and application of study skills.

Critical Thinking Skills, learning using mother tongue also helps to develop mathematical
vocabularies that could be easily used and remembered by student.

According to Kolawole (2009) is the intellectually disciplined process of actively and skillfully

conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from,

or generated by observation, experience, reflection, reasoning, or communication, as a guide to

belief and action. To develop critical thinking, mathematics teachers should have initiative, be

creative and resourceful in teaching the concepts (Janna & I, 2019). Yet, the mathematics

concepts are not enough for the learners to think reflectively and creatively. There is a need for

the mastery of mathematical language and verbal ability, which serves as a springboard to

attain the objectives of the lessons, methods of instructions and assessment procedures

possible in the teaching-learning situation (Obodo, 2009).

Academic Performance of the Pupils

Grade Point Average, Academic Performance of the Pupils General Point Average (GPA) A
grade point average is a number representing the average value of the accumulated final grades
earned in courses over time. More common called a GPA, a student’s grade point average is
calculated by adding up all accumulated final grades and dividing that figure by the number of
grades awarded. This calculation results in a mathematical mean-or average-of all final grades.
the most common form of GPA is based on a 0 to 4.0 scale (A = 4.0, B = 3.0, C = 2.0, D = 1.0,
and F = 0), with 4.0 representing a “perfect” GPD – or a student having earned straight as in
every course.

Schools may also assign partial points for “plus” or “minus” letter grades, such as a 3.7 for an
A-, a 3.3 for B+, and so on. GPA’s may be calculated at the end of a course, semester, or grade
level and a “cumulative GPA” represents an average of all final grades individual students
earned from the time enrolled in a school to the completion of their education. In some schools,
weighted-grade systems are used in GPA calculations, and they give students to a numerical
advantage for grades earned in a higher-level course, such as honors courses or advance
placement courses, or for completing more challenging learning experiences. In weighted-grade
systems, an A in a higher-level course might be awarded a 4.5 or 5.0 for example, while an A in
a lower-level course is awarded a 4.0 (yet weighted grading systems vary widely in design and
methodology). A student’s GPA is often used to determine academic honors such as honor roll,
class rank or Latin honors. GPA’s have been one of several major factors used by colleges, post-
secondary programs and employers to assess a student’s overall academic record. In public
schools, grading systems and GPA scales may vary significantly from one school or school
district to the rest. When investigating or reporting on grading systems, class rank, or other
academic honors, it is important to determine specifically how grades and GPAS are calculated
and what evaluation criteria

was used to measure academic performance and awarded grades.

(https://www.edglossary.org/grade-point-average/)

Effectiveness of Mother Tongue in Mathematics Subject

Mathematics, as a subject affects all aspects of human life at different levels. Studies have
suggested that, Mathematics is a science of magnitude and number that is very useful virtually in
all subject areas. This is because all fields of studies are dependent on it for problem solving and
prediction of outcomes. Competency in mathematics learning is vital to any individual and
nation in domestic and business deals, scientific discoveries, technological breakthrough,
problem-solving and decision making in different situations in life. The teaching of statistics in
many schools in sub–Saharan Africa is done as a component of the mathematics curriculum.
Many African countries like Benin, Nigeria Kenya and Lesotho practice this. Unfortunately,
students’

achievement in this important subject is usually not good at secondary levels of education in
sub–Saharan Africa. The conceptions, attitudes, and expectations of students regarding
Mathematics and Mathematics teaching have been considered to be very significant factors
underlying their school experience and achievement. In many cases, students have been found to
approach Mathematics as procedural and rule-oriented. This prevents them from experiencing
the richness of Mathematics and the many approaches that could be used to develop competence
in the subject. A number of studies have explored the concept of factors affecting students’
performance in

mathematics with divergent views and findings. This study is a rapid systematic review of
different studies to establish factors affecting students’ achievement in Mathematics in secondary
schools in developing countries. According to Domingo (2010), in order for mathematics
education to be relevant in the 21st century, it must offer an integrated and comprehensive view
of the world.

Math should be viewed from many different perspectives to help pupils overcome the fear of
what they may have perceived to be difficult. There are illustrative examples in the mathematical
concepts involved in dances, regional songs, stories, poetry and indigenous games. Activities
using movement and rhythm can make learning more fun. Engaging the children in their mother
tongue while studying math creates spontaneity and reduces math anxiety. In the same manner,
teachers as front liners of change and have a big impact in the success of any educational
endeavor at all levels and most especially in the realization of the objectives of the K-12 Basic
Education curriculum, they must see to it that they know how to maximize their time in
inculcating the knowledge that their learners need to acquire in the classroom and go far beyond
in dispensing information to them. More importantly, as teachers teaching in math being the
focus of this study,

they should know the importance of teaching students to learn math. It could be because the
mathematical procedures that are taught in schools will be useful to students later or it could be
that they want to expose students to different ways of thinking about the world in which teachers
are more concerned with learning mathematics as a way of thinking and knowing. Moreover,
they want students to learn transferable problem-solving skills in order to promote the likelihood
that students will be able to transfer what they learn to other areas, and they want students to
realize and see the beauty and elegance of mathematics as they grow up.

SURVEY QUESTIONNAIRE FOR GRADE THREE PUPILS

LAPERO ELEMENTARY SCHOOL

Name: _______________________________________ Sex: __________

Grade & Section: ______________________________ Dialect________

EFFECTIVENESS OF MOTHER TONGUE IN MATHEMATICS

I. Student-related Factors

Direction: Please check (/) and rate yourself honestly based on what you actually do
given the statements using the following scales.

5 – Strongly Agree 4 – Agree 3 – Uncertain 2 – Disagree 1 – Strongly Disagree

THE EFFECTIVENESS OF MOTHER TONGUE IN MATHEMATICS

Item 1 Interest 1 2 3 4 5

1 I made myself prepared through the use of Mother Tongue for

my Math subject.

2 I listen attentively to the lecture of my math teacher with the use

of Mother Tongue.

3 I actively participate in the discussion, answering exercises

and/or clarifying things I did not understand.
 4 I ask clarifying problems I did not understand with the use of my
mother tongue.

5 I can solve math problems with the use of my mother tongue.

Item 2 Study Habits 1 2 3 4 5

1 I do my math assignment regularly because of my mother

tongue.

2 I exert more effort when I do difficult assignments in math

subjects.

3 I spend my free time doing assignments or studying my

lessons.

4 Using my mother tongue doesn’t affect my math subject.

5 I studied and prepared myself with the use of my mother tongue

in learning math lessons.

Item 3 Critical Thinking Skills 1 2 3 4 5

1 I can analyze math questions easily with the use of my mother

tongue.

2 I can solve problems with the use of my mother tongue.

3 I can interpret the problems when it is discussed in mother

tongue language.

4 I can easily understand math lessons with the use of my

mother tongue.

5 I can ask questions with the use of my mother tongue.

 SURVEY QUESTIONNAIRE FOR GRADE THREE PUPILS
PHILIPPINE ADVENT COLLEGE-ELEMENTARY DEPARTMENT

Name: _______________________________________ Sex: __________

Grade & Section: ______________________________ Dialect________

EFFECTIVENESS OF MOTHER TONGUE IN MATHEMATICS

I. Student-related Factors

Direction: Please check (/) and rate yourself honestly based on what you actually do
given the statements using the following scales.

5 – Strongly Agree 4 – Agree 3 – Uncertain 2 – Disagree 1 – Strongly Disagree

THE EFFECTIVENESS OF MOTHER TONGUE IN MATHEMATICS

Item 1 Interest 1 2 3 4 5

1 I made myself prepared through the use of English language for

my Math subject.

2 I listen attentively to the lecture of my math teacher with the use of

English Language.
 3 I actively participate in the discussion, answering exercises
and/or clarifying things I did not understand.

4 I ask clarifying problems I did not understand with the use of

English language.

5 I can solve math problems with the use of English language.

Item 2 Study Habits 1 2 3 4 5

1 I do my math assignment regularly because of English

language.

2 I exert more effort when I do difficult assignments in math

subjects.

3 I spend my free time doing assignments or studying my

lessons.

4 Using English language doesn’t affect my math subject.

5 I studied and prepared myself with the use of English language

in learning math lessons.

Item 3 Critical Thinking Skills 1 2 3 4 5

1 I can analyze math questions easily with the use of English

language.

2 I can solve problems with the use of English language.

3 I can interpret the problems when it is discussed in English

language.

4 I can easily understand math lessons with the use of English

language.

5 I can ask questions with the use of English Language.

Research Objective:

"To investigate the impact and effectiveness of using Mother Tongue as a medium of
instruction in Mathematics on the academic performance of Grade 3 pupils."

1. Evaluate the academic performance of Grade 3 pupils in Mathematics when taught using their
Mother Tongue compared to those taught in a second language.

2. Compare the outcomes between classes where Mathematics is taught in the Mother Tongue
with those where it is taught in a second language, identifying any differences in comprehension,
engagement, and retention.

3. Examine the learning strategies employed by students in classes where Mathematics is taught
in their Mother Tongue, identifying whether these strategies differ from those in classes taught in
a second language.

4. Gather feedback from both teachers and students about their experiences and perceptions
regarding the effectiveness of using Mother Tongue in teaching Mathematics. Evaluate any
challenges faced and benefits observed.
5. Investigate the potential long-term impact of learning Mathematics in the Mother Tongue on
students' overall academic achievement, including their proficiency in both Mathematics and
their Mother Tongue.

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

considering how this approach aligns with theories of language acquisition, cognitive
development, and educational equity.

7. Provide evidence-based recommendations for educational policy and practice regarding the
integration of Mother Tongue in Mathematics instruction at the Grade 3 level, considering
factors such as curriculum design, teacher training, and resource allocation.

By addressing these objectives, the research aims to contribute valuable insights into the
effectiveness of using Mother Tongue in Mathematics instruction and its implications for the
academic performance and educational experience of Grade 3 pupils.

Statement of the Problem

This study aimed to found out the effectiveness of Mother Tongue in Mathematics
Subject towards the academic performance of Grade 3 pupils at Philippine Advent College,
Barangay Ramon Magsaysay, Sindangan, Zamboanga Del Norte, and Lapero Elementary
School, Barangay Lapero, Sindangan, Zamboanga Del Norte. School Year 2023-2024.
Specifically, it suggested answering the following questions.

1. What was the profile of the respondents?

a. Name

b. Sex

c. Section

d. Dialect
2. What was the extent effect of Mother Tongue in Mathematics Subject to Grade 3

Pupils at Philippine Advent College and Lapero Elementary School?

a. Interest?

b. Study Habits?

c. Critical Thinking Skills?

3. What were the academic performance of the Grade 3 pupils at Philippine Advent College and
Lapero Elementary School based on their:

a. GPA

4. Was their significant relationship between the effectiveness of mother tongue in mathematics
subject in lined with interest, study habits, and critical thinking skills as the independent variable
and academic performance based on the GPA, as the dependent variable.

Hyphothesis

HO1- The utilization of Mother Tongue as a medium of instruction in mathematics for Grade 3
pupils will result in significantly higher academic performance compared to instruction delivered
in a second language.

Significance of the Study

This research would contribute to the body of knowledge in the field of educational
management particularly in elementary level. Precisely this research would

be useful to the following:

Teachers, this research study might remind the teachers of their responsibility, encouraged
everyone in the class to maintained whole some in caring classroom atmosphere. It would
motivate to them to planed and implemented intervention to help pupils performed better in their
academic with the used of mother tongue.

Parent, this result of the study would enable the parents to understand their children’s behavior
towards others and their studies. This would make them realized their role and supporting their
children’s academic needs.

Pupils, this study could help the pupils increased their awareness on the challenges they
encountered using mother tongue. This would be motivated them to do better in the class to
improved their academic achievement.

Researchers, this study may serve as a guide to future researchers about the effectiveness the
mother tongue towards the academic performance.

SCOPE AND DELIMITATIONS

This study mainly focused on the Effectiveness of Mother Tongue in Mathematics

Subject to the Grade 3 Pupils at Philippine Advent College and Lapero Elementary School. This
was a quantitative study that the independent variables were based from the three (3) indicators
such as: interest, study habits, and critical thinking skills in learning mathematics through mother
tongue. This research would focus on the Effectiveness of Mother Tongue in Mathematics
Subject to the academic performance of Grade 3 at Philippine Advent College and Lapero
Elementary School. The respondents of this research were the Grade 3 pupils. This would be
conducted at Philippine Advent College, Barangay Ramon Magsaysay, Sindangan, Zamboanga
Del Norte, and Lapero Elementary School, Barangay Lapero, Sindangan, Zamboanga Del Norte.
School Year 2023-2024.

Theoretical and Conceptual Framework

This research focused on various effects of mother tongue in mathematics towards the
academic performance of elementary level by mainly considered the theories and models of
learning. The discussion aimed at identified, clarified and established the positively or negatively
effects of mother tongue in mathematics subject towards the academic performance of Grade
Three (3) Pupils of Philippine Advent College and Lapero Elementary School.
According to Vygotsky's Sociocultural Theory, learning is influenced by social
interactions and cultural context. Within this research, Vygotsky Theory suggests that using the
learner's mother tongue in teaching mathematics creates a supportive environment where
students can communicate, collaborate and scaffold each other's learning leading to better
understanding and academic performance.
Piaget's Theory of Constructivism emphasizes that learning is an active process of
constructing knowledge through experiences and interactions with the environment. This
suggests that grade 3 learners construct mathematical understanding through hands on activities,
problem solving and exploration facilitated by the use of their mother tongue. Brunner's Theory
of Instruction also emphasized the importance of scaffolding and the spiral curriculum in
education. This Theory suggests mother tongue allows for gradual progression of complexity,
with teachers providing support and guidance tailored to student's current level of understanding.
And lastly, Ausubel's Meaningful Learning Theory proposed that meaningful learning
occurs when new information is connected to existing knowledge and experiences. Using the
mother tongue in teaching mathematics allows students to relate new mathematical concepts to
familiar language and cultural context, facilitating deeper understanding and retention.
To attain the objectives of the lessons, methods of instructions and assessment procedures
possible in the teaching-learning situation (Obodo, 2009) (Malone, 2011). Improving the quality
of mathematics instruction is always possible. Innovative ways should be provided for the
growth and development of pupils in mathematical education (Ediger M., 2010). DepEd Order
74, Series 2009 stated that Mother Tongue instruction leads to more effective teaching in
Mathematics subject as official language of instruction in teaching the subject (Department of
Education P., 2010). It promotes national identity and greater understanding among learners to
the subject taught by their teachers (Hassanzadeh, Shayegh, & Hoseini, 2011).
This study focused on determined the Effectiveness of Mother Tongue in Mathematics
Subject towards the Academic Performance of Grade Three (3) Pupils.
Conceptual Framework

Independent Variable Dependent Variable

Effectiveness of Mother Tongue Academic Performance of the

in Mathematics Subject Pupils

1.Interest 1.GPA

2.Study Habits

3.Critical Thinking Skills

Profile of the Respondents

a. Sex

b. Section

c. Dialect
 Figure 1. Conceptual Framework of the study

Definition of Terms

For better understanding of the context of the study, the following terms were

defined operationally and conceptually.

1. Academic Performance – the extent to which the student, teacher, or institution has

attained their short or long-term educational goals and measured either by continuous

assessment or cumulative grade point average (GPA).

2. Critical Thinking Skills- was the intellectually disciplined process of actively and

skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating

information gathered from, or generated by, observation, experience, reflection,

reasoning, or communication, as a guide to belief and action.

3. Dialect- a particular form of a language that used by Grade Three Pupils.

4. Grade Point Average (GPA)- was a number representing the average value of the

accumulated final grades earned in courses over time.

5. Interest- a personal preferences with regarded to learning, which sometimes means

what an individual chooses one thing rather than other things and sometimes a positive

psychological state occurs during his/her interaction with the circumstances that

engenders further learning motives

6. Mathematics- was an area of knowledge that includes the topics of numbers,

formulas and related structures, shapes, and the spaces in which they are contained,

and quantities and their changes.

7. Mother Tongue- refers to the language or languages first learned by a child which

he/she identify as a native language use of by other, which he/she knows best, or uses

most.

8. Mother Tongue- based multilingual education (MTB-MLE) – an education program for

children who do not understand or speak to the official school language when they

begin school MTB-MLE students learn to read and write first in their Mother Tongue.

9. Study Habits- was an action such as reading, taking notes, holding study groups

which the students perform regularly and habitually to accomplish the task of learning.