MARNELYJANE P. ALBITE [email protected] MEEM Rizal Elementary School Tagum City Division Tagum...

MARNELYJANE P. [email protected]

MEEM

Rizal Elementary SchoolTagum City Division

Tagum City

Philippines

mailto:[email protected]

“If you talk to a man in a language he understands that goes to his head. If you talk to him in his language that

goes to his heart.”

-Nelson Mandela-

Efficiency of Mother Tongue Based-Multi Lingual Education (MTB-MLE) Approaches in

Teaching Science

INTRODUCTION

While there are many factors involved in delivering quality basic education, language is clearly the key to communication and understanding in the classroom (Skutnab-Kangas 2000).

Instruction through a language that learners do not speak has been called “submersion” because it is analogous to holding learners under water without teaching them how to swim (Skutnab-Kangas 2000).

The K to 12 Basic Education Curriculum has been implemented for more than three years. One of its features is proficiency through language, the use of Mother Tongue- Based Multilingual Education. Thus, mother tongue shall be used as a medium of instruction (DepEd Order 31, s. 2012).

In Tagum City Division, teachers in Grade 3 are provided with learners’ material in Science that is in Sinugbuanong Binisaya version and instructed to bridge or translate some words in the learning material that is not common to children.

However, the teachers bridging style might be a factor that affects this pupils academic dilemma.

With this prevailing predicament, the researcher is encouraged to investigate on how efficient the MTB-MLE bridging approach of the teachers that will lead to the better academic performance of Grade 3 pupils in Science.

REVIEW OF RELATED LITERATURE

Many South African learners face language barriers in the classroom since they are not familiar in the language, thus they cannot perform well in the classroom (Owen-Smith, 2010).

Today, mother tongue education is applied in many countries, including Asia on the basis of reducing poor performance (Dumatog and Dekker, 2003).

According to Ashworth (1992), mother tongue is the language which the person acquires in early years and which normally becomes her natural instrument of thought and communication.

Results of 2003 Trends in International Mathematics and Science Study (TIMMS) conducted by the International Association for the Evaluation on Educational Achievements (IEA) where Philippines ranked 23rd out of 25 participating countries.

In line with the status of present education in multilingual society, the Department of Education is now on its command of improving the quality education among primary grades through DepEd Order 74, dated July 2009 which states “Institutionalizes Mother Tongue Based – Multilingual Education as a fundamental educational policy and program.”

RESEARCH QUESTIONS

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Statement of the ProblemThe study attempted to answer the following questions:

1. What is the level of the pretest grades of Grade 3 students in Science in terms of :

1.1 Knowledge1.2 Process1.3 Understanding1.4 Performance

2. What is the level of the posttest grades of Grade 3 students in Science in terms of:

2.1 Knowledge

2.2 Process

2.3 Understanding 2.4 Performance

Department of EducationTagum City Division

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3. Is there a significant difference on the pretest grades of Grade 3 students in Science when analyzed by treatment?

4. Is there a significant difference on the posttest grades of Grade 3 students in Science when analyzed by treatment?

5. What Enhancement Program in teaching Science using MTB-MLE as off shoot of the study?


THEORETICAL AND CONCEPTUAL FRAMEWORK

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THEORETICAL FRAMEWORK

The study is anchored on the learning theory of Ivan Pavlov- the Classical Conditioning.

Educational Theory of Dekker, that children learn best from a familiar starting point and that learning should begin with what child knows and understands.


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CONCEPTUAL FRAMEWORK Independent Variables Output

Pretest Scores usinga. Sinugbuanong Binisayab. Bisaya version

Postest Scores usingc. Sinugbuanong Binisayad. Bisaya version


Enhancement Program

METHODOLOGY AND DESIGN

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Research Design

The study employed the quasi-experimental design known as the pretest and posttest non-equivalent group design since only two groups were used in the study: the Experimental and Control groups.


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Statistical Treatment

Mean Was used to measure the level of pretest and posttest grades of Grade 3 in Science.

T-test

Was used to determine the significance of the difference between the pretest and posttest grades of Grade 3 pupils in Science when analyzed by treatment.


UNIVERSITY OFDepartment of Education

Tagum City Division

Figure 2. Flow Chart of the Research Procedure

Task Analysis on the Questionnaire 1 for Control Group

Revision and Refinement of Questionnaire 2 for Experimental Group

Asking permission from the Principal of RES, the Grade 3 Parents and Pupils

Administration of Pretest

Treatment Period

Administration of Posttest

Analysis and Interpretation of data

End

RESULTS AND FINDINGS

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Results and Findings:Table 1 Level of Pretest Grade of Grade 3 Pupils

Indicator Standard Deviation

Mean Description

Knowledge 11.08669 81.94 AP

Process 9.12275 88.80 P

Understanding

12.57209 82.06AP

Performance 9.30867 87.96 P

Overall Performance 7.81962 85.58

P


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From the data, it can be noted that the over-all mean is 85.58 which is proficient. This is because the medium of instruction used by the teacher in teaching Science is the Sinugbuanong Bisaya.


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Results and Findings:Table 2 Level of Posttest Grade of Grade 3 Pupils

Indicator Standard Deviation

Mean Description

Knowledge 10.57868 90.36 A

Process 7.17777 95.10 A

Understanding

13.61368 83.88AP

Performance 7.67251 95.10 A

Overall Performance 6.80888 91.08

A


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It can be noted that the overall mean of pupils result is advanced with a mean score of 91.08. This indicates that the pupils who took the posttest have a high result in their score. This is due to the fact that Science subject in grade three is being taught in mother tongue and that the test is also constructed using the said language.


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Table 3 Significant Difference on the Pretest Grades of Grade 3 Pupils when Analyzed by Treatment

Indicator F Value P Value Significant @ .05

Ho Decision

Knowledge .207 .651 Not Significant Accept

Process 4.781 .034 Significant Reject

Understanding

.095 .759 Not Significant Accept

Performance .278 .600 Not Significant Accept

Overall Performance



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The overall performance has a p value of .616, which means that pretest grades when analyzed by treatment did not differ significantly.

Moreover, in teaching pupils to learn, language or the medium of instruction is very vital. Students will have a greater or better understanding of the lesson if lessons are presented in a language that is common to them.


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Table 4 Significant Difference on the Posttest Grades of Grade 3 Pupils when Analyzed by Treatment

Indicator F Value P Value Significant @ .05

Ho Decision

Knowledge 7.025 .011 Significant Reject

Process .359 .552 Not Significant Accept

Understanding


Performance 15.254 .000 Significant Reject

Overall Performance

6.617 .013 Significant Reject


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The overall performance has a performance value of .013 lower than .05 degree of confidence set in this study. This result negates the acceptance of the null hypothesis set in this study.

Therefore, it can be concluded that the implementation of the treatment greatly affects the result of their scores in the posttest. These results also support the theory of Dekker on which this study is anchored.


CONCLUSIONS

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ConclusionsBased on the findings of the study, the researcher arrived at the following conclusions:

1.The overall pretest grade of pupils in Science was proficient.

2.The overall posttest grade of pupils in Science was advanced.

3.Both methods used in the experimental and control group are good. This is due to the increased scores in the posttest as compared to the pretest.


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4. There was no significant difference on the pretest grades when analyzed by treatment.

5. There was significant difference on the posttest grades when analyzed by treatment. This means that the implemented treatment greatly affects the result of the study


RECOMMENDATIONS

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From the findings of this study, the following recommendations are herein listed:

1. Science teachers must improve their bridging approach in their teaching for effective delivery of the lesson.

2. Seminars and in-service training should be conducted in the division level regarding MTB-MLE Bridging Approaches in Teaching Science for uniformity of the words used in teaching Science.


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3. A new learner’s material (LM) in Grade 3 Science in full Bisaya version will be made and used by the teachers as to congruency of the lesson.

4. The proposed intervention program should be adopted and be implemented the soonest possible time in order to enhance the academic performance of the pupils, and

5. A similar study may be conducted covering a bigger number of respondents in another venue.


ACTION PLAN


Tagum City Division

A PROPOSED INTERVENTION SCHEME FOR THE IMPROVEMENT OF THE ACADEMIC PERFORMANCE OF GRADE 3 PUPILS IN SCIENCE OF RIZAL ELEMENTARY SCHOOL

KRA’S OBJECTIVES STRATEGIES PROCESS

(Measurable Indicators)

SUCCESS INDICATORS

(MOV)

TIME FRAME

PERSONS INVOLVE

1. Teachers Enhancement Activity for Knowledge Level

Elevates Knowledge Skills of Grade 3 pupils in Science to Advanced level.

To elevate and or promote knowledge skills of Grade 3 pupils in Science to Advanced level.

Participation to Seminar and Workshops Adopt Strategies that enhance knowledge level such as mentoring (one on one, peer, and remedial classes to struggling pupils.)

Submit Activity Proposal to the Principal

Training and workshop Program for Teaching Strategy will be provided for teachers

April- May 2015

Teachers Pupils


Tagum City Division

1. Teachers Enhancement Activity for Understanding Level

Elevates Understanding Level of Grade 3 pupils in Science to Advanced level.

To elevate and or promote understanding level of Grade 3 pupils in Science to Advanced level.

Participation to Seminar and Workshops Adopt Strategies that enhance understanding level such as mentoring (one on one, peer, and remedial classes and others to struggling pupils.)

Submit Activity Proposal to the Principal

Training and workshop Program for Teaching Strategy will be provided for teachers

April- May 2015

Teachers

MARNELYJANE P. ALBITE [email protected] MEEM Rizal Elementary School Tagum City Division Tagum...

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