Practical Research FINAL Part 2

ENGLISH AND FILIPINO: MEDIUM OF INSTRUCTION AND ITS IMPACT 1
Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction
Communication is needed by everyone, it is a must to have with one another but
communication isn’t communication without its main tool. Communication’s main tool is
Language, Language is the essence of communication, without which, it cannot exist.
Language is a medium used in communication with the involvement of using words in
structured form and standard way. Language has different varieties because every country
has their own different way of communicating through different kind of language. In
other way, language represents what group or even a nation does a certain people came
from.
According to Surbhi (2018) language is described as a tool which helps in the
transmission of feelings and thoughts, from one person to another. It is the means of
expression of what a person feels or thinks, through arbitrarily produced symbols or
sounds, such as words (spoken or written), signs, sounds, gesture, posture, etc., that
convey a certain meaning. It is the sole medium of communication between two persons,
through which they can share their views, ideas, opinions and emotions with one another.
It is aimed at making sense of complex and abstract thought and that also without any
confusion. As a system of communication, different languages are used by people
residing in different areas or belonging to a different community. Language is one of the
most important thing, it is the procedure used for companionship with others. It helps us
to express our feeling, but we need to be careful when we are using various languages
because it produces meaningful communication among individuals with different beliefs.
ST. AUGUSTINE ACADEMY OF PAMPANGA

Language and communication is linked with teaching as well as for learning. You
can learn with the different varieties of language that exist in our world just like the
universal language, which is the English Language, English as a medium of instruction
(EMI) is mostly used around the globe. Although the factors for EMI growth vary
depending on the country, in higher education, the move towards teaching in English
comes at grassroots level. Galloway (2017) stated that EMI is growing so fast, according
to his interview that there are practical reasons for this. Most academic research is
published in English (about 94 percent of research in international, high-impact
publications is in English). So if students want to stay current with their field, it makes
sense for them to learn in English, given that the content is mostly in English. In many
technical fields, much of the content and vocabulary is also in English, as are students'
dissertations and research.
In our country, even though we are known for being a multilingual country due to
the fact that Philippines has more than 170 languages when it comes to linguistic
situation. Aside to the fact of having those wide varieties of language, we often use our
Filipino language, which is country’s national language. Here in the Philippines, it is
stated in Section 6 of Article 14 of the 1987 Constitution of the Official Gazette (2019)
stipulates that Filipino is the national language and government “shall take steps to
initiate and sustain the use of Filipino as a medium of official communication and as
language of instruction in the educational system.” But as time goes by changes
happened, because of the sudden change of the educational system in our country those
dialects that we have in our country were also use as a medium of instruction but as well
as our Filipino Language.

The Philippines’ education system changed from Basic Education Curriculum
(BEC) to the K to 12 Curriculum (also K-12) is an education system under the
Department of Education (DepEd) that aims to enhance learners’ basic skills, produce
more competent citizens, and prepare graduates for lifelong learning and employment. It
is to provide sufficient time for mastery of concepts and skills, develop lifelong learners,
and prepare graduates for tertiary education, middle-level skills development,
employment, and entrepreneurship. “K” stands for Kindergarten and “12” refers to the
succeeding 12 years of basic education (6 years of elementary education, 4 years of
junior high school, and 2 years of senior high school). Due to this new education system,
different tracks were created such as Academic; Technical-Vocational-Livelihood; and
Sports and Arts.
The Academic track includes four strands: Accountancy, Business, Management
(ABM); Humanities and Social Sciences (HUMSS); General Academic Strand (GAS)
Home Economics (HE), Information Communication Technology (ICT); and Science,
Technology, Engineering, Mathematics (STEM). Every strand has its own specialized
subjects that prioritize specific lessons that can enhance the skills and understandings of
the students to prepare for the college with their own profession. Each strand has subjects
that are using English and Filipino Language but most of the time and subjects are
written and used in English. At present, the Philippines is the last country in Asia and one
of only three countries in the world with a 10-year pre-university program.
With this K to 12 Education curriculum that was amended by the Former
President Benigno Simeon Aquino III was the one who signed and implemented this law
in the start of the school year 2016-2017. Regarding this curriculum, implementation also

aims to teach the Kindergarten to Grade three the MTB-MLE or the Mother –Tongue –
Based –Multi –Lingual –Education. MTB-MLE 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. It encourages active participation by children in the learning process because
they understand what is being discussed and what is being asked of them. They can
immediately use their mother tongue to construct and explain their world, articulate their
thoughts and add new concepts to what they already know.
Throughout our history, societies have sought to Education its people to produce
goods and services for the sake of their country’s economic and for its people, and to
respond effectively and creatively to our world. It also aims to satisfy everyone’s
curiosity and aesthetic impulses, and to achieve any of these objectives, we all need to
acquire reliable knowledge and think systematically. (Grolier, 1991)
People learn uniquely and differently through the use of language. Other people
learn with English easily, while others learn by the use of Filipino; other teachers can
easily convey their thoughts using English and others by the use of Filipino. It is the main
component in our current generation, without having the skill to understand the language
that is being used, we students and even teachers, will never understand the point of the
other person and leads to misunderstanding and for the students’ side he/she cannot
understand the lessons and it might affect his/her academic performance.

Having and using different languages often lead to misunderstanding and
misconception with the lessons, students as well as for the teachers. The language that is
intended to unite and make everyone understand each other as well as to learn tends to be
a barrier for both teachers and students. In teaching any subject in the content area
teachers must consider the vocabulary skills. It is a great importance for teachers to
evaluate the methods and techniques used in the process of teaching any subject.
In this particular scenario in schools, most often shows that students perform
poorly in the content areas because of language barriers. The students tend to be shy from
reciting and asking questions because of their limited vocabulary skills. Results tend to
support the use of the students’ native language to reinforce concepts and skills and
discuss difficulties as well as exploring the new information being given under each new
lesson. Due to this language barriers, students will not learn easily and hard to adjust
because most of the time, they will not understand what the teachers’ trying to explain to
them. There is a chance that students will be unable to go with the flow to their
designated lessons that will lead into failure or even a poor performance on his/her
academic situation.
The students and teachers in science and mathematics have to be equally prepared
to perform their tasks not only by mastering their own subject area but also by achieving
competence in the use of the medium of instruction. Learning science and language arts
is reciprocal (Casteel & Isom, 1994). Language is an indispensable tool in the promotion
of learning. Designated as a second language here in the Philippines, English takes the
central role of bridging knowledge and skills in mathematics and science to learner
competency in these areas. The teacher’s preparation should not just be in terms of

knowledge and skills in their specialization but also in their attitude towards the tools that
they will use in teaching their subjects. Attitude towards the use of English as a medium
of instruction plays a significant role in determining the success of the science and
mathematics program of the schools, hence this investigation.
Similar studies in the Philippines made by Amamio (2000) on attitudes of
students, teachers and parents toward English and Filipino as media of instruction
provided an interesting comparison. Students and teachers prefer the use of English as the
medium of instruction with the teachers finding English as a more comfortable language
for explaining ideas and concepts. Teachers further noted that English is an
intellectualized language and a valuable tool to source information technology. However,
the parents preferred Filipino because “it is a language in which they can think and
express themselves” and it is a language that they understand and through which they
themselves are better understood. Research regarding language attitudes has yielded
information that is valuable in determining the language to be used as the medium of
instruction. It would benefit the teachers and especially the students to identify their
attitudes towards the language they use in their fields of specialization.
There is a big misconception when it comes to the use of English whether inside
or outside the School Campus; the ability of an individual to use English language
fluently is being scaled to how intelligent an individual is. If an individual especially a
student practices this kind of mind-set, it can greatly affect the self-esteem of the student.
The study of Sagucio (2016) among the different factors affecting level of
achievements as considered by several studies is the Language factor. The teaching of
subjects in the content area in Philippine schools uses English as a Second Language

(ESL), wherein a certain mastery of the English language has to proceed, to
understanding more of the subject. It is of great importance for teachers to evaluate the
methods and techniques used in the process of teaching their subjects in order to raise
level of performances of the students.
In the Philippines, Cabaysa and Baetiong (2010) conducted a causal-comparative
study on the language learning strategies used by 70 high school students when speaking
in class and they found that intermediate speakers were significantly different from
novice speakers in using metacognitive thoughts, steps, techniques, and tactics, language
learning strategies are used by students to further learn about a language.
In any part of the world, language is the sole medium on how students will
efficiently learn. And by learning the difference on how the students will efficiently learn
through language, we may be able to increase the future generation’s potential and may
be able to increase their knowledge in any field but prior to their academic performance
with English and Filipino as medium of instruction to content areas and its impact to the
academic performance of students.
The objective of this research is to know which language the students of St.
Augustine Academy of Pampanga (SAAP) community prefer when it comes to
academics as a medium of instructions. By the end of the research, the question, how
does language affect the learning ability of each student as well as what and why a certain
language affect their performance academically, will be clearly answered.
This study helps the teachers and students to enhance their skills and
understandings in using English and Filipino Language. This study will reflect the school

in public so that the SAAP will be known as one of the best private schools in Pampanga
because of its undeniably Catholic quality education.
Conceptual Framework
This study between Filipino and English as a Medium of Instruction to Content
Areas and Its Impact to the Academic Performance among the Senior High School
Students of St. Augustine Academy of Pampanga
The language of education is crucial and controversial in our country and to
learners’ academic success. As a result, nations whose native languages are not the
languages of education have promulgated language policies to solve communication
problems in their school systems. Most multilingual nations have adopted bilingual
education systems that recognize the child’s native language and a second language,
which in most cases is the official language of the nation.

INPUT PROCESS OUTPUT
How may the respondent’s

language background be
delineated in terms of:
Language/ dialects
spoken at home.
Language spoken
in public.
Language he/she Programs/Actions
Gathering of Data
adept. that will enhance the
through:
skills and
How may the respondents
understanding of the
understanding the medium
Survey in using English and
of instructions be described
Questionnaire Filipino Language
in terms of?
that will greatly
Oral Instruction
empower their
Written Instruction
academic
How may the respondents’
performance.
academic performance be
described in terms of?
Class Participation
Examinations
Is there a significant
relationship between the
English and Filipino as a
Feedback
medium of instructions to
the academic performance
of the students?
Figure1: Schematic Diagram of the Study

The input includes the language background of the respondents and the medium
of instruction that they encounter. And also, the significant difference and impact to the
academic performance of the students.
The process contains the gathering of data through survey questionnaire and
unstructured interview.
The output will be the program or the actions that can lead to enhance the skills
and understandings of students and teachers in using English and Filipino language as a
medium of instructions in different content area.
Statement of the Problem
This study intent to determine which language is much effective between English
and Filipino as a medium in teaching the wide variety of content areas to the Senior High
School Students. It pursues to answer the following questions:
1. How may the respondents language background be described in terms of:
1.1 Language/dialects spoken at home,
1.2 Language spoken in public and;
1.3 Language he/she adept
2. How may the respondents understanding the medium of instructions be
described in terms of?
2.1 Oral Instruction
2.2 Written Instruction
3. How may the respondents’ academic performance be described in terms of?
3.1 Class Participation
3.2 Examinations

4. Is there a significant relationship between the English and Filipino as a
medium of instructions to the academic performance of the student?
5. What are the Programs/actions that will enhance the skills and understanding
of the in using English and Filipino Language that will greatly empower their
academic performance?
Hypotheses
Based on forgoing problems, the researchers formulated the hypotheses below:
H0: There is no notable difference between the students’ perception and significant
relationship with the academic performance in the medium use in teaching.
H1: There is a notable difference between the students’ perception and significant
relationship with the academic performance in the medium use in teaching.
Significance of the Study
The importance of this study is to provide information for the students and
teachers to know what is the most effective language that needs to be prioritized and
accepted. This study also aims to provide solution that can help students and teachers to
be more active and to gain cooperation for the learning of each and every one. And, this
study aims to know the different impact of the medium of instruction to the academic
performance of the students. Thus the following were the beneficiaries of the study.
School. When students gain knowledge and became successful, many people will
support the school and it will become popular and known for its quality of education. It
would make their service more efficient and serve the best quality of education for their
students.

Teachers. They are now able to teach their students easily and efficiently without
any stress, barrier or even compromising the quality of their lesson. The school will see
the good teaching strategy of the teacher can even be credited for the students’ success. It
would enable the educators to devise different teaching techniques in line with the
medium of instruction.
Students. This study would allow the students to identify their capacity of
comprehension between the two languages used as medium of instruction and also
students will learn easily when the language used is suited with his/ her understanding.
Future Researchers. This study will serve as a guide for those future researchers
that will conduct a research paper. In that way, they will have an idea on how to solve a
problem without difficulties. They will determine or even formulate new studies with this
one as a reference.
Scope and Delimitation
The researcher’s respondents and focused of the study will be the Senior High
School students of St. Augustine Academy of Pampanga. To know the effectiveness and
importance of this study that aims to determine which medium is more effective and if
the used medium in teaching different subject area matters as well as if it has a notable
impact to the students’ academic performance, a total of 100 individuals to be surveyed.
Definitions of Terms
To make the research more knowledgeable and easy to understand, the following
definitions of important terms or variables were used by the study had been defined:
Academic Performance. Known also as “academic achievement", is the extent
to which a student, teacher or institution has attained their short or long-term educational

goals. It is the measurement of student achievement across various academic subjects
(Dictionary.com). In this study it is defined as how well a student meets standards set out
by the local government and the institution itself.
Barrier. Natural formation or structure that prevents or hinders movement or
action. It is something such as a rule, law, or policy that makes
it difficult or impossible for something to happen or be achieved, a fence or other
obstacle that prevents movement or access (Merriam Webster). In the study it is
hindrance to learn because of the language.
Communication. The act of transferring information from one place, person or
group to another. These include our emotions, the cultural situation, the medium used to
communicate, and even our location (Skillyouneed.com). The act of transferring
meanings from one entity or group to another through the use of mutually understood
signs, symbols, and semiotic rules.
Content Area. Content areas is a challenge for many students. The content areas
typically included in this definition are science, social studies/history and math, but any
area outside of English literature instruction constitutes a content area
(Readingrockets.com). It also refers to a defined domain of knowledge and skill in an
academic program.
Medium of Instruction. Language used in teaching. It may or may not be
the official language of the country or territory. If the first language of students is
different from the official language, it may be used as the medium of instruction for part
or all of schooling (K12reader.com). It is the language used by the teacher in teaching. It
can be English and Filipino or combined.

Metacognitive. It is your ability to control your thinking processes through
various strategies, such as organizing, monitoring, and adapting. Additionally, it is your
ability to reflect upon the tasks or processes you undertake and to select and utilize the
appropriate strategies necessary in your intercultural interactions (saylordot.org). It is the
"cognition about cognition", "thinking about thinking", "knowing about knowing",
becoming "aware of one's awareness" and higher-order thinking skills.
Acronyms
ABM - Accountancy and Business Management
BEC - Basic Education Curriculum
DepEd - - Department of Education
ESL - English second language
EMI - English as Medium of Instructions
HUMSS - Humanities and Social Science
HE - Home Economics
ICT - Information Communication Technology
MTB-MLE - Mother Tongue Based Multilingual Education
SAAP - St. Augustine Academy of Pampanga
SHS - Senior High School
STEM - Science, Technology, Engineering and Mathematics

Chapter 2
METHOD
This chapter discussed the research design, respondents, and development of the
research instrument, administration of the survey questionnaire, and the statistical
treatment used for the analysis and interpretation of the data.
Research Design
There are two research design that will be used by the researchers. First was the
descriptive research design that will be used to describe how the different medium of
instruction specifically the English and Filipino language affect and improve the
academic performance of the respondents. Lastly, the correlational research design will
be used to determine the relationship between the two variables of medium of instruction
to the academic performance of the respondents.
According to Neil (2017), a quantitative research “aim to classify features, count
them, and construct statistical models in an attempt to explain what is observed”.
Descriptive Research is a study designed to depict the participants in an accurate way.
More simply put, descriptive research is all about describing people who take part in the
study. It is also gathering information that will describes the different variable according
to its status on the existing phenomenon. It can provide a rich data set that often brings to
light new knowledge or awareness that may have otherwise gone unnoticed or
encountered
The idea behind the descriptive research is to study frequencies, averages, and other
statistical calculation. Although this research is highly accurate, it does not gather the
causes behind a situation. Descriptive research is mainly done when a researcher wants to

gain a better understanding of a topic. It is quantitative and uses surveys and panel and
also the use of probability sampling (Sarkodie, 2012).
And a Correlational research design “tries to look or define the relationship of two or
more variables using statistical data”, a type of non-experimental research method, in
which a researcher measures two variables, understands and assess the statistical
relationship between them with no influence from any extraneous variable (Bhat, n,d).
With the use of this research design the researchers will be able to determine the
relationship between the two variables of medium of instruction to the academic
performance of the respondents. And to determine if the variables are positively,
negatively or there is no correlation at all.
Within correlational research Baht (n, d) stated that essentially there are three types
of correlational research that have been identified first, the positive correlation between
two variables is when an increase in one variable leads to an increase in the other variable
and a decrease in one variable will see a decrease in the other variable. Second, negative
correlation is quite literally the opposite of positive correlation. This means, if there is an
increase in one variable, the second variable will show a decrease and vice versa. And
lastly, no correlation: In this third type, two variables are not correlated. This means a
change in one variable may not necessarily see a change in the other variable. For
example, being a millionaire and happiness is not correlated.
However, the most important characteristic of correlational research is that the two
variables treated are measured (without being manipulated) and the results are
independent of the type of variable (quantitative or categorical) (Price, Jhangiani, &
Chiang, 2017).

Respondents
The respondents of this study will be the Senior High School Students of St.
Augustine Academy of Pampanga such as: Science, Technology, Engineering, and
Mathematics (STEM), Humanities and Social Sciences (HUMSS), Accountancy,
Business, and Management (ABM), Home Economics (HE), Information
Communication Technology (ICT) and selective members of the Faculty of the Senior
High School Department of St. Augustine Academy of Pampanga.
The researchers will randomly select total number of 100 respondents for the
students in the Senior High School Department of St. Augustine Academy of Pampanga
in the school year 2019-2020.
Table 1
Respondents
Section Sample
A 34
B 10
C 10
D 28
E 18
Total 100

Instruments
In gathering the data needed in the study, the researcher distributes the survey
questionnaire as the principal instrument.
A survey questionnaire is the main instrument used in this research. It was in a
form of survey that design to determine the effects of the English and Filipino language
as a medium of instruments in the content areas on the academic performance and
confidence of the respondents. The type of survey that will be use is a rating scale base
on what the respondents experience in terms of abilities and impacts on the said topic.
The survey questionnaire will be personally drafted and served as the main instrument in
gathering the necessary data and information.
Correlational Method will be used in conducting the research in which it allows
researchers to understand and assess the statistical relationship between two variables
which is the English and the Filipino language and it will determine the capabilities and
improvements when it comes on the academic performance of the selected students in
learning from the different medium of instruction.
The questionnaire consists of four parts: the first part of the questionnaire is about
the language of the respondents that is mostly use in a certain place because sometimes it
depends on the places on what kind of language they will be using. The second part is
about what kind of medium instruction the teachers are using in each subjects. The third
part is about how the language affects the academic performance of the respondents and
the comparison of English and Filipino language which is more being compatible to use
and more prefer of respondents. The last part is about the affectivity of language to

respondents on how well they understand a certain language and a comparison of both
English and Filipino of which language they know well.
Data Collection
The researchers will ask permission to the Directress of the Institution, Principal
of Senior High School of St. Augustine Academy to administer the questionnaire to the
respondents. Upon the approval of the request, the researchers will personally distribute
the copies of the questionnaire and give a brief background about our study to the
respondents and retrieve them on the same day. The data that will be gathered will be
tallied, tabulated, and subjected to statistical treatment.
In the construction and validation of questionnaire, the researchers surf the internet,
e- journals and unpublished thesis that were useful to the study. From the reading and
surfing they jotted down important ideas necessary for the questionnaire.
Upon completion of the items for the official questionnaire, it will be presented to
their research adviser for correction and suggestions as well as for validation.
Ethical Consideration
In order to protect and give credence to the participants, confidentiality agreement
will be provided for signing specifically in the questionnaire forms. This will give them
the assurance that any information elicited from them will be kept and handled with
utmost care, no sensitive and personal data or information will leak. This will also serve
as their protection from any illegitimate actions not known and accepted to them as
participants in the study. Participants who will refuse to participate in the study is on their
own decision. Morality, uprightness and objectivity is to be observed in the conduct of
the study. Patience, understanding and sincerity will be combined to acquire lots of

information that will be needed for the analysis. No information from the participants will
be changed to give a good reputation and integrity to the research itself.
The researcher strictly maintained the confidentiality of the gathered data. The
researcher will secure proper dissemination of information and to conform to the ethical
standards in conducting questionnaire that involve the Grade 11 and Grade 12 students in
Senior High School of St. Augustine Academy of Pampanga.
Statistical Treatment
The specific statistical tools will be use in treating the gathered data which were
listed as follows:
1. Frequency count and percentage distribution will be used to describe the personal
language preference of the respondents.
2. Percentage frequency distribution and Mean supported by Likert’s scale will be
use appropriately characterize the respondents’ preferred medium of instruction.
3. Pearson Correlation Coefficient will be used to measure the differences on
Academic Performances when exposed to either English or Filipino Language as
medium of instruction.

Likert’s Scale
Scale Value Range Interval Description
4 3.25– 4.00 Strongly Agree (SA)
3 2.50 – 3.24 Agree (A)
2 1.75 – 2.49 Disagree (D)
1 1.00 – 1.74 Strongly Disagree (SD)

Chapter 3
RESULTS AND DISCUSSION
The main aim of this research is to identify which language is more effective
between English and Filipino as a medium of instruction and if it has a notable impact
with the academic performance of the Senior High School students. This chapter contains
the findings and interpretation result from gathered data to provide a clear understanding
of the dimension being studied. A statistical analysis of the data collected was presented
in order to provide a better understanding. Moreover the results of the research question
raised in the paper were presented sequentially in this chapter.
Language Background
This study has taken the background languages or spoken dialect used by the
students at home, mostly spoken language in public, and the language that they adept or
prefer.
First, the survey revealed that 85% of the respondents uses Filipino and 15% of
the respondents use English language at home.
Language Spoken at Home
15%
Filipino Language
English Language
85%

Second, the language mostly spoken in public by the students, the survey revealed
92% of the respondents uses Filipino and 8% of the respondents uses English.
Language Spoken in Public
8%
Filipino Language
English Language
92%
Lastly, the language that most of the students prefer, the survey revealed 77% of
the respondents uses Filipino and 23% of the respondents uses English.
Language Adept/Prefer
23%
Filipino Language
English Language
77%

On the other hand, the succeeding paragraphs and tables contain the gathered data
and interpretation as well in accordance to the academic performance of students.
Table 1 presents the data about the Oral Instruction in English Language. The
item number one, the first statement obtained a mean of 3.29 with 82.25% of the
respondents who strongly agreed that shows, the students can easily follow or cope with
the lesson when it is discussed in English language. For the second item, there are a total
mean of 3.19 with 94.04% of the respondents who agreed that they (students) can
confidently participate during class recitation if it is expressed in English language.
Third, it obtained a mean of 3.32 with 83% of the respondents who strongly agreed that
they (students) are capable of understanding complex English vocabulary used in the
discussion. For the fourth and last item, obtained the mean of 3.21with 93.46% of the
respondents who agreed that the students can orally and diligently express their ideas
upon the lesson using English language. Overall, the table attained a general weighted
mean of 3.25 with the description of “strongly agree”.

Table 1
Oral Instruction (ENGLISH)
Indicators Mean Description
1. I can easily follow with the lesson when it is discussed Strongly

3.29
in English language.
Agree
2. I can participate confidently during the class recitation
if it is expressed in English.
3.19 Agree
3. I am capable of understanding the complex English

Strongly
vocabulary used in the discussion 3.32
Agree
4. I can orally and diligently express my ideas upon the
lesson when I use English language. 3.21 Agree
Strongly
General Weighted Mean 3.25
Agree

Table 2 presents the data about the Oral Instruction in Filipino Language. The
item number one, the first statement obtained a mean of 3.56 with 89% of the
respondents who strongly agreed that shows, the students can easily follow or cope with
the lesson when it is discussed in Filipino language. For the second item, there are a total
mean of 3.47 with 86.75% of the respondents who strongly agreed that they (students)
can confidently participate during class recitation if it is expressed in Filipino language.
Third, it obtained a mean of 3.49 with 87.25% of the respondents who strongly agreed
that they (students) are capable of understanding complex Filipino vocabulary used in the
discussion. For the fourth and last item, obtained the mean of 3.41with 85.25% of the
respondents who agreed that the students can orally and diligently express their ideas
upon the lesson using Filipino language. Overall, the table attained a general weighted
mean of 3.48 with the description of “strongly agree”.

Table 2
Oral Instruction (FILIPINO)
1. I can easily follow with the lesson when it is discussed 3.56 Strongly
in Filipino language.
Agree

Strongly
if it is expressed in Filipino. 3.47
Agree
3. I am capable of understanding the complex Filipino 3.49 Strongly
vocabulary used in the discussion

Agree
4. I can orally and diligently express my ideas upon the 3.41 Strongly
lesson when I use Filipino language.

Agree
Strongly
Agree

Table 3 contains the data about the Written Instruction in English Language. The
item number one obtained a mean of 3.37 with 84.25% of the respondents who strongly
agreed that, the students can confidently and easily answer activity when it is instructed
in English language. For the second item, there are a total mean of 3.41 with 85.25% of
the respondents who strongly agreed that they (students) can easily understand written
instruction expressed in English language in the activity. Third, it obtained a mean of
3.28 with 82% of the respondents who strongly agreed that they (students) can follow the
instruction easily even it is expressed in complex English vocabulary. For the fourth and
last item, obtained the mean of 3.09 with 97.09% of the respondents who agreed that the
students can effortlessly express ideas and suggestions when they use English language.
Overall, the table attained a general weighted mean of 3.29 with the description of
“strongly agree”.

Table 3
Written Instruction (ENGLISH)
1. I can confidently and easily answer the activity when 3.37 Strongly
it is instructed in English language.

Agree
2. I can easily understand the written instruction

Strongly
expressed in English language in the activity. 3.41
Agree
3. I can follow the instructions easily even it is expressed 3.28 Strongly
in complex English vocabulary.

Agree
4. I can effortlessly express my ideas and suggestions 3.09 Agree
when I use English language.
Strongly
Agree

Table 4 contains the data about the Written Instruction in Filipino Language. The
item number one obtained a mean of 3.52 with 88% of the respondents who strongly
agreed that, the students can confidently and easily answer activity when it is instructed
in Filipino language. For the second item, there are a total mean of 3.31 with 82.75% of
the respondents who strongly agreed that they (students) can easily understand written
instruction expressed in Filipino language in the activity. Third, it obtained a mean of
3.43 with 85.75% of the respondents who strongly agreed that they (students) can follow
the instruction easily even it is expressed in complex Filipino vocabulary. For the fourth
and last item, obtained the mean of 3.4 with 85% of the respondents who strongly agreed
that the students can effortlessly express ideas and suggestions when they use Filipino
language. Overall, the table attained a general weighted mean of 3.42 with the description
of “strongly agree”.

Table 4
Written Instruction (FILIPINO)
1. I can confidently and easily answer the activity when 3.52 Strongly
it is instructed in Filipino language.

Agree

Strongly
expressed in Filipino language in the activity. 3.31
Agree
3. I can follow the instructions easily even it is expressed 3.43 Strongly
in complex English vocabulary.

Agree
4. I can effortlessly express my ideas and suggestions 3.4 Strongly
when I use English language. Agree
Strongly
Agree

Table 5 contains the data about the Class Participation in English Language. The
agreed that, the students they use English language in their English based subjects. For
the second item, there are a total mean of 3.18 with 94.34% of the respondents who
agreed that they (students) can recite in class confidently, when allowed to use English
language. Third, it obtained a mean of 3.24 with 92.59% of the respondents who agreed
that they (students) are confident to communicate in English. For the fourth and last item,
obtained the mean of 3.25 with 81.25% of the respondents who strongly agreed that the
students can easily answer activity when instruction is expressed in English. Overall, the
table attained a general weighted mean of 3.25 with the description of “strongly agree”.

Table 5
Class Participation (ENGLISH)
1. I use English language in our English based subjects. 3.31 Strongly
Agree
2. I can recite in class confidently, when I am allowed to
use English language. 3.18 Agree
3. I am confident to communicate in English. 3.24 Agree
4. I can easily answer activity when instruction is 3.25 Strongly
expressed in English. Agree
Strongly
Agree

Table 6 contains the data about the Class Participation in Filipino Language. The
agreed that, the students they use Filipino language in their English based subjects. For
the second item, there are a total mean of 3.37 with 84.25% of the respondents who
strongly agreed that they (students) can recite in class confidently, when allowed to use
Filipino language. Third, it obtained a mean of 3.45 with 86.25% of the respondents who
strongly agreed that they (students) are confident to communicate in Filipino. For the
fourth and last item, obtained the mean of 3.36 with 84% of the respondents who strongly
agreed that the students can easily answer activity when instruction is expressed in
Filipino. Overall, the table attained a general weighted mean of 3.42 with the description

Table 6
Class Participation (FILIPINO)
1. I use Filipino language in our Filipino based subjects. 3.49 Strongly
Agree
2. I can recite in class confidently, when I am allowed to

Strongly
use Filipino language. 3.37
Agree
3. I am confident to communicate in Filipino. 3.45 Strongly
Agree
4. I can easily answer activity when instruction is 3.36 Strongly
expressed in Filipino. Agree
Strongly
Agree

Table 7 contains the data about the Examination in English Language. The item
number one obtained a mean of 3.39 with 84.75% of the respondents who strongly agreed
that, the students can understand the instructions in the exam when it is expressed in
English. For the second item, there are a total mean of 3.29 with 82.25% of the
respondents who strongly agreed that they (students) can answer the exam confidently
when they use the English Language. Third, it obtained a mean of 3.24 with 92.59% of
the respondents who agreed that they (students) are confident to answer the exam without
asking help or Filipino translation from their teacher. For the fourth and last item,
obtained the mean of 3.34 with 83.5% of the respondents who strongly agreed that the
students can easily understand the content of the exam when it is expressed in English.
Overall, the table attained a general weighted mean of 3.32 with the description of
“strongly agree”.

Table 7
Examination (ENGLISH)
1. I can understand the instructions in the exam when it 3.39 Strongly
is expressed in English.
Agree
2. I can answer the exam confidently when I use the

Strongly
English Language. 3.29
Agree
3. I am confident to answer my exam without asking 3.24 Agree
help or Filipino translation from my teacher.
4. I can easily understand the content of the exam when 3.34 Strongly
it is expressed in English. Agree
Strongly
Agree

Table 8 contains the data about the Examination in Filipino Language. The item
number one obtained a mean of 3.56 with 89% of the respondents who strongly agreed
that, the students can understand the instructions in the exam when it is expressed in
Filipino. For the second item, there are a total mean of 3.49 with 87.25% of the
respondents who strongly agreed that they (students) can answer the exam confidently
when they use the Filipino Language. Third, it obtained a mean of 3.55 with 88.75% of
the respondents who strongly agreed that they (students) are confident to answer the
exam without asking help or English translation from their teacher. For the fourth and last
item, obtained the mean of 3.53 with 88.25% of the respondents who strongly agreed that
the students can easily understand the content of the exam when it is expressed in
Filipino. Overall, the table attained a general weighted mean of 3.53 with the description

Table 8
Examination (FILIPINO)
1. I can understand the instructions in the exam when it 3.56 Strongly
is expressed in Filipino.
Agree
2. I can answer the exam confidently when I use the

Strongly
Filipino Language. 3.49
Agree
3. I am confident to answer my exam without asking 3.55 Strongly
help or English translation from my teacher. Agree
4. I can easily understand the content of the exam when 3.53 Strongly
it is expressed in Filipino. Agree
Strongly
Agree

Chapter 4
CONCLUSIONS AND RECOMMENDATIONS
The following contains the summary of our research that includes the findings,
recommendations and our conclusion according to the data gathered which is measuring
the students’ ability to understand their lessons inside the classroom, under the preferred
medium of instruction and if the medium of instruction has a notable impact to the
students’ academic performance.
Summary of Findings
1. In respect to the respondent’s personal profile in agreement of the two variables
and first statement of the problem, the respondent’s acquire a relatively high
percentage of 85% in the Filipino language used at home. On the other hand,
English language received a relatively low percentage of 15%.
2. In respect to the first statement of the problem also, a very high percentage
respondent’s mainly used and prefer Filipino, as their language used in public and
prefer to use. This indicated that Filipino is more widely used in daily basis.
3. Concerning the second statement of the problem, the respondents understanding
the medium of instruction in oral form in English language, acquire a fairly
percentage of 81.25% and for the Filipino language it obtained a relatively high
87%. This indicate that Filipino language in oral instruction is evidently somehow
much easy to understand and effective.
4. About the written instruction concerning also the second statement of the
problem, for the English language in written form, it gathered 82.25% and for the
Filipino language it obtained a percentage of 85.5%. With this matter, it is evident

that a relatively little difference between the two variables but nonetheless,
Filipino language is also preferred for the written instruction.
5. In concerning the third statement of the problem, for the respondents’ academic
performance in terms of Class Participation for both variable, the English and
Filipino language, obtained 81.25% for the English and on the other hand,
Filipino obtained a percentage of 85.5%. With this it is evident that a relatively
little difference between the two variables but nonetheless, Filipino language is
also preferred for the class participation.
6. In respect of the next variable in the third statement of the problem, the
Examinations. In this matter, English language in terms of examinations gathered
83 % and for the Filipino, it obtained a percentage of 88.25%. This indicate a
relatively high difference for both variable of the study, the English and Filipino
language. Therefore, Filipino language is much evidently used and understand
easily that affect this platform of academic performance.
7. With all the gathered information, we therefore concluded that somehow there is
notable difference on students’ academic performances when the medium of
instruction is only English language or Filipino language.
Conclusion
Based on the findings, the following reports are concluded:
1. In terms of the respondents’ profile with regards to the language spoken at home,
preferred language and spoken language in public, most of them use and prefer
Filipino yet, they are able to use both English and Filipino Language. They are
considered as literate which they can use both English and Filipino Language.

2. Using both English and Filipino language relatively affect the students’ academic
performance due to the fact that not all content areas are English based and others
are needed to be elaborated in order for the students’ to properly understand the
class instructions. There are some cases that students cannot clearly and easily
understand the lesson if English language is solely used. However, if the lessons
were expressed in bilingual state, it will be much effective and efficient that the
students’ academic performance will benefit.
3. In regards to the mean scores of the students’ survey questionnaire in accordance
to the understanding in terms of the medium of instruction which is the written
and oral instruction and academic performance, in terms of class participation and
examinations., Filipino language earned a much higher mean that the mean score
of the English language. In comparison to this, the language of the respondents
used at home and in public as well the language they preferred is Filipino. Thus,
this indicated that the respondents’ preferred language used at home and public
and prefer to use really affect the respondents’ academic performance in school.
Recommendation
1. Adjustment. There must be an adjustment for both students and teachers in order
to achieve a clear and easier way of understanding the class instruction in various
content areas. Aside from many factors that affect the student comprehension in
regards to different language, teachers are expected to make adjustments for the
students’ benefit to enhance their language proficiency while studying and
understanding the various content areas.

2. Providing a virtual lectures to deepen the English and Filipino comprehension and
vocabulary. Strengthening this point of a student can really help enhancing the
language skill of a student and given the fact that it is virtual, it can be access by
many.
3. The researchers also recommend that the educators to have a strategized
systematic programs and techniques that will enhance students’ language skills
for both English and Filipino language.
4. The used of a bilingual state of instructing. It is highly recommended for all
content areas to cater the level of understanding and vocabulary needed for the
students to cope up with the various content areas.
5. Having a seminar or workshop about the use and understanding of English and
Filipino language correctly. Wherein respondents can attend in order for them to
acquire more knowledge that can enhance their skills.
6. Implementation of allotting time for reading English and Filipino literatures. With
this section, having a time to read and comprehend with various literature can
enhance the students’ skills for them to achieve a much great academic
performance.
7. For the future researchers, more variables could be evident as time goes by that
could help in finding which medium of instruction is more effective in giving
class instructions in various content areas are suggested.

References
Amamio, A., (2000). “Attitude of Students and Teachers towards the use of English as
Language of Instruction for Science and Mathematics in the Philippines”.
Retrieved on December 10, 2019. From https://www.linguistics-
journal.com/2006/11/08/attitudes-of-student-teachers-towards-the-use-of-english-
as-language-of-instruction-for-science-and-mathematics-in-the-philippines/
Bhat, A. (n,d). “Correlational Research”. Retrieved on January 9, 2020. From
https://www.questionpro.com/blog/correlational-research/
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December 10, 2019. From; https://www.dlsu.edu.ph/wp-
content/uploads/pdf/conferences/research-congress-proceedings/2018/lli-11.pdf
Casteel, C.P., & Isom, B.A. (1994). “Attitude of Students and Teachers towards the use
of English as Language of Instruction for Science and Mathematics in the
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journal.com/2006/11/08/attitudes-of-student-teachers-towards-the-use-of-english-
as-language-of-instruction-for-science-and-mathematics-in-the-philippines/
Galloway, Nicola., MD. (2017). “How Effective English Medium Instructrion?”.
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magazine/how-effective-english-medium-instruction-emi
Grolier Encyclopedia of Knowledge. (1991) Grolier Incorporated
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December 5, 2019 from; https://keydifferences.com/difference-between-language-
and-communication.html

Appendix A
LETTER OF REQUEST TO THE SCHOOL DIRECTRESS
March 2020
ESTRELLITA P. MULI
School Directress
St. Augustine Academy of Pampanga
Floridablanca, Pampanga
Dear Ms. Muli:

In partial fulfillment of the requirements for the accomplishment of the subject Research
in Daily life 2, we, the students STEM Grade 12 – St. Isidore of Senior High School
Department are presently undertaking a study entitled “English and Filipino: Medium of
Class Instructions and Its Impact to the Academic Performance of the Senior High School
Students of St. Augustine Academy of Pampanga”.
In view of this, may we humbly ask permission from your good office to conduct a study
and administer questionnaire to the Senior High School students of St. Augustine
Academy of Pampanga who are the respondents of the study. Rest assured that the data
will be treated with outmost confidentiality. Any accommodation that maybe extended
will be highly appreciated.
Very truly yours,
RAMOS, MAE S. TORRES, CEDRIK JHON R.

ROMAN, IZABELLA M. VALDEZ, MOWELL ROSCH
SANTOS, JAYMIE VILLAFUERTE, CHRISTIANNE DREW ALEXANDRA R.
SILVA, ED JOSHUA YAMBAO, RED SHAUN D.
TAN, JUSTINE C.
Researchers
Noted by:
MARGERY G. VALDEZ, MAEd

Thesis Adviser
Approved by:
MRS. ESTRELLITA P. MULI
School Directress

Appendix B
LETTER OF REQUEST TO VALIDATE THE QUESTIONNAIRE
March 2020
Dear Madam.
In view of this, may we humbly ask permission from your good office to validate our
questionnaire. We will appreciate if some items will be deleted and some modifications
will be done to ensure that the instrument will serve its purpose well.
Thank you very much.
Very truly yours,

TAN, JUSTINE C.
Researchers
Noted by:

Thesis Adviser
Approved by:
MA. IREZA S. CUNANAN, LPT

SAAP, Senior High School Principal

Appendix C
LETTER OF REQUEST TO THE SENIOR HIGH SCHOOL PRINCIPAL
March 2020
MS. MA. IREZA S. CUNANAN
Senior High School Principal
St. Augustine Academy of Pampanga
Floridablanca, Pampanga
Dear Ms. Cunanan:

In view of this, may we humbly ask permission from your good office to conduct a study
and administer questionnaire to the Senior High School students of St. Augustine
Academy of Pampanga who are the respondents of the study.
Rest assured that the data will be treated with outmost confidentiality. Any
accommodation that maybe extended will be highly appreciated.
Very truly yours,

TAN, JUSTINE C.
Researchers
Noted by:

Thesis Adviser
Approved by:
MA. IREZA S. CUNANAN, LPT

Senior High School Principal

Appendix D
LETTER OF REQUEST TO THE RESPONDENTS
March 2020
Dear Respondents:
Greetings!
In view of this, may we, the researchers humbly ask your outmost cooperation by
answering the attached questionnaires. If possible, do not leave any item unanswered.
Your participation will be a great value for the realization of this study.
Thank you very much for your cooperation.
Very truly yours,

TAN, JUSTINE C.
Researchers
Noted by:

Thesis Adviser
RUSSEL P. MANUEL, LPT

Thesis Adviser

Appendix E
SURVEY QUESTIONNAIRES FOR SENIOR HIGH SCHOOL STUDENTS
Name: (Optional)
Research Title: English and Filipino: Medium of Class Instructions and Its Impact to
the Academic Performance of the Senior High School
Students of St. Augustine Academy of Pampanga
Objective: The main goal of the researchers in this study is to determine the
effectiveness and if it has a notable impact to the students’ academic performance in
using English and Filipino Language as a Medium of Instruction to the Content Areas of
the Senior High School Students at St. Augustine Academy of Pampanga.
General Instruction: Put a check (✔) on the blank space provided in each item that corresponds your
answer.
I. Language background Language/ Dialect mostly spoken in public:
_______ English _______ Filipino
Language/ Dialect spoken at home:
Language you adept/ prefer:
_______ English _______ Filipino _______ English _______ Filipino
II. Medium of Instructions’ Description _______
Oral Instructions
English:
Statement SA A D SD
1. I can easily follow with the lesson when it is
discussed in English language.
if it is expressed in English.
3. I am capable of understanding the complex English
vocabulary used in the discussion.
lesson when I use English language.
Filipino:
Statement SA A D SD
1. I can easily follow with the lesson when it is discussed
in Filipino language.
if it is expressed in Filipino.
3. I am capable of understanding the complex Filipino
vocabulary used in the discussion.
lesson when I use Filipino language.

Written Instructions
English:
Statement SA A D SD
1. I can confidently and easily answer the activity
when it is instructed in English language.
expressed in English language in the activity.
3. I can follow the instructions easily even it is
expressed in complex English vocabulary.
4. I can effortlessly express my ideas and
suggestions when I use English language.
Filipino:
Statement SA A D SD
I can confidently and easily answer the activity when it
is instructed in Filipino language.
I can easily understand the written instruction
expressed in Filipino in the activity.
I can follow the instructions easily even it is expressed
in complex Filipino vocabulary.
I can effortlessly express my ideas and suggestions
when I use Filipino language.
III. Academic Performance
Class Participation
English:
Statement SA A D SD
1. I use English language in our English based
subjects.
2. I can recite in class confidently, when I am
allowed to use English language.
3. I am confident to communicate in English.
4. I can easily answer activity when instruction
is expressed in English.
Filipino:
Statement SA A D SD
1. I use Filipino language in our Filipino based
subjects.
2. I can recite confidently in class when I am
allowed to use Filipino language.
3. I am confident to communicate in Filipino.

4. I can easily answer activity when instruction is
expressed in Filipino.

Examinations
English:
Statement SA A D SD
1. I can understand the instructions in the exam
when it is expressed in English.
2. I can answer the exam confidently when I use
the English Language.
3. I am confident to answer my exam without
asking help or Filipino translation from my teacher.
4. I can easily understand the content of the
exam when it is expressed in English.
Filipino:
Statement SA A D SD
1. I can understand the instructions in the exam
when it is expressed in Filipino.
2. I can answer the exam confidently when I use
the Filipino Language.
3. I am confident to answer my exam without
asking help or Filipino translation from my teacher.
4. I can easily understand the content of the exam
when it is expressed in Filipino.
___________________________________________
Signature of the Respondent

Appendix F
CERTIFICATE OF ORIGINALITY
This is to certify that the research work presented in this thesis entitled " English and
Filipino: Medium of Class Instructions and Its Impact to the Academic " for the
completion of the original and scholarly work carried out by the undersigned. This
research work does not contain words or ideas from published sources or written works
by other persons which has been accepted as basis for the award of any completion from
other basic education institution, except where proper referencing and acknowledgement
were made.
RAMOS, MAE S.
ROMAN, IZABELLA M.
SANTOS, JAYMIE D.
SILVA, ED JOSHUA
TAN, JUSTINE C.
TORRES, CEDRIK JHON R.
VALDEZ, MOWELL ROSCH
VILLAFUERTE, CHRISTIANNE DREW ALEXANDRA R.
YAMBAO, RED SHAUN D.
March 2020

Appendix G
DEVELOPMENT LEARNING PROGRAMS CONCERNING THE ENGLISH
AND FILIPINO LANGUAGE AS A MEDIUM OF CLASS INSTRUCTION THAT
MIGHT AFFECT THE STUDENTS’ ACADEMIC PERFORMANCE
Programs that aim to let the students expand their initial knowledge regarding the
English and Filipino language.
SERVICES OBJECTIVES ACTIVTIES PERSON

INVOLVED
1. Symposium To expand the Forthwith inquiry Students of St.
students’ session between the Augustine
apprehension and students and the Academy of
knowledge speaker regarding Pampanga
concerning biodegradable
biodegradable plastics.
plastics that will
benefit them as a
student and as a
resident in a
community.
2. READ time To provide the Reading literatures Students of St.
students to have a for a certain allotted Augustine
given free time for time. Academy of
them to have a Pampanga
chance to read
different literatures
that can enhance
their comprehension
and vocabulary
3. Virtual Lectures To give reality Video Presentation Students of St.
insights and using multimedia and Augustine
comprehension of technology. Academy of
the languages even Pampanga
they are not in
school, that they can
access in various
platforms.

Appendix H
Curriculum Vitae
Mae S. Ramos
Benedicto, Floridablanca, Pampanga
Email Address: maesiguinramos010401@gmail.com
Informational Background
Date of Birth : January. 4, 2001
Place of Birth : San Fernando, Pampanga
Sex : Female
Height : 5’6’’
Weight : 140 lbs
Religion : Roman Catholic
Civil Status : Single
Father’s Name : Delmar E. Ramos
Mother’s Name : Lilian S. Ramos
Language Spoken : Filipino, Kapampangan and English
Educational Background
Secondary : St. Augustine Academy of Pampanga
Poblacion, Floridablanca, Pampanga
Year Graduated: April 2020
Primary : Colegio de San Gabriel Arcangel of Pampanga

Del Carmen, Floridablanca, Pampanga
March 2014

Appendix H
Curriculum Vitae
Izabella M. Roman
Purok 5 Calantas, Floridablanca, Pampanga

Email Address: izabellaroman@yahoo.com
Birth date: August 05. 2001

Religion: Roman Catholic
Gender: Female
Weight: 132.277 lbs
Height: 5’3
Civil Status: Single
Citizenship: Filipino
Father’s Name: Luisito Manalac Roman
Mother’s Name: Ma. Teresa Diamzon Mercado
EDUCATIONAL BACKGROUND:
Secondary: St. Augustine Academy of Pampanga
Poblacion Floridablanca Pampanga
June 2014- April 2020
Primary: Calantas Elementary School

Calantas Floridablanca Pampanga
June 2007- April 2014

Appendix H
Curriculum Vitae
Jaymie D. Santos
Purok 6 Old Paguiruan, Floridablanca, Pampanga
Email Address: santoseimyaj7@gmail.com
Birthdate: March 23, 2002

Gender: Female
Weight: 116.6 lbs.
Height: 5’1
Father’s Name: Michael V. Santos
Mother’s Name: Melody A. Dela Cruz
Educational Background:
June 2014 – March 2020
Primary: Paguiruan Elementary School

Paguiruan, Floridablanca, Pampanga

Appendix H
Curriculum Vitae
Ed Joshua Silva
Purok 4, Mabical, Floridablanca, Pampanga
Email Address : ej.slva306@gmail.com
Birthdate: October 18, 2001

Gender: Male
Weight: 140 lbs.
Height: 5’10”
Father’s Name: Edwin Descallar
Mother’s Name: Elena Santos
June 2017 – March 2020
Primary: Sto.Domingo Elementary School
Sto.Domingo, Lubao
June 2008- March 2014

Appendix H
Curriculum Vitae
Justine C. Tan
Mabical Floridablanca, Pampanga
Email Address: justinectan1913@gmail.com
Birthdate: December 19, 1992

Religion: Catholic
Gender: Male
Weight: 145.505 lbs
Height: 71 inch
Father’s Name: Armando A. Tan
Mother’s Name: Noemi G. Tan
Poblacion Floridablanca, Pampanga
June 2014- March 2020
Primary: St. Augustine Academy of Pampanga
Poblacion Floridablanca, Pampanga

Appendix H
Curriculum Vitae
Cedrik Jhon R. Torres

Nayon Bautista, Basa Air Base , Floridablanca, Pampanga
Email Address: cedrikjhontorres@gmail.com
Birthdate: January 3, 2002
Religion: Catholic
Gender: Male
Weight: 58
Height: 5’8
Father’s Name: Lesandro T. Torres
Mother’s Name: Janice R. Torres
Secondary: Basa Air Base High School
Basa Air Base, Floridablanca Pampanga
2014-2018
Primary: Basa Air Base Elementary School
Basa Air Base, Floridablanca, Pampanga
2009-2014

Appendix H
Curriculum Vitae
Mowell Rosch Valdez
Purok1 Solib, Floridablanca, Pampanga
Email Address: ginoovaldez@gmail.com
Date of Birth : September 4, 2001
Place of Birth : Ichiloy Israel
Civil Status : Single
Gender : Male
Nationality : Filipino
Religion : Roman Catholic
Secondary : St. Augustine Academy of Pampanga
Present
Primary : Bamban Central Elementary School
Bamban, Tarlac
2013-2014

Appendix H
Curriculum Vitae
Christianne Drew Alexandra Ramos Villafuerte

Purok 5 Sta. Monica, Floridablanca, Pampanga
Email Address: drewvillafuerte@yahoo.com
Birthdate: June 21, 2002

Religion: Catholic
Gender: Female
Weight: 110 lbs.
Height: 5’3”
Father’s Name: Christopher Q. Villafuerte
Mother’s Name: Roanna F. Ramos
Poblacion, Floridablanca Pampanga
2014-2020
Primary: Schola Christi Inc.
Maestrang Kikay, Talavera Nueva Ecija
2007-2014

Appendix H
Curriculum Vitae
Red Shaun Dy Yambao
Ligaya, Pulungmasle, Guagua, Pampanga
Email Address: gotenks1524@gmail.com
Birthdate: October 24, 2002

Gender: Male
Weight: 98.11 lbs
Height: 5’8”
Father’s Name: Richard D. Yambao
Mother’s Name: Zhiela C. Dy
Educational Background
Secondary: Saint Augustine Academy of Pampanga
(e.g., 2014-2020)
Primary: Talang Elementary School

Talang, Pulungmasle, Guagua, Pampanga
(e.g., 2008-2014)

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ENGLISH AND FILIPINO: MEDIUM OF INSTRUCTION AND ITS IMPACT 1

THE PROBLEM AND ITS BACKGROUND

Communication is needed by everyone, it is a must to have with one another but

Language, Language is the essence of communication, without which, it cannot exist.

Language is a medium used in communication with the involvement of using words in

According to Surbhi (2018) language is described as a tool which helps in the

expression of what a person feels or thinks, through arbitrarily produced symbols or

confusion. As a system of communication, different languages are used by people

residing in different areas or belonging to a different community. Language is one of the

because it produces meaningful communication among individuals with different beliefs.

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universal language, which is the English Language, English as a medium of instruction

published in English (about 94 percent of research in international, high-impact

dissertations and research.

Filipino language, which is country’s national language. Here in the Philippines, it is

language of instruction in the educational system.” But as time goes by changes

as our Filipino Language.

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The Philippines’ education system changed from Basic Education Curriculum

(BEC) to the K to 12 Curriculum (also K-12) is an education system under the

and prepare graduates for tertiary education, middle-level skills development,

succeeding 12 years of basic education (6 years of elementary education, 4 years of

different tracks were created such as Academic; Technical-Vocational-Livelihood; and

Sports and Arts.

The Academic track includes four strands: Accountancy, Business, Management

Home Economics (HE), Information Communication Technology (ICT); and Science,

of only three countries in the world with a 10-year pre-university program.

With this K to 12 Education curriculum that was amended by the Former

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Based –Multi –Lingual –Education. MTB-MLE refers to “first-language-first” education

mistakes. It encourages active participation by children in the learning process because

thoughts and add new concepts to what they already know.

acquire reliable knowledge and think systematically. (Grolier, 1991)

understand the lessons and it might affect his/her academic performance.

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Having and using different languages often lead to misunderstanding and

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mathematics program of the schools, hence this investigation.

Similar studies in the Philippines made by Amamio (2000) on attitudes of

intellectualized language and a valuable tool to source information technology. However,

information that is valuable in determining the language to be used as the medium of

attitudes towards the language they use in their fields of specialization.

fluently is being scaled to how intelligent an individual is. If an individual especially a

achievements as considered by several studies is the Language factor. The teaching of

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(ESL), wherein a certain mastery of the English language has to proceed, to

level of performances of the students.

In the Philippines, Cabaysa and Baetiong (2010) conducted a causal-comparative

learning strategies are used by students to further learn about a language.

academic performance of students.

Augustine Academy of Pampanga (SAAP) community prefer when it comes to

language affect their performance academically, will be clearly answered.

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because of its undeniably Catholic quality education.

This study between Filipino and English as a Medium of Instruction to Content

Students of St. Augustine Academy of Pampanga

The language of education is crucial and controversial in our country and to

languages of education have promulgated language policies to solve communication

which in most cases is the official language of the nation.

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INPUT PROCESS OUTPUT

How may the respondent’s

Figure1: Schematic Diagram of the Study