The Extent of Use of The MTB-MLE in Teaching Grade 3 Mathematics and Its Effect On The Performance of The Pupils

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The Extent of Use of the MTB-MLE in Teaching Grade 3 Mathematics and Its
Effect on the Performance of the Pupils
Article · March 2017
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THE USE OF MTB-MLE IN TEACHING MATHEMATICS
The Extent of Use of the MTB-MLE in Teaching Grade 3 Mathematics

and Its Effect on the Performance of the Pupils
A Thesis
Presented to
The Faculty of Graduate School
Foundation University
In Partial Fulfillment
Of the Requirements for the Degree
Master of Arts in Education Major in English
By
MARICRIS D. UAYAN
March 2017
Abstract
The study aimed to identify the extent of use of the MTB-MLE in teaching Grade III
Mathematics and its perceived effect on the performance of the pupils. The school
covered in this study was Ayungon District’s Public Elementary Schools.
Respondents were the 38 teachers handling Grade 3 classes. The following
statistical tools were used in the analysis of data: frequency, percentage, weighted
mean, Cronbach’s α (alpha) and Spearman Rank Correlation Coefficient. Findings
revealed that majority of the teachers handling mathematics were non-master’s
degree holder and most of them havebeen teachingfor 6- 10 years and all of them
have attended relevant trainings in K to 12 instruction. Moreover, most of the pupils
obtaineda “Fairly Satisfactory” grade in Math in the second grading period. It was
alsofound that a “very weak” relationship exists between the extentof use of MTB-
MLE practices in teaching Mathematics in the following areas:teacher practices in
using the language, instructional materials, strategies in teaching mathematics,
assessment and evaluation and parents’ involvement in relevant activities with their
academic performance. Furthermore, it was found that there is a weak relationship
between the teachers’ profile and the extent of useof MTB-MLE in teaching
Mathematics. In general, a relationship was found“very weak” between the use of
MTB-MLE in teaching Mathematics and its perceived effect on pupils’academic
performance.
Keywords: Mother Tongue-Based Multilingual Education, Language of Instruction,
strategies, practices
Table of Contents
Title Page No.
Title Page ............................................................................................................................................................ i
Abstract .............................................................................................................................................................. ii
Approval Sheet .............................................................................................................................................. iii
Table of Contents ..........................................................................................................................................iv
List of Tables .................................................................................................................................................... v
List of Figures .................................................................................................................................................vi
Acknowledgement ...................................................................................................................................... vii
Chapter I: The Problem And Its Scope
Introduction ...................................................................................................................................... 1
Theoretical Background of the Study .................................................................................... 4
Review of Related Literature and Studies .......................................................................... 9
Related Literature............................................................................................................ 9
Related Studies............................................................................................................... 26
Conceptual Framework ............................................................................................................ 28
The Problem ................................................................................................................................... 29
Statement of the Problem ......................................................................................... 29
Statement of the Null Hypotheses ........................................................................ 30
Significance of the Study .......................................................................................... 30
Scope and Limitations of the Study ...................................................................... 31
Research Methodology ............................................................................................................................. 32

Research Design ............................................................................................................ 32
Research Environment ............................................................................................... 32
Research Respondents ............................................................................................... 33
Research Instruments................................................................................................. 34
Research Procedures .................................................................................................. 35
Statistical Treatment of Data................................................................................... 36
Operational Definition of Terms ........................................................................................... 39
Chapter II: Presentations, Analysis and Interpretations of Data ......................................... 40
Chapter III: Summary of Findings, Conclusions and Recommendations ......................... 57
Restatement of the Problem .................................................................................... 57
Restatement of the Null Hypotheses ................................................................... 58
Summary of Findings .................................................................................................. 58
Conclusions ...................................................................................................................... 61
Recommendations ........................................................................................................ 62
References ....................................................................................................................................... 63
Appendices ...................................................................................................................................... 65
A. Permission Letter .................................................................................................. 66
B. Endorsement Letter ............................................................................................. 67
C. Teacher’s Questionnaire .................................................................................... 68
Curriculum Vitae ......................................................................................................................................... 73

List of Tables
Table No. Title Page No.
1 Highest Educational Attainment of the Teachers........................... 40
2 Length of Teaching Experience of the Teachers ............................. 41
3 Relevant Trainings Attended by the Teachers................................. 42
4 Extent of Use in Sinugbuanong Binisayain Teaching

Mathematics (Part B)
(Teacher Practices in Using the Language) ....................................... 43

Mathematics (Part C)
(Strategies in Teaching Math).................................................................. 44
6 Extent of Use in SinugbuanongBinisayain Teaching

Mathematics (Part D)
(Instructional Materials) ............................................................................ 46

Mathematics (Part E)
(Assessment and Evaluation Techniques)......................................... 47

Mathematics (Part F)(Parents’ Involvement
in Mathematics in Relevant Activities) ............................................................................. 49
9 Summary Table of Extent use of MTB-MLE Used

by the Teachers in Teaching Mathematics ........................................ 50
10 Performance of the Pupils

in Mathematics ................................................................................................ 51
11 Relationship between the extent of use of

Mother Tongue Based-Multilingual Education
and Their Pupils’ Academic Performance ......................................... 52
12 Relationship between Teachers’ Profile and

Their Extent of use of the Mother Tongue Based-
Multilingual Education in Teaching Mathematics ......................... 55
List of Figures
Figure No. Title Page No.
1 Theoretical Framework of the Study………………………….. 8
2 Conceptual Framework of the Study………………………….. 28

Acknowledgments
The researcher is very much grateful to GOD ALMIGHTY whose love never
fails, for the wisdom, strength, constant love and for without His graces and
blessings this research work would not have been possible.
Boundless appreciation and deepest thanks for the help and support are
extended to all the people who in one way or the other kick in to the realization of
this research work.
To Dr. Peter T. Dayot, concurrent dean of the Graduate School Program of
Foundation University, for his guidance and suggestions throughout the study;
To Dr. Cristina P. Calisang, University High School Principal of Foundation
Preparatory Academy, her adviser for her valuable guidance, patience and incisive
advice in the preparation and completion of this undertaking;
To Dr. Maria Chona Z. Futalan, faculty member of the College of Arts and
Sciences of Foundation University, her statistician, who helped the researcher
validate the questionnaire, as well as in the analysis of the research data and its
statistical computations;
To Dr. Roullette P. Cordevilla, Dean of the College of Education and MAED
Program Chairperson together with Dr. Eva C. Melon and Dr. Ermita L. Miranda,
member of the panel examiner, for their vivid suggestions and guiding instructions;
To Mr. Salustiano T. Jimenez, CESO VI, OIC-Office of the Assistant Regional
Director and Concurrent Schools Division Superintendent in the Division of Negros
Oriental thru Mrs. Leonivel L. Secusana, Public Schools District Supervisor of

Ayungon District, for their approval to conduct the study and hand out the
questionnaires;
To Mr. Teofan Gallosa,for sharing his precious time reading thoroughly and
editing the researcher’s manuscript to free it from grammatical flaws;
To the Respondents, the Grade III Teachers of Ayungon District for the
cooperation and unselfishly sharing their time in answering the research
questionnaires which contributes a lot in the success of this study;
To her parents, Mama Percy, Mama Judith, Papa Elmer, Papa Buddy and
her siblings Toper, RR, Kiking, and Sharlynfor their constant prayers,
encouragement, love and undying support to the researcher to pursue this study;
and to her nephew, Baby Zion, whose smiles brightens her day;
To the researcher’s school buddy, Joseph and Jelfa for sharing positive vibes,
optimism in the preparation and completion of this study and for always being there
whenever she badly needs them; To Dr. Sheena Mae Comighud for helping the
researcher in the publication of this work;
To her family, relatives, friends and co-teachers for their ideas, moral
support and understanding; and
To Jelord, her dearly loved husband, for the love, inspiration, financial and
emotional support, patience and constant encouragement that inspired her to finish
this research work. To GOD be the highest glory!
Sgd. MARICRIS D. UAYAN

Researcher
Dumaguete City
March 2017
Chapter I
The Problem and Its scope
Introduction
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.
As Mathematics is one subject that pervades life at any age and in any
circumstance. Thus, its value goes beyond the classroom and the school.
Mathematics as a school subject, therefore, must be learned comprehensively and
with much depth (K to 12 Curriculum Guide).
Primary school teachers can make use of the children’s indigenous culture
and the richness of their mother tongue as an effective medium in teaching
mathematics following the MLE framework of listening, speaking/counting, reading
and writing/solving. The mother tongue bridges not only to learn the language but
also to build a strong mathematical foundation that can be used for lifelong learning
in mathematics (Toquero, Ernesto,2010).
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 theyknow 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.
For a sustainable and successful MLE program, there has to be culturally-
sensitive and quality instructional or learning materials. The development of these
materials is very important and should be appropriate to the needs, interests and
abilities of the intended learners. The materials should reflect the learners’ culture,
true to their context and relevant to their situation (Casquite 2010). Instructional
materials are everything-books, modules, activity sheets, games, field trips, films,
and techniques, assessment tools- that teachers use to affect meaningful, purposeful
and productive learning of pupils.
While there is a vast literature on the effectiveness of MLE, it is noteworthy
to study how the teachers use MLE in the multilingual classrooms. Hence, this study
aims to explore the pupil’s math performance while teacher uses multilingual
instruction in teaching mathematics.

Theoretical Background of the Study
This study is anchored on the scaffolding theory of Jerome Bruner.
Brunerbelieved that when children start to learn new concepts, they need
help from teachers and other adults in the form of active support. To begin with,
they are dependent on their adult support, but as they become more independent in
their thinking and acquiring new skills and knowledge, the support can gradually
fade. This form of structured interaction between the child and the adult is
reminiscent of the scaffolding that supports the construction of a building. It is
gradually dismantled as the work is completed.
In a very specific way, scaffolding represents a reduction in the many choices
a child might face, so that they become focused only on acquiring the skill or
knowledge that is required. The simplistic elegance of Bruner’s theory means that
scaffolding can be applied across all sectors, for all ages and for all topics of learning.
He explained that curriculum should be organized in a spiral manner so that
the student continually builds upon what they have already learned. This involved
information being structured so that complex ideas can be taught at a simplified
level first, and then re-visited at more complex levels later on. Therefore, subjects
would be taught at levels of gradually increasing difficultly (hence the spiral
analogy). Ideally, teaching this way should lead children into becoming problem
solvers.
Bruner further explained that the purpose of education is not to impart
knowledge, but instead to facilitate a child's thinking and problem solving skills
which can then be transferred to a range of situations. Specifically, education should

also develop symbolic thinking in children. And as far as instruction is concerned,
the instructor should try and encourage students to discover principles by
themselves and they should engage in an active dialog.
The role of the teacher should not be to teach information by rote learning,
but instead to facilitate the learning process. This means that a good teacher will
design lessons that help student discover the relationship between bits of
information. To do this, a teacher must give students the information they need, but
without organizing for them. The use of the spiral curriculum can aid the process
of discovery learning.
It is important for teachers to provide opportunities for children to constantly learn
new things. Some of those may be highly complex and will require support of a
much focused kind. Teachers need to be aware of the developmental state of each of
the children in their care and should provide scaffolding that is
appropriate.Although this may not be possible to do on their own, teachers can
improvise and provide scaffolding through other support including the use of other
adults such as teaching assistants (para-educators) parent helpers, or more
knowledgeable other children within the classroom.
As children gain in confidence and competence in particular areas, teachers
might place them in groups to extend each other’s learning further. It’s also
important that teachers recognize when a child is at the point where he begins to
learn independently, and decisions can be made to set them free from the
scaffolding.
The theory of “Scaffolding” pupil’s efforts to learn describes how a learner
can be supported to achieve a task or develop a skill. Just as a new building is
surrounded by scaffolding poles as it is being put up, so a new learner may need
different kinds of support to make progress. A learning scaffold usually takes the
form of verbal pointers—the questions, prompts or clues written materials or
physical equipment given by teachers and parents. In L2 teaching, the teacher uses
L1 to support learning when L2 is not yet sufficiently developed to be used alone.
The teacher explains L2 terms when there is need or when pupils cannot express
ideas in the L2. The Mother tongue (L1) is used for expression and the teacher
facilitates development of L2 to enable pupils to adequately express their ideas in
the L2. In the process, the L1 facilitates and strengthens the learning of the L2 by
supporting L2 development for communication.
In the light of this study, upon the implementation of the MTB-MLE Approach
in teaching, the scaffolding theory can help teachers to select and use strategies to
meet pupils’ need to become familiar with the basics of spoken language in order to
ensure that they learn. Furthermore, DepEd Order No. 74, s. 2009 encourages
school administrators and teachers to plan together a curriculum that will ensure
effective implementation of MLE. This calls for teachers to be equipped with
knowledge and skills in planning and selecting strategies and learning materials that
would meet the interests, needs, abilities and ethnic diversity of learners. School
heads and teachers should encourage active participation of parents in classroom
learning activities to ensure awareness, autonomy, and authenticity of curriculum
development efforts that will realize the goals of MLE. A good teacher is an expert in
content and methodology. A good teacher though expert in a particular subject
content cannot teach effectively without a reservoir of methods, strategies and
techniques in teaching. The call for quality education through MTB-MLE, every
teacher, school administrator and parent should work together to achieve academic
excellence and well-rounded personality development of pupils.As Nolasco (2010)
said MLE would not work if and when a ―teacher simply changes the language by
translating the existing materials into the local languages.

Scaffolding Theory by Jerome Bruner
Department of Education Order No. 74, s. 2009
School Head and Teachers Parents
Figure 1: Theoretical Framework of the Study Based on Jerome Bruner Scaffolding
Theory.
Review of Related Literature and Studies
This section of the study presents related literatureand studies that are
related to the problem.
Related Literature
Children’s cultural and linguistic experience in the home is the foundation of
their future learning and teachers must build on that foundation rather than
undermine it; every child has the right to have their talents recognized and
promoted within the school. The cultural, linguistic and intellectual capital of the
societies will increase dramatically when they stop seeing culturally and
linguistically diverse children as ―a problem to be solved and instead open the eyes
to linguistic, cultural and intellectual resources they bring from their homes to the
schools and societies (Cummins, 2000).
The use of the first language, according to Dekker and Young (2005) had been
shown to facilitate acquisition of literacy skills and to provide the foundation for
continuing self-learning. McEachern (2010) noted that many studies have shown
that integrating the mother tongue in classroom instruction can help a child
understand better, encourage participation, enhance cultural awareness, and raise
confidence resulting in improved learning- including the learning of English.
Bernardo (2002) contended that poor performances in solving mathematical
problems are more of a linguistic nature rather than intellectual. Studies in the
Philippines by Bernardo (1998, cited in Dekker and Young, 2005) provided evidence
that cognitive maturity and resultant critical thinking are advanced by the initial use
of the first language as medium of instruction in the early grades of elementary

education. Bernardo (2005) cited related studies done with bilingual students
solving word problems in their first and second languages. For instance, Clarkson
(1991, cited in Bernardo, 2005) reported on the problem solving performance of
Papua, New Guinea students when tested using word problems in English which
was not their first language, found out that 33% to 39% of the students’ errors were
language related (i.e. reading comprehension errors). Bernardo (2005) likewise
reported that such errors occurred at lower levels among native English speakers,
and in that basis, suggested that the difficulties of these students were partly owing
to their lack of proficiency in English.
Bernardo (2002, as cited in Bernardo, 2005) used a recall paradigm to
directly assess Filipino English bilingual students’ understanding of word problems
in Filipino and in English. The study revealed a first language advantage in which
students are better able to understand and solve problems in their first language
better and had more difficulties in understanding the same problems in the second
language.
Moreover, Bernardo (2005) reiterated that the effect of language factors on
problem solving in mathematics depends on the level of mathematical abstractness
of the specific component process involved. According to him, various theorists of
word problem solving (Carpenter, Moser, and Bebout, 1988; Kintsch and Greeno
(1985) had proposed that solving a word problem involves a complex and
interrelated set of information- processing components. These components may
vary in their level of mathematical abstractness or the degree to which the

processes involve the manipulation or transformation of Mathematical concepts
into Mathematical symbolic representations.
The above-cited literatures and studies confirmed the effectiveness of the
child’s first language or mother tongue in mathematics instruction but the present
study aims to explore the pedagogical practices of teachers in using MLE to achieve
its goal-the high academic and cognitive development of pupils.
Language and Mathematics
Mathematics can be recognized as a language in its own right, a language
which has its own vocabulary, grammar, symbols and punctuation (Ellerton and
Clarkson 2002). The teaching of mathematics, however, takes place within a spoken
language, such as English (Zevenbergen, 2001). This spoken language is an essential
element of the teaching and learning of the subject (Gorgorió & Planas, 2001). It is
the vehicle for communication within a mathematics classroom and provides the
tool for teacher-student interactions (Smith and Ennis). Language permits
mathematics learners to ask and answer questions, to convey their understanding
and to discuss their answers with others. It also plays a significant role in the
processing of mathematical text and the interpretation of questions (Hoosain). The
greater emphasis on solving word problems and applications in Math has led many
teachers to express concern. They feel that that students with low literacy levels and
particularly international students for whom English is not a first language are
struggling with comprehension of this material and the wordy nature of some of the
questions (Cosgrove et al., 2012). ‘‘The language used when phrasing a question
poses a major problem for students whose literacy skills would be weak, they can
therefore not answer a question they are mathematically capable of doing! This is a
major issue!’’ (Cosgrove et al., 2012:72). Many students (including those studying at
Higher Level) have also expressed difficulties with interpreting word-based
problems and with providing written explanations for their solutions to
mathematical problems (Jeffes et al., 2013). Students also appear to lack confidence
when asked to draw conclusions from a considerable amount of written information
(Jeffes et al., 2013).
Role of Language in Mathematics Teaching and Learning
Language is an important factor in the learning and teaching of Mathematics.
While for most pupils, a mathematics lesson is generally a language lesson within
the mathematics part, the sequence seems more complicated for second-language
learners. According to research by Nenty (2010) on the influence of language on
pupils’ performance in science and mathematics, classroom use of a language which
is not the language already spoken by the child results in cognitive and pedagogical
difficulties. The language of instruction contributes significantly to the quality of
contributions and over-all academic performance of pupils. The difficulties that
pupils face in terms of language in the classroom are articulated by two points
raised by Bird and Welford that; a) pupils are hindered if they are unable to
articulate clearly in their second language and b) language problems may interfere
in pupils’ understanding of questions. The two are core classroom activities that
help restore difficulties inherent in pupils’ learning.
The effect of language in teaching any subject has been a significant issue to
psychologists and teachers over the years. The language used to convey
mathematical ideas to students has become a topic of increasing concern to
mathematics educators. Language influences all aspects of human endeavor even
though not all languages are equally well developed for such use. One finds that
some languages are more frequently and extensively used than others in a
particular area or location.
Moreover, a recent Australian review of numeracy teaching noted significant
role of language in Mathematics learning. The National Numeracy Review Report,
commissioned by the Council of Australian Governments (CoAG), synthesized
evidence on effective numeracy teaching to support the goal of improving numeracy
outcomes for Australian students. The report of the review acknowledged the
significance of language in Mathematics learning, and recommended: that the
language and literacies of Mathematics be explicitly taught by all teachers of
Mathematics in recognition that language can provide a formidable barrier to both
the understanding of Mathematics concepts and to providing students access to
assessment items aimed at eliciting mathematical understandings (“The Digest:
Language in Mathematics Classroom).
Every language can represents concepts and knowledge in areas of
mathematics in its ownway that is best understood by its people (Buffer and
Laugksh 2001). The same sentiments are echoed by Gondo, Nyota and Mapara that
translation studies have been used throughout history to solve problems of coming
up with registers in other languages. Language is capable of manufacturing and
developing new words as long as it is in active use. What is needed is what Ball and
Bass call “unpacking of mathematical language and content for pedagogical

purposes. Mathematical language can be made accessible to all the pupils in their
own mother tongue for effective teaching and learning. The skepticism has been
whether mathematical vocabulary can well be represented in our own mother
tongue without necessarily compromising the learning of basic mathematical
concepts and facts.
David (2002) opined that language is undoubtedly one of the most important
areas in the curriculum. It is both means to an end in itself. That is, it provides a
child with the tools to communicate at the same time an integral part of the creative
process that results from this communication when the language arts are taught
with awareness as well as enjoyment, students gain competence of their language
and confidence in themselves. They learn to integrate the components of language
into all aspects of their lives.
Mother Tongue-Based Instruction
Mother Tongue-Based Instruction is one of the effective interventions of the
Department of Education in improving the quality of Philippine education. With the
issuance of DepEd Order No. 74 s, 2010 which institutionalizes the Mother Tongue-
Based Multilingual Education-that is, the use of more than two languages for literacy
and instruction – as a fundamental policy and program in the whole stretch of
formal education, including preschool. This is based on the findings of various local
initiatives and international studies in basic education that have validated the
superiority of the use of the learner’s mother tongue or first language in improving
learning outcomes and promoting education for all.

Under this framework, the learner’s first language (L1) is used as the
primary medium of instruction from preschool to at least Grade 3, and as the main
vehicle to teach understanding and mastery of all subject areas like Mathematics,
Science, Makabayan, and language subjects like Filipino and English. Moreover, the
Mother Tongue as a subject and as a language of teaching and learning will be
introduced in Grade 1 for conceptual understanding, while additional languages
such as Filipino, English, and other local or foreign languages are to be introduced as
separate subjects no earlier than Grade 2.
Mother tongue typically the first language of the child and the language
known and used most of the time. It can also be construed as the language of
primary socialization, the language developed by a child from an early childhood.
Mother tongue education implies a linguistically homogeneous community, a
teacher who speaks the language, and the curriculum materials in the mother
tongue. Several pilot projects relating to the Mother-Tongue Based Multilingual
Education (MTB-MLE) disclosed that the teachers observed a remarkable level of
participation among the students because they could readily relate the lessons to
their vast experiences, prior knowledge and other socio- cultural background.
Foundations of Mother Tongue-Based Education
About a decade ago, the world was believed to have between 6,000 and 7,000
languages (UNESCO, 2005a). Of those thousands of languages, only 300 were widely
spoken by 90% of the people worldwide. Back then, about 50% were classified as
endangered languages. This statistics may be even worse today, a decade later. Six
in ten of the endangered languages were found in the Asia-Pacific region. This
discovery led to the important focus on major concepts such as “first language first”,
“mother tongue first bilingual education”, and “mother-tongue based bilingual
education” (UNESCO, 2005a, p. v). A decade later, the impact is felt in publications,
academic conferences, and more importantly in national language policies. Today,
theorists, researchers, scholars, educators, and politicians are all involved in the
discussion of mother tongue-based education (MTBE).
In different publications, UNESCO has been consistent in their claim on the
commitment to the support of MTBE and multilingual education and the diversity
that is reflected in different languages and cultures (Ball, 2010; UNESCO, 2005a,
2005b, 2007, 2010). UNESCO is even more interested with disadvantaged groups of
people. It is no surprise that one of the Millennium Development Goals is on offering
universal primary education, while promoting MTBE.
Citing from Wa Thiong’o, Alexander, and Achebe—three of some of the most
influential linguists on the African continent—Phillipson reiterated that only a
couple of decades ago, 90% of Africans spoke only African languages, 70% of South
Africans understood Zulu, while the arbitrary classification of different types of
English in Africa was incorrect. More than half a century after UNESCO declared the
importance of MTBE for minority children, “and despite a plethora of books, articles,
numerous conventions, declarations and recommendations addressing this issue,
most African countries continue to use” the European languages inherited from the
colonizers (UNESCO, 2010, p. 4). While some may see it as an opportunity offered to
Africans to contribute to the global discourse, others see this as neocolonialism. For
them, African languages face stigmatization because of English imperialism

(Phillipson). Yet, all languages are expected to have equal right to be “protected,
respected and developed” (McIlwraith, 2013, p. 7). This situation has led parents in
some Asian countries, for instance, to the hard choice between fighting English
imperialism and accepting English because of the socio-economic opportunities that
it provides (Li, 2002).
In the case of Africa, “There are objective, historical, political, psycho-social
and strategic reasons to explain this state of affairs including their colonial past and
the modern-day challenge of globalization” (UNESCO, 2010, p. 5). This is despite the
understanding that proficiency in one’s mother tongue (L1) is known to be
somehow beneficial to second language (L2) learning and the protection of
indigenous languages (Kirkpatrick, 2008, 2010a, 2010b, 2010c, 2011a, 2011b;
Nunan, 2009).
UNESCO (2007) gave some strong reasons why MTBE and multilingual
education should be promoted around the world, in the countries that offer a
multilingual setting. With UNESCO’s “Education for All” policy, everyone has the
right to quality education preferably in their own mother tongue. According to
UNESCO, this is even more important for minority groups who are often
disadvantaged with national educational programs. While students from minority or
indigenous groups try to learn to read and write, they must do so in a language new
to them. This double challenge does not help them learn effectively and efficiently.
According to UNESCO, such a disadvantageous educational system can only lead
students from minority groups to higher levels of illiteracy, dropouts, poverty and
undesirable life (UNESCO, 2003, 2005a, 2007). Such system affects female students
even more in many minority group settings (UNESCO, 2005b). Citing a speech by
Luis Enrique López, Dutcher (2001) outlined five major reasons why MTBE should
be promoted (p. 9). First, with MTBE, young learners develop strong L1
competencies. Those learners perform well in all subjects. They develop a higher
level of self-esteem. They develop a solid foundation on which all additional
languages can be built if the students want to learn an additional language. Last,
MTBE promotes more participation of the parents and community in the school
activities. In the case of the Philippines, however, this may not necessary be as
attractive as it sounds because one classroom can easily have the representation of
more than five linguistic backgrounds. MTBE seems to be more challenging in such
multilingual settings (Ghimire, 2012), unlike settings where both students and
teachers share the same local language (Kang, 2012). In fact, while long-term effects
of MTBE may have been proven in Western countries, it has not been clearly
conclusive in countries of the South (D. Malone, 2008).
In the case of MTB-MLE in the Philippines, Mahboob and Cruz (2013)
believed that due to the last century that was mainly focused on English instruction,
this new policy is a major paradigm shift. According to them, the success of MTB-
MLE will highly depend on the change in attitude towards languages. This is a
conclusion they reached after their study revealed some positive attitude towards
the MTB-MLE policy.
Implementation of Mother -Tongue Based Education in the Philippines
One of the changes in Basic Education Curriculum brought about by the
new K-12 program is the introduction of Mother Tongue- Based Multilingual

Education (MTB-MLE) specifically in Kindergarten, Grades 1, 2 and 3 to support the
goal of“Every Child- A- Reader and A –Writer” by Grade 1” (as stated in the
background of the study).
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 himself/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.
Mother Tongue is used as a Medium of Instruction (MOI) for Grades 1, 2 and
3 in teaching Math, Araling Panlipunan (AP), Music, Arts, Physical Education and
Health (MAPEH) and Edukasyon sa Pag-uugali (EsP). Mother tongue is taught as a
separate Learning Area in Grades 1 and 2, as specified in the background of the
study (DepEd Order #31s.2013).
The use of the same language spoken at home, in early grades, helps improve the
pupils’ language and cognitive development in addition to strengthening their socio-
cultural awareness. Local and international studies have shown that early use of
mother tongue inside the classroom produce better and faster learners. It makes
them adept at learning a second (Filipino) and third language (English) too
according to Secretary Armin Luistro as cited by Delon Porcalla (The Philippine
Star) Updated May 16, 2013 – 12:00am).
Nolasco (2010) cited that the child’s mother tongue shall be the medium of
learning in Grades 1 to 3 because the 3R’S and fundamental Math and Science
concepts are introduced in these levels. Makabayan shall be taught in the mother
tongue as well. Furthermore, Foerth as cited by Serquince (2010) stated that the
mother tongue of the students provide the foundation for the emergence of reading
and writing behaviors. Clay et al. as cited by Sequin (2010) posted that the best
entering into literacy is through the use of child’s native language.
August and Hakuta, Collier, Cummins as cited by Banks and Banks (2007)
cited that those students who are literate and had prior formal schooling in their
first language have been found to outperform students who have not been taught in
the mother tongue. Affirming to this is the 2003 results of Trends in International
Mathematics and Science Study (TIMMS) wherein Singapore, Republic of Korea,
Hongkong, China, Taipei, and Japan topped in the said examination. It is worth
noting that these countries do not use English as medium of construction whereas,
the Philippines who use English as medium of instruction ranked among the fifth
from the bottom in Math and Science excellence (Nolasco, 2010).
Furthermore, the Lubuagan experience has shown that using mother tongue
contributes to the performance of pupils. The over-all result of the tests showed that
the experimental class scored nearly 80 percent mastery of the curriculum, while at
control class scored just over 50 percent mastery. The results provided crucial
evidence that mother tongue instruction strengthen learning(Nolasco, 2010).

Despite evidences on the positive effects of the MTB-MLE, it is still not yet
fully accepted. One potential explanation is that such policy is directly undermined
by what Dorian described as “Western language ideologies”, including an “ideology
of contempt” for indigenous languages. Shohamy (2006) as cited by Spolsky (2010)
as explained this idea further. He argued that five specific mechanisms result in the
disregard of mother-tongue based education in some nations: rules and regulations,
educational language policies, language testing, public language use, and ideology,
myths, propaganda and coercion.
The declaration of policies concerning the use of mother tongue entailed well-
crafted and supported language policies in three areas: status planning on the uses
of the language, corpus planning about the language itself which includes material
preparation, and acquisition planning about the users of the language. These areas
require intensive work on the part of the policy makers to come up with a well-
crafted and supported policies. Moreover, implementing mother tongue based
programs would be too expensive, especially when multiple languages are involved
(Spolsky, 2010). The hard work pushes some policy makers not to pursue with it.
Yet, even once appropriate policies are in place, there is often another hurdle:
chronic under-resourcing. This may represent true lack of funds or staff, but it more
likely indicated that indigenous literacy programs are given low priority, or worse
yet, that ‘lip service’ policies are passed with no intention to implement them (King
& Benson, 2012).

Why Children Learn Better While Using Mother Tongue
Results of the 2003 Functional Literacy Education and Mass Media Survey
revealed that out of 57.59 million Filipinos aged 10 to 64 years old, there were 5.24
million Filipinos who could not read and write; 7.83 million who could not read,
write and compute and 18.37 million could not read, write, compute and
comprehend. The forgoing revelation brings us to the bare truth that there is a
prevalence of high functional illiteracy among Filipinos. This has been attributed
mainly to the language of literacy and medium of instruction used in schools.
Why is there a need to use the mother tongue as the first language (L1) in
school? Mother Tongue is typically the first language of the child and the language at
home. It can also be construed as the language of primary socialization, the language
developed by a child from an early childhood. Mother Tongue education implies a
linguistically homogeneous community, a teacher who speaks the language, and the
curriculum materials in the mother tongue. Thus, the school or classroom is not an
alien place for them anymore. Since children were much adept in their mother
tongue, they learned faster and better. More so, they learned to read quickly and
fluently.
As learners develop a strong foundation in their L1, they are gradually
introduced to their second language(s) or L2s (Filipino and English), first orally,
then in the written form. With adequate L2 instruction, cognitive skills and subject
content acquired in the L1 can now transfer to the L2.
Apart from programming the use of several languages, Mother Tongue –
Based Multilingual Education (MTB-MLE) also involves: (a) the development of

cognitively demanding curricula; (b) the training of good teachers in the required
languages forcontent and methodology; (c) the production of error-free and
culturally relevant teaching materials; and (d) the empowerment of the community
(i.e., school-based management).
The owned language of the learners enables them to immediately construct
and explain their world without fear of making mistakes, articulate their thoughts
and add new concepts to what they already know. In turn, their teachers can
accurately assess what has been learned and identify the areas where they need
help (Nolasco, 2010).
Furthermore, Mother Tongue- Based instruction provides an opportunity for
our children to exercise their right to learn in their first language. Therefore, it
promotes literacy, as it hastens the learning process. They are able to: a) understand
what the teacher is saying, b) think well to argue well and d) question properly and
critically (Silva).
Challenges of Mother Tongue-Based Education
Despite the many benefits outlined for MTBE, it also presents some
drawbacks (S. Malone & Paraide, 2011; Oyzon & Fullmer, 2014; Wa-Mbaleka, 2014)
that cannot be ignored in this discussion. First, instructional materials are not
readily available in the majority of local languages. Second, teachers are not trained
in the local languages used for instruction where they teach. Third, primary school
teachers may not have solid training on L1 or L2 learning research and theories.
Fourth, some local languages may not be perceived as important for formal
education. Last, parents may see MTBE as a disadvantage for future employability
where English is highly valued. All of these are major issues that any government
which is promoting an MTB-MLE policy must take into consideration. Ignoring any
of them can certainly lead to certain failure. Although a strong proponent of MTB-
MLE and although optimistic about the success of this policy in the Philippines,
Nolasco (2008) concluded that “The road to multi-literacy and multilingual
education in the Philippines will be a difficult and tortuous one.” Challenges listed
above are easily seen in many places around the nation today. The turmoil is already
happening. The future of MTB-MLE, however, will be determined by how the
Philippine government is able to handle the turmoil.
According to June Jordan (2009), teacher should not teach a child a new
language by scoring, ridiculing and forcibly erasing his first language. At the
beginning of education, mother tongue instruction is very important not only to
develop a strong educational foundation, but also to strengthen the cognitive
development of learners. Unless the mother tongue is used in education, there is a
big gap between the student‘s home and the school. By developing literacy skills in
the first language, mother tongue-based multilingual education helps strengthen the
first language and provides a smooth transition from L1 (first language) to L2
(national language) or L3 (international language) to be used as a medium of
instruction. Mother tongue-based education has a positive impact on educational
and learning outcomes in most of the developing countries.
A child‘s home language can effectively be used as a language of instruction
in the early years of their schooling as a bridge to learning. The positive
reinforcement decreases rates of repetition, failure and dropouts, and provides

long-term benefits like higher self-esteem, greater self-confidence and higher
aspirations for schooling and life (UNESCO, 2006). L1 classrooms allow children to
express themselves, contribute to discussions and develop their intellects as
conversations are carried out in a familiar language. This is thought to lead to more
satisfaction from the education system, therefore reducing dropouts because
learners are able to keep up with what is going on or at least feel they can ask
questions when they do not understand, thus rates of failure and repetition
decrease. In contrast, learners in submersion classrooms are forced to sit silently or
repeat mechanically, leading to frustration and ultimately repetition, failure and
dropout (Benson, 2012). Mother tongue-based multilingual education program has
been established in many minority language communities around the world. Most
teachers, principals and parents of children in that program have found that
students who begin learning in their home language proves the following: (a) Have
more confidence in themselves as learners; (b) Participate more actively in
classroom discussions; (c) Ask more questions; (d) Demonstrate a deeper
understanding of the subjects; (e) Learn to read more easily and understand what
they read; (f) Learn to write more easily and express themselves better in written
form; and (g) Learn the school language – oral and written – more easily and with
greater comprehension. Through a language a child is familiar with, the child is able
to access the power of education, to develop the self-esteem and pride and his
potentials (Insights, 2006). Children who read and write in the mother tongue
before learning another language are not only more successful second language
learners but also excel more quickly than their peers who are not become literate in
their first language (UNESCO, 2003). In the same manner, the implementation of
mother tongue based- multilingual education tend to be drastic in our educational
innovations. Though it provides a positive effect towards the academic performance
and the pride of our heritage, it advocates an insufficient readiness, trainings and
other problems that will be encountered by the concerned authorities such as the
implementers and the teachers.
Related Studies. This section presents some related studies which give the
researcher the necessary information and guidance for the current study.
The study of the Department of Education (DepEd) showed that the use of
learners’ mother tongue is the most effective medium of learning. It also showed
that using the mother tongue inside the classroom in early years of schooling
produces better and faster learners who can easily learn second language (Filipino)
and even a third language (English). Children’s oral skills are improved using the
mother tongue as the classroom becomes a venue for singing, dancing, playing
games, exploring the arts, and telling stories in the regional language (Van der
School, et. al. cited in Tabangan 18).
In the study of Jane K. Lartec, et. al, (2013) entitled “Strategies and Problems
Encountered by Teachers in Implementing Mother Tongue - Based Instruction in a
Multilingual Classroom” found out that the use of mother tongue in teaching in a
multilingual setting affects the way pupils learn. The teaching strategies does not
only adapt to the interplay of the different cultures and languages but give
importance to them and analyzed the strategies of teachers in implementing Mother
Tongue – Based Instruction in a Multilingual Classroom and identified some

problems that teachers encounter in implementing them. The findings showed that
the teachers used strategies such as translation of target language to mother tongue,
utilization of multilingual teaching, utilization of lingua-franca, improvisation of
instructional materials written in mother tongue, remediation of instruction, and
utilization of literary piece written in mother tongue as motivation. Some problems
encountered by the teachers in implementing mother tongue – based instruction
include absence of books written in mother tongue, lack of vocabulary, and lack of
teacher-training. Nevertheless, the study indicated that major attention and effort
are still necessary to be given to the approach.
Conceptual Framework of the Study
Figure 2 on the following page shows the conceptual framework of the study.
This study is geared towards assessing the extent of use ofMTB-MLE in teaching
Grade 3Mathematics. The conceptual framework is consist of the primary
independent variable, the secondary independent variable and the dependent
variable.
The extent of use of MTB-MLE in teaching Grade 3 Mathematics is indicated
as the primary independent variable. This variable is assumed that it affects the
dependent variable which is theGrade 3 pupils’ Mathematics academic performance
in second grading period.
However, the teachers’ profile such as their highest educational attainment,
length of teaching experience, and relevant trainings attended are the secondary
independent variables.
Primary Independent
Dependent Variable
Variable
Extent of use of the following MTB-MLE

Practices in the use of:
 Practices in using the

Language
 Strategies in Teaching Math
Academic
 Instructional Materials Performance of the
 Assessment and Evaluation Grade 3 Pupils
Techniques
Parents’ involvement in relevant activities
Teachers’ Profile
 Highest Educational
Attainment
 Length of Teaching
Experience
 Relevant Trainings
Attended
Secondary Independent
Variable
Figure 2: Conceptual Framework of the Study.

The Problem
Statement of the Problem
The study aimed to determine the extent of use of the MTB-MLE in teaching
Grade 3 Mathematics and its effect on the performance of the pupils.
Specifically, it sought to answer the following questions:
1. What is the profile of the teacher- respondents in terms of:
1.1 highest educational attainment;
1.2 length of teaching experience; and
1.3 relevant trainings attended?
2. To what extent have the MTB-MLE been used by the teacher-respondents in
teaching mathematics in the following areas:
2.1Practices in Using the Language;
2.2 Strategies in Teaching Math;
2.3 Instructional Materials;
2.4 Assessment and Evaluation techniques; and
2.5Parents’ involvementin relevant activities?
3. What is theperformance of the pupils in mathematics based on the grades in
second grading?
4. Is there a relationship between the extent of use of MTB-MLE instruction in
teaching mathematics and their academic performance?
5. Is there a relationship between the profile of the teachers and the extent of
use of the MTB-MLE in teaching mathematics?

Statement of the Null Hypotheses
In relation to the fourth, and fifth research questions, the following
hypotheses will be tested at five level of significance:
Ho4 There is no relationship between the extent of use of MTB-MLE instruction
in teaching mathematics and their academic performance.
Ho5There is no relationship between the profile of the teachers and the extent of
use of the MTB-MLE in teaching mathematics
Significance of the Study
The results of the study are of great importance to the following:
Pupils. They are the direct beneficiaries of improved teaching conditions in
the classroom. Thus, if problems are addressed outright they may have better class
interaction thereby, improving one’s performance;
Teachers. The findings of the study will be of great help to teachers on how
effective their practices in using MTB-MLE instruction to Grade 3 pupils’
Mathematics performance and would help them improve the teaching- learning
process in the classroom. They would also evaluate their performance so as to
enhance their questioning, feedbacking\skills and strategies that they are going to
use in the classroom setting;
School Administrators. The findings of the study will serve as guide for
school administrators in giving technical assistance to the teachers. This will serve
as basis in planning intervention programs to assess and address the gaps and
problems early so as to improve the continuing implementation of the curriculum
and improve school performance;

Parents. The results of the study will help the parents realize their important
role in the performance of their children in school and for them to be aware and be
guided as to how they are going to monitor the problem encountered by their
children in the said learning areas;
Department of Education Curriculum Developers. This serves as basis for
improvement of the K to 12 curriculum; and
Schools Division Superintendent. The result of the said study serves as
basis for the schools division superintendent for improvement in the local settings.
Scope and Limitations of the Study
Scope of the Study. The study focused on the practices in using MTB-MLE
instruction to Grade 3 pupils’ Mathematics performance as experienced by the
Grade 3 teachers in the District of Ayungon. This study covered the Grade 3 classes
of public elementary schools in the District of Ayungon, Division of Negros Oriental.
The Grade 3 teachers were the respondents.
Limitations of the Study. This study was intended to identify the practices
using MTB-MLE instruction to Grade 3 pupils’ Math performance in the public
elementary school level of Ayungon district. The accuracy and reliability of the
responses depended on the ability of the respondents to recall their experiences
upon teaching Math in the Grade 3 level in answering the survey questionnaire.
Teacher’s honesty in answering the survey instrument was also considered as one
of the limitations of the study.

Research Methodology
Research Design. The research utilized the descriptive-correlational method. It is
descriptive since it identified extent practices using MTB-MLE Instruction in
relation to Grade 3 Pupils’ Math Performance and correlational since these
commendable practices would be correlated to the class academic performance of
the pupils. In the same way, the relationship between the profile of the teachers and
their practices was also identified.
Research Environment. The place of this study is in the Municipality of Ayungon,
Negros Oriental. This town is located 81 kilometers north of Dumaguete. Ayungon is
a coastal municipality composed of 24 barangays. This town is one school district
headed by a district Supervisor. Basically, the town is an agricultural area. Small –
scale farmers have their rice fields, corn farm, and other root crops as their main
sources of living. They also have livestock to augment their income.
Some are working in commercial establishments in the municipality. Those
in the coastal areas are into fishing and other livelihood for the fisher folks in which
they can eke out for living. Few of the residents are working in big cities and even
abroad.
Research Respondents. The respondents in this study were the elementary Grade
3 teachers from the different schools of Ayungon district. The list of schools and the
number of teachers in each is found below
Name of Schools Number of Teachers
1. Ayungon Central School 3
2. South Poblacion Elementary School 2
3. Tampocon I Elementary School 1
4. Anibong Elementary School 1
5. Calagcalag Elementary School 2
6. Tiguib Elementary School 1
7. Awaan Elementary School 1
8. Iniban Elementary School 1
9. Tumampon Elementary School 1
10. Manogtong Elementary School 1
11. Inacban Elementary School 1
12. Candanaay Elementary School 1
13. Canlukduhan Elementary School 1
14. Gomentoc Elementary School 2
15. Mabato Elementary School 3
16. Sook Elementary School 1
17. Libtacon Elementary School 1
18. Buenavista Elementary School 1

19. Tibyawan Elementary School 1
20. Tambo Elementary School 3
21. Banban Elementary School 2
22. Lamigan Elementary School 1
23. Nabhang Elemetary School 1
24. Talanyog Elementary School 1
25. Carol-an Elementary School 2
26. Nabalian Elementary School 1
27. Kilaban Elementary School 1
Total Respondents 38
Research Instrument. This study used questionnaire which was specifically
designed for the purpose of this study. It undergone some modifications and
refinements to suit with the intended purpose of this work. The researcher also read
books, articles, publications, previous studies and other related materials regarding
mother tongue –based instruction. Suggestions and pieces of advice from the
experts were carry out regarding the items to be included in the questionnaire to
ensure content validity. The researcher consulted a panel of experts and thereafter
conducted a dry run to find out if the items were valid. The Cronbach’s alpha test
value was calculated to verify the internal consistency reliability coefficient of the
items. The following results are presented such as in teachers’ extent of use in
language has 0.764, use of strategies in teaching Math has 0.902, use of instructional
materials 0.896, assessment and evaluation techniques has 0.874 and parents’
involvements in relevant activities has 0.706. With the said result, validity of the
questionnaire was properly observed.
Moreover, the researcher asked permission from the public schools district
supervisor and principals/school heads for the distribution of the questionnaire to
the teachers-respondents. Thus, the entire questionnaire was presented to some
experts in English for cross checking of grammars and other necessary items aligned
with the specific problems of the study.
Research Procedures. The researcher made a formal letter of request for the
distribution of the final questionnaires. This was signed by the dean of the Graduate
School and approved by the Schools Division Superintendent in the Division of
Negros Oriental. The endorsement and approved letter of request was presented to
the Public Schools District Supervisor and to the respondents for formal permission
regarding the distribution of the questionnaire. She covered the Grade 3 teachers in
the elementary level of Ayungon District. During the distribution, she personally
explained to the respondents the purpose of the research, monitored and
administered the distribution of the questionnaires. Lastly, the math grades of the
pupils were gathered with the permission of the principals/school heads and the
teachers as well.
Statistical Treatment of Data
The following statistical tools were used:
Percentage. This was used to show how a part is related to a whole. It is
used in presenting the profile of the respondents.
𝑃𝑎𝑟𝑡
Formula: Percentage = 𝑊ℎ𝑜𝑙𝑒 𝑥 100
Mean. This was used to get the grade point average of the respondents.
∑𝑥
Formula: 𝑋 = 𝑛
where: X = mean
x = individual grade
n = number of respondents
Weighted Mean. This was used to determine the extent of awareness of the
respondents.
∑𝑓𝑤
Formula: wx= 𝑛
where: wx = weighted mean
f = frequency
w = weight
n = number of respondents
Spearman Rank Correlation Coefficient. This is used to identify the degree of
relationship between the two variables; (a) teachers’ practices in teaching and
pupils’ performance in Mathematics; and (b) teachers’ profile and their practices in
teaching.
Formula:
𝑟 6(∑𝑑 2 )
𝑠=1−
𝑁 𝑁 2 −1
where rs = Spearman rho
∑d2 = sum of the squared differences between ranks
N = total number of respondents
To describe the strength of relationship between the two variables, the
researcher applied the following scales (Statistical Correlation, 2009)
Legend: Value of r Strength of Relationship
Between ± 0.50 to ± 1.00 - strong relationship
Between ± 0.30 to ± 0.49 - moderate relationship
Between ± 0.10 to ± 0.29 - weak relationship
Between ± 0.01 to ± 0.09 - very weak relationship
The level of proficiency at which the student is performing shall be based on
the following criteria (DepEd Order No. 8, s.2015)
Rating Verbal Equivalent Explanation
90% and above Outstanding The student at this level exceeds the core
requirements in terms of knowledge,skills
and understanding, and can transfer them
automatically and flexibly through
authenticperformance tasks.
85%- 89% Very Satisfactory The student at this level has developed
thefundamental knowledge and skills
and core understandings, and can transfer
them independently through authentic
performance tasks.
80% - 84% Satisfactory The student at this level has developed
the fundamental knowledge and skills
and core understandings, and with little
guidance from the teacher and/or with
some assistance from peers, and can
transfer these understandings through
authentic performance tasks.
75% - 79% Fairly Satisfactory The student at this level possesses the
minimum knowledge and skills and core
understandings, but needs help
throughout the performance of authentic
tasks.
74% down Did Not The student at this level struggles with
Meet Expectations his/herunderstandings, prerequisite and
Fundamental knowledge and/or skills
have not been acquired or developed
adequately to aid understanding.

Operational Definition of Terms
The following terms are operationally defined.
Academic Performance - This refers to the obtained grade of the Grade 3 pupils in
their Mathematics class for the school year 2015-2016.
Factors - This refers to the use of different MTB-MLE practices on language,
strategies in teaching Math, instructional materials, assessment and evaluation
techniques and parents’ involvement in relevant activities.
Mother Tongue - This refers to the language that a person has grown up speaking;
the one that a person has known from birth without having to learn it. In this study,
Sinugbuanong Binisaya is the mother tongue.
Mother Tongue – Based -Multilingual Education (MTB-MLE) - It refers to the use
of students’ mother tongue and two or more additional languages as Languages of
Instruction in school. In other contexts, the term is used to describe bilingual
education across multiple language communities—each community using its own
mother tongue aside from the official school language of instruction.
Medium of Instruction - This refers to the language used for teaching and learning
the school curriculum.
Respondents - This term refers to 38 Grade 3 teachers in the District of Ayungon,
Division of Negros Oriental.
Trainings - This term refers to a process by which someone is taught the skills that
are needed for an art, profession, or job.

Chapter II
Presentation, Analysis and Interpretation of Data
This chapter presents, analyzes and interprets the data gathered through the
use of the questionnaire.
Table 1
Highest Educational Attainment of the Teachers
Educational Attainment Frequency Percent
With Master’s Degree 2 5.26

With Master’s Degree Units 17 44.74
Bachelor’s Degree 19 50.00
Total 38 100.00
Table 1 shows that 50% of the teachers are only Bachelor’s Degree Holder
and only 44.74% have Master’s Degree Units while 5.26% are with Master’s Degree.
The finding shows that most of the teachers has not pursued further studies.
The result conforms to the study conducted by Charanchi (2000) whereinit
was revealed that during early 2000, only few teachers aspire to enroll graduate
studies. Another study of Oguntebi (2002) revealed that teachers specially the older
ones do not wish anymore to go further study.

Table 2
Length of Teaching Experience of the Teachers
Number of Years Frequency Percent
1–5 8 21.05
6 – 10 15 39.48
11 – 15 6 15.79
16 – 20 9 23.68
Total 38 100.00
Table 2 shows the length of teaching experience of the teachers. The findings
show that 39.48% of teachers have 6 to 10 years’ experience in teaching
Mathematics. The researcher considers them as teachers who have already adjusted
in the teaching process and its system, practiced the acquired skills needed in their
chosen field, experienced the trainings and used strategies that are useful in their
teaching. Teaching experience of 16 to 20 years has 23.68%. Moreover, 21.05% of
teachers have teaching experience of 1 to 5 years, technically an adjustment period
for teaching and researcher considers them as neophyte. While, 15.79%, have 11 to
15 years teaching experience.
In connection with this result, the study of Topia entitled “The Performance
Ratings of the Public Elementary School Administrators and Teachers in the
Division of Negros Oriental: In Relation to Selected Variables” revealed thatmost of
her teacher respondents spend almost 5-10 years in the teaching profession.
Table 3
Relevant Trainings Attended by the Teachers in the last three years
Specialization Frequency Percent
Mass Training of Teachers on K-12 Curriculum 35 92.11

Mother Tongue as Medium of Instruction 26 68.42
Teaching Strategies for Mother Tongue Instruction 24 63.16
Framework of K-12 Program 33 86.84
Table 3 illustrates the relevant trainings attended by the teachers in the last
three years in relation to K to 12 program. Based on the data, 92.11% attended the
mass training of teachers on K to 12 curriculum, while 86.81% attended trainings on
framework of K to 12 programs. The researcher perceives that these two relevant
trainings are the introductory trainings that are necessary in realizing the K to 12
curriculum and its goals. On the other hand, 68.42% attended trainings on mother
tongue as medium of instruction and 63.16% attended the teaching strategies for
mother tongue instruction. The researcher believes that these two are the core
teaching skills that a teacher must acquire, however the result implies that 14 of the
respondents was not able to attend the most important training on the teaching
strategies for MTB-MLE instructions.
This result is supported by the study of Benson (2012) which found out that
the main challenges of the implementation of the MTB-MLE is the willingness of the
teachers in attending the trainings intended for MTB-MLE instructions. He further
noticed that during the preliminary implementation of MTB-MLE only few teachers
attended trainings prepared by both the national and regional DepEd office.
Table 4
Extent of Use of the Sinugbuanong Binisaya in Teaching Mathematics (Part B)
Practices in Using the Language Weighte Verbal
d Mean Description
μ
1. I translate the terms not understood in English 4.61 Almost Always
to the language pupils could understand in
Tagalog or Sinugbuanong Binisaya.
2. I shift from one language to another 4.26 Almost Always
Sinugbuanong Binisaya to Tagalog to English)
as the needed arises.
3. I modify the language in the textbook by using 4.13 Often
conversational Sinugbuanong Binisaya.
4. I use my language of instruction in constructing 4.05 Often
my pupils’ tests or exams.
5. I allow my pupils to count in English then 3.89 Often
translate in Sinugbuanong Binisaya.
6. I teach in English then translate in 3.79 Often
Sinugbuanong Binisaya.
7. I use code switching/mixing in explaining the 2.84 Sometimes
concepts in Mathematics.
Composite 3.94 Often
Legend: Almost Always = very high
Often = high
Sometimes = fair
Rarely = low
Almost never = very low
Table 4 presents the teachers’ extent of use of MTB-MLE in teaching
Mathematics. Among the practices enumerated, most of the teacher almost always
translate the unfamiliar terms in Sinugbuanong Binisaya and almost always shift
from one language to another (Sinugbuanong Binisaya to Tagalog to English) as the
need arises as reflected on its weighted means 4.61 and 4.26 respectively. On the
other hand, some practices presented on the table above are often used by the
teachers which include modifying the language in the textbook by using
conversational Sinugbuanong Binisaya, using language instruction in constructing
pupils tests or exam, and allowing pupils to count in English then translate in
Sinugbuanong Binisaya with weighted means of 4.13, 4.05, 3.89 and 3.79
respectively. This indicate that the extent of use of MTB-MLE as enumerated above
is “high” because they often use these practices in teaching Mathematics.
This result conforms to the study of Danbolt (2011) wherein he cited challenges in
teaching Mathematics using MTB-MLE. He found that teachers handling Math
subject in primary level often translate the terms in the language that pupils could
understand. They do switching of language in explaining the concepts.

Table 5
Extent of Use of the Sinugbuanong Binisaya in Teaching Mathematics (Part C)
Strategies in Teaching Math Weighted Verbal
Mean μ Description
1. I teach by modelling and by demonstrating. 4.68 Almost Always
2. I present lessons from real life concrete objects to 4.63 Almost Always
abstract.
3. I emphasize understanding, meaning as well as skill 4.61 Almost Always
development.
4. I encourage mastery of skills through drills and 4.61 Almost Always
adequate exercises.
5. I teach Math in the context of day to day lives of the 4.53 Almost Always
children.
6. I give activities that are interesting and enjoyable 4.53 Almost Always
that requires direct manipulation of concrete
objects.
7. I develop concepts through matching, identification, 4.47 Almost Always
naming objects and naming pictures of objects.
8. I encourage accurate thinking and problem solving. 4.45 Almost Always
9. I employ interactive learning through question and 4.45 Almost Always
answer.
10. I encourage peer tutoring. 4.26 Almost Always
11. I use cultural concepts to teach basic concepts in 4.18 Often
math.
12. I stress accuracy in the manner of solving problem. 4.13 Often
13. I employ collaborative/cooperative activities 4.08 Often
through puzzles and problem situations.
14. I encourage my pupils to give situations for 4.00 Often
problem solving in Math.
15. I give modular activities and seatwork. 3.97 Often
16. I clap when counting with the children. 3.95 Often
17. I integrate Mathematics in other subject areas. 3.87 Often
18. I teach number concepts through songs and rhymes 3.84 Often
in local culture.
19. I do outdoor Math with my pupils. 3.16 Sometimes
20. I allow my pupils to do online games in Math inside 1.66 Almost Never
the classroom.
Often = high
Sometimes = fair
Rarely = low
Table 5 presents the strategies in teaching Math. Most of the teacherss
almost always teach pupils with the necessary strategies and practices that enable
them to meet their needs and abilities. They always carry out their Mathematics
lessons by presenting lessons from real life; concrete objects to abstract; giving
activities that are interesting and enjoyable that require direct manipulation of
concrete objects emphasizing understanding, meaning, as well as skill development;
developing concepts through matching, identification, naming objects and naming
pictures of objects stressing accuracy. On the other hand, results also reveals that
giving modular activities and seat works and encouraging accurate thinking and
problem solving were often done by most of the respondents, they sometimes
perform outdoor activities and never carry out their Mathematics lessons by
allowing pupils to access online games inside the classroom due to no access of
internet in t school. The respondents’ answers prove that teachers employ various
strategies and practices in teaching Mathematics that would contribute on the
performance of the pupils. As Domingo (2010) said Math should be taught in
different ways and teachers must employ variety of strategies 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.

Table 6
Extent of Use of the Sinugbuanong Binisaya in Teaching Mathematics (Part D)
Use of Instructional Materials Weighte Verbal
d Mean μ Description
1. I use counters like bundled sticks, straws, 4.76 Almost Always
stones, seeds, etc.
2. I use flashcards. 4.76 Almost Always
3. I use children’s textbook. 4.68 Almost Always
4. I use place value chart. 4.66 Almost Always
5. I give board work after discussing the lesson. 4.63 Almost Always
6. I provide cut-outs and pictures. 4.61 Almost Always
7. I provide number cards. 4.58 Almost Always
8. I prepare “Show me cards”. 4.45 Almost Always
9. I give exercises written on charts. 4.45 Almost Always
10. I provide work sheets/activity sheets. 4.26 Almost Always
11. I prepare teacher made exercises. 4.24 Almost Always
12. I use building blocks. 4.03 Often
13. I use modules in my class. 2.79 Sometimes
14. I photocopy children’s textbook. 2.55 Rarely
15. I use old textbooks written in English. 2.53 Rarely
16. I use LCD projector. 1.63 Almost Never

Often = high
Sometimes = fair
Rarely = low
Table 6 the extent of use of MTB in teaching Mathematics on the use of
instructional materials. Most of the teachers “almost always” use the teaching aids
necessary for the learners to visualize the topics presented like: The use of flash
cards, textbooks, value chart, number cards, worksheets, and other board work
activities. While, they rarely use photocopy and books written in English in teaching
Mathematics. On the other hand, they seldom use the LCD projector in presenting
mathematics lesson. Data above implies that teachers have “high” extent of use of
MTB-MLE instructions in teaching Mathematics with regard to different

instructional materials in teaching Mathematics to achieve meaningful and effective
learning.
In line with the result, the study of Panzo (2012) pointed out that the most
common use of teaching aids is to support a “live” teacher in the classroom. Many
teachers use appropriate instructional media in teaching mathematical concepts.
They designed IMs as supplements to textbook. They include teacher’s manual, skills
books or exercise books, workbooks, test questions, transparencies, lesson guides,
reinforcement activities, bulletin boards ideas, computer software, and audio/video
CDs. Moreover, textbooks are also frequently used by almost all teachersas main
source of information.
Table 7
Extent of Use of the Sinugbuanong Binisaya in Teaching Mathematics (Part E)
Assessment and Evaluation Techniques Weighte Verbal
d Mean μ Description
1. Giving of paper and pencil test
a. periodical test 4.89 Almost Always
b. formative test 4.87 Almost Always
c. summative test 4.79 Almost Always
d. diagnostic test 4.47 Almost Always
2. Oral recitation 4.79 Almost Always
3. Group work 4.61 Almost Always
4. Performance test 4.24 Almost Always
5. Teacher observation 4.18 Often
6. Portfolio assessment 4.13 Often
7. Use of rubrics and rating scale 4.08 Often
Composite 4.51 Almost Always
Often = high
Sometimes = fair
Rarely = low
As can be gleaned from Table 7, majority of the teachers “almost always”
utilize paper and pencil test for formative, summative, periodical test, diagnostic,
pre and post- tests. They also give group work, and performance tests. Over-all, the
respondents “almost always” use the assessment and evaluation techniques
provided using the Sinugbuanong Binisaya in teaching Mathematics with a
composite mean of 4.51. This denotes that many teachers employ conventional
assessment and evaluation techniques in validating learning in their Mathematics
classes. The finding also reveal that the teacher try to use assessment tools
appropriate and suited to the abilities of their pupils. Thus, it implies that the extent
of use of MTB in assessment and evaluation practices is generally “high.” They
believe that these assessment methods are ways of ensuring that pupils’
performance are being evaluated properly and appropriately.
In Ojastro’s (2011) study entitled “Mathematics Assessment Practices of
Grade Six Teachers in Relation to Pupils’ Mathematics Performance in the National
Achievement Test,” he found that, “teach-test” principle clearly imposes on teachers
the need for assessment to get feedback on the effectiveness of the instruction they
employed. Moreover, he added that assessment today is an integral part of teaching.
It has a very significant role in the success of instruction. It serves as a means to
document students’ performance, guide, improve and provide opportunities for
instruction and convey information and expectations to students, parents and other
concerned individuals for their educational growth and development. It is believed
that good assessment practices will result to a better instruction, which in turn will
warrant better performances of students.
Hence, he firmly believed that assessment is an integral part in instruction.
Through assessment, teachers will be given an immediate feedback on their

teaching efficiency and efficacy and they would likewise communicate to their
students’ performance based on the expected level of proficiency.
Table 8
Extent of Use of the Sinugbuanong Binisaya in Teaching Mathematics (Part F)
Parents’ Involvement in Mathematics in Relevant Weighte Verbal
Activities d Mean μ Description
1. I encourage parents to monitor the 4.53 Almost Always

performance of their children in school.
2. I invite parents in school as the need arises. 4.34 Almost Always
3. I schedule meetings for parents to discuss 4.32 Almost Always
children’s academic performance every
grading period.
4. I give assignment/homework during 4.13 Often
weekdays so that parents could also be
aware of their children’s lessons.
5. I involve parents in preparation and 2.08 Rarely
production of instructional materials.
Often = high
Sometimes = fair
Rarely = low
Table 8 presents the parents’ involvement in Mathematics in relevant
activities. As can be seen above, teachers handling mathematics “often” involve
parents in relevant activities in teaching the mathematics subject. The composite
mean of the enumerated parents’ involvement in relevant activities related to
Mathematics is 3.88 or “Often.” Data implies that teachers involve parents in
relevant activities in their teaching of Mathematics is “high.” Education of children is
made more meaningful and significant if both parents and teachers do their utmost
best to create an atmosphere where they can have an open interaction on guiding
their children towards a better, productive school life. This supports what Deles
(2002) found out on her study entitled “Parents’ Extent of Participation in the PTA
in Relation to Pupils’ Academic Performance,” she noted that the role of parents as
partners with schools and teachers in the education of their children is greatly high.
As their children's first teachers, parents “often” help their children’s’ assignments,
projects and other school related requirements. Further, she noted that “often
times” teachers encourage parents to monitor the performance of their children and
“often” invite conferences for feedback purposes.
Table 9
Summary Table of Extent use of MTB-MLE Used by the Teachers in Teaching
Mathematics
Lege
Practices Weighted Verbal nd:
Mean μ Description Almo
1. Practices in Using the Language 3.94 Often st
Alwa
2. Strategies in Teaching Mathematics 4.10 Often ys =
3. Practices in the Use of Instructional Materials 3.98 Often very
4. Assessment and Evaluation Practice 4.51 Almost Always high
5. Parents’ Involvement in Mathematics Instruction 3.88 Often
Often = high
Sometimes = fair
Rarely = low
Table 9 presents the extent use of MTB-MLE in teaching Mathematics. It
reveals that the extent of use of assessment and evaluation techniques is “very high”
or almost always as reflected on its weighted mean of 4.51, while the strategies in
teaching mathematics is “high” or often used by the teachers with a weighted mean
of 4.10. The other practices such as the use of instructional materials, use of
language and parent’s involvement in mathematics instruction are also “high” or
often used by the teachers with weighted means of 3.98, 3.94 and 3.88 respectively.
Additionally, this shows that MTB-MLE alone cannot achieve its goals
without pedagogical skills of teachers. Teachers must ensure that the use of “real-
world” contexts for teaching mathematics maintains a focus on mathematical ideas.

It should be taught using multiple strategies, however, the teacher is responsible for
selecting the strategies appropriate for a specific concept.
The result conformed to the study of Daro (2006) entitled “Performance of
U.S students in Mathematics”. He traced that the method used by the teachers
teaching math at the elementary level is “high”.Further, teachers“often times”
created various assessment and evaluation practices for the better understanding of
the pupils. He also found out that parents’ involvement on children’s academic
performance is moderate.
Table 10
Performance of the Pupils in Mathematics
Number of Years Verbal Equivalent Frequency Percent
85%-89% Very Satisfactory 2 5.26
80%-84% Satisfactory 13 34.21
75%-79% Fairly Satisfactory 23 60.53

Total 38 100.00
Overall Average Academic Performance = 79.47 (Fairly Satisfactory)
Table 10 shows the pupils’ performance in Mathematics in the second
grading. Results reveal that 23 or 60.53% of the respondents got a “Fairly
Satisfactory” grade in Mathematics. Secondly, 13 or 34.21% got “Satisfactory”
grades that range from 80%-84%, and only 2 or 5.26% got a “Very Satisfactory”
grade that range from 85%-89%. This implies that most of the respondents got a
“Fairly Satisfactory” average in most of their Grade 3 Mathematics in the second
quarter, which includes the topics on understanding of multiplication and division

of whole numbers including money in mathematical problems and real life
situations.
Furthermore, average performance of the pupils in Mathematics implies that
the students at this level possess the minimum knowledge and skills and core
understandings, but need help throughout their performance of authentic task.
Table 11
Relationship between the extent of use of MTB-MLE s in teaching Mathematics and
their academic performance
Variables Being Paired to Pupils’ Academic rs Degree of
Performance Relationship
Practices in Using the Language 0.028 Very Weak
Strategies in Teaching Mathematics 0.072 Very Weak
Instructional Materials 0.033 Very Weak

Assessment and Evaluation Techniques 0.018 Very Weak
Parents’ Involvement in Relevant 0.016 Very Weak
Activities
Legend: Value of r Strength of Relationship (Statistical Correlation, 2009)
The data in Table 11 indicates that the following areas in determining the
extent of use of MTB-MLE in teaching Mathematics are factors that affect their
teaching performance are significantly related to the their academic performance of
the pupils namely: teacher practices in using the language, instructional materials,
assessment evaluation techniques and parents’ involvement in relevant activities.
However, the degree of relationship is very weak which denotes that these factors
are not strong predictors of pupil’s mathematics performance. Hence, the value of
this study is still considerable as significant because it expresses collective
perception of teachers of Grade three and it is also very weak since this is how this
factors are perceived by the teacher in using MTB-MLE instruction in their Math
class.
The other variables show a very weak relationship with the pupils’
performance however, the respondents view has almost nothing to do in relation
with their academic performance however, they view that the teacher practices in
using the language is also imperative in improving the academic performance of
Mathematics.
Furthermore, the finding means that the teachers’ practices in teaching Math
using MTB-MLE pupils’ is not considered as determinant to the academic
performance of the pupils and because everything depends on the capability of the
child as to how he performs and cope with the lesson. Teachers then are just
facilitators of learning where it is their role to make mathematics interesting and
worth taking.
This conforms to the of study of Ojastro (2011) wherein he found out that the
extent of use of instructional materials, varied strategies and activities in teaching
mathematics are significantly related to the pupils’ performance.
Moreover, the study of Gregorio (2009) affirmed that effective use of
interactive strategies in teaching mathematical concepts directly affect students’
academic achievements.
Table 12
Relationship between Teachers’ Profile and Their Extent of use of MTB-MLE in

Teaching Mathematics.
Teachers’ Profile and Their Extent of rs Degree of
Practices Relationship
Highest Educational Attainment 0.115 Weak
Length of Teaching Experience 0.110 Weak
Number of Trainings Attended 0.168 Weak
Legend: Value of r Strength of Relationship (Statistical Correlation, 2009)
Table 12 presents the relationship between the teachers’ profile and their
extent of use of MTB-MLE in teaching Mathematics. It showsthat there is a weak
relationship between the profile of the teachers and their extent of use of MTB-MLE
in teaching Mathematics. This means that teachers (a) with baccalaureate degree or
with MA units/degree, (b) novice or experienced, and (c) attended more or less
trainings have almost the same practices in teaching Mathematics using MTB-MLE.
This may also implies that the highest educational attainment and the length of
teaching experience won’t give a higher degree of relationship it is because MTB-
MLE instruction was implemented only in 2013, and with this, the teachers who are
new and have been in the teaching for a longer time more or less used the same
knowledge on the approaches, strategies and practices upon the implementation of
the MTB-MLE instruction.
Hence, Table 12 represents a very alarming relationship between teachers’
profile and their extent of practices. It implies that further studies including master
courses and training has not improved their teaching skills in Mathematics using
MTB-MLE. Furthermore, it denotes that there is a gap between the courses and
trainings’ content towards MTB-MLE and all its related aspects. Teachers are still in
the process of adapting new changes in the curriculum. Although teachers are fully
equipped with various trainings, exposed to professional growth and had been in
the service for many years would not guarantee that the knowledge they acquire are
applicable to what the new curriculum offers or would not guarantee that they are
already expert in the MTB-MLE instruction.
Based on the study of Tundag (2014), she affirmed that the curriculum in the
graduate studies has been used for over a decade and might not include specific
areas on how the K-12 must be implemented, however she further believed that
graduate studies have subjects that focus on classroom strategies and these may
help the teachers in imparting the mother tongue instruction. On the other hand, she
revealed that bigger percentage of the teachers might have vast experiences in
teaching Mathematics but since this is the third year in the implementation of the K
to 12 program wherein the Mother Tongue is used as medium of instruction in
teaching Mathematics, most of them are still greenhorns.
Although, trainings relevant to K to 12 is very limited but as teachers being
molders of young minds, they need to continue to live by the different principles as
to how they can impart and possess information that are applicable to the learners.
As what Charanchi (2000) stressed out that continuous training and mastery of the
subject is an absolute necessity for effective teaching.
Thus, Gregorio (2009) in his study cited that it is not sufficient to be a
graduate in any Teacher Education Institution or a college, or to stand high in the

profession of teaching, but like the pupils, the teacher must grow, and this growth
could be attained by attending professional training and pursuing further studies.

Chapter III
Summary of Findings, Conclusions and Recommendations
This section presents a summary of findings of the study, the conclusions,
and the recommendations.
Restatement of the Problem
The study aimed to determine the extent of use of the MTB-MLE in teaching
Grade 3 Mathematics and its effect on the performance of the pupils.
Specifically, it sought to answer the following questions:
1. What is the profile of the teacher- respondents in terms of:
1.1 highest educational attainment;
1.2 length of teaching experience; and
1.3 relevant trainings attended?
teaching mathematics in the following areas:
2.1 Practices in Using the Language;
2.2 Strategies in Teaching Math;
2.3 Instructional Materials;
2.4 Assessment and Evaluation techniques; and
2.5 Parents involvement in relevant activities?
3. What is the performance of the pupils in mathematics based on the grades in
second grading?
4. Is there a relationship between the extent of use of MTB-MLE instruction in
teaching mathematics and their academic performance?
5. Is there a relationship between the profile of the teachers and the extent of
use of the MTB-MLE in teaching mathematics?
Statement of the Null Hypotheses
In relation to the fourth, and fifth research questions, the following
hypotheses was tested.
Ho4 There is no relationship between the extent of use of MTB-MLE instruction
in teaching mathematics and their academic performance.
Ho5 There is no relationship between the profile of the teachers and the extent of
use of the MTB-MLE in teaching mathematics
Summary of Findings
In view of the results of the study herein are derived from the analysis and
the interpretation of the data.
1. Profile of the Teacher Respondents
a. Highest Educational Attainment. The data shows that out of 38
respondents, 19 or 50% of the teacher-respondents are Bachelor’s Degree
Holder, 17 or 44.74% have Master’s Degree Units and only 2 or 5.26% with
Master’s Degree.
b. Length of Teaching Experience. The data reveals that out of 38 teachers-
respondents, 15 or 39.48% of teachers have 6 to 10 years teaching
experience, 9 or 23.68% of teachers have 16 to 20 years teaching

experience, 8 or 21.05% of teachers have 1 to 5 years teaching experiences
and only 6 or 15.79% have 11 to 15 years teaching experience.
c. Relevant Trainings Attended. The data shows that 92.11% of teachers
attended the mass training of teachers on K to 12 curriculum, 86.81% of
teachers attended on the framework of K to 12 programs, 68.42% of
teachers attended trainings on Mother Tongue as medium of instruction
and 63.16% of teachers attended the teaching strategies for mother tongue
instruction.
2. Extent of Use of MTB-MLE Instruction in Teaching Mathematics;
2.1 Teacher Practices in Using the Language. Results indicate that
the teacher’s practiceslisted in using MTB-MLE instruction in teaching Math
is often used by the teachers in their classes with composite weighted mean of
3.94.
2.2 Strategies in Teaching Mathematics. Results manifest that the extent use
of strategies in teaching Mathematics using MTB-MLE instruction is often used
by the teachers in their classes with composite weighted mean of 4.10.
2.3 Practices in the Use of Instructional Materials. The data reveals that the
extent of use of instructional materials in the classroom is often used by
most of the teacher-respondents with composite weighted mean of 3.98.
2.4 Assessment and Evaluation Techniques. Result shows that the extent
use of assessment and evaluation techniques is always used by the
teacher-respondents with composite weighted mean of 4.51.

2.5 Parents’ Involvement in Relevant Activities. The data indicates that the
extent of parents’ involvement in relevant activities is often participated by the
parents with composite weighted mean of 3.88. Thus, the result of the data
shows that most of the teachers commonly use assessment and evaluation
techniques in teaching Math in Grade three as reflected on its weighted mean
of 4.51.
3. Class Academic Performance of the Pupils in Mathematics
The academic performance of the pupils in mathematics revealed that
the biggest percentage comprising of 23 or 60.53% gets the grades that
range from 75%-79% which means “Fairly Satisfactory.” Secondly, 13 or
34.21% gets the grades that range from 80%-84% which means
“Satisfactory” and only 2 or 5.26% gets the grade that range from 85%-89%
which means “Very Satisfactory.”
4. Relationship between the extent of use of MTB-MLE in teaching
Mathematics and their academic performance
The extent of use of MTB-MLE in teaching Mathematics are factors
that affect their teaching performance and are significantly related to their
academic performance of the pupils namely: teacher practices in using the
language, instructional materials, assessment evaluation techniques and parents’
involvement in relevant activities. However, the degree of relationship is very weak
which denotes that these factors are not strong predictors of pupils’ mathematics
performance.
5.Relationship between Teachers’ Profile and their extent use of MTB-MLE in
Teaching Mathematics
There is a weak relationship between the profile of the teachers and their
extent of use of MTB-MLE in teaching Mathematics. This means that teachers (a)
with baccalaureate degree or with MA units/degree, (b) novice or experienced, and
(c) attended more or less trainings have almost the same practices in teaching
Mathematics using MTB-MLE.
Conclusions
Based on the findings above, the following conclusions are hereby drawn;
1. Majority of the teachers handling mathematics are non-master’s degree holder
and most of them have been teaching for 6- 10 years and all of them attended the
relevant trainings in K to 12 instruction. Most of them used Sinugbuanong
Binisaya in teaching Mathematics subject.
2. The extent of use of MTB-MLE in teaching Mathematics is “high” on the following
areas: teacher practices in using the language, strategies in teaching
Mathematics, use of instructional materials and parents’ involvement in relevant
activities. While, on the use of assessment and evaluation technique is “very
high” (almost always)
3. Most of the pupils got “Fairly Satisfactory” grade during their second grading in
Mathematics.
4. There is a “very weak” relationship between the extents of use of MTB-MLE in
teaching Mathematics on the following areas: teacher practices in using the

language; instructional materials; strategies in teaching mathematics;
assessment and evaluation and parents’ involvement in relevant activities and
their academic performance.
5. There is a “weak” relationship between teachers’ profile and their extent of use
of MTB-MLE in teaching Mathematics.
In general, there is a “very weak” relationship between the use of MTB-MLE in
teaching Mathematics and its perceived effect on pupils’ academic performance.
Recommendations
In the light of the findings and conclusions drawn, it is recommended that:
1. Teachers who are teaching Mathematics are encouraged to use English as an
auxiliary language most especially in discussing mathematical concepts which
have unfamiliar mother tongue equivalents language.
2. The school administrators and supervisors which include the Public Schools
District Supervisors, District-In-Charge, Division Education Program Supervisors
are encouraged to intensify the evaluation of teachers teaching Math in order to
ensure that they apply their learnings in seminars and trainings as well as their
further studies likes Masters’ or Doctors’ Degree.
3. Experimental study on MTB-MLE and English language in teaching Mathematics
must be conducted to verify which language ismore effective to use in teaching
Mathematics.
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Appendices
Graduate School
Dumaguete City
August 20, 2016
LEONIVEL L. SECUSANA
Public Schools District Supervisor
Ayungon District
Ma’am:
I would like to ask permission from your good office to allow me to hand-out my
survey questionnaire utilizing the Elementary School Teachers in Grade III under
your supervision in Ayungon District of the Division of Negros Oriental as
respondents of my research work entitled “The Use of Mother Tongue Based-
Multilingual Education in Teaching Grade III Math: Its Perceived Effect on the
Pupil’s Academic Performance.”
Currently, I am working for a master’s degree at Foundation University, Dumaguete
City and I hope to finish this within this semester.
The procedure that I will use in the collection of data is the questionnaire type. I
assure your good office that data gathered will be used solely for research.
Confidential matters, however will be kept in strict secrecy.
Your very kind consideration and those of the respondents will be highly
appreciated.
Thank you and more power to you and your administration!
God bless.
Respectfully yours,
(Sgd.) MARICRIS D. UAYAN

Researcher
Noted by
(Sgd.) CRISTINA P. CALISANG (Sgd.)PETER T. DAYOT, Ed.D.
Thesis Adviser Dean, Graduate School
(Sgd.) ROULLETTE P. CORDEVILLA, Ed, D.

MAED Program Chairperson
Graduate School
Dumaguete City
July 12, 2016
MR. SALUSTIANO T. JIMENEZ, CESO VI

OIC- Office of the Assistant Regional Director
Concurrent Schools Division Superintendent
Division of Negros Oriental
Sir:
Greetings!
I am undergoing a study entitled “The Use of Mother Tongue Based- Multilingual

Education in Teaching Grade III Math: Its Perceived Effect on the Pupil’s
Academic Performance.” This is in partial fulfillment of the requirements for the
degree of Master of Arts in Education Major in Mathematics.
In line with this, I would like to ask permission from your good office to distribute
the questionnaire to all Grade III teachers in Ayungon District and use the final
rating of Grade III pupils for the school year 2016-2017 as one of the important
documents for my study.
I will assure you that classes of these teachers will not be disturbed and all results of
the study shall be held confidential.
Thank you very much for your favorable response and full support on this regard.
Very truly yours,
(Sgd.) MARICRIS D. UAYAN

Researcher
Noted by
(Sgd.) CRISTINA P. CALISANG (Sgd.)PETER T. DAYOT, Ed.D.
Thesis Adviser Dean, Graduate School
(Sgd.) ROULLETTE P. CORDEVILLA, Ed, D.

MAED Program Chairperson
A Questionnaire
on
The Use of Mother Tongue Based- Multilingual Education in Teaching Grade III
Math: Its Perceived Effect on the Pupil’s Academic Performance
Dear Respondents,
The purpose of this study is to solicit information and determine the extent
of MTB-MLE in teaching Grade III Mathematics and its perceived effect on the
pupils’ academic performance. Please fill out the questionnaire with the needed
information and be objective with your responses. Rest assured that your responses
will be held confidential and be treated objectively.
Thank you very much!
Part I. TEACHERS’ PROFILE
Direction: Please answer the item to the following information.
1. Name: _________________________________________________
2. Highest Educational Attainment
( ) Doctoral Degree
( ) With Doctoral Degree Units
( ) Master’s Degree
( ) With Master’s Degree Units
( ) Bachelor’s Degree
( ) Others (please specify)
3. Number of years in teaching Mathematics: _________________
4. Relevant Trainings Attended Related to K-12 for the Last Three Years
Topics Yes No No. of

Times
1. Mass Training of Teachers on K-12 curriculum
2. Mother Tongue as Medium of Instruction
3. Teaching Strategies for Mother Tongue Instruction
4. Framework of the K – 12 Program

Part II. Extent of use in MTB-MLE Instruction in Relation to Grade 3 Pupils’

Mathematics Performance
teaching Grade 3 Mathematics and its effect on the performance of the pupils?
Legend:
Scale Verbal Description Equivalent Explanation
5 Very High Almost The teaching practice in Math

Always is implemented by the teacher
81-100% of the time.
4 High Often The teaching practice in Math

is implemented by the teacher
61-80% of the time.
3 Fair Sometimes The teaching practice in Math
41-60% of the time.
2 Low Rarely The teaching practice in Math
21- 40% of the time.
1 Very Low Almost The teaching practice in Math
Never is implemented by the teacher
1-20% of the time.
Note: time refers to the 2nd

quarter from September to
November of S.Y 2016-2017
Practices Almos Often Sometimes Rarely Almost

t Never
Alway
s
A. Language used by the Teachers in Teaching Mathematics
1. Sinugbuanong
Binisaya/Cebuano
2. Tagalog
3. English
B. Teacher Practices in Using the Language
1. I shift from one language to another

(e.g. Sinugbuanong Binisaya to
Tagalog to English) as the needed
arises.
2. I translate the terms not
understood in English to Tagalog or
Sinugbuanong Binisaya for the
language pupils to understand.
3. I teach in English then translate in
4. I modify the language in the
textbook by using conversational
5. I allow my pupils to count in
English then translate it in
6. I use code switching/mixing in
explaining the concepts in
Mathematics.
7. I use my language of instruction in
constructing my pupils’ tests or
exams.
C. Strategies in Teaching Mathematics
1. I teach Math in the context of day to

day living of the children.
2. I teach number concepts through
songs and rhymes in local culture.
3. I present lessons from real life
concrete objects to abstract.
4. I give activities that are interesting
and enjoyable that require direct
manipulation of concrete objects.
5. I use cultural concepts to teach basic

concepts in math.
6. I emphasize understanding, meaning

as well as skill development.
7. I develop concepts through matching,

identification, naming objects and
naming pictures of objects.
8. I teach by modelling and by
demonstrating.
9. I clap when counting with the
children.
10. I encourage accurate thinking and
problem solving.
11. I stress accuracy in the manner of
solving problem.
12. I encourage mastery of skills
through drills and adequate
exercises.
13. I do outdoor Math with my pupils.
14. I employ collaborative/cooperative
activities through puzzles and
problem situations.
15. I employ interactive learning
through question and answer.
16. I encourage peer tutoring.
17. I give modular activities and
seatwork.
18. I integrate Mathematics in other
subject areas.
19. I encourage my pupils to give
situations for problem solving in
Math.
20. I allow my pupils to do online
games in Math inside the classroom.
D. Practices in the Use of Instructional Materials
1. I use counters like bundled
sticks, straws, stones, seeds, etc.
2. I provide cut-outs and pictures.
3. I use flashcards.
4. I prepare “Show me cards”.
5. I provide number cards.
6. I use place value chart.
7. I use building blocks.
8. I provide work sheets/activity
sheets.
9. I give exercises written on
charts.
10. I give board work after
discussing the lesson.
11. I use children’s textbook.

12. I photocopy children’s textbook.
13. I use modules in my class.
14. I use old textbooks written in
English.
15. I prepare teacher made
exercises.
16. I use LCD projector.
E. Assessment and Evaluation Techniques
1. Giving of paper and pencil test
a. formative test
b. summative test
c. periodical test
d. diagnostic test
2. Oral recitation
3. Group work
4. Use of rubrics and rating scale
5. Portfolio assessment
6. Performance test
7. Teacher observation
F. Parents’ Involvement in Relevant Activities
1. I give assignment/homework
during weekdays so that
parents could also be aware of
their children’s lessons.
2. I schedule meetings for parents
to discuss children’s academic
performance every grading
period.
3. I invite parents in school as the
need arises.
4. I involve parents in preparation
and production of instructional
materials.
5. I encourage parents to monitor
the performance of their
children in school.
CURRICULUM VITAE
Personal Profile
Name: Maricris D. Uayan
Age: 26
Date of Birth: December 19, 1989
Civil Status: Married
Place of Birth: Bindoy, Negros Oriental
Home Address: Calagcalag, Ayungon, Negros Oriental
Spouse: Jelord Y. Uayan
Mother: Fercedita A. Devero
Father: Elmer B. Devero
Educational Background
Graduate Studies: Master of Arts in Education
Major in Administration and Supervision
Foundation University, 2017
Dumaguete City
Tertiary: Bachelor of Elementary Education
Major in General Education
Foundation University, 2010
Secondary: Demetrio L. Alviola National High School
Bindoy, Negros Oriental, 2006

Elementary: Calagcalag Elementary School
Calagcalag, Ayungon Negros Oriental, 2002
Work Experiences
Elementary School Teacher I, February 2013 – Present

Nabhang Elementary School
Nabhang, Ayungon, Negros Oriental
Quality Assurance, April 2010 – August 2012

SPI Global Publishing Company
Dumaguete City
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The Extent of Use of The MTB-MLE in Teaching Grade 3 Mathematics and Its Effect On The Performance of The Pupils

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Article · March 2017

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The Extent of Use of the MTB-MLE in Teaching Grade 3 Mathematics

covered in this study was Ayungon District’s Public Elementary Schools.

Respondents were the 38 teachers handling Grade 3 classes. The following

mean, Cronbach’s α (alpha) and Spearman Rank Correlation Coefficient. Findings

revealed that majority of the teachers handling mathematics were non-master’s

have attended relevant trainings in K to 12 instruction. Moreover, most of the pupils

MLE practices in teaching Mathematics in the following areas:teacher practices in

using the language, instructional materials, strategies in teaching mathematics,

academic performance. Furthermore, it was found that there is a weak relationship

Mathematics. In general, a relationship was found“very weak” between the use of

MTB-MLE in teaching Mathematics and its perceived effect on pupils’academic

Keywords: Mother Tongue-Based Multilingual Education, Language of Instruction,

Title Page No.

Title Page ............................................................................................................................................................ i

Approval Sheet .............................................................................................................................................. iii

Table of Contents ..........................................................................................................................................iv

List of Tables .................................................................................................................................................... v

List of Figures .................................................................................................................................................vi

Acknowledgement ...................................................................................................................................... vii

Chapter I: The Problem And Its Scope

Theoretical Background of the Study .................................................................................... 4

Review of Related Literature and Studies .......................................................................... 9

Conceptual Framework ............................................................................................................ 28

The Problem ................................................................................................................................... 29

Statement of the Problem ......................................................................................... 29

Statement of the Null Hypotheses ........................................................................ 30

Significance of the Study .......................................................................................... 30

Scope and Limitations of the Study ...................................................................... 31

Research Methodology ............................................................................................................................. 32

Research Design ............................................................................................................ 32

Research Environment ............................................................................................... 32

Research Respondents ............................................................................................... 33

Research Procedures .................................................................................................. 35

Statistical Treatment of Data................................................................................... 36

Operational Definition of Terms ........................................................................................... 39

Chapter II: Presentations, Analysis and Interpretations of Data ......................................... 40

Chapter III: Summary of Findings, Conclusions and Recommendations ......................... 57

Restatement of the Problem .................................................................................... 57

Restatement of the Null Hypotheses ................................................................... 58

Summary of Findings .................................................................................................. 58

A. Permission Letter .................................................................................................. 66

B. Endorsement Letter ............................................................................................. 67

C. Teacher’s Questionnaire .................................................................................... 68

Curriculum Vitae ......................................................................................................................................... 73

Table No. Title Page No.

1 Highest Educational Attainment of the Teachers........................... 40

2 Length of Teaching Experience of the Teachers ............................. 41

3 Relevant Trainings Attended by the Teachers................................. 42

4 Extent of Use in Sinugbuanong Binisayain Teaching

5 Extent of Use in Sinugbuanong Binisayain Teaching

6 Extent of Use in SinugbuanongBinisayain Teaching

7 Extent of Use in Sinugbuanong Binisayain Teaching

8 Extent of Use in Sinugbuanong Binisayain Teaching

9 Summary Table of Extent use of MTB-MLE Used

10 Performance of the Pupils

11 Relationship between the extent of use of

12 Relationship between Teachers’ Profile and

Figure No. Title Page No.

1 Theoretical Framework of the Study………………………….. 8