1

PERFORMANCE OF GRADE 1 PUPILS IN MATHEMATICS

UNDER MOTHER TONGUE- BASED MULTILINGUAL
EDUCATION (MTB-MLE) PROGRAM IN THE
DIVISION OF EL SALVADOR
SY 2013-2014

A Dissertation
Presented to the
Faculty of the Graduate School
Cagayan De Oro College-PHINMA
Carmen, Cagayan De Oro City

In partial fulfilment of the

Requirements for the Degree
Doctor of Philosophy in Educational
Administration and Supervision

LINA CAPILI BEJIGA

March 2014
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Approval Sheet
This dissertation titled “PERFORMANCE OF GRADE I PUPILS IN
MATHEMATICS UNDER MOTHER TONGUE- BASED MULTILINGUAL
EDUCATION (MTB-MLE)PROGRAM IN THE DIVISION OF EL SALVADOR
SY 2013-2014” prepared and submitted by LINA CAPILI BEJIGA in
partial fulfilment of the requirements for the degree of Doctor of
Philosophy in Educational Administration has been examined and
recommended for approval for oral examination.
PEPA V. PONTILLAS, PhD
Adviser

PANEL OF EXAMINERS

Approved by the Committee on Oral Examination with a grade of _______

ALMA T. GURREA, EdD

Chairman

ESTRELLA S. FERENAL, PhD GINA F. LABITAD, PhD

Member Member

CARMELITA O. ELBANBUENA, PhD MA. CORAZON S. MENDOZA,DM

Member Member

GERLINDA G. CORPUZ, PhD

Member

Accepted and approved in partial fulfilment of the requirements for the Degree
of Philosophy in Educational Administration and Supervision.

ALMA T. GURREA, EdD

Director, Institute of Professional
and Graduate Studies
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ACKNOWLEDGMENT

The researcher wishes to convey her appreciation and gratitude to all

those who shared their ideas and extended valuable assistance in the

completion of this study;

Dr. Alma T. Gurrea, the Director of Institute of Professional and

Graduate Studies for her wise ideas, continued professional assistance and

the conceptualization of this research study;

Dr. Pepa V. Pontillas, her adviser and mentor, who painstakingly

reviewed the manuscripts from the proposal stage to the final defense;

To Mr. Alex de la Vega, her statistician, who helped her in the

processing, analysis and interpretation of the statistical data;

Dr. Estrella S. Ferenal, Dr. Carmelita O. Elbanbuena, Dr. Gina T.

Labitad, Dr. Gerlinda G. Corpuz and Dr. Ma. Corazon S. Mendoza, members

of the Panel of Examiners, for the worthy ideas, suggestions and insights

which helped in the improvement of this research;

Dr. Cora T. Asa, Schools Division Superintendent of El Salvador City,

for the valuable suggestions, support , encouragement, and permission to

conduct the study;

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To all School Heads and Grade I teachers of the sample schools for

giving her the opportunity in conducting the test and to administering the

questionnaires to their Grade I pupils.

Miss Junalyn Flores, secretary of the Institute of Professional and

Graduate Studies , for the valuable support and assistance when help was

needed;

The Grade I Pupils of El Salvador Division and their respective

teachers and Dr. Aster M. Gallega, Public School District Supervisor for giving

support and cooperation during the administration of the research

instruments;

To her good friends; Doreen, Flor, Ludwig, Paul, Sir Cupid, Roxan,

Lou Lea, Evalyn and Geneveive for the company, assistance and inspiration

to pursue the research study;

To her co- teachers and close friends in the Division of El Salvador,

namely; Amoros Elementary School Teaching Force, special mention to Mam

Nice, Agnes, Denden, Olive, Shajera, Grace E., Mafe, Gangging, Rosie and

Rosela for the help and friendship;

Her beloved husband, Tholitz, for the unending support

encouragements, inspiration , understanding and love for the researcher to

finish this research work;

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To his son, Yuri, for the help in arranging the questionnaires and

selfless love which eases the burden during the conduct of the study; and

Above all, to GOD Almighty, for giving the researcher the strength,

good health, courage, determination and wisdom.

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Dedication

This book is dedicated to my husband Tholitz and son Yuri.

Lin
 7

Title: PERFORMANCE OF GRADE I PUPILS IN

MATHEMATICS UNDER MOTHER TONGUE-
BASED MULTILINGUAL EDUCATION (MTB-
MLE)PROGRAM IN THE DIVISION OF EL
SALVADOR SY 2013-2014

Total Number of Pages: 121

Text Number of Pages: 102

Author: BEJIGA, LINA CAPILI

Type of Document: Dissertation

Type of Publication: Unpublished

Host Institution: Cagayan de Oro College

Phinma Education Network

Address of Institution: Carmen, Cagayan De Oro City

Region: X

Sponsor: none

Keywords: Performance, Grade I Mathematics, MTB-MLE

Program

Abstract:

Summary

This study attempted to determine the performance of Grade I Pupils in

Mathematics under Mother Tongue -Based Multilingual Education (MTB-MLE)

Program in the Division of El Salvador SY 2013-2014.It is believed that some

specific variables have some associations with the pupils’ performance. The

dependent variables in this study are the respondents’ performance in the

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four macro skills namely; addition, subtraction, fraction and measurement.

The independent variables are gender, age, attitude towards mathematics,

preschool preparation, parental follow-up and type of school.

This study attempted to find out the performance of Grade I in

Mathematics under the Mother Tongue- Based Multilingual Education

Program (MTB-MLE). It also sought to determine if significant relationship

existed between the aforementioned dependent and the independent

variables.

Findings:

The following were the salient findings of the study:

1. Of the 392 Grade I pupil respondents in the Division of El Salvador , 203

(51.79%) were boys and 189 were girls (48.21%). Twelve (3.06%)of them

were 5 years old, 202 (51.53%) were 6 years old, 58 (14.80%) were 61/2

years old, 74 (18.88%) were 7 years old, 12 (3.06%) were 71/2 years old), 16

(4.08%) were 8years old ,6 (1.53%) were 81/2, 3 (0.77%) were also 9 years

old and 9 (2.30%) respondents were 10 years old.

2. In the variable, attitude towards mathematics subject, majority of the

respondents expressed “seldom” or expresses negative attitude to all the

questions; I like Mathematics as a subject has a mean of 1.78 and an

extremely negative description, I study my lessons in Mathematics with a

mean of 1.97 and a description of negative, I enjoy Mathematics because it’s

interesting with a mean of 1.98 and its description is negative, I perform

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assignments or activities in Mathematics with a mean of 2.10 and a negative

description, I feel sleepy during Mathematics period with a mean of 2.42 and

a description of negative, Mathematics is so boring to me with a mean of 2.32

and a negative description, I listen very well to my Mathematics teacher’s

discussion has a mean of 1.78 and a negative description, I do not make my

assignments in Mathematics with a mean of 2.37 and a negative description,

I feel lazy when my teacher talks about Mathematics with a mean of 2.43 and

a negative description and I feel bored during Mathematics period with a

mean of 2.44 and still the description is negative.

3. In the variable, preschool preparations, 68 (17.85%) respondents

underwent 1 year and 324 (82.65%) experienced 2 years before entering

Grade I.

4. In the variable, parental follow-up, the overall mean is 1.55 with a standard

deviation of 0.68 and the description is extremely negative.

5. In the variable, type of school, 185 (47.19%) came from Central Schools

and 207 (52.81%) came from Non-central Schools.

6. There was no significant relationship between the students’ gender, age

preschool preparation and performance in Mathematics since the computed r

value were 0.036, 0.022 and 0.080 respectively.

For a variable to become significant, it should be greater than the set

probability value which is 0.05.

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The result of this study indicates that the observed level of significance

for gender (477), age (0.664) and preschool preparations (.116) were under

the null hypothesis since they are greater than the set proven probability.

These variables were not associated to the respondents’ performance in

Grade I Mathematics.

There is significant relationship between the variables attitude towards

math subject, parental follow up and type of school and the respondents’

performance in Mathematics.

The null hypothesis is rejected since the obtained probability values

were lesser than the level of significance set at 0.01.This further implies that

attitude towards mathematics, parental follow- up and type of school affects

the performance.

Conclusions:

The facts derived from the analysis of data provided the basic ground

for the conclusion and implication of the study. Thus, the finding of this

research on the analysis on the performance of Grade I in Mathematics under

the Mother Tongue- Based Multilingual Education Program in the Division of

El Salvador, SY 2013-2014 resulted to the following conclusions.

Since pupils’ attitude in mathematics resulted majority to a description

of “negative”, It is a realization that teachers and parents should possess

positive attitude that will be radiated to pupils’ confidence and self-esteem,

hence it will develop positive attitude towards the learning in Mathematics.

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a. This further connotes that teachers teaching Grade I Math using

mother tongue as medium of instruction must develop positive attitude

on the new curriculum and make learning more interesting and

appealing to children in order to help them develop positive attitude on

the subject. Mathematics teachers under the MTB-MLE program ought

to create interesting and non-threatening environment in their way to

help children to develop positive attitude towards the subject and keep

it without inhibition and hence improve their performance.

b. The greatest number of errors committed by the pupils falls on the

conceptual error. This means that the concept of the subject was not

developed. The pupils had no knowledge at all on the subject. This is a

very alarming result to the teachers and parents, thus immediate

innovations and interventions should be done by the administrators,

teachers, parents and stakeholders. An action plan must be designed

and implemented.

c. A significant relationship existed in attitude towards Mathematics,

parental follow up and type of school. The result implies that parents

and teachers play a vital role on the performance of the children.

With the type of school, teachers from the central school

are more aware, informed, seasoned and more competent compared

to the teachers in the hinterland. Though both are competent, teachers

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from the non-central or hinterland schools were newly hired teachers.

They still did not have seminars and workshops in Kto12 curriculum.

Recommendations

From the findings revealed in this study and in consideration of

its limitation on the scope of topics and respondents, the following are

recommended:

The result revealed in this study along with the similar findings

in other researches, should perhaps be given consideration by DepEd

Perhaps:

1. DepEd can:

1.1. Take a look at the content and approaches introduced and

implemented by the Kto12 curriculum.

1.2. Teacher’s materials should be properly contextualized into

mother tongue as they are stated in English.

2. To The Administrators:

2.1. Strengthen the linkage with parents and other stakeholders

to solicit cooperation on the education of their children.

2.2. Conduct an in-service training among Grade I teachers on

the appropriate teaching methodologies, IM’s making, lesson

plan contextualization, Reproduction and designing big and

small books appropriate for a certain mathematical objectives.

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2.3 Strict monitor and evaluate the use of mother tongue as

medium of instruction in Mathematics.

2.4. Conduct a re- orientation to parents and stakeholders for

them to fully understand the new curriculum on MTB-MLE.

2.5. Conduct a school – based training on the use of a computer

–based instruction in Mathematics.

2.6. Regular classroom observations and LAC sessions.

2.7. Intensified Instructions.

3. To the Teachers;

3.1. They should provide classroom activities/strategies that

would encourage the pupils to participate and motivate the

lesson.

3, 2.Provide corners for manipulative toys for pupils to play or

manipulate during vacant times

3.3. Discover new ideas that could help in enhancing

mathematics teaching and learning

3.4. Give emphasis in teaching the concept in mathematics

3.5.Teachers in Grade I Mathematics under MTB-MLE

classrooms must help their students achieve a successful

education; the teachers must understand and follow two specific

pedagogical approaches. First, they must begin with what the

students already know-‐-‐their own language and the knowledge

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and skills they have acquired through living in their own

community-‐-‐and use that as the foundation for teaching new

content and concepts. Second, teachers must help their pupils

to develop oral, written and higher level thinking skills in the

language they know best and, at the same time, support the

students as they gradually learn the official school language.

3.6 Provide more exercise and remediation on reading words

and symbols in Mathematics.

3.7 Conduct regular parent’s meetings and home visitations.

3.8 Giving more ICT-based instructions and learning materials.

3.9 Outside the classroom teaching and learning should be

done sometimes to make Mathematics learning more fun and

enjoyable (conducting field trips on the nearby places, school

gardens, playgrounds etc.)

3.10. Conducting more learning activities adopting the concept

of John Dewey’s “Learning by Doing”.

4. Avenues for further studies

4.1. For the future researchers, this study may be replicated in

another research environment and include topics not covered in

this research.
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TABLE OF CONTENTS

APPROVAL SHEET ii

ACKNOWLEDGEMENT iii

ABSTRACT vii

LIST OF FIGURES xvii

LIST OF TABLES xviii

Chapter

1 THE PROBLEM

Introduction 1

Theoretical and Conceptual 5

Framework

Schematic Diagram 9

Statement of the Problem 10

Hypothesis 12

Scope and Limitation of the Study 12

Significance of the Study 13

Definition of Terms 14
 16

2 REVIEW OF RELATED LITERATURE

AND STUDIES 19

3 RESEARCH METHODOLOGY 25

Research Design 25

Research Setting 26

Sample and Sampling Procedure 27

Research Instrument 28

Data Gathering Procedure 29

Categorization of Variables 29

Analysis of the Written Test 31

Common Errors 33

Coefficient of Correlation 33

Statistical Treatment 34

4 PRESENTATION, ANALYSIS AND

INTERPRETATION OF DATA 35

5 SUMMARY, CONCLUSION AND

RECOMMENDATION 67

Summary 67
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Findings 69

Conclusions 71

Recommendations 73

BIBLIOGRAPHY 76

APPENDICES

A Letter to the School Division Superintendent 79

B Table of Specifications 81

C Questionnaires of the written test 82

CURRICULUM VITAE 100

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LIST OF FIGURES

Page

Figure I. Schematic Diagram showing the relationship

between the Independent and Dependent Variables 9
 19

LIST OF TABLES

Table Page

1. Distribution of Pupil Respondents in

Of Sex 35

2. Distribution of Pupil-Respondents

In Terms of Age 37

3. Distribution of Pupil-Respondents

In terms of Attitude Towards

Mathematics 39

4. Distribution of Pupil-Respondents

In terms of Years in Pre School 41

5. Distribution of Pupil-Respondents in

Terms of Parental Follow-Up 42

6. Distribution of Pupil-Respondents

In Terms of Type of School 45

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7. Descriptive Statistics of the Performance

Of Grade I Pupils in Mathematics 46

8. Descriptive Statistics of the Common

Grade I Pupils in the Different Macro

Skills in Mathematics 48

9. Correlation Matrix between Respondent

Profile and Performance in Mathematics 51

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Chapter 1

THE PROBLEM

Introduction

Language is an integral feature of educational practices in the

classroom. Teachers communicate content and instruction via language.

Learners listen and interact via language in the process of learning. It would

seem imminently commonsensical to assert that, in the context of formal

educational setting, children are going to be most effectively taught when both

teachers and children speak well the language of instruction. That, after all, is

the prevailing model in most developed countries where one generally finds

effective educational system producing solid results.

Mother Tongue in the context of formal education is used to refer to the

language of the child learned first and the he usually speaks best. It raises the

level of educational outcomes across the board and the cause of gain in

mastery of educational skills. It is a fundamental educational policy program,

founded on the basic premise of starting “where the learners are, and from

what they already know. The successful implementation of mother tongue

instruction policy at the classroom level is irrefutable. However, the success

of this approach lies not only on the school administrators but also depends

on the teacher and support that both teachers and learners receive from other

stakeholders during the policy’s implementation. Teachers play a very

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important role in the instruction and implementation. Walter (2007) stresses

that the use of mother tongue as a medium of instruction raises the level of

educational outcomes across the board and the cause of gain in mastery of

educational skills.

Research on language education done by UNICEF (1999-2000) has

shown that children are quicker to learn to read and acquire academic skills

when instruction is in the language that they speak at home rather than

teaching them of an unfamiliar language. The practice of honoring children’s

language that they speak at home is now being reflected in school language

policies of many countries.

Hence the successful implementation of mother tongue instruction

policy at the classroom level depends on the teacher and the support that

both teachers and learners receive from other stakeholders during the policy’s

implementation. Teachers play a very important role in the implementation of

Mother Tongue instruction (Little and Wright,1997).

Mother Tongue policies require that learners be taught in their mother

tongue for some or all of the years of schooling. This is fairly manageable

when the subject concerned is one that does not have its own highly

specialized terminology.

However, the picture becomes rather complicated when the subject is

Mathematics. The problem arises because the mathematical information

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comes in a register of the so called “language of wider communication such

as English. It is therefore becomes necessary to render this information into

the language of the learners. (Kazima 2004). The language of instruction for

Mathematics needs consideration of how to handle mathematical terminology

to overcome its present limitations.

The use of English in teaching and learning Mathematics involves

ordinary English and Mathematical English (where words and phrases have

specified meanings) Pisim (2007).

Other researchers like Adetulas and Beechan (2009) drew some

conclusions that language presents difficulties in learner’s understanding of

word problems. But furthermore, many observed that when learners do not

understand the word problems they after resort to “cue” word strategy that is

searching for a word that will give them a hint of which Arithmetic operation to

carry out.

Furthermore, many children in the Philippine today study Mathematics

in a language they don’t understand. But students who speak their home

language attain higher Mathematics and Science achievement (Nolasco

2010). In international Math competitions, the high performing countries are

those that allow their students to use their home language. (Argudon 2010,

Nolasco 2010 and Licuanan 2010) would support the idea that the use of the
 24

first language creates a smoother path for the young learner to understand

and acquire math concepts, knowledge and skills.

It should be noted, however, that the choice of the language of

instruction does not solely depend on the educational goals and instructional

processes. The educational, instructional and learning processes comprise a

complex interrelated system of knowledge and processing components which

influence a multilingual person’s language proficiencies in different ways.

Reyes (2008) found that the first language facilitated performance in

the area of conceptual knowledge but not in computational knowledge.

DepEd Order No. 74 s. 2012 stated that the use of the native language

as a medium of instruction is believed to be the fastest and most natural route

towards developing a strong foundation in mathematical literacy. The former

also recognizes that, when it is use as the Language of Instruction (LOI), it’s

the most effective way to improve student learning.

The purpose of conducting this study was to determine the

performance of Grade I pupils in mathematics under Mother Tongue- Based

Multilingual Education (MTB-MLE) program of the Division of El salvador on

the second grading period, School Year 2013-2014.This focused on the

respondents’ performance of the four mathematical macro skills namely;

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addition, subtraction, fraction and measurement and the common errors;

conceptual error, procedural error, mechanical error and careless error.

THEORITICAL AND CONCEPTUAL FRAMEWORK OF THE STUDY

Children come to school with a great deal of informal

mathematics knowledge. Some of it has solid base, but some of it has holes.

It is important to find out what children know and what they have some

sketchy or intuitive feelings about. They have variety of ways of integrating

and solving, but of course, there are wide differences in how effective they

are.

The place that Mathematics now occupy in the curriculum of the

elementary school, the contents taught, and the methods of presentation are

a result of the gradual development of the subject, the different increase

needs of the society, and its findings of educators concerning that way in

which children learn. Today substantial changes have occurred in both

teaching strategies and the curricula of the mathematics program.

This study is anchored on Jerome Bruner’s theory of

constructivism (1986). Teaching strategies are based on principles of learning

that were derived from branches of cognitive science. Constructivist tries to

inspire students to see the relevance of what they learn. These theories are

based on the idea of revered educational philosophers such as John Dewey

and renowned psychologists as Le Vygostsky, Jerome Bruner and Jean

 26

Piaget. According to Bruner, the construction of mathematical knowledge

cannot be passive. Resnick (2007) has noted that the successful learners

understand that the real task is to construct meaning.

The native language one speaks may determine how his brain

solves Mathematical puzzles, according to a new study of Lee (2007). The

mother tongue may influence the way problem-solving circuits in brains. She

added that different teaching methods across cultures, or genes could also

contribute.

The new DepEd K+12 curriculum is embracing the Mother Tongue

Based Multilingual Education (MTB-MLE). Students in the primary years are

taught all subjects (except Filipino and English) in their mother tongue. The

requirements, first of all, on teachers are more diverse. Teachers need to be

able to teach Math and Science in the mother tongue of their pupils.

A common error in mathematics is dependent on several factors.

Caburnoc (2012) emphasized in her study that lack of prior knowledge or

background on the subject leads to student’s poor performance. Hence

Mathematics is highly sequential, knowledge of its basic skill is necessary.

Poor teacher preparation and lack of expertise in the field have been

identified among crucial factors which contributed to the dismal performance

of the Filipino children. Teachers’ profile and teaching competencies in

 27

mathematics also plays a vital role in shaping the learner’s knowledge in the

subject.

Research also shows that when teachers attempt to teaching learning

strategies to students, substantial gains can be held. Strategies are important

because they help students understand and solve problems in ways

appropriate to the situation at hand. They can also improve and hasten

learning. The broader the range of strategies and approaches children can

use appropriately, the more successful they can be in learning mathematics.

In building conceptual understanding in Grade I Mathematics, children

should not be introduced immediately to abstract concepts for they will surely

resort to rote learning and memorization which is not a solid foundation for

further learning. Everyday Mathematics focuses on first developing student’s

understanding of concepts through: Real world examples and concrete

objects (manipulatives), Pictorial representations and Discussion of ideas and

methods. The use of multiple representations is carefully built into the

Everyday Mathematics curriculum to ensure that students truly understand

the concepts they are learning.

Much recent work in Mathematics education has focused on the

teaching of concepts. Less emphasis is placed on procedures, since it is often

assumed that procedural ability will naturally arise and that procedural

knowledge does not run as deep, and is less interesting from a research
 28

perspective, as conceptual knowledge. Dawkins et al. (2006) focused on

procedural knowledge and found it to be complex and dynamic, worthy of far

more attention than what it receives currently.

Parental Involvement contributed much to children’s achievements in

school. Doing and developing positive attitudes in education radiated to

children’s positive attitude and higher performance. Children’s attitude

correlates much to their home environment and the kind of teachers that they

have in school. Dekker (2011) asserted that affective tone, parental

involvement, teachers good attitudes contributed to the intellectual and higher

academic outcomes of the learners.

In this study, gender, age, attitude towards mathematics, preschool

preparation, parental follow-up and type of school were believed to have

some associations with the grade I performance in mathematics under the

mother tongue- based multilingual education program. The schema of the

interplay of the independent and dependent variables is shown in Figure I.

 29

Independent Variables Dependent Variables

A. Pupils-Related ➢ Performance in the

Factors following areas:

• Gender • Whole Numbers

• Age
• Attitude Towards -Addition
Math Subject -Subtraction
• Preschool
Preparation • Fraction

B. Parental Follow • Measurement

up
➢ Common Errors
C. Type of School
• Conceptual error

• Procedural error

• Mechanical error

• Careless Error

DAPELSA

(Division Action Plan Of El

Salvador)

Figure I. The Schematic Diagram Showing the Interplay of Variables

 30

Statement of the Problem

This study attempted to determine the performance of Grade I pupils in

Mathematics under Mother Tongue- Based Multilingual Education (MTB-MLE)

Program in the Division of El Salvador SY 2013-2014. Specifically it aimed to

answer the following questions.

1. What is be the profile of the Grade I pupils on the Division of El

Salvador considering the following:

1.1 Pupil-Related Factors;

1.1.1 Gender,

1.1.2 Age,

1.1.3 Attitude towards Mathematics,

1.1.4 Preschool Preparation,

1.2 Parental Follow up; and

1.3 Type of School?

2. What is the performance of Grade I pupils in the following:

2.1 Whole Numbers;

2.1.1 Addition,
 31

2.1.2 Subtraction,

2.2 Fraction, and

2.3 Measurement?

3. What are the common errors committed by the Grade I pupils in terms of:

3.1. Conceptual Error;

3.2 Procedural Error;

3.3 Mechanical Error and

3.4 Careless Error?

4. Is there a significant relationship between the performance in Mathematics

of Grade I pupils and each of the following variables:

4.1 Pupil-Related Factors;

4.1.1 Gender,

4.1.2 Age,

4.1.3 Attitude Towards Mathematics, and

4.1.4 Preschool Preparation

4.2 Parental Follow up; and

4.3 Type of School?

 32

5. Based on the findings of the study, what action plan can be designed?

Hypothesis

This study premised on the following hypothesis that was stated in null

form. Problems 1, 2, 3 and 5 were hypothesis free. On the basis of problem 4,

the following hypothesis was formulated and tested at .05 level of

significance.

Ho1. There is no significant relationship between the performance of grade I

pupils and each of the following:

1.1 Pupils-Related Profile;

1.1.1 Gender,

1.1.2 Age,

1.1.3 Attitude towards Mathematics, and

1.1.4 Preschool Preparation

1.2 Parental Follow-up; and

1.3 Type of School

Scope and Limitation of the Study

This study was limited in finding out on the performance of Grade I

pupils in Mathematics using MTB-MLE as medium of instruction in public

 33

schools of the Division of El Salvador, SY 2013-2014. Comprehension and

academic content and creative and critical thinking were limited to the areas

of addition, subtraction, fraction and measurement. Assessment conducted to

the respondents was on the first and second grading.

Only the Grade I pupils in the public schools of City Division of El

Salvador were considered in this study.

Significance of the Study

This present investigation would be important as this attempted to

determine the performance of Grade I pupils in Mathematics under the MTB-

MLE as the medium of instruction in the public schools of the Division of El

Salvador for the School Year 2013-2014. Hence, the results of this study

would be beneficial to the following:

Grade 1 Teachers. The results of the study would be helpful for them to

identify pupils’ common weaknesses and would provide them awareness as

to what interventions and action could be undertaken in the preparation of

their instructional materials. This would guide them further as to what learning

improvements can be made effective in the delivery of mathematical

instruction.

School Administrators. The findings of this study would serve as the

springboard for planning, formulating and enhancing Mathematical Instruction

 34

best designed to address the effectiveness of MTB-MLE and the teachers

training program which would benefit best the teachers and the pupils.

DepEd Officials. The result of this study could be the basis for the

formulation, planning and implementation of DepEd programs especially

mathematics which would strengthened the use of MTB-MLE.

Parents and Stakeholders. The findings to be derived from this investigation

would be useful to promote awareness on the new MTB-MLE curriculum on

the part of the parents and various stakeholders and this would encourage

them to provide support and follow up for the learning of their children.

Definition of Terms

For better understanding of this research, the following terms used in

this study are hereby defined operationally.

Age. This variable refers to the number of years of Grade I pupils in the

Division of El Salvador, SY 2013-2014.

Attitude towards Math. This variable refers to the disposition of the pupils

about math subject as an activity whether he/she likes doing it, he/she

understands and enjoys what he/she is doing.

Careless Errors. This variable refers to errors that occur in the problem. The

pupils basically know how to perform the correct computation, but due to

distraction or lapse in attention, makes this errors.

 35

DAPELSA. This variable refers to the Division Action Plan of El Salvador. An

action plan designed for the Grade I Mathematics Teachers.

Central school. This variable refers to the big and complete public

elementary school offering Grades 1 to VI levels.

Conceptual Errors. This variable refers to an incorrect response, resulting

from an absent or incorrect concepts or principles.

Gender. This variable refers to the total physical behavioural differences,

properties and characteristics by which male and female are distinguished.

Mechanical Errors. This variable refers to a situation when a pupil incorrectly

wrote an answer but really understood the concepts: like copying the wrong

digit but displayed conceptual knowledge in the computation of a particular

skill. It assumed that pupils have mastered the governing concept of the

operation but was careless in writing the answer properly.

Mother Tongue- This refers to the first language (also native language,

mother tongue, arterial language, or L1) is the language(s) a person has

learned from birth[1] or within the critical period, or that a person speaks the

best and so is often the basis for sociolinguistic identity.

Mother Tongue-Based Multilingual Education. This variable 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

 36

meant to address the high functional illiteracy of Filipinos where language

plays a significant factor. Since the child’s own language enables her/ him to

express him/herself easily, then, there is no fear of making mistakes.

Parental Follow up. This variable refers to the physical presence of parents,

their accessibility to their children especially in school assignments and the

type of discipline in the home.

Performance in Mathematics. This variable refers to the achievement of

Grade I pupils on the four macro skills tested namely; addition, subtraction,

fraction and measurement.

Type of School. This variable refers to whether the school under study is

categorized as central or non-central.

 37

Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the review of literature and studies from books,

periodicals and unpublished studies are found relevant to the use of mother

tongue as language of learning in Grade 1 Mathematics. These literature and

studies are herein incorporated to serve as a frame of reference of the

present study.

It is through language that we develop our thoughts, shape our

experience, explore our customs, structure our community, construct our

laws, articulate our values and give expressions to our hopes and ideas.

“Mother Tongue” is a common language that is freely and comfortably spoken

by adult generation both at home and outside to their successors in

community and reflect ones culture and ethnic backgrounds. It is the means

by which different groups within the society maintain their identities.

The language of instruction contributes significantly to the quality of

contributions and pupils are hindered if they are unable to articulate clearly in

their second language and language problems may interfere in pupils

understanding of questions. The two are core classroom activities that help

restore difficulties inherent in pupils learning. Teaching in English and using it

 38

in the attempt to determine mathematics achievement, the dice is significantly

loaded against the speakers as a second language.

Related Literature and Studies in Foreign Setting

Nlambas’s (2009) research reports that the general function of

language in a given country is contributory to attitudes towards the language

of instruction. English has occupied a special place in the educational system

because of the utility attached to it in the classroom as well as other demand

areas and general life outside school. In this regard, English has been

regarded as the dominant symbolic resource in the linguistic market in the

country and competence in English is required to access to social,

educational and eventually material resources.

When the mother tongue policy as the medium of instruction was

muted at primary level and throughout the academic life of the children, it was

seen by the generality of the population as a grand plan to deny the children

the access to the socio economic advancement and improving the quality of

education that could better prepare individuals to live a life of abundance after

school.

Nyagura’s (2009) research on Mathematics attainment in Zimbabwean

primary schools concluded that most grade seven pupils show very low ability

to apply mathematical ideas to real life problems even in those involving

practical concepts such as gain, loss, interest, discount and sales tax, those
 39

story problems that require reading and comprehension of the language used

and English as the language of textbooks and of instruction has failed the

pupils. Observations are that for substantial teaching and learning and correct

concepts and content discourse to occur in Mathematics, the pupils’ mother

tongue is very important.

Mathematics is a nightmare for many pupils and has created a

mathematical fever (Wu, 2005). Pupils do not make mathematical progress

because they do not understand what they are taught due to their inability to

understand the language of instruction. The use of mother tongue according

to Rose (2000) reduces what she terms as “instructional dead time”. This is

when teachers use English or a language which pupils do not understand and

the whole mathematical lesson shows a mismatch between the child’s

mother tongue and the language of instruction resulting school failure.

How can the teachers mediate between the pupils and textbook

mathematical language and between pupils and the English language

teachers use in Mathematics? Sierpinska (2005) observes that with these

dilemmas, the central point is using the mother tongue so that pupils do not

miss the chance of improving both their Mathematics thinking and

communication skills. Setati’s (2008) research in South Africa revealed that

using English only in primary Mathematics classroom where English is not the

main mother tongue of learners has negative effect on pupils’ meaning

 40

making and problem-solving. Grappling with English and Mathematical

content and concepts coupled with Mathematical phobia, further complicates

and exerts a lot of strain to the pupils. Mother tongue as a medium of

instruction, thus, has a support effect on the teaching and learning of

mathematics especially at primary school level and may lead to the

demystification of mathematics.

Walter,et al.(2010) presented that the best time to use the native

language is when the children first entered school, a time when they usually

think and process in their own mother tongue. Moreover, researches confirm

that students who speak their home language attain higher Mathematics and

Science achievement. In international competitions, the high performing

countries are those that allow their students their home language (Azurin,

2010). Bernardo et. al. (2010) would support the idea that the use of the first

language creates a smoother path for the young learner to understand and

acquire basic math concepts, knowledge and skills.

However, many children in the Philippines today study Mathematics in

a language they don’t understand. Young (2009), notes that the mother

tongue of most Filipino children is neither Filipino nor English. Using these

languages may help the child carry out basic functions in his own contextual

milieu but this may also impede cognitive and non- cognitive areas such as

school attendance, self- concept, self- esteem, social and emotional

 41

adjustment, and moral development (Dekker, 2009). To a child who neither

uses English at home nor at play with his/her friends, English is totally a

foreign language. Listening to the strange sound and accent of the words may

at first enchant the child but as the lesson becomes cognitively demanding he

begins to feel disillusioned. The language barrier consequently stores up

episodes of communication breakdown between the teacher and the child;

between the child and the unknown concept. Daunted by the feeling of not

being able to communicate well in the foreign language, the child eventually

drops out school. Many children today leave school too early because the

language of instruction has failed to facilitate their learning.

Related Literature and Studies in Local Setting

For several decades, education and language policies in the

Philippines have been popular subject of debate especially among policy

makers and school administrators. The 1974 Bilingual Education Policy (BEP)

and the 1987 constitution mandate on the status of Filipino, in particular, were

significant issues contributing to the course of the Philippine education

system (Rubrico, 1998).

More recently, the implementation of DepEd Order No. 60, s. 2008 and

DepEd Order No. 74, s. 2009 caused a significant change in the current

educational landscape. The former recognizes that the mother tongue, when

used as the language of instruction (LOI), is the most effective way to improve
 42

Student learning. Correspondingly, the latter mandate aptly institutionalized

Mother Tongue-Based Multil Education (MTBMLE) as a fundamental

educational policy program, founded on the basic premise of starting “where

the learners are , and from what they already know” (Nolasco, 2009)

MTBMLE advances education beginning with the child’s first language (L1)

and the subsequent gradual introduction of other languages along with the

build-up of the child’s L1 skills.

The Philippines saw a big change last year when the Republic Act

10533, also known as the “Enhanced Basic Education Act of 2013, was

signed into law by President Benigno Aquino III last May 15. One of the

salient features of the law is the use of the mother tongue (MT) as the

language of literacy and as the primary medium of instruction, Santiago

(2008).

The shift from bilingual policy to MLE is promising and has a big

potential in solving the country’s many problems in education system. It

specifically address the high functional literacy of Filipinos. SIL (2013)

reported that the languages of instruction and literacy in Philippine schools

are foreign and incomprehensible to more than 70% of Philippine students.

This is a phenomenon common to many other countries in Asia as well, and

throughout the world. This situation predetermines that minority language

 43

students are unable to understand the content of teaching at school.

However, this situation does not have to be...

Using the language the child understands – the child's first language, or

mother tongue –for teaching lesson content in the first 6 years of school, not

only enables the child to immediately master curriculum content, but in the

process, it affirms the value of the child and her/his cultural and language

heritage. Additionally, because Filipino and English are taught as subjects,

learning skills that are built using the child's mother tongue are easily applied

to the acquisition of Filipino and English.

First language education teaches children how to learn by using a familiar

medium, and in the process builds critical thinking skills – cognition – so

necessary in the learning process. As subject matter gets increasingly

complex in later grades, studies show that children are able to transfer these

cognitive skills to other media of instruction, and to the learning of more

difficult subject matter, often taught in Filipino and English.

Espoda (2012) stated that learning new concepts requires the

transformation and reorganization of existing prior knowledge and

representation. Such prior knowledge patterns and insights are acquired in

their home and community and incorporated in the learner’s language (L1) or

mother tongue. The most basic concepts and literacy skills in mathematics

can be taught best in the child’s native language. Since the child’s early years

are the most absorbent and that native language be used as a language of
 44

instruction as early as kindergarten in order to establish a solid foundation not

only in mathematics but also in other areas.

However Mondez (2012) reported the flaws of implementing MTB-MLE

hastily and without valid and reliable pre testing measures. Authorities should

not only focus on the language factors as the main culprit for low academic

performance of students. They should concentrate more on solving other

critical educational problems such as lack of classroom facilities, lack of

teacher training and competencies, lack of materials, etc. The budget

allotment would be for translating and/or producing educational materials from

Filipino and English resources to a particular mother tongue, additional

classroom facilities, teacher training and student empowerment that will

surely help improve the educational system and students’ performances.

MTB-MLE implementers should consider the attitudes of teachers, parents

and students towards the policy and also the production and sufficiency of

educational and supplementary materials.

The effectiveness of MTBMLE is irrefutable. However, the success of

this approach lies not entirely on the school administrators but on the support

it gets from the community as well. By looking into the surveys done on the

local community, this study aimed at giving an overview of the current

performance of Grade I Pupils in Mathematics under MTBMLE program

considering gender, age, attitude towards mathematics, preschool

preparations, parental follow-up and type of school .

 45

Chapter 3

RESEARCH METHODOLOGY

This chapter dealt with the research methodology and the procedure

employed in the conduct of this study. Further, this chapter also includes the

detailed discussion on the following points: research methods, subject and

the setting of the study, sampling procedure, the research instrument,

validation of the research instruments, the data collection procedure,

categorization of the variables and the statistical treatment of data.

Research Design

This research study adopted the descriptive evaluative method of

research. The descriptive method emphasized the present condition of the

phenomena under study, described the current situation determining the

nature of the prevailing practice, and made accurate description of activities,

objects, person and processes. In short, this method would describe and

interprets “What is”. This design too would provide descriptive information of

the demographic nature of the population/respondents considered in this

study. This study also includes a description, recording, analysis and

interpretation of the data gathered.

This study is evaluative in nature because some evaluative judgement

was made regarding the pupil-respondents’ performance in the written test.

 46

Further this study also designs a scheme to estimate the extent to which

different variables are related to each other on the population of interest.

Research Setting

This study was conducted in the Division of El Salvador, El Salvador

City. It is in the province of Misamis Oriental on the Mindanao Island,

southern part of the Philippines .El Salvador City known to serve as the

pilgrimage site for the Divine Mercy Devotees, that is why it is also called

“The City of Mercy or City of the Saviour”.

The Division of El Salvador is presently on its second year being a

division coming from an interim division of Misamis Oriental. The present

Schools Division Superintendent is Dr. Cora T. Asa. It has eighteen public

school heads, fifteen from the elementary and 3 from the secondary.

This study considered 6 selected schools of the division. This division

has two district, The schools selected in district 1 were, El Salvador City

Central School, Hinigdaan Elementary School and San Francisco De Asis

Elementary, District 2 schools were the following; Molugan Central Shool,

Himaya Elementary School and Sambulawan Elementary School. The said

division was chosen as the venue of the study because the researcher is

presently employed as an administrator in one of the elementary school.

 47

Table A
Distribution of the Samples by School

School Population Sample Percentage

District 1

El Salvador City Central School 293 85 22

Hinigdaan Elementary School 50 47 12

San Francisco Elementary School 65 65 17

District 2

Molugan Central School 231 100 25

Himaya Elementary School 47 47 12

Sambulawan Elementary school 50 48 12

Total 736 392 100

Sample and Sampling Procedure

The respondents of this study were the Grade I pupils enrolled in the

public schools of the City Division of El Salvador, El Salvador City, Misamis

Oriental during the school year 2013-2014. This study adopted random

sampling.

1. A sampling frame consisted of all the names of the Grade I pupils

enrolled during the school year 2013-2014 was prepared. A total of

1,494 pupils were enrolled during the school year.

 48

2. Using the systematic sampling procedure, the sample size of each

school was determined of the 1,494 pupils constituting the total

population, 392 were considered as sample. 85 respondents were

taken from El Salvador Central School and 100 from Molugan Central

School, For the two hinterland schools of each district, “take all” (see

table A)

3. After the determination of the sample size of each central school, all

Forms I of the Grade I pupils were grouped and every 2nd entry was

considered as a respondent. Hence, the different sections of Grade I

classes of the central schools were properly represented.

Research Instruments

To gather the necessary data, this study adopted and employed a

researcher made questionnaire on written test based on the second periodical

learning competencies.

The pupils’ questionnaire determined their demographic background

including gender. The written test was conceptualized and prepared by the

researcher herself. It asked questions that called for the comprehension and

academic content and creative and critical thinking skills. The test consisted

of 10 items each for whole numbers (addition and subtraction), fraction and

measurement.
 49

Data Gathering Procedure

Before the research instruments were administered, the researcher

secured a written permit from the schools division superintendent of the

Division of El Salvador to allow her to float her questionnaires and to gather

pertinent data. Having granted the permit, the researcher personally

administered the questionnaire and the test to the respondents but elicited the

help of Grade I advisers to facilitate understanding and to make the data

gathering fast. During the conduct of the test, the researcher made sure that

instructions were clearly given.

Immediately after all the questionnaires were answered, they were

retrieved. The written test was checked by the researcher herself. Answers

were then tabulated for analysis and interpretation.

Categorization of Variables

To facilitate the analysis and interpretation of data, the following

categorization of variables were used:

Gender:

Boys

Girls

Age

5 years old
 50

6 years old

61/2 years old

7 years old

71/2 years old

8 years old

8 ½ years old

9 to 10 years old

Attitude Towards Mathematics

3.70 and up Always (Extremely Positive)

2.80-3.69 Sometimes (Positive)

1.90-2.79 Seldom (Negative)

1.00-1.89 Never ( Extremely Negative)

Preschool Preparation

1 year

2 years

3 years
 51

Parental Follow up

3.70 and up Always (Extremely Positive)

2.80-3.69 Sometimes (Positive)

1.90-2.79 Seldom (Negative)

1.00-1.89 Never ( Extremely Negative)

Type of School

Central

Non- Central

Analysis of the Written Test

Addition:

9-10 Advance (90% above)

7-8 Proficient (85%-89%)

5-6 Approaching proficiency (80%-84%)

3-4 Developing (75%-79%)

2 below Beginning (74%)

 52

Subtraction

9-10 Advance (90% above)

7-8 Proficient (85%-89%)

5-6 Approaching proficiency (80%-84%)

3-4 Developing (75%-79%)

2 below Beginning (74%)

Fraction

9-10 Advance (90% above)

7-8 Proficient (85%-89%)

5-6 Approaching proficiency (80%-84%)

3-4 Developing (75%-79%)

2 below Beginning (74%)

Measurement

9-10 Advance (90% above)

7-8 Proficient (85%-89%)

5-6 Approaching proficiency (80%-84%)

 53

3-4 Developing (75%-79%)

2 below Beginning (74%)

Common Errors:

9-10 Very high level, indicate no knowledge at all

7-8 High level of error, shows very little

Knowledge

5-6 average numbers of errors

3-4 low level of errors

1-2 very low level of errors

Coefficient of Correlation

The following variables were used to determine the relationship

between the respondents’ performance in Mathematics under Mother

Tongue- Based Multilingual Education Program and their socio-demographic

characteristics such as gender, age, attitude towards mathematics, preschool

preparations, parental follow-up and type of school.

 54

Coefficient Correlation Descriptive Equivalent Rating

±1 PC Perfect Correlation

± 0.70 - ±0.99 SC Strong Correlation

± 0.30 - ±0.69 MC Moderate Correlation

± 0.01 - ±0.29 WC Weak Correlation

0 NC No Correlation

Statistical Treatment

This study employed the following statistical treatment in the analysis

of the data. The performance level of the Grade I pupils in El Salvador City

Division on the Written Test was analyzed by the use of simple descriptive

measures such as percentage, mean and standard deviation.

 55

Chapter 4

PRESENTATION, INTERPRETATION AND ANALYSIS OF DATA

In this chapter, the interpretation and analysis of the data are

presented. The chapter proceeds by examining each of the problems set forth

in Chapter I.

Problem 1: What is the profile of the Grade I pupils in the Division of El

Salvador considering the following

1.1 Pupil-Related Factors;

1.1.1 Gender,

1.1.2 Age,

1.1.3 Attitude towards Mathematics,

1.1.4 Preschool Preparation,

1.2 Parental -Follow up, and

1.3 Type of School?

 56

Table 1
Distribution of Pupil-Respondents
in Terms of Gender

Gender Frequency Percent

Boys 203 51.79

Girls 189 48.21

Total 392 100.00

Table 1 shows the distribution of pupil-respondents in terms of gender.

It reveals that 51.79 percent of the respondents were boys and 48.21 percent

were girls. This shows that majority of the respondents were boys.

A check with the enrolment records of Grade I pupils in the division of

El Salvador (EBIS, 2013-2014) revealed that there are more boys enrolled

than girls in the School Year 2013-2014.

DepED statistics SY 2012-2013 to 2013-2014 revealed that there are

more boys enrolled than girls. Boys were encouraged to go to school when

the 4P’s program was launched. Instead of working for the family, the parents

were forced to let their son went to school to get the allotted allowance for

each. This contributes to the increase of enrolment.

 57

Table 2
Distribution of Pupil-Respondents
in Terms of Age

Age Frequency Percent

5 years old 12 3.06

6 years old 202 51.53

61/2 years old 58 14.80

7 years old 74 18.88

7 1/2 years old 12 3.06

8 years old 16 4.08

81/2 years old 6 1.53

9 years old 3 0.77

10 years old 9 2.30

Total 392 100.00

Table 2 displays the distribution of pupil-respondents in terms of age.

It reveals that 51.53 percent of the respondents were 6 years old, 18.88

percent were 7 years old, 14.80 percent were 6 1/2 years old, 4.08 percent

were 8 years old, 3.06 percent were 5 years old, 1.53 percent were 8 1/2

years old, 2.30 percent were 10 years old and 0.77 percent were 9 years old.

This means that majority of the respondents were 6 years old.

The Philippine constitution specified that the normal age to enrol in

grade 1 is seven years old; but it was amended in the constitution which
 58

provided free and compulsory education (Article XIV, section 2) however,

reduced the entry age in Grade I to six years old. RA 10533, section 4 stated

also that the typical age for Grade I is six (6) years old.

As a six year old grade I, they are increasingly moved toward

independence, engaging in activities without their parents and socializing with

friends. They are already like adults with distinct interests and abilities as well

as experiences. In general of what a typical grade I pupil should be (Lee,

2007).

Considering the data presented in table 2, not all grade 1 respondents

are 6 years old, this is because some of them started late or may have failed

or dropped.
 59

Table 3
Distribution of Pupil-Respondents
in Terms of Attitude towards Mathematics

Standard
Attitude Towards Mathematics Mean Description
Deviation

1. I like mathematics as a subject Never (Extremely

1.78 0.95
Negative)

2. I study my lessons in Seldom

mathematics 1.97 0.99
(Negative)

3. I enjoy mathematics because Seldom

its interesting 1.98 1.02
(Negative)

4. I perform assignments or Seldom

activities in mathematics 2.10 1.09
(Negative)

5. I feel sleepy during my Seldom

mathematics period 2.42 1.13
(Negative)

6. Mathematics subject is so Seldom

boring to me 2.32 1.15
(Negative)

7. I listen very well to my Never (Extremely

mathematics teacher’s 1.78 0.94
discussion Negative)

8. I do not make my Seldom

assignments in mathematics 2.37 1.09
(Negative)

9. I feel lazy when my teacher Seldom

talks about mathematics 2.43 1.07
(Negative)

10. I feel bored during Seldom

mathematics period 2.44 1.11
(Negative)

Overall 2.16 0.69 Seldom

 60

Table 3 shows the distribution of pupil-respondents in terms of attitude

towards Mathematics. As gleaned from the table, most of the indicators of

the pupils’ attitude towards Mathematics were rated as “negative”. The table

reveals further that the statement “I feel bored during Mathematics period.”

has the highest mean rating of 2.44, while the statements “I like Mathematics

as a subject” and “ I listen very well to my Mathematics teacher’s discussion’

have the lowest mean rating of 1.78.

The overall mean score of the pupils’ attitude towards Mathematics is

2.16 with a standard deviation of 0.69 indicating that the majority of the

respondents expressed their attitude towards Mathematics as “negative”.

Probably the reasons would be because they find the subject

confusing though it was using MTBMLE. Kazima(2004) stressed that

language of instruction for Mathematics needed consideration of how to

handle mathematical terminology to overcome its present limitations. Proper

contextualization and deep discussion should be done by the teachers for a

deeper understanding.

The research made by Brekalo (2012), stated that attitudes towards

Mathematics of the elementary grade pupils showed statistical significance on

the positive attitudes of parents also. Parent’s positive attitude leads to low

Math anxiety.
 61

Table 4
Distribution of Pupil-Respondents in Terms
of Preschool Preparation

Years in Pre-School Frequency Percent

1 68 17.35

2 324 82.65

Total 392 100.00

Table 4 shows the distribution of pupil-respondents in terms of years in

preschool. It reveals that 82.65 percent of the respondents had attended 2

years in preschool and 17.35 percent had attended a 1 year preschool. This

means that majority of the respondents had attended 2 years in pre-school

which implies that they had an adequate preparation to enter Grade I.

All (100%) of the pupil- respondents had clearly underwent preschool

education. RA 10157 section 2 (2013) Declaration of Policy. In consonance

with the Millennium Development Goals on achieving Education for All (EFA)

by the year 2015, it is hereby declared the policy of the State to provide equal

opportunities for all children to avail of accessible mandatory and compulsory

kindergarten education that effectively promote physical, social intellectual,

emotional and skills stimulation and values formation to sufficiently prepare

them for formal elementary schooling. This Act shall apply to elementary

school system being the first stage of compulsory and mandatory formal
 62

education. Thus, kindergarten will now be an integral part of the basic

education system of the country.

Kindergarten education is vital to the academic and technical

development of the Filipino child for it is the period when the young mind’s

absorptive capacity for learning is at its sharpest. It is also the policy of the

State to make education learner-oriented and responsive to the needs,

cognitive and cultural capacity, the circumstances and diversity of learners,

schools and communities through the appropriate languages of teaching and

learning. It implies that RA 10157 has been fully implemented by the Division

of El Salvador.

Furthermore, this act stated that kindergarten education is vital to the

academic and technical development of the Filipino child for it is the period

when the young mind’s absorptive capacity for learning is at its sharpest. It is

also the policy of the state to make education learner oriented and responsive

to the needs. Cognitive, and cultural capacity, the circumstances and diversity

of learners, schools and communities through the appropriate languages of

teaching and learning. This act shall be understood as a one (1) year of

preparatory education for children at least five (5) years old as a pre requisite

for grade I.
 63

Table 5
Distribution of Pupil-Respondents in Terms of Parental Follow-Up

Standard
Parental Follow-Up Mean Description
Deviation
1. My parents encourage me to Never
study at home 1.40 0.62 (Extremely
Negative)
2. My parents care about my Never
studies 1.42 0.59 (Extremely
Negative)
3. My parents ask me about the Never
things I learn in school 1.54 0.68 (Extremely
Negative)
4. My parents find time to talk Never
about the things I learn in 1.66 0.77 (Extremely
school Negative)
5. My parents teach me when Never
I’m home 1.79 0.86 (Extremely
Negative)
6. My parents ask me for my test Never
results 1.50 0.66 (Extremely
Negative)
7. My parents help me make my Never
assignments 1.60 0.67 (Extremely
Negative)
8. My parents attend school Never
meetings 1.50 0.69 (Extremely
Negative)
9. My parents praise me for Never
showing what I learn in school 1.48 0.64 (Extremely
Negative)
10. My parents give the things I Never
need in school 1.43 0.67 (Extremely
Negative)
11. My parents visit my teachers Never
to ask about my studies 1.51 0.63 (Extremely
Negative)
12. My parents want my teacher 1.97 0.87 Seldom
 64

to go to our house (Negative)

13. My parents encourage me to Never
go to school everyday 1.30 0.57 (Extremely
Negative)
14. My parents give the things I Never
need in my studies 1.79 0.77 (Extremely
Negative)
15. My parents check my Never
improvements in school 1.33 0.57 (Extremely
Negative)
Overall Never
1.55 0.68 (Extremely
Negative)

Table 5 shows the distribution of the pupil-respondents in terms of

parental follow-up. As shown in table 5, majority of the respondents

described “negative” on the statement “My parents want my teacher to go to

our house” with the highest mean rating of 1.97. It further reveals that most of

the indicators in the parental follow-up were described “extremely negative”,

Infact the overall mean score of 1.55 indicates a negative parental follow-up

among the parents of the pupil respondents.

The result implies that majority of the pupil- respondents were not

followed- up by their parents. Probably because of the pressure of the work of

their parents, they had no more time to talk to their children about their

studies or they were already too tired to make some follow up. Perhaps they

also presumed that teachers could take care of their children’s studies. Some

of them considered themselves not capable of guiding their children’s studies

 65

because they were not able to attain better education. Some also were not

able to understand fully the new Kto12 curriculum specially the MTB-MLE.

However, the study of Largo (2010) and Paul (2012) revealed that

parental involvement has an influence on the pupils’ success in school. Lago

(2010) found out that parental involvement influenced highly the pupils’

perception on attendance, classroom behaviour and willingness to do

homework and other school activities. On the other hand, Paul (2012)

revealed that parental involvement matters more for performance in school.

While there’s no doubt that school is important, a clutch of recent studies

remind us that parents are even more so. Parents checking home works,

attending meetings and events, discussing school activities at home have

more powerful influence on pupil’s academic performance than anything

about the school they attend to.

Another recent research by Paul (2012) reported that the effort put

forth by parents (reading stories aloud, solving mathematics assignment,

meeting with teachers) has a bigger impact on their children’s educational

achievement than the effort expended by the teacher or the student

themselves.

Research made by Ede O et all (2007) revealed the advantages of

mother tongue education, but still they did not subscribe their children to be

taught in the mother tongue. They said that the two biggest obstacles in
 66

mother tongue are (1) they push for a language of wider communication and

(2) the lack of suitable teaching materials. Recommendations in the research

study made include the need for a reorientation of parents and the public on

the place of mother tongue education.

Table 6
Distribution of Pupil-Respondents in Terms of Type of School

Type of School No. of Pupils Percent

Central 185 47.19

Non-Central 207 52.81

Total 392 100

Table 6 shows the distribution of pupil-respondents in terms of type of

school attended. It reveals that 52.81 percent of the respondents came from

non-central school and 47.19 percent of the respondents came from central

school. This means that majority of the respondents came from the non-

central school. There are more pupil respondents in the non-central school

because it composes 4 hinterland schools while there are only two central

schools.

Problem 2: What is the performance of Grade I pupils in the following areas:

2.1 Whole Numbers;

2.1.1 Addition, and

2.1.2 Subtraction,
 67

2.2 Fraction; and

2.3 Measurement?

Table 7
Descriptive Statistics of the Performance of
Grade I Pupils in Mathematics

Standard
Skills Mean Description
Deviation

Whole Number

Approaching
Addition 5.42 2.49
Proficiency

Subtraction 4.34 2.39 Developing

Total 4.88 2.13 Developing

Fraction 4.92 1.95 Developing

Measurement 3.98 2.39 Developing

Overall 4.59 1.76 Developing

Table 7 shows the performance of Grade 1 pupils in Mathematics. As

shown in the table, majority of the respondents had Approaching Proficiency

level in Addition with a mean rating of 5.42. It further reveals that majority of

the respondents had a Developing Level of performance in Mathematics.

It reveals further that among the three areas, Fraction has the highest

mean score of 4.92 and Measurement has the lowest mean rating of 3.98.

In general, the pupils performance in Mathematics is Developing as

reflected in its mean score of 4.67.

 68

The table above also shows that among the four macro skills tested,

Measurement has the lowest mean of 3.98 which is described as Developing.

This is due to the fact that; (1) measurement is on the later part of the lessons

in second grading and teachers were not able to catch it up and to extend its

teaching on the first part of the third grading period. (2) Teachers might have

found the difficulty using the mother tongue instruction.

However, of the two macro skills tested in whole numbers, addition got

the highest mean score which is 5.42 described as Approaching Proficiency

(AP). This is because psychologically, learners is “programmed” to

accumulate rather than divest- as such, we start accumulating and then learn

to take away. Learning subtraction is harder than addition for several reasons.

One – as graphically illustrated by children’s response – it is the use of words

which have different meanings in different context: difference, take away.

Another reason why it is difficult to learn is that children have the tendency to

make some kind of comparison and not others (Cockburn 2009).

The result further reveals that Grade I pupils find difficulty in

understanding the subject. Because this is an alarming result, teachers

should always remember that entering teaching at these point bring different

expectations, experiences and professional goals (Ball, 2008). The trend is

that grade I teachers tend to enter the profession more deeply committed to

children.
 69

This shows challenges to teachers in the new Kto12 curriculum of

Mathematics where the language of instruction is mother tongue (MTB-MLE).

There must be an effort, an understanding, a thorough research and sufficient

preparations.

Problem 3: What are the common errors committed by the Grade 1 pupils in

terms of:

3.1 Conceptual Error;

3.2 Procedural Error;

3.3 Mechanical Error; and

3.4 Careless Error?

 70

Table 8
Descriptive Statistics of the Common Errors by Grade 1 Pupils
in the Different Macro Skills in Mathematics

Standard
Type of Error Skill Mean Description
Deviation
Addition 6.13 2.14 High
Subtraction 8.52 2.06 Very High
Conceptual Fraction 6.71 2.92 High
Measurement 8.87 1.89 Very High
Total 7.56 1.07 High
Addition 1.55 1.50 Very Low
Subtraction 0.58 1.03 Very Low
Procedural Fraction 0.58 0.99 Very Low
Measurement 0.19 0.60 Very low
Total 0.73 0.60 Very Low
Addition 0.23 0.56 Very Low
Subtraction 0.00 0.00 Very Low
Careless Fraction 0.00 0.00 Very Low
Measurement 0.00 0.00 Very low
Total 0.23 0.14 Very Low

Table 8 shows the descriptive statistics of the common errors

committed by Grade 1 Pupils in the different areas in Mathematics. It reveals

that among the different types of errors, majority of the pupil-respondents

committed error most in conceptual type (mean = 7.56). This is followed by

procedural type of error which has a mean of 0.73. It reveals further that

majority of the respondents did not commit error in mechanical type.

 71

Furthermore, the pupil-respondents committed from high to very high

in all the skills in Grade 1 Mathematics. However, the pupil-respondents

committed very low level of errors in procedural (mean = 0.73), careless type

of error (mean = 0.06) and mechanical (mean = 0.00).

As shown in the table, the highest conceptual type of error committed

by the pupils is in measurement (mean = 8.87) and the lowest is in addition

(mean = 6.13).

This result reveals that Grade I pupils did not fully understanding the

mathematical concepts. They showed inability in solving mathematical

problems using fundamental operations because of not understanding the

concepts and no mastery.

Though procedural, mechanical and careless errors got the lowest

mean, it cannot be generalized that Grade I pupils were not committing

mistakes in these areas, this is because, almost all their errors committed

were in the conceptual and automatically they cannot commit mistakes on the

three types of error anymore since they did not possess knowledge on the

concept.

The result further implies that conceptual understanding is very

important in building new knowledge. This allows pupils to apply and possibly

adopt some acquired mathematical ideas to situations. National Assessment

of Educational Progress (NAEP, 2003), stressed that teachers should use

more strategic interventions. Blessman and Mysza (2010) said that the use of
 72

Math journals, dictionaries, children’s stories reinforce mathematical concepts

and exhibit an increase in performance of mathematical ideas. Teachers

should be aware that pupils must learn mathematics with understanding,

actively building new knowledge from experience and prior knowledge.

Learning the subject with an understanding is very essential.

Problem 4: Is there a significant relationship between the performance of

Grade I pupils and each of the following:

4.1 Pupil-Related Factors;

4.1.1 Gender,

4.1.2 Age,

4.1.3 Attitude towards Mathematics, and

4.1.4 Preschool Preparation,

4.2 Parental Follow up; and

4.3 Type of School?

 73

Table 9
Correlation Matrix between Respondent Profile and
Performance in Mathematics

Performance in Mathematics
Respondent
Profile Sig.
R DR Interpretation Decision
Level

Gender .036 MC .477 Not Significant Accept Ho

Age .022 WC .664 Not Significant Accept Ho

Attitude towards
.127* WC .012 Significant Reject Ho
Math Subject

Pre-school
.080 WC .116 Not Significant Accept Ho
Preparation

Parental Follow-
-.157* WC .002 Significant Reject Ho
up

Type of School -.415* MC .000 Significant Reject Ho

Table 9 presents the significant difference between the respondents’

profile and performance in Mathematics. The table reveals that the profile of

the pupil-respondents as to attitude towards Math subject with computed r =

0.127 described as “weak correlation”, parental follow-up with computed r = -

0.157 described as “weak correlation” and type of school with computed r =

0.415 described as “moderate correlation” were significantly related to

performance in Mathematics. This means that the null hypothesis is rejected

because of the obtained probability values which were lesser than the level
 74

set at 0.01. This further means that attitude towards Math subject; parental

follow-up and type of school affect the performance in Mathematics.

As to gender, age and preschool preparation with computed r values of

0.036, 0.022 and 0.080 respectively were not significantly related to the

performance in Mathematics as proven by their probability values of 0.477,

0.664 and 0.080 which were greater than the set level of significance at 0.05.

This means that the null hypothesis was accepted. These imply further, that

gender, age and pre-school preparation were not factors of their performance

in Mathematics.

Results from the studies of Bada (2012) implied that age and gender

have no significant influence to academic achievement in the lower grades.

He recommended that for children to achieve higher performance, learners

should not be firmly anchored on the set of human values by their parents

and teachers. Teachers should also know how to process vast variety of

information so that they pick up mathematical knowledge that is qualitative

and functional to themselves and the society at large. Interactive approaches

and activities should be put in place to address our foremost concern of

strengthening the moral; fibre of our learners and opportunities inside the

classroom and within the classroom that will help them acquire life-long skills

and imbibe esteemed principles and values.

All Grade I pupils should undergo kindergarten as a pre- requisite in

entering grade I as stipulated in RA 10157. This is the reason why the result
 75

of the study shows no significant relationship. This stage is the first learner’s

experience in a structural setting with teachers and groups, follow instructions

and begin the foundation for learning that will occur in the elementary

schools.

Problem 5: Based on the findings of the study, what action plan can be

designed?

DAPELSA, Division action Plan of El Salvador for Grade I Mathematics

Teacher is designed to teach them the skills and strategies bridging the

different languages in Mathematics from L1 to L2 and L3, skills and strategies

in teaching Mathematics using MTB-MLE as medium of instruction and the

different principles of building fluency in the use of Mother Tongue-Based

Multilingual Education. Specifically this action plan should increase pupils

mathematics performance, awakens greater interest in the subject, mastery of

the basic mathematical skills, mathematical talents will be discovered,

develop values of hard work, perseverance, honesty, teamwork and

sportsmanship and provide pupils’ opportunities in leadership and cooperative

undertakings.
 76

Department of Education
Region X
DIVISION OF EL SALVADOR
El Salvador City, Misamis oriental

PROJECT DAPELSA
(Division Action Plan in the Division Of El Salvador for Grade I Teachers in Mathematics)

SY2013-2014
I. RATIONALE:

Mathematics is a form of reasoning, thinking mathematically consists of thinking in a logical manner, formulating and
testing conjectures, making sense of things, and forming and justifying judgments, inferences and conclusions. We
demonstrate mathematical behaviour when we recognize and describe patterns, construct physical and conceptual model of
phenomena, create symbol systems to help us represent, manipulate, and reflect on ideas, and invent procedures to solve
problems.

Recent research result provides a continuing documentation of the need to increase the focus on improving pupil’s
achievement in mathematics. The scores were very poor and alarming.

The poor performance in math can be traced to the methods used to teach math at the elementary level. The focus
should be on specific problem and not on building the foundation necessary for understanding higher level maths. These
foundations can only built with a mathematics program that teaches concepts and skills, and problem-solving.
 77

II. OBJECTIVES:

By the end of the School Year 2013-2014, 75% of all Grade 1 pupils can perform at the proficient or advanced level in
all math assessments.
a. Awakens greater interests in Mathematics
b. Mastery of basic mathematical skills
c. Mathematical Talents will be discover
d. Develops values of hard work, perseverance, honesty, teamwork and sportsmanship; and
e. Provide pupils with opportunities in leadership and cooperative undertaking.

III. GOAL INDICATOR:

By the 2013-2014, 75% of the Grade I pupils in El Salvador Division will perform at the proficient or advanced level in
Mathematics.

STRATEGY PROGRAM ACTIVITY TASKS RESOURCES

TIME
LINE PEOPLE PHYSICAL PESOS SOURCE
"Sa
1. Planning stage Pagsuma,pagku 1. Identifying Schools
on the ha 1. Planning Phase Grade I Division LCD
conduct of a five pagparte ug Teachers in the Superintend
(5) day pagsukod City ent
Grade I Teachers sa matematika, Division of El
in mga bata Jan-14 Salvador Laptop
Division of El ug maestra sa Education
Salvador binisaya Supervisor
molambo na" 2. Assigning and in Sound
 78

Mathematics System
Inviting MTB -
MLE
speakers and Public Photoco
facilitators Schools pier
District
Supervisors
3. Making of Sample
Training IM's
design and School
matrix Heads
Coupon
Bonds
4. Budget
Preparation District Math 3,000.00 Division
Flask
Coordinators disc MOOE
5.Request for
Approval
from the Division
Schools Accountant CDR
Division
Superintendent
SDS
Secretary Printer
6. Making and
sending of
division Sample
memorandum IM's
for
 79

selection
7. Scheduling
and venue
2. To inform May 12- 1. Registration Schools 19,500.0 Divisio
Grade I 13, 2014 of Division LCD 00.00 n
Math
Teachers/particip 1. Inform Grade I Superintend
ants Math Participants ent MOOE
the skills and Teachers on the
strategies on following Laptop Food and snacks
bridging the 2. Opening Education
different topics; Program Supervisor
languages in in Sound
mathematics Mathematics System 3,000.00 SEF
a. Overview of the
MTB-MLE 3. Roll Call venue
Public Photoco
Curriculum Schools pier
District Individ
4.House Rules Supervisors 8,000.00 ual
b. MTB-MLE Sample
Rationale, IM's school
Principles and 5. Introduction School MOOE
Purposes of the Heads and
Guest speaker, Coupon other
mtb-mle Bonds funds
c. Theories of speakers and
Learning and facilitators District Math Materials for IM's
Language Flask
Acquisition Coordinators disc
 80

6. Schedule
time for
d. Strategies in Division
Teaching specific topics Accountant CDR
Mathematics
Using MTB
SDS
MLE as medium of 7.short break Secretary Printer
instruction;
Discovery 8. Start of Division Sample
approach seminar Nurse IM's
Cooperative for
Learning proper selection
Think Pair Share
carousel
small group
activities
big group
activities
Practical Work
Approach
Integrative; and
Interactive
approaches
specifically for
mathematics
topics on:
addition

subtraction
 81

fraction; and

measurement

e.
Contextualization
of
Lesson Plans and
Learning
Materials
3. To further May 13- 1. Preparatory Schools A.
explain Bloom's 16, 2014 Activities Division LCD 29,250.00 Division
Taxonomy and 1. Translating Superintend
Principles of Stage I materials ent MOOE
in Building
Fluency for MTB-MLE 2. Roll Call Laptop Food and snacks
Education
a. Brief Overview Supervisor
b. Making of Big 3. Continuation in Sound
Books and of Mathematics System 4,500.00 SEF
small books suited Seminar and
for a Workshop venue
specific objectives Public Photoco
in learning Activities Schools pier
making of Stage I District
Primers Supervisors
production of 4.Primers, Big Sample
MTB-MLE Books and IM's
small books School
Materials reproduction Heads
 82

d. Demonstration Coupon
Lessons Bonds
e. Presentation of 5. Displaying of
outputs Outputs District Math
f. Distribution of Flask
Certificates Coordinators disc
6. Teaching Over all Total of
Demo Expenses
Division
Accountant CDR P 64,250.00
7. Signing of
Commitment
SDS
contract Secretary Printer

8. Closing Division Sample

Program Nurse IM's
for
selection

Prepared By: LINA C. BEJIGA

P-1

Approved:
CORA T. ASA, PhD.
Schools Division Superintendent
 83

Republic of the Philippines

Department of Education
Region X
CITY DIVISION OF EL SALVADOR
El Salvador City, Misamis Oriental
___________________________________________________________________________

TRAINING DESIGN

April 30, 2014

I. Title: Project DAPELSA, Five (5) Day In-Service Training

II. Rationale Mathematics is a form of reasoning, thinking mathematically

consists of thinking in a logical manner, formulating and testing
conjectures, making sense of things, and forming and justifying
judgments, inferences and conclusions. We demonstrate
mathematical behaviour when we recognize and describe patterns,
construct physical and conceptual model of phenomena, create
symbol systems to help us represent, manipulate, and reflect on
ideas, and invent procedures to solve problems.

Recent research result provides a continuing documentation

of the need to increase the focus on improving pupil’s achievement in
mathematics. The scores were very poor and alarming.

The poor performance in math can be traced to the methods

used to teach math at the elementary level. The focus should be on
specific problem and not on building the foundation necessary for
understanding higher level maths. These foundations can only built
with a mathematics program that teaches concepts and skills, and
problem-solving.

III. Objectives By the end of the School Year 2013-2014, 75% of all Grade 1
pupils can perform at the proficient or advanced level in all math
assessments.
a. Awakens greater interests in Mathematics
b. Mastery of basic mathematical skills
c. Mathematical Talents will be discovered
IV. Venue Casa Monte Landscape Garden
 84

Ulaliman, El Salvador City

Near the Foot of the Divine Mercy Shrine

V. Participants 40 Grade I Teachers

15 school Heads
10 Division Personnel

VI. Budgetary Requirements:

a. Food and Snacks……65 participants x P150.00 x 5 days = P 50,500.00
b. Venue…………………..P 1,500.00 x 5 days = P 7, 500.00
c. Teachers’ Kit…………40 x P150.00 = P 8,000.00
TOTAL…………………………………………………………………………………………P 64.250.00

VII. Source of Funds: Division MOOE

Individual School MOOE
Special Education Fund (SEF)

Prepared By:
LINA CAPILI-BEJIGA
Principal-I

Approved:
CORA T. ASA, PhD.
Schools Division Superintendent
 85

TRAINING MATRIX
Five (5) Day In Service Training For Grade I Mathematics Teachers Of City Division Of El Salvador
May 12-16, 2014
Casa Monte, Ulaliman, El Salvador City Misamis Oriental

Time Day I Day 2 Day 3 Day 4 Day 5

(May
12,2014) 12-May-14 13-May-14 14-May-14 15-May-14 15-May-14
7:30-8:00 Arrival of Participnts Recapetulation and Recapetulation and Recapetulation and Recapetulation and
Short opening Short opening Short opening
8:00-9:00 Registration of Program Program Short opening Program Program
Participants (Officers of the Day) (Officers of the Day) (Officers of the Day) (Officers of the Day)
Division Secretary)
Interactive Making of Big Books Making of Stage I
9:00-9:45 Opening Program approaches Contextualization of and Primers
specifically for Lesson Plans and small books suited for and production of
House Rules mathematics Learning a MTB-MLE
Objectives of the specific objectives in
Training topics on: Materials learning Materials
(Lina C. Bejiga, P-I) addition Fritzie C. Sillabe,P-I Lina C.Bejiga, P-I
9:45-
10:00 Break
Sammy S. Tres Reyes,
subtraction Lina C. Bejiga, P-I T-I Fretzie Sillabe, P-I
Grace P. Paculba,
fraction; and PSDS Edgardo Taneo, T-3 Lina C. Bejiga, P-1
measurement Neizel Tullebas, T-I
Ian Khay Castro,HT-I Jovel Labis, T-2
 86

(Div. ICT Coordinator) Roque Sabasaje, MT-I

10:00- Overview of the Translating Stage I
11:00 MTB-MLE Lina C. Bejiga, P-I materials
Curriculum for MTB-MLE
Fritzie C. Sillabe, P-I
MTB-MLE Rationale,
Principles and
Purposes
Grace P. Paculba,
PSDS
11:12:00 Strategies in Teaching
Mathematics Using
MTB
MLE as medium of
instruction;
Discovery
approach
(Elma T. Bacan, MT-I)

Noon Break
Cooperative Overview on the rules Demonstration
1:00-3:00 Learning of continuation continuation Lessons
Think Pair
Share contextualizationn on
Lesson Plan and Presentation of
Carousel Learning outputs
small group
activities Materials
big group Fritzie C. Sillabe Distribution of
 87

activities Certificates
(Helen S. Palasan,
MT-I) P-I
Practical Work
3:00-4:00 Approach Contextualization of
(Geneveive E. Lesson Plans and
Lusterio,P-I) Learning
4:00-5:00 Integrative Materials
End of Seminar
Maurina B. Asequia Fritzie C. Sillabe Workshop
P-I P-I
Lina C. Bejiga, P-I
Grace P. Paculba,
PSDS

Prepared By:

LINA C. BEJIGA
P-1

Approved:
CORA T. ASA, PhD.
Schools Division Superintendent
 88

Chapter 5

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary, conclusions and

recommendations based on findings of the study.

This study was designed to analyse the performance of grade 1 in

mathematics under mother tongue based multi-lingual education program

(MTB-MLE) in the city division of El Salvador City, SY 2013-2014.

It also aimed to determine if significant relationships existed between

The performance of grade I pupils in terms of:

4.1 Pupil-Related Factors;

4.1.1 Gender,

4.1.2 Age,

4.1.3 Attitude towards Mathematics; and

4.1.4 Preschool Preparation

4.2 Parental Follow up; and

4.3 Type of School

Summary

This study attempted to determine the performance of Grade I Pupils in

Mathematics under Mother Tongue -Based Multilingual Education (MTB-MLE)

Program in the Division of El Salvador SY 2013-2014.It is believed that some

 89

specific variables have some associations with the pupils’ performance. The

dependent variables in this study are the respondents’ performance in the

four macro skills namely; addition, subtraction, fraction and measurement.

The independent variables are gender, age, attitude towards mathematics,

preschool preparation, parental follow-up and type of school.

This study attempted to find out the performance of Grade I in

Mathematics under the Mother Tongue- Based Multilingual Education

Program (MTB-MLE). It also sought to determine if significant relationship

existed between the aforementioned dependent and the independent

variables.

Findings:

The following were the salient findings of the study:

1. Of the 392 Grade I pupil respondents in the Division of El Salvador City,

203 (51.79%) were boys and 189 were girls (48.21%). Twelve (3.06%)of them

were 5 years old, 202 (51.53%) were 6 years old, 58 (14.80%) were 61/2

years old, 74 (18.88%) were 7 years old, 12 (3.06%) were 71/2 years old), 16

(4.08%) were 8years old ,6 (1.53%) were 81/2, 3 (0.77%) were also 9 years

old and 9 (2.30%) respondents were 10 years old.

2. In the variable, attitude towards mathematics subject, majority of the

respondents expressed “seldom” or expresses negative attitude to all the

questions; I like Mathematics as a subject has a mean of 1.78 and an

extremely negative description, I study my lessons in Mathematics with a

 90

mean of 1.97 and a description of negative, I enjoy Mathematics because it’s

interesting with a mean of 1.98 and its description is negative, I perform

assignments or activities in Mathematics with a mean of 2.10and a negative

description, I feel sleepy during mathematics period with a mean of 2.42 and

a description of negative, Mathematics is so boring to me with a mean of 2.32

and a negative description, I listen very well to my Mathematics teacher’s

discussion has a mean of 1.78 and a negative description, I do not make my

assignments in Mathematics with a mean of 2.37 and a negative description,

I feel lazy when my teacher talks about Mathematics with a mean of 2.43 and

a negative description and I feel bored during Mathematics period with a

mean of 2.44 and still the description is negative.

3. In the variable, preschool preparations, 68 (17.85%) respondents

underwent 1 year and 324 (82.65%) experienced 2 years before entering

Grade I.

4. In the variable, parental follow-up, the overall mean is 1.55 with a standard

deviation of 0.68 and the description is extremely negative.

5. In the variable, type of school, 185 (47.19%) came from central schools

and 207 (52.81%) came from non-central schools.

6. There was no significant relationship between the students’ gender, age

preschool preparation and performance in Mathematics since the computed r

value were 0.036, 0.022 and 0.080 respectively.

 91

For a variable to become significant, it should be greater than the set

probability value which is 0.05.

The result of this study indicates that the observed level of significance

for gender (477), age (0.664) and preschool preparations (.116) were under

the null hypothesis since they are greater than the set proven probability.

These variables were not associated to the respondents’ performance in

Grade I mathematics.

There is significant relationship between the variables attitude towards

math subject, parental follow up and type of school and the respondents’

performance in mathematics.

The null hypothesis is rejected since the obtained probability values

were lesser than the level of significance set at 0.01.This further implies that

attitude towards mathematics, parental follow- up and type of school affects

the performance.

Conclusions:

The facts derived from the analysis of data provided the basic ground

for the conclusion and implication of the study. Thus, the finding of this

research on the analysis on the performance of Grade I in Mathematics under

the Mother Tongue- Based Multi lingual Education Program in the Division of

El Salvador, SY 2013-2014 resulted to the following conclusions.

Since pupils attitude in Mathematics resulted majority to a description

of “negative”, It is a realization that teachers and parents should possess

 92

positive attitude that will be radiated to pupils’ confidence and self-esteem,

hence it will develop positive attitude towards the learning in Mathematics.

a. This further connotes that teachers teaching Grade I Math using

mother tongue as medium of instruction must develop positive attitude

on the new curriculum and make learning more interesting and

appealing to children in order to help them develop positive attitude on

the subject. Mathematics teachers under the MTBMLE program ought

to create interesting and non-threatening environment in their way to

help children to develop positive attitude towards the subject and keep

it without inhibition and hence improve their performance.

b. The greatest number of errors committed by the pupils falls on the

conceptual error. This means that the concept of the subject was not

developed. The pupils had no knowledge at all on the subject. This is a

very alarming result to the teachers and parents.

c. A significant relationship existed in attitude towards Mathematics,

parental follow up and type of school. The result implies that parents

and teachers play a vital role on the performance of the children.

With the type of school, teachers from the central school

are more aware, informed, seasoned and more competent compared

to the teachers in the hinterland. Though both are competent, teachers

from the non-central or hinterland schools were newly hired teachers.

They still did not have seminars and workshops in Kto12 curriculum.
 93

Recommendations

From the findings revealed in this study and in consideration of

its limitation on the scope of topics and respondents, the following are

recommended:

The result revealed in this study along with the similar findings

in other researches, should perhaps be given consideration by DepEd

Perhaps:

1. DepEd. can:

1.1. Take a look at the content and approaches introduced and

implemented by the Kto12 curriculum.

1.2. Teacher’s materials should be properly contextualized into

mother tongue as they are stated in English.

2. To The Administrators:

2.1. Strengthen the linkage with parents and other stakeholders

to solicit cooperation on the education of their children.

1.4. Conduct an in-service training among Grade I teachers on

the appropriate teaching methodologies, IM’s making, lesson

plan contextualization, Reproduction and designing big and

small books appropriate for a certain mathematical objectives.

1.5 Strict monitor and evaluate the use of mother tongue as

medium of instruction in Mathematics.

 94

1.6 Conduct a re- orientation to parents and stakeholders for

them to fully understand the new curriculum on MTB-MLE.

1.7 Conduct a school – based training on the use of a computer

–based instruction in Mathematics.

1.8 Regular classroom observations and LAC sessions.

1.9 Intensified Instructions.

3. To the Teachers;

3.1. They should provide classroom activities/strategies that

would encourage the pupils to participate and motivate the

lesson.

3, 2.Provide corners for manipulative toys for pupils to play or

manipulate during vacant times

3.3. Discover new ideas that could help in enhancing

mathematics teaching and learning

3.4. Give emphasis in teaching the concept in mathematics

3.5. Teachers in Grade I Mathematics under MTB MLE

classrooms must help their students achieve a successful

education; the teachers must understand and follow two specific

pedagogical approaches. First, they must begin with what the

students already know-‐-‐their own language and the knowledge

and skills they have acquired through living in their own

community-‐-‐and use that as the foundation for teaching new

 95

content and concepts. Second, teachers must help their pupils

to develop oral, written and higher level thinking skills in the

language they know best and, at the same time, support the

students as they gradually learn the official school language.

3.6 Provide more exercise and remediation on reading words

and symbols in Mathematics.

3.7 Conduct regular parent’s meetings and home visitations.

3.8 Giving more ICT-based instructions and learning materials.

3.9 Outside the classroom teaching and learning should be

done sometimes to make mathematics learning more fun and

enjoyable (conducting field trips on the nearby places, school

gardens, playgrounds etc.)

3.10. Conducting more learning activities adopting the concept

of John Dewey’s “Learning by Doing”.

4. Avenues for further studies

4.1. For the future researchers, this study may be replicated in

another research environment and include topics not covered in

this research.
 96

BIBLIOGRAPHY

A. Books

Adetulas and Beecham. An Investigation into Bilingual Learners/Language

Factor: Does it Affect Children’s Performance on World Problems.
Educational Studies in Mathematics, 21(4).

Kazima (2004). The Language of Instruction in Mathematics. Education

Studies in Mathematics, UK.

Little and Wright (2007). Improving Learning Outcomes Through Mother

Tongue-Based Education.Education in Africa. The Language Factor.
Paris ADEA.

Nyagura, LM.(2009) Multilevel Investigation of the Effects of School

Classrooms and Students Characteristics on Academic Achievements
in Primary Schools in Zimbabwe.
Washington D.C. The world Bank.

Timor, Leste (2012). Mother Tongue Based Multilingual Education; A New

Direction Director for LanguageinEducation.Paper no. 43; National

Languages;MTBMLE;Language Policy.

B. Articles

DepED Order No.74,s. 2009. Institutionalizing Mother Tongue-Based

Instruction.Meralco Avenue, Pasig City, Talaytayan MLE Inc. 2010.

Espoda, Janet P. (2012). The Native Language in Teaching Kindergarten

Mathematics.

RA 10157,section 2 (20013). An Act Institutionalizing The Kindergarten

Into The Basic Education System and Appropriating Funds
Therefor

Santiago, Paul Julian (2003). Current Issues in the Implementation of the

 97

Mother Tongue-Based Multilingual Education in the Philippines.

C. Related Studies

Dekker, Diane E. (2002) A Case Study of the First Language Component

Bridging Program in Rural Philippines, Paper Presented at Linguistic
Society Of the Philippines International Conference on Applied
Linguistic and Language Education Theory and Practice.
Manila Midtown Hotel.

Nlambas, Kathryn Lindholm Leary (2005): Review of Research and Best

Practices In Effective Features of Dual Language in Education
Program.San Jose State University Publishing.

Nolasco, Datar R. and Azurin (2010). Starting Where the Children Are.
MTB-MLE and Language in the Philippines.
UP Diliman Quezon City, Talaytayan MLE Inc. 2010.

Nyaguras, L.M. (2010) Multi-level Analysis of Pupils’ Knowledge of

Mathematics.Zimbabwe. Journal of Educational Research, Volume 4
pp 97. 2006 Reyes, Flora. The Rights To Learn in One’s Own
Language in Starting WhereThe Children’s Are.Talaytayan MLE Inc.

Rubrico, Grace U. (2008). MTBMLE in the Philippines: Perceptions, Attitudes

And Outlooks. University of the Philippines, Diliman Quezon
Philippines Abstract of 4th International Online Language. 2011.
Estate, Mamokgethi. Multilingual Issues in Mathematics Education.
University of South Africa Publication.

Sierpinska, Alicja (2005). The Conception as Overgeneralization as

Example of Concepts. Been-Zeev and Star Production and Publishing.

D. Unpublished Studies

Caburnoc, Emere S.(2012). Reading Comprehension and Common Errors in

Mathematical Problem Solving Committed by the Grade IV Pupils in
Central Schools in Eastern Part of the Division of Misamis Oriental: An
Analysis.
 98

Lago, Pedrita A. (2010). Parental Involvement: A key Indicator of School

Success Among Grade III Pupils of North 2 District, Cagayan de Oro
City. Masters Thesis Cagayan de Oro College-PHINMA

E. Websites

Eyamu, Ede O.(2007) Parents Perception of Mother Tongue as Medium of

Instruction. Faculty of Education, University of Benin City, Nigeria.

Lee, Katherine (2007). Child Development: Your Six Year Old Child.
About.com, School Age Children, 2007

Paul, Anne Murphy (2012). Why Parenting is more important than schools
Brilliant; The Science of Smart.
 99

Appendix A
LETTER REQUEST TO ADMINISTER THE QUESTIONNAIRE
 100

Department of Education
Region X
DIVISION OF EL SALVADOR CITY
El Salvador City, Misamis oriental

September 25, 2013

Dr. CORA T. ASA,Ph.D.

Schools Division Superintendent
Division of El Salvador City
El Salvador City, Misamis Oriental

Madam:

May I have the honor of asking permission from your office that I’m
going to float my questionnaires of my dissertation entitled “ ANALYSIS ON
THE PERFORMANCE OF GRADE 1 PUPILS IN MATHEMATICS UNDER
MOTHER TOUNGUE BASED MULTI-LINGUAL EDUCATION (MTB-MLE)
PROGRAM IN THE CITY OF EL SALVADOR SY 2013-2014”.

Hoping for a very positive response on this matter.

Very Truly yours,

LINA CAPILI-BEJIGA
Principal-1/Researcher

Approved:

CORA T. ASA,Ph.D.
Schools Division Superintendent
 101

Appendix B
GRADE I MATHEMATICS
TABLE OF SPECIFICATIONS
SECOND GRADING
COMPETENCIES/OBJECTIVES/ Knowled Process UNDER- Perfor
SKILLS ge Skills STANDIN mance TOTAL
(25%) G
(35%) (40%) (30%) 100%
(5 (7items) (12
(8 items)
items) items)
1. Recognize coins and bills up toP100.00 1 13 20 3
(pesos and ctvs.)
2. Identifies the 1st,2nd,3rd up to the 10th object in
a given set from a given point of reference.
3. Illustrates one-step word problems involving
addition of whole numbers including money
with sums up to 99 using appropriate problem 2,3,4 5,6 7 9 7
solving strategy
4. Solves one-step word problems involving 8 10,20 3
addition of whole numbers including money
with sums up to 99 using appropriate problem
solving strategy.
5. Subtracts one-digit numbers with minuends 11 12,14 3
through 18 (basic facts)
6. Solves word problems involving subtraction of
whole numbers including money with
minuends up to 99 with and without 16 17,19 15,18 5
regrouping using appropriate problem solving
strategy.
7. Visualize and identifies ½ and ¼ of a whole 21 22,23,24 4
object.
8. Divides the elements of a set of objects into 25,27 2
two groups of equal quantities to show halves
of sets.
9. Divides the elements of a set of objects into 26,28, 4
four groups of equal quantities to show fourths
of sets. 29,30

10. Tells the time by an hour, half – hour and 31 1

quarter – hour.
11. Estimates and measures length using non- 32,33,39 34 4
standard units of linear measures.
12. Estimates and measures mass using non- 36,37 35 3
standard units of mass/weight measures
13. Compares objects using the comparative 40 1
words; short, shorter, heavy, heavier, etc.
Total 6 10 12 12 40
 102

Appendix C

Written Test
MATHEMATICS I
IKADUHANG PASULIT

Part A

Ngalan:______________________ Grado/Section:_______

Maestra:_______________________ Petsa:______________

Eskwelahan:____________________ punto:______________

KINATIBUK-ANG PAMAAGI SA PAGTUBAG: Lingini

ang letra sa hustong tubag
I. WHOLE NUMBER

A. Pagsuma (addition)

1. =

A. P 6.00 B. P 2.00 C. P 5.50 D. P

7.00

= 4
2.

A. 1 B.5 C. 4 D. 6
 103

= 8
3.
A. 4 B. 2 C. 5 D. 6

4. = 20
A. 10 B. 7 C. 19 D. 5

5. Si Annie dunay 4 ka lollipops. Pag abot niya sa eskwelahan

gihatagan siya ug 3 ka lollipops sa iyang amiga. Pila naman
tanan ang iyang lollipop?
A. 5 B. 6 C. 7 D. 8

6. Adunay 2 ka batang babaye nga nagdula sa duyanan. Adunay

6 ka batang babaye ang miabot aron pud magdula. Pila man
tanan ka batang babaye ang nagdula sa duyanan?

A. 9 B. 6 C. 8 D. 10

7.Si Ana ug Lina nanguha ug bulak. Si Ana nakakuha ug 10 ka

Bulak, si Lina 9 kabuok . Pila man tanan ang nakuha nila
Nga bulak?
A. 17 B. 18 C. 19 D. 9
 104

8. Adunay 3 ka batang babaye nga nagdula sa duyanan. Pag

ka taud-taud nadugangan sila ug 6. Adunay miabot nga 1 ka
batang lalaki. Pila man tanan ka batang babaye ang nagdula?

A. 7 B. 9 C. 8 D. 5

9. Si Ana adunay 4 ka kendi, pag-abot niya sa eskwelahan,

gihatagan siya ni Roy ug 3 ka kendi, gidugangan pa ni Lina ug 10
ka lapis. Pila man ang kendi ni Ana?

A. 5 B. 6 C. 17 D. 7

10. 1 ka mama nagpalit ug 10 ka balloon para sa iyang anak nga

nag birthday. Gipalitan usab siya sa iyang Papa ug 20 ka balloon.

Miabot ang iyang ate nga nagdala usab og 10 ka balloon ug 20 ka

Lollipop. Pila man tanan ka kendi ang nadawat sa bata nga nag

birthday?

A. 30 B. 40 C. 20 D. 60

B. Pagkuha (Subtraction)

=
11.

A.4 B. 3 C. 1 D. 2
 105

˭
=

12 .

A.5 B. 4 C. 3 D. 6

13.
= 9

A. P 10.00 B.P 5.00 C. P 7.00 D. P 8.00

14. = 5
A. 5 B. 10 C. 15 D. 11

15. Sa dako nga basket adunay 25 ka prutas. Kung 11 kabuok

ang mangga, Pila man kabuok ang abokado?

A.12 B. 14 C. 18 D. 10
 106

16.Ang among iro nanganak og 6 ka itoy. Gihatag nako ang 2 ka

itoy sa among silingan. Pila man ka itoy ang nahibilin?

A. 3 B. 2 C. 5 D. 4

17.Si mama adunay P 100.00, nagpalit siya og prutas balor og

P 60.00. Pila man ang iyang sukli?

A. P 25 B. P 40 C. 65 D. 30

18. Adunay beinte singko ka mga okra. Trese ang dagko, ug 5 ang

igo lang ang gidak-on. Pila man ang gagmay?

A. 7 B. 8 C. D. 14

19. 50 ang edad ni Manoy Lito. Ang iyang manghud nga si Juan
40 anyos. Pila man ang diperensya sa ilang edad?

A. 5 B. 19 C. 13 D. 10

20.Ang P20.00 kuhaan ug P 5.00. Pila man ang nahibilin kung

kuhaan pa gayud ug P 2.00?

A. 20.00 B. P 13.00 C. 10.00 E. 12.00

 107

MATHEMATICS
IKADUHANG PASULIT

Part B

Ngalan:________________________ Grado/Section:_______

Maestra:_______________________ Petsa:______________

Eskwelahan:____________________ School:______________

punto:______________

KINATIBUK-ANG PAMAAGI SA PAGTUBAG: Lingini

ang letra sa hustong tubag
B. IKADUHANG BAHIN

1. KAPARTE ( Fraction)

1.Asa sa hulagway ang gibahin sa ½ ?

A. B. C. D.

½ sa 8=
2.
A. 4 B. 1 C. 3 D. 7
 108

3. ¼ sa 4 =
A. 8 B. 1 C. 1 D. 5

4. =
A. 8/8 B. 2 C. 2/4 D. 1/2

5. Si Jose naay 10 ka banig nga gibaligya. Ang ½ niini nahalin na.

Pila man ka banig ang nahalin?

A. 9 B. 4 C. 1 D. 5

6. Si Mario dunay 4 ka sudlanan sa lapis. Ang ¼ nini kolor asul.

Pila man ka sudlanan sa lapis ang asul?

A. 1 B. 2 C. 3 D. 4

7.Pila man ang katunga sa 10 ka laso?

A. 5 B. 6 C. 3 D. 4
 109

8. Si Mat adunay 20 ka atis nga ipanghatag sa iyang 4 ka

silingan. Kung bahinon kaupat ang 20 kabuok atis, tagpila ang

kada usa sa ila?

A. 1 B. 2 C. 5 D. 4

9. Si Mercy adunay 12 ka saging. Gusto niya kining bahinon

pareho sa 4 niya ka amiga. Tagpila man ang madawat sa iyang

kada amiga?

A. 1 B. 2 C. 3 D. 4

10. Kung kaupat nimo bahinon ang bibingka ug puto nga

pareha ka dagko, pila man ka bahin tanan?

A. 4 B. 2 C.8 D.4
 110

2. Sukod (measurement)

Isulat ang letra sa hustong tubag sa blangko.

_____11. Unsa man ang oras sa relo?

A. 12:00 B. 6:00 C. 9:00 D. 4

_____12. Asa niini ang pinakataas?

A. Ang imong dupa

B. Ang imong dangaw

C. Ang imong tunob

D. Ang imong lakang

____13. Pila man ka sentimetro ang usa ka metro?

A. 10 sentimetro

B. 20 sentimetro

C. 50 sentimetro

D. 100 sentimetro
 111

____14. Si Rowena 2 ka metros ang katas on. Pila man ang iyang

Katas on sa sentimetro ?

A. 300 sentimetro

B. 200 sentimetro

C. 50 sentimetro

D. 100 sentimetro

____15. Si Arnel miinom og 1 ka tasa nga gatas. Si Tonton

miinom ug ½ litro nga gatas. Kinsa kanila ang nakainom og

daghan?

A. Arnel

B. Tonton

C. Tata

D. Jose

____16. Pila ka baso ang isa ka litro nga orange juice?

A. 1

B. 2

C. 3
 112

D. 4

____17. Unsa man ang mas bug at?

A. 1/2 kilogram

B. 1 kg

C. 2 kg

D. 3 kg

____18. Kung magpatahi ta og sinena, unsa ang gamiton

pagsukod?

A. Metrosan

B. Ruler

C. Tape measure

D. Gunting

____19. Si Ara miinom og gatas nga usa ka baso. Si Mat miinom

og tunga sa litro. Kinsa ang miinom og daghan nga gatas?

A. Ara

B. Mat

C. Lina
 113

D. Ana

____20. Unsa man ang bug -at, 1 ka kilong karne, o 1 ka kilong

gapas?

A. 1 ka kilong karne D. Wala

B. 1 ka kilong karne

C. Pareho ra
 114

Appendix D

QUESTIONNAIRE NO. 3 FOR THE GRADE I PUPILS

A. Pupil-Related Factors

KINATIBUK ANG PAMAAGI SA PAGTUBAG: Isulat sa linya ang tubag

Pangalan______________________

Edad _________________________

Gender: babae o lalake ________________________

Trabaho sa Papa ______________

Trabaho sa Mama _____________

B. Parental Follow up

Butangi ug check ang kahon

1. My parents encourage me to study at home.

/__/ Aways /__/ Often /__/ Sometimes /__/ Never

(Gidasig ko sa akong mama ug papa nga magtuon sa balay.

/__/ Kanunay /__/ matag karon ug unya /__/ Talagsa ra /__/ wala )
 115

2. My parents care about my studies

/__/ Aways /__/ Often /__/ Sometimes /__/ Never

( Ang akong mga ginikanan nag amuma sa akong pag eskwela.

/__/ Kanunay /__/ matag karon ug unya /__/ Talagsa ra /__/ wala )

3. My parents ask me about the things I learn in school.

/__/ Aways /__/ Often /__/ Sometimes /__/ Never

(Mangutana ang akong mama ug papa sa among mga leksyon sa

eskwelahan

/__/ Kanunay /__/ matag karon ug unya /__/ Talagsa ra /__/ wala )

4. My parents find time to talk about my schooling.

/__/ Aways /__/ Often /__/ Sometimes /__/ Never

(Ang akong mama ug papa makig estorya nako bahin sa akong pag

eskwela.

/__/ Kanunay /__/ matag karon ug unya /__/ Talagsa ra /__/ wala )

5. My parents teach me when I’m home.

/__/ Aways /__/ Often /__/ Sometimes /__/ Never

(Gitudloan ko nila kung naa ko sa balay.

/__/ Kanunay /__/ matag karon ug unya /__/ Talagsa ra /__/ wala )
 116

6. My parents ask me for my test results.

/__/ Aways /__/ Often /__/ Sometimes /__/ Never

(Mangutana si mama ug papa sa akong kuha sa test.

/__/ Kanunay /__/ matag karon ug unya /__/ Talagsa ra /__/ wala )

7. My parents help me make my assignments.

/__/ Aways /__/ Often /__/ Sometimes /__/ Never

(Gitabangan ko sa akong ginikanan paghimo sa mga assignments.

/__/ Kanunay /__/ matag karon ug unya /__/ Talagsa ra /__/ wala )

8. Motambong sa meeting sa eskwelahan si mama ug papa.

/__/ Kanunay /__/ matag karon ug unya /__/ Talagsa ra /__/ wala )

9. My parents praise me for showing what I learn in school.

/__/ Aways /__/ Often /__/ Sometimes /__/ Never

(Gidayeg ko sa akong mama ug papa sa akong mga kuha sa eskwelahan.

/__/ Kanunay /__/ matag karon ug unya /__/ Talagsa ra /__/ wala )

10. My parents give the things I need in my studies.

/__/ Aways /__/ Often /__/ Sometimes /__/ Never

(Si mama ug papa naghatag sa akong mga kinahanglanon sa eskwelahan.

/__/ Kanunay /__/ matag karon ug unya /__/ Talagsa ra /__/ wala )
 117

C. Attitude Towards Mathematics

1. I like Mathematics as a subject.

/__/ Aways /__/ Often /__/ Sometimes /__/ Never

(Ganahan ko sa subject nga Mathematics

/__/ Kanunay /__/ matag karon ug unya /__/ Talagsa ra /__/ wala )

2. I study my lessons in Mathematics.

/__/ Aways /__/ Often /__/ Sometimes /__/ Never

(Gatuon ko kanunay sa mga leksyon sa Mathematics)

/__/ Kanunay /__/ matag karon ug unya /__/ Talagsa ra /__/ wala )

3. I enjoy Mathematics because it’s interesting.

/__/ Aways /__/ Often /__/ Sometimes /__/ Never

(Ganahan ko sa subject nga Mathematics kay makalingaw)

/__/ Kanunay /__/ matag karon ug unya /__/ Talagsa ra /__/ wala )

4. I perform assignments or activities in Mathematics.

/__/ Aways /__/ Often /__/ Sometimes /__/ Never

( Akong gihimo ang mga assignments ug mga buluhaton sa

Mathematics)

/__/ Kanunay /__/ matag karon ug unya /__/ Talagsa ra /__/ wala )
 118

5. I feel sleepy during my Mathematics period.

/__/ Aways /__/ Often /__/ Sometimes /__/ Never

(Katulgon ko kung oras na sa Mathematics)

/__/ Kanunay /__/ matag karon ug unya /__/ Talagsa ra /__/ wala )

6. Mathematics subject is so boring to me.

/__/ Aways /__/ Often /__/ Sometimes /__/ Never

(Laay kaayo para sa akoa ang Mathematics subject)

/__/ Kanunay /__/ matag karon ug unya /__/ Talagsa ra /__/ wala )

7. I listen very well to my Mathematics teacher’s discussion.

/__/ Aways /__/ Often /__/ Sometimes /__/ Never

(Maminaw ko ug maayo sa akong maestra sa Mathematics kung

magtudlo siya)

/__/ Kanunay /__/ matag karon ug unya /__/ Talagsa ra /__/ wala )

8. I do not make my assignments in Mathematics.

/__/ Aways /__/ Often /__/ Sometimes /__/ Never

(Dili ko maghimo ug mga assignments sa Mathematics)

/__/ Kanunay /__/ matag karon ug unya /__/ Talagsa ra /__/ wala )

9. I feel lazy when my teacher talks about Mathematics.

 119

/__/ Aways /__/ Often /__/ Sometimes /__/ Never

(Tapolan ko kung maghisgot na ang akong maestra mahitungod sa

mathematics)

/__/ Kanunay /__/ matag karon ug unya /__/ Talagsa ra /__/ wala )

10. I feel bored during Mathematics period.

/__/ Aways /__/ Often /__/ Sometimes /__/ Never

(Laayon ko kung panahon na sa Mthematics)

/__/ Kanunay /__/ matag karon ug unya /__/ Talagsa ra /__/ wala )
 120

CURRICULUM VITAE

Personal Background
Name : Lina Capili-Bejiga
Birthdate : July 20, 1968
Place of Birth : Bolisong, El Salvador City
Address : Bolisong, El Salvador City
Misamis Oriental

Civil Status : Married

Spouse : Lolito Dangcal-Bejiga

Educational Background

Graduate Studies : Master of Arts in Elementary Administration

: Cagayan De Oro College
March, 1999

: Doctor of Philosophy in Educational

Administration and Supervision
March, 2014

Tertiary : Bachelor Of Science in Agriculture (Entomology)

Central Mindanao University
Musuan, Bukidnon
March, 1990
: Certificate in Teaching Elementary
Central Mindanao University

Secondary : Alubijid National Comprehensive High School

Alubijid, Misamis Oriental
March, 1985

Elementary : Cogon Elementary School

Cogon, El Salvador City
March, 1981
 121

Work Experience

Principal 1 : Amoros Elementary School

Amoros, El Salvador City
2012-to date

Principal 1 : Kalabaylabay Elementary School

Kalabaylabay, El Salvador City
2011

Principal 1 : Cluster Principal of:

Bolisong Elementary School
Bolisong, El Salvador City
Kalabaylabay Elementary School
Kalabaylabay El Salvador City
2010-2011

Principal 1 : Cluster Principal of :

Burnay Elementary school
Burnay, Gitagum Mis,. Or.
Pangayawan Elementary School
Pangayawan, Gitagum Mis. Or.
CP Garcia Elementary School
CP Garcia, Gitagum Misamis Oriental
2008-2010

Head Teacher 2 :Burnay Elementary School

Burnay, Gitagum Misamis Oriental
Division of Misamis Oriental
2005-2007

Head Teacher 2 : Bolisong Elementary School

Bolisong, El Salvador City
2004

Head Teacher 1 ;Hinigdaan Elementary School

Hinigdaan, El Salvador City
2003-2004
Elementary Grade Teacher 3 :Bolisong Elementary School
Bolisong, El Salvador City
Misamis Oriental
2002-2003
 122

Elementary Grade Teacher 2 :Kalabaylabay Elementary School

Kalabaylabay, El Salvador City
Misamis Oriental
1998-2001

Elementary Grade Teacher 1 :San Francisco de Asis Elementary School

San Francisco De Asis
El Salvador City
1994-1999
123
124
125