DIFFICULTIES ENCOUNTERED BY THE GRADE IV MATHEMATICS TEACHERS

IN TEACHING PUPILS EXPOSED TO MTB-MLE

A BASIC RESEARCH PROPOSAL

(Teacher Difficulties)

PROPONENT

AYREN M. GUCOR
MASTER TEACHER I

DIVISION OF AGUSAN DEL SUR

BONIFACIO CENTRAL ELEMENTARY SCHOOL

ROSARIO DISTRICT 2

NOVEMBER, 2021
I. Introduction

Teachers play a great role during the teaching and learning process. They must be

fully equipped with the knowledge and skills that they will deliver to the learners.

Teachers serve as a guide of the learners in developing their full potential and to discover

new ideas that are beneficial in their day to day activities to obtain quality education.

According to a comparative analysis of the Basic Education Curriculum (BEC), Revised Basic

Education Curriculum (RBEC) and K to 12 Curriculum of John Michael M. Ibrahim, “Quality Education

is viewed as any country’s pillar of success. Restructuring the Philippine’s basic education system

through the K to 12 Program is a tough but strategic move by the government to ensure that it

produces competent graduates who can serve as the backbone for a highly skilled and employable

work force. “This means that the K to 12 curriculum is designed to produce graduates that is highly

competitive not only in our locality but globally, as well.

The K to 12 Curriculum is introduced in 2011 by the Department of Education (DepEd),

headed by Secretary Armin Luistro, that made Kindergarten a prerequisite to basic education. It

prolonged basic education to include a two-year senior high school and offered technical and

vocational courses to students who cannot pursue collegiate degree, that gives them a chance to

land a blue-collar job and earned a living.

The program replaced the 10-year Basic Education Curriculum (BEC), which consisted of six

years elementary and 4 years in high school that concentrated on English and Filipino languages, the

Sciences, Mathematics, and the Social Sciences.

The reform includes decongesting and enhancing the basic education curriculum for the

learners to master the basic skills and lengthens schooling from Kindergarten to Grade 12. This

ensures that by adding Kindergarten and two years in high school, graduates earned the necessary

skills and reach the employable age to qualify into the world of work, in case they will not proceed to

college if they desired to. But for those who wants to pursue the tertiary level of education,

graduates are better prepared for college degree.

The Philippines is the only country in Southeast Asia and one of the only three countries in

the world with a ten-year program before entering to colleges and universities. According to
President Benigno Aquino III, “ We need to add two years to our basic education. Those who can

afford to pay up to 14 years of schooling before the university thus, their children are getting into

the best universities and land the best jobs after graduation. I want at least 12 years for our public

school children to give them an even chance of succeeding.”

One of the changes in Basic Education Curriculum brought about by the K to 12 Curriculum is

the introduction of Mother Tongue-Based Multilingual Education (MTB-MLE) specifically in

Kindergarten, Grades 1,2 and 3 to support the goal of “Every Child-A-Reader and A-Writer by Grade

1.”

MTB-MLE refers to “first-language-first” education that is, schooling which begins in the

mother tongue and transitions to additional languages particularly Filipino and English. It is meant to

address the high functional illiteracy of Filipinos where language plays a significant factor. Children

can easily express themselves if they speak their own language thus, it develops their confidence

and lessen their fear in committing mistakes. It also gives them the opportunity to participate in

class discussion because they understand what is being discussed and what is being asked of them.

They can immediately use their language to construct simple sentences and explain to their own

opinion, and add new concepts to what they already know.

Moreover, Balaji Viswanathan, (2013) of India cited some advantages and disadvantages of

Mother Tongue based education. One of the advantages is to expand the reach of education in

which many rural kids would have their parents and relatives with no knowledge of English in which

forcing an English medium education can put them at a significant disadvantage. Another advantage

is to improve learning outcomes during primary school in which few researchers have shown that

having a mother tongue education enable the kids to easily grasp the course content as they are

used to the vocabulary. Another advantage is protecting and preserving local languages. He cited

also some disadvantages of a mother tongue based education as follows: Painful shift in higher

education in which the students will have a painful shift from mother tongue-based education to

English medium of instruction. The students keep on translating all the concepts from their mother

tongue to English language. Ideally, we should have a blend of English and mother tongue, where

the parents teach the kids in mother tongue and schools teach in English with some sort of a bridge
facilitated by both of them.

In the K to 12 Curriculum, grade IV is in the transition period wherein pupils have a

difficulty in coping up themselves from their Mother Tongue lessons in Mathematics from

Kindergarten to Grade III to the English version of style in teaching Grade IV. They keep on

saying, “Teacher binisay-a ra gud kay wa mi kasabot”. Even in reading the numbers, they

read it in bisaya. As a grade IV teacher in Mathematics, I feel that there is a big gap that the

teacher should cope up, bridge and be given proper attention so that the skills that the

learners should learn in that particular grade level will be learned fully by the learners and

they become ready for the next higher skills on the following grade level.

Learners in an English-limited context come from backgrounds where a language

other than English is spoken at home. In most instances the teachers are also English

second language speakers. The teacher is the main source of English learning. The only

time learners communicate in English is in class, thus they have limited opportunities to

engage with the language, Guida Steyn,2017.

II. Review of Related Literature

This chapter presents a review of related literature and studies which are found

useful in the development of this study.

During the teaching –learning process, there are times that the teacher finds difficulty

in delivering new skills to the pupils, because there are math disabilities that stand in the way

of pupil’s mathematical development. These difficulties should be solved at an early stage

because these can impair the child’s ability to progress in mathematics.

Math disabilities can arise at nearly any stage of a child’s scholastic development.

While very little is known about the neurological or environmental causes of these problems,

many experts attribute them to deficits in one or more of five different skill types. These

deficits can exist independently of one another or can occur in combination. All can impact a

child’s ability to progress in mathematics.

`
Nuria Gorgonio and Nuria Planas (May 2001), have a research on language issues

focuses on two aspects, namely the language as a social tool within the mathematical
classroom and the language as a vehicle in the construction of the mathematical knowledge.

These are true because as the teaching and learning process occur, learners should interact

using the required language for their level and the same language they will use in

constructing the mathematical knowledge which the teacher should use.

Another problem in which the researcher encountered is the teachers’ conceptions

of Mathematics and Mathematics teaching to instructional practice.

Alba Gonzalez Thomson (1984), There is strong reason to believe that the

mathematics, teachers’ conceptions (their beliefs, views, and preferences) about the subject

matter and its teaching play an important role in affecting their effectiveness as the primary

mediators between the subject and the learners.

Sometimes, we cannot avoid that teacher have a preference on the subject they are

going to teach. Some have a heart to teach the subject and others don’t have. But in the

elementary especially in the areas wherein there is only one teacher teaching per grade, the

teachers have no choice rather than to teach the subject. So, the kind of teaching is affected

because of the beliefs and preferences of that teacher. Shavelson and Stem (1981) noted:

International Society for Technology in Education (2015) describes teachers as the

facilitator and the one who inspire student learning and creativity as the teachers who use

their knowledge of the subject matter, teaching and learning and to facilitate experiences

that advance student learning and creativity, and innovation.

Very little attention has been paid to how knowledge of a subject matter is integrated

into teachers’ instructional planning and the conduct of teaching. Nevertheless, the structure

of the subject matter and the way it is taught (e.g., with integrity or improbability,

contempt or respect) is extremely important to what the students learn and their attitudes

toward learning of the subject matter.

Another difficulty of mathematics teaching is the unhealthy beliefs of the learners

towards the subject. Many students are already negative about learning mathematics. Their

minds are already close that mathematics is a very difficult subject and that conception is

already instilled in their minds that cannot easily be detach. David Mtetwa and Joe
Garafalo, (1989) said that unhealthy belief system may underlie students’ difficulties in

mathematics. Children tend to neglect the subject and never try their best to explore the

beauty and the application in the real life situation. This situation should be given much

attention to the teacher because this can cause baggage in the part of the learners.

III. Research Questions

The main purpose of this study is to determine the difficulties of the Grade IV

teachers in teaching Mathematics in the K to 12 Curriculum particularly in Rosario District 2

in which these can be the basis of an In-Service Training. Specifically, this study seeks

answers in the following research questions.

1. What are the difficulties encountered by the Grade IV teachers in teaching pupils exposed

to MTB-MLE in terms of:

1.1. medium of instruction

1.2 attitude of the learners towards the subject

1.3 teaching and learning process

2. On making of the findings, what In-Service Training can be offered?

IV. Scope and Limitations/ Delimitations

This study focuses only to the Grade IV Math teachers of Rosario District 2 which

composed of 6 complete elementary schools.

The study is to be conducted this coming First Quarter of S.Y: 2022-2023

particularly in the month of February and March in the said district.

This study is limited only on the difficulties encountered by the Grade IV Mathematics

teachers in the K to 12 Curriculum in the district of Rosario 2 which serve as the basis for In-

Service Training.

Any indicators not mentioned are beyond the scope of this study.
V. Research Methodology:

This chapter describes the research methodology, the research design, respondents

of the study, the instruments, and the statistical data analysis.

a. Sampling

This study will be conducted to the Grade IV Mathematics Teachers of Rosario

District 2 which composed of six (6) complete Elementary Schools namely: Bonifacio

Central Elementary School, Wasi-an Elementary School, Masabong Elem. School, JTC II

Integrated School, Blocking Elem. School, and Sta. Rosa Integrated School.

This study will use a purposive sampling in which all the Grade IV Mathematics

Teachers in Rosario District 2 will be taken as respondents.

b. Data Collection

This study employs the descriptive-survey method of research to describe the extent

to which difficulties encountered by the Grade IV Mathematics teachers need much attention

and be given emphasis on the In-Service Training.

The validated survey questionnaire is the instrument use to gather data on the

difficulties encountered by the grade IV teachers on teaching Mathematics which include the

medium of instruction used, attitude of the learners towards the subject, and teaching and

learning process.

The survey questionnaire will be validated by the three reliable evaluators who are

experts on the said field.

The questionnaire is consisted of fifteen items – five items for pupils’ medium of

instruction used, five items for attitude of the learners towards the subject, five items for

Teaching and Learning Process.

This will be answered using the following Likert Scale:

1.00 – 1.74 Not a problem

1.75 – 2.49 Slightly a problem

2.50 -3.24 Moderately a problem

3.25 – 4.00 Strongly a problem

 C. Ethical Issues

All participants in the study will be given verbal and written explanation of the study.

No known major risks were involved in the study. The researcher anticipated minor

intolerance from the respondents. There is a voluntary participation of the study. Rest

assured that all names of the participants and the results of the answered questionnaire will

be held confidential all throughout the study. All questionnaires will be numbered to preserve

anonymity. Answered questionnaire will be made confidential by keeping them individually in

a sealed envelope. An instruction for completing and returning sheets is included in the

questionnaire.

D. Plan for Data Analysis

To determine the difficulties encountered by the Grade IV Mathematics teachers in

terms of medium of Instruction, attitude of the learners towards the subject, teaching and

learning process, the researcher will use the Likert Scale in which the respondents will check

their corresponding answer.

Legend:

1- Not a problem

2- Slightly a problem

3- Moderately a problem

4- Strongly a problem
 VI. Gantt Chart

Activity/Task Nov.2021 Dec. 2021 Jan. 2022 Feb.-March, Apr.-July,

2022 2022
W W W W W W W W W W W W W W W W W W W W
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
Project Duration
1. Making Write
Ups
2. Presentation of
Research Proposal
to the District-In-
Charge and School
Heads
3. Presentation of
Research Proposal
to the Teachers
4. Data Gathering
5. Data
Interpretation and
Analysis
6. Final Editing
7. Submission of
Final Result to the
district and to the
division
8. Revision
9. Bounding of the
final output
10. Publication

I. Cost Estimated

Supplies and Materials(Office Supplies, Bond papers, Inks) 20, 000.00

Domestic travel (Fares) 25,000.00

Communication Expenses(Mobile phone Loads) 12,000.00

Reproduction, Printing, and Binding 28,000.00

Foods (Survey and Focus Group Discussion) 60,000.00

Total 145,000
II. Plan for Dissemination and Advocacy

The result of the study will be used for the development of programs

specifically for the improvement of the pupils in terms of Mathematics performance.

The study will provide and lead other researchers on their quest for innovative

research studies relative to the teachers’ difficulties in teaching Mathematics.

Additional dissemination will occur through presentations at the conferences,

such as teacher education and Mathematics Education Conferences may it be in

district, division, region and national and through articles published in peer-reviewed

journals.

III. References:

Nuria Gorgonio and Nuria Planas (May 2001),

Alba Gonzalez Thomson (1984),

Shavelson and Stem (1981) noted:

International Society for Technology in Education (2015)

David Mtetwa and Joe

Garafalo, (1989) said that unhealthy belief system may underlie students difficulties in

Guida Steyn,(2017) The Transition of Grade 4 Learners to English as Medium of Instruction

 Respondent’s Details:
Name: __________________________________________
Age: ____________________________________________
School: _________________________________________

Part I – Professional Preparation

No. of Years in Teaching Profession: ___________________
Educational Attainment: (Please check appropriate box)
College Graduate: (Please specify degree) ________________________________
Masteral Level: (Please specify degree) __________________________________
Masteral Graduate: (Please specify degree) _______________________________
Doctoral Level: (Please specify degree) ___________________________________
Doctoral Graduate: (Please specify degree) _______________________________
Field of Specialization: _____________________________________________________________
Math Related Trainings Attended (for past three years):
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

From the following options, choose what applies to your learners at the point when they are
promoted to Grade 4. Check the appropriate box.

1- Not a problem

2- Slightly a problem

3- Moderately a problem

4- Strongly a problem

1 2 3 4

A. Medium of Instruction, attitude of the learners towards the subject

, teaching and learning process

1. They can read and speak their mother tongue/local language well.

2. They can write their mother tongue/local language well.

3. They can read but cannot speak English.

4. They can speak English but cannot write it well.

5. They can read English but cannot comprehend well.

6. They can easily understand the words in English.

7. They can easily understand the concept in Mathematics in which

English is the medium of instruction.

8. They can easily understand mathematics problems in English as the

language being used.

9. They need more time to learn English before it can be used as

language of learning and teaching.

B.

1. Did you find it difficult to begin teaching learners straight away in English?

Why or Why not?

2. Do you find teaching Grade 4 Mathematics easy? Why or Why not?

3. What are the different instances in which you find teaching Grade 4

Mathematics difficult? Please enumerate.

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

4. Teaching in Grade 4 Mathematics class is very difficult because learners have

not mastered English well.

Strongly agree Agree Disagree Strongly disagree

5. Teaching Grade 4 Mathematics class is easy because I can teach while

switching from English to local language and local language to English.

 Strongly agree Agree Disagree Strongly disagree

6. Teaching Grade 4 Mathematics is difficult because I have to translate all that I

teach in a local language for the learners to understand well.

Strongly agree Agree Disagree Strongly disagree

7. I was trained on how to help learners transition from use of local

language/mother tongue to English as a medium of teaching.

Strongly agree Agree Disagree Strongly disagree

8. Teachers need more training in order to be able to help learners to transition

from local language to English as a medium of teaching

Strongly agree Agree Disagree Strongly disagree

9. Were you trained on how to help learners transition from using mother tongue

to English as medium of instruction in teaching mathematics?

Yes___ No___

10. What are your other problems met in teaching Grade 4 Mathematics? Please

Enumerate Below.

___________________________________

___________________________________

___________________________________