1

CHAPTER I

THE PROBLEM AND ITS SCOPE

Introduction

Language plays a significant role in the whole aspect of human

development including students' educational process. The impact of the chosen

instructional approach has caused a lot of interest over the years. Particularly for

math educators, the language used to teach subjects is becoming an increasing

concern.

In the Philippines specifically in Bohol, there are many languages used in

the teaching and learning process. This becomes a challenge for a teacher to

deal with diverse learners since not all learners are the same because they may

vary in what language they prefer the most and what language they are

comfortable with learning. Hence, all students in the classroom must be

frequently exposed to a language that they are familiar with so that the students

can grasp the mathematical concept efficiently.

. The Department of Education has developed a framework that supports

the use of Mother Tongue–Based Multilingual Education (MTB-MLE). It is a

language-in-education policy that promotes using the mother tongue or first

language (L1) as the medium of Instruction for the first three years of primary

education. The policy aims to improve learning outcomes and promote

bilingualism/multilingualism by gradually introducing the use of a second or

additional language (L2) as the student progresses through school. The

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implementation of MTB-MLE began in 2012 as part of the government’s efforts to

address the low literacy rates among indigenous and marginalized communities.

The policy highlights the value of utilizing the mother tongue of the students as

the first language of Instruction to promote greater comprehension and more

efficient learning. Meanwhile, this approach enables the learners’ sense of

community and heritage pride while preserving their cultural identity.

The MTB-MLE approach to teaching mathematics supports using the

student's first language to impart fundamental ideas, practices, and problem-

solving abilities. This approach acknowledges that teaching mathematical

concepts language students are comfortable with can increase their likelihood of

learning and understanding them. However, putting the program into practice

presents several difficulties, such as the need to translate mathematical terms

and concepts into different native languages, the lack of appropriate and

culturally relevant instructional materials, and the need for teacher support and

training.

These problems can significantly negate the effectiveness of the

improvisation of education using MTB-MLE-based Instruction. With that problem

in mind, the researchers deemed it necessary to examine whether using MTB-

MLE as the medium of instruction at Danao Elementary School enhances

students' comprehension of mathematical concepts and problem-solving skills.

The researchers also want to assess if there is a significant relationship between

the profile of the respondents and the effectiveness of MTB-MLE instruction.

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Theoretical Background

This section presents several theories explaining the importance of mother

tongue in the teaching and learning process and on how these theories relates to

this study. This section describes various related ideas, their differences and

similarities, and their relevance to this study.

Theory of Scaffolding was proposed by Bruner (cited in the study of

Uayan, 2017). Bruner believed that a more knowledgeable person, like a teacher

or a peer, provides support and guidance to learners as they work on a task. This

theory of scaffolding underscores the importance of tailoring instruction to pupils’

varying abilities in mathematics within the context of MTB MLE. It emphasizes

providing the right level of support to facilitate learning and skill development

while recognizing that pupils may require different levels of scaffolding based on

their current abilities. Therefore, a competent instructor will create courses that

assist students in understanding the connections between various aspects of

information. To accomplish this, a teacher must provide students with the

necessary information, yet without putting plans in place. Using a spiral

curriculum can help with the process of discovery-based education.

Theory of Linguistic Interdependence proposed by Cummins (cited in the

study of Pillos et al.,2020) posits that proficiency in a student’s mother tongue

can develop mastery in a second language. The theory suggests that cognitive

and academic skills developed in one language can transfer to another language.

It assumes that the mathematical concepts and problem-solving skills learned in

the mother tongue can be transferred to other languages, including the language
 4

of instruction. When taught in their mother tongue, they can develop their

cognitive and academic skills better, which leads to improved performance in

other subjects, such as mathematics.

Theory of Cognitive Load proposed by Sweller (cited in the study of

Casinillo, 2022) suggests that working memory has limitations, and cognitive load

can affect learning. He emphasized the importance of reducing extraneous

cognitive load and managing intrinsic cognitive load to optimize studying and

understanding. Cognitive load theory assumes that individuals have limited

working memory capacity, which can become overloaded if too much information

is presented simultaneously. Therefore, students taught in their mother tongue

are less likely to be burned by the additional cognitive load of processing a new

language while trying to understand mathematical concepts. It reduces cognitive

load and may enhance their ability to focus on mathematical concepts, leading to

better learning outcomes.

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THEORY LEGAL BASIS

o Theory oof R.A

Scaffolding proposed
10533 SEC. by
4. Enhanced Basic
Education Program
Bruner (cited in the study of Uayan,

2017). o D.O 31. Series 2013

o Theory of Linguistic
o The DepEd Order No. 74, issued in
Interdependence
2009 was proposed by
Cummins (cited in the study of

Pillos et al., 2020).

o The theory of Cognitive Load was

proposed by Sweller (cited in the

study of Casinillo, 2022).

IMPACT OF THE STUDY

This study will help both students and teachers onto the potential

benefits of using Mother Tongue-based Instruction in

Mathematics. Hence, this study aims to improve pupil

performance through the utilization of their mother tongue as a

medium of instruction to create a more meaningful educational

environment for pupils, where acknowledging and valuing the

cultural and linguistic diversity of the pupils is evident.

EFFECTIVENESS OF MOTHER TONGUE-BASED INSTRUCTION TO THE PUPILS’

ABILITY IN MATHEMATICS AMONG GRADE 3 PUPILS AT DANAO ELEMENTARY

Figure 1: Schematic Diagram of the Study
SCHOOL.
 6

Review of Related Literature

Mother-Tongue

According to Cambridge Dictionary, Mother- tongue is the first language

you learn as a baby, rather than a language you understand at school or as an

adult. This language was the very first language that has been introduce to us.

Probably, the first language we use in exploring new things, making friends, and

dealing with every circumstance, especially in school. The concept of "mother

tongue" refers to the first language learned by an individual from birth, playing a

crucial role in cultural identity and cognitive development. Recent research

underscores the importance of mother tongue proficiency in early linguistic and

cognitive growth. Cummins (2019) and Bialystok (2020) highlight that proficiency

in the mother tongue provides a strong foundation for acquiring additional

languages, with bilingual individuals, particularly those fluent in their mother

tongue, exhibiting enhanced cognitive abilities. Educationally, mother tongue

instruction has been shown to improve learning outcomes, as evidenced by

Thomas and Collier (2018), who found that students taught in their mother

tongue perform better academically. UNESCO (2021) and Heugh (2022)

advocate for mother tongue-based multilingual education to enhance learning,

cognitive development, and cultural inclusion. Despite these benefits, the

implementation of mother tongue-based education faces challenges such as

political and economic pressures favoring dominant languages and practical

issues like a lack of trained teachers and resources.

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MTB-MLE Program

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

Philippines aims to enhance literacy and learning by using children's first

languages for instruction during their early school years. Research highlights its

positive impact on students' learning and cognitive development. According to

Nolasco (2018) he found that kids taught in their mother tongue had better

literacy and numeracy skills, aligning with the idea that a strong foundation in

one's first language boosts overall cognitive abilities. Successful MTB-MLE

implementation requires well-trained teachers and enough teaching materials.

Dekker and Young (2018) observed that schools with good teacher training and

resources saw better student performance. Using mother tongue in education

also helps preserve linguistic diversity and cultural identity, which is vital in a

country with over 170 languages. According to Pillos, M. et al. (2020), Mother

tongue-based multilingual education program has been established in many

minority language communities worldwide. Most teachers, principals, and parents

of children in that program have found that students who begin learning in their

home language have more confidence in themselves as learners, participate

more actively in classroom discussions, ask more questions, demonstrate a

deeper understanding of the subjects, learn to read more quickly and understand

what they read, learn to write more quickly and express themselves better in

written form and know the school language – oral and written – more efficiently

and with greater comprehension.”

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Pupils’ Ability in Mathematics

Understanding how well pupils do in math means looking at a bunch of

stuff that affects how they learn and perform. Think about it: some kids just seem

to get math right away, while others struggle a bit more. It's not just about how

smart they are—there's a whole bunch of things going on. For starters, how good

they are at things like numbers and shapes really matters, as Geary (2020)

points out. “Mathematical skills are often hard to acquire and master in a

language unfamiliar to the learners. Often, students fail to master mathematical

concepts and skills when they can hardly comprehend the medium of

Instruction.” Language plays an essential factor in a learning process, and

students can learn best if the language used is their language of expertise. They

can understand, learn, and apply these learnings with confidence. A famous

quote from Nelson Mandela (cited in an article Table for Change 2023) “Talk to a

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

language, that goes to his heart.”

Challenges in Mathematics

According to Jourdain, L., [Link] (2016). “The language problems include

linguistic aspects that can make mathematical texts difficult to understand,

terminology in academic mathematics, and reading and writing to aid in

mathematics learning.” The above said is connected to the study of Chan, S.

(2015). “Learners cannot perform the intended calculations unless they

understand such language, regardless of how familiar they are with the

mathematical principles involved.” The challenges associated with mathematics

 9

stemmed from the cognitive demands of mathematics itself. Language and

mathematics are increasingly acceptable and integrated into mathematics

learning and teaching. In mathematics education, the language of instruction

plays a pivotal role, influencing students' comprehension, engagement, and

performance. Cognitive processing in mathematics relies heavily on language

comprehension, and when students are required to learn in a language they are

not proficient in, cognitive resources are diverted towards language acquisition

rather than mathematical reasoning, resulting in cognitive overload (Cummins,

2019).

Benefits of using MTB-MLE Instruction.

Using the learners' first language allows them to be more productive.

Educationists have been discovering realistic solutions to real challenges in the

Philippine Educational System, particularly in student reading and

comprehension. As a result, when Mathematics is taught in the learner's mother

tongue, their performance improves significantly. Learners' retention skills and

talents improve. As a result, it is efficient and valuable to the student's learning.

Boholano, H., [Link] (2021). Proficiency in one's first language enhances cognitive

development, fostering deeper understanding and retention of mathematical

concepts (Cummins, 2019). Linguistically, employing pupils' first language

facilitates comprehension of mathematical terminology and instructions, enabling

more accurate expression of mathematical ideas and problem-solving strategies

(Bialystok, 2020). Incorporating pupils' first language in mathematics education

promotes sociocultural relevance, fostering a sense of identity and belonging

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among students while enhancing motivation and engagement with mathematical

learning tasks (Walter B. et. al., 2019).

To ensure that children develop strong foundation abilities in literacy and

numeracy, schools must teach the curriculum in a language that children

comprehend. Mother tongue-based bilingual (or multilingual) education

approaches, in which a student's mother tongue is taught alongside the

introduction of a second language, can boost performance in both the second

language and other course (UNESCO,2016).

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Review of the Related Studies

The Occurrence of Mother Tongue Based on Students' Ability in

Mathematics has become rampant in the everyday life of students. With this

given situation, studies have been conducted on the roots of this problem and

arrive at different studies related to it.

According to Dinglasan, K. (2019) in the study entitled “The Effectiveness

of Mother Tongue-based Instruction among Grade Four pupils of Tulo I

Elementary School” Mathematics is one of the components of education, a vital

aspect of life. Various evaluations revealed that the Philippines does poorly in

mathematics, with the mother tongue having a big influence on the culture and

the teaching and learning process. The highest scores came from carelessness

with the number sign, although proficiency in a mother tongue is not always a

prerequisite for success when completing word problems.

In the study of Falguera, R. (2022) “Effectiveness of Mother Tongue

Based Instruction on Grade 1 Pupil's Performance In Mathematics” The primary

language of instruction for teaching math is the mother tongue. With this

foundation, the researcher designed a study to evaluate the efficacy of using the

mother tongue as the primary instructional medium for teaching mathematics in

Grade 1 courses. The study's findings showed a substantial difference between

the Grade 1 students' math performance before and after receiving mother

tongue-based Instruction in the subject's teaching. Allowing students to speak in

their native tongue and providing them with activities they understand has a
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significant positive impact on their performance. Thus, teaching and learning

mathematics using the mother tongue is successful.

In a study conducted by Espada, J. et al. (2012) “ The Native Language In

Teaching Kindergarten Mathematics” thought that the quickest and most natural

way to build a solid foundation in mathematics literacy is to teach students in

their home language. The results showed a significant difference in mean gains

between the control and experimental groups.

According to English T. et al. (2021) “Mother Tongue-Based Instruction In

Teaching Elementary Mathematics” the Performance of the learners significantly

improved following the intervention, which included the introduction of Mother

Tongue-Based Mathematics teaching. The study concludes that learners' recall

abilities and skills improve when math is taught in their home tongue. It is,

therefore, efficient and advantageous for the education of the pupil.

Above studies stated are relevant to our study, "Effectiveness of Mother

Tongue Based Multilingual Education in Students Ability in Mathematics," simply

because it also examines Mother Tongue based Multilingual Education that

discusses the concern over potential outcomes or the effects of MTB-MLE

Instruction on an overall aspect of a student. The capacity to comprehend

mathematical concepts while figuring out problems is also evaluated by related

studies. Thus, this study examines whether using MTB-MLE as the medium of

interaction enhances students' comprehension of mathematical concepts and

problem-solving skills. This study also aims to provide insights into the potential
 13

benefits of using the mother tongue as a medium of Instruction to increase

student mathematical education outcomes.

Legal Basis

Republic Act No. 10533, also known as the Enhanced Basic Education Act of

2013 (K-12), outlines the government’s mandate to implement a multilingual

education policy, acknowledging the importance of the mother tongue in the early

stages of education. The K-12 Law aims to enhance the quality of primary

education by integrating the use of the mother tongue as a bridge to learning. For

this Act, mother tongue or first language (LI) refers to languages that a child

initially learned, with which they identify, are recognized as a native language

user by others, and which they know best or use the most.

In line with Republic Act No. 10533, the DepEd also provides general

guidelines, the D.O 31. Series 2013 states that “Mother tongue is used as a

medium of Instruction (MOI) for Grade 1 and 2 for teaching Mathematics, Araling

Panlipunan, Music, Arts, Physical Education and Health (MAPEH) and

Edukasyong sa Pagpapakatao. This order provides an overview of the various

parts of the program, such as the curriculum, instructional materials, teacher

education, and evaluation. This order is a positive step towards fostering

diversity, reducing discrimination, and ensuring equal educational opportunities

for everyone.

To support the statement above, the Department of Education issued

DepEd Order No. 74 in 2009, which defines Mother Tongue Based- Multilingual
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Education (MTB-MLE) as “the effective use of more than two languages for

literacy and Instruction putting an end to the Bilingual Education Policy which has

been in operation for the last 35 years. It encourages school administrators and

teachers to plan together a curriculum to ensure the effective implementation of

MTB-MLE. It calls for teachers to be equipped with knowledge and skills in

planning and selecting strategies and learning materials that would meet the

interests, needs, abilities, and ethnic diversity of learners.

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THE PROBLEM

Statement of the Problem

This study aims to determine the effectiveness of mother Tongue Based

Instruction in Pupils’ Ability in Mathematics at Danao Elementary School. This

study seeks to answer the following questions:

1. What is the demographic profile of the respondents in terms of:

1.1 Age; and

1.2 Gender?

2. What is the level of effectiveness of MTB-MLE Instruction to the pupils’

ability in Mathematics in terms of:

2.1 Place Value;

2.2 Ordinal numbers;

2.3 Comparison of Money;

2.4 Estimation of the sum;

2.5 Estimation of differences?

3. Is there a significant relationship between the effectiveness of MTB-MLE

instruction to the Pupils’ ability in Mathematics and the Pupils’

demographic profile in terms of gender?

Ho: There is no significant relationship between the effectiveness of MTB-MLE

Instruction to the Pupils’ Ability in Mathematics and the Pupils’ demographic

profile in terms of gender.

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Scope and Limitation

This research will use a descriptive/correlational research design focused

on Mother tongue-based Multilingual Education as a medium of instruction

among students of Danao Elementary School on how effective the MTB-MLE is

in teaching and learning Mathematics. The study’s respondents are the Grade 3

pupils from Danao Elementary School in Danao, Panglao, Bohol for the School

Year 2023-2024, who will present the population. The primary data-gathering

method used was a questionnaire. To determine the effectiveness of MTB-MLE

Instruction, the researchers provided a range of values from the Department of

Education. It will also show the relation of the factors with one another.
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Significance of the Study

This study is beneficial to the following people, groups of people, or

organizations:

Principal. The result of this study will provide them with viable insights

about the effectiveness of MTB-MLE instruction in solving mathematical

problems. Furthermore, this study will encourage them to provide more support

and give self-monitoring on students’ academic achievement.

Teachers. This study will provide them an idea of the effectiveness of

MTB-MLE instruction in solving mathematical problems. Furthermore, they can

use more effective and engaging strategies to enhance the effectiveness of MTB-

MLE instruction in teaching mathematics to students.

Students. This study will provide insights on how effective MTB-MLE

Instruction is in solving mathematical problems. Also, they will be more

participative and motivated in class.

Researchers. The findings of this study will help the researchers to be

more knowledgeable on the effectiveness of MTB-MLE instruction in teaching

and solving mathematical problems.

Future Researchers. This research would be helpful to future

researchers to serve as their guide or the basis of their research related to the

effectiveness of MTB-MLE Instruction in students’ ability to solve mathematical

problems.
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RESEARCH METHODOLOGY

This section presents the research design, population and sample, research

instruments, data gathering procedures, and statistical treatment.

Research Design

This study used a descriptive research in gathering data to assess the

Effectiveness of Mother Tongue-Based Multilingual Education in Students' Ability

in Mathematics. The data collected would primarily focus on the pupils’

responses from a standardized survey questionnaire provided to them.

Research Environment

This study will be conducted at Danao Elementary School. Danao

Elementary School is a public school located in Danao, Panglao, Bohol. It is the

only elementary school in Panglao that has three sections in the grade 3 level.
 19

The researchers deemed it appropriate to perform the study in this school since it

has suitable respondents.

Research Respondents

The respondents of the study were Grade 3 Students of Danao

Elementary School. Total population sampling was utilized in this study. These

pupils were chosen since they are under the K-12 program in which kindergarten,

the first three (3) years of elementary school, instruction, instructional materials,

and evaluation must all be conducted in the students' regional or first language.

Research Instruments

The researchers will utilize a survey- questionnaire with four parts; (1) The

respondents’ demographics (age, gender, and elementary school), (2) the

Effectiveness of MTB-MLE Instruction on students’ ability in mathematics, (3) Is

there a significant relationship between the effectiveness of MTB-MLE instruction

and students’ demographic profile. Parts one through two will be researcher-

made questionnaires. To ensure validity, the researchers will seek guidance from

their research instructor.

Research Procedure

A permission letter will be sent to Danao Elementary School to conduct

the study in their institution. Upon approval, the researchers will write another

letter to their research adviser to validate the researcher-made questionnaire,

which includes parts 1- 3. The researchers have chosen the elementary students

of Danao Elementary School institution in answering the questions. The

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researchers will provide guides for the respondents in answering the

questionnaire. It is to ensure that no items are misinterpreted. Once the data is

gathered, the researchers will consolidate the results and apply statistical

treatment to analyze the data.

Ethical Consideration

Informed Consent. Prior to engaging any participants or data sources,

explicit and informed consent will be obtained, ensuring that all individuals

involved fully comprehend the purpose, potential risks, benefits, and their right to

withdraw from the study at any stage without repercussions.

Confidentiality and Anonymity. All data collected will be treated with the

utmost confidentiality, and any identifying information will be anonymized to

protect the privacy of participants and maintain their anonymity.

Minimization of Harm. Every effort will be made to minimize any potential

physical, psychological, social, or economic harm to participants. The benefits of

the research will outweigh any foreseeable risks.

Fair and Just Treatment. This study will not discriminate against any

individual or group based on characteristics such as race, gender, ethnicity,

religion, age, sexual orientation, or disability. Respect for diversity and inclusion

will be at the forefront of all research activities.

Conflict of Interest. Any potential conflicts of interest that could influence

the research process, results, or interpretation will be disclosed transparently,

and steps will be taken to mitigate their impact.

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Reporting Accuracy. The findings will be presented accurately, without

manipulation or selective reporting. Limitations and uncertainties will be

acknowledged, providing a balanced and comprehensive representation of the

research outcomes.

Compliance with Institutional and Legal Guidelines. This research will

adhere to all relevant institutional and legal guidelines concerning human

subjects, data protection, and research integrity.

Treatment of Data

1. Tabulation, frequency, and percentage equivalent were used

to present the data profile of the respondents in terms of age and gender.

The formula used is:

𝑷 = 𝒇 × 𝟏𝟎𝟎
n
Where:

P = percentage

F = frequency

N = Number of respondents

2. The researchers will present the scores based on the outcome of the

questionnaires given to the pupils and will be determined using a rating

scale made by the statistician.

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PLACE VALUE

SCORES DESCRIPTION

20 EXCELLENT
16-19 VERY GOOD
12-15 GOOD
8-11 FAIR
4-7 POOR
0-3 FAIL

ORDINAL NUMBERS, COMPARISON OF MONEY, ESTIMATION OF

THE SUM, ESTIMATION OF DIFFERENCES

SCORES DESCRIPTION

10 EXCELLENT
8-9 VERY GOOD
6-7 GOOD
4-5 FAIR
2-3 POOR
0-1 FAIL
 23

OVERALL SCORES

SCORES DESCRIPTION

56-60
EXCELLENT

48-55
VERY GOOD

40-47
GOOD

32-39
FAIR

24-31
POOR

23 below
FAIL

3. Chi-Square Formula

The chi-Square test statistic is called the P-value. The P-value is an acronym

for the value of probability. It specifies the likelihood of obtaining a result that is

either more extreme than the previous observations or the same as them. The P-

value indicates the probability that the established event will occur. In place of the

rejection point, the P-value indicates the slightest significance at which the null

hypothesis would be rejected. Given the observed frequency and expected

frequency, the stronger the evidence favoring the alternative theory, the smaller

the P-value.
 24

Formula:

χ2 =
Σ (Oi − Ei )2
E
i

Where:

Oi = observed value (actual value)

Ei = expected value.
 25

DEFINITION OF TERMS

To have a clear understanding of the study, the following terms are defined

operationally and conceptually:

Effectiveness. It evaluates the efficacy of MTB-MLE instruction on pupils'

learning outcomes, linguistic skills, and overall education experience by using

their native language as the medium of language in solving math problems.

Pupil’s Ability. It is to assess how well the students comprehend

mathematical topics using MTB-MLE Instruction. Additionally, it is evaluated

using several questions that determine each student's proficiency in various

branches of mathematics.

Mathematics. It is the subject used in the researcher’s study as the basis

for how effective MTB-MLE is in the learning and comprehension of the pupils in

Danao Elementary School.

MTB-MLE (Mother Tongue-based Multilingual Education). It is a

program implemented at Danao Elementary School in which pupils from Grades

1-3 in the school mentioned above learn using their Mother Tongue or first

language.
 26

CHAPTER II

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents data from survey questionnaires, analyzing pupil’s

ability in mathematics using the MTB-MLE instruction. It answers specific study

questions and tests the hypothesis outlined in the statement of the problem

(SOP). The chapter covers three topics: respondent profiles, the level of

effectiveness of MTB-MLE Instruction to the pupils’ ability in Mathematics, and

the relationship between the effectiveness of MTB-MLE instruction to the Pupils’

ability in Mathematics and the Pupils’ demographic profile in terms of gender.

Table 1

Demographic Profile

Age

AGE FREQUENCY PERCENTAGE

8- 9 88 99%
10- 11 1 1%
TOTAL 89 100%

Table 1 shows that among 100% of grade 3 pupils, there are 1.12% of the

pupils are 10-11 of age and 98.88% of the pupils are 8-9 of age. Thus, the

majority of the age of the grade 3 pupils is “8-9”. According to KE Williams

(2022), children in third grade are usually 8–9 years old. The Philippine

educational system and cultural norms play a major role in the normal age range

of 8 to 9 years old for Grade 3 students in the country. It is consistent with the
 27

general framework of the K–12 curriculum, which states that students normally

begin formal education at age 6 and continue for two years in Kindergarten

before entering Grade 1 at age 6 or 7. That's why they are typically 8 or 9 years

old by the time they enter Grade 3. Since children in this age group have

acquired the cognitive, social, and emotional abilities required for more structured

learning and academic difficulties, it is assumed that they are prepared for Grade

3. They're also ready to build on the core knowledge at this time. This

consistency between the data in this study and the established norms reinforces

the understanding that most grade 3 students fall within the age range of 8-9

years old.

Table 2
Sex

GENDER FREQUENCY PERCENTAGE

Male 45 51%

Female 44 49%

TOTAL 89 100%

Table 2 presents the demographic profile of the respondents in terms of

gender, showing that forty-five (45) respondents, in the male category, accounted

for 50.56% of the total, holding the highest rank. Meanwhile, female respondents

comprised 49.44%, indicating the lowest position. According to Garcia [Link].

(2018), their study on gender differences in mathematics achievement within the

context of MTB-MLE instruction found that male students tend to perform well in
 28

mathematics when taught using this approach. This suggests that the number of

males is higher by one compared to females among those who experienced

MTB-MLE instruction in mathematics. Thus, the interpretation is based on both

the presented data and relevant research findings, indicating that a significant

portion of respondents who experienced MTB-MLE instruction in mathematics

were male.

Table 3
Level of Effectiveness of MTB-MLE Instruction in Mathematics
Concepts Weighted Mean Descriptive Indicator

Place Value Highly Effective

16.94
Ordinal Numbers 8.88 Highly Effective

Comparison of Money 7.33 Effective

Estimation of Sum 3.11 Ineffective

Estimation of Difference 5.44 Fair

Table 3 presents the level of effectiveness of MTB-MLE in Mathematics. In

viewing this sense, it can be stated that all concepts of mathematics, as reflected

in the table have a total of 41.71, which is equivalent to “Good”. The result

establishes that most of the Grade 3 students are “Good” concerning MTB-MLE

as a medium of instruction in Mathematics. In explaining this result, it can be

 29

stated that concept 1 “Place Value” has the highest weighted mean of 16.94 and

is rated as very good. According to Kumar et al. (2019), students that are

exposed to MTB MLE exhibited significantly higher levels of proficiency in

understanding and applying place value principles, suggesting that linguistic

alignment between instruction and students’ native languages positively impacts

mathematical comprehension. Thus, pupils who comprehend the fundamental

concepts of place value are better equipped to evaluate and resolve

mathematical problems and can convey their mathematical ideas more precisely

and clearly when they use their native language in solving problems.

Furthermore, pupils’ ability to solve complex problems with precisely with ease is

enhanced by this language confidence, which in turn improves their overall

mathematical skills. Whereas concept 4 “Estimation of sum” has the lowest

weighted mean of 3.11 and is rated as a fail. According to Martinez (2020),

pupils may lack the mathematical vocabulary necessary to understand and

perform accurate computations in their native language, leading to errors and

misunderstandings. Thus, pupils may struggle to comprehend the problem’s

relationship or the mathematical terminology utilized and take longer to solve

problems as it takes longer to comprehend the questions. In addition, pupils who

are not proficient in mathematical methods for estimation may find it difficult to

execute them correctly, even when given instructions in their mother tongue. This

constraint may make it more difficult for them to follow the procedures for

accurately calculating sums, which could result in errors or miscalculations.

 30

TABLE 4
Gender and Effectiveness of MTB-MLE

P- Level of Decision
value Significance Interpretation
Gender 0.839 0.05 There is no Accept
significant Null
relationship Hypothesi
between gender s
and the MTB-MLE
Table 4 displays the significance of the test findings. Since the p-value is

greater than the significance level, which is 0.05, we accept the null hypothesis.

Therefore, there is no significant relationship between gender and the level of

effectiveness of MTB-MLE instruction. According to the study by Nicole M. et al.

(2010) titled "Cross-national patterns of gender differences in mathematics,

several factors influence mathematical aptitude, including curiosity, motivation,

past knowledge, and access to educational resources. These factors are not

fundamentally related to gender but are influenced by individual experiences and

opportunities. For example, regardless of gender, someone with a strong interest

in mathematics and access to quality education and resources is more likely to

excel in the field. Furthermore, preconceptions and cultural expectations can

influence confidence and self-perception in mathematical ability, but they do not

determine skill level. As a result, it is critical to recognize and assist individuals

based on their strengths and interests, rather than gender stereotypes. It is also

important to note that, learning mathematical concepts doesn’t correlate to one’s

gender, it comes with motivation that allows students curiosity and eagerness to
 31

learn something. According to Sunday A, [Link]., (2023) the use of the mother

tongue as a medium of instruction, provides equal preferences and opportunities

for learners within the learning context irrespective of their gender amongst

others. A person's gender and first language do not significantly affect a student's

capacity to learn mathematical concepts. Based on the results of this study, it

show that the pupil’s success in mathematics is largely determined by factors like

individual effort, learning environment, and teaching strategies. As mathematical

aptitude is not correlated with gender, gender has no effect on student's ability to

solve math problems using their mother tongue when given equal opportunities.

With resources and assistance, mathematical skills can be developed in both

boys and girls. Each pupil's individual aptitude and effort determine their

intellectual abilities rather than their gender. Since everyone learns differently,

every pupil actually has unique strengths and shortcomings. It doesn't have much

to do with whether they are a boy or a girl. Therefore, the ability to solve math

problems in one's native language does not have a direct influence on one's

gender.
 32

CHAPTER III

SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATION

The third chapter presents an overview of the findings, the conclusion, and

the recommendations yielded from the research.

The first section of this chapter provides an overview of the study's results.

It covers the respondents' demographic profile and evaluates the effectiveness of

MTB-MLE (mother tongue-based multilingual education) instruction in

mathematics, specifically in the areas of place value, ordinal numbers,

comparison of money, and estimation of sum. Additionally, this section examines

the significant relationship between the respondents' profiles, particularly gender,

and the level of effectiveness of MTB-MLE across all mathematical concepts.

The succeeding parts of this third chapter deal with the conclusions drawn

based on the study’s findings. These are the generalizations and factors the

investigation will be guided by in light of the collected data. Additionally, the

researchers’ recommendations are grounded in the study’s findings.

Summary of findings

The following highlights the findings, which are arranged to answer this

paper's stated research objectives.

Profile of the Respondents. Most respondents were between 8 and 9

years old, which comprises 98.88% of the total respondents. These individuals

were generally Grade 3 pupils at Danao Elementary School. The gender

 33

distribution was fairly balanced, with males slightly outnumbering females. There

were 45 male respondents, accounting for 50.56% of the total number of

respondents. Females were 44, which comprises a percentage of 49.44%,

indicating that the difference in numbers between the two genders is minimal,

with a margin of only one individual.

Level of Effectiveness of MTB-MLE Instruction in Mathematics.

The summary of results indicates that the effectiveness of MTB-MLE instruction

in mathematics, specifically in place value and ordinal numbers, was rated as

“very good." These were evidenced by a weighted mean score of 16.94 for

place value and 8.88 for ordinary numbers, which demonstrates a high level of

effectiveness in these areas of instruction. Additionally, the analysis indicates

that the instruction in the concept of money comparison was deemed "good,"

with a weighted mean score of 7.33. However, the instruction in the concept of

estimation of the sum fell short, earning a rating of "fail" with a weighted mean

score of 3.11. Furthermore, the concept of estimation of differences was found

to be only "fair," with a weighted mean score of 5.44.

The relationship between the effectiveness of MTB-MLE instruction

and the respondents’ gender. The result of the study revealed that the null

hypothesis is accepted, which means that there is no significant relationship

between the level of effectiveness of MTB-MLE instruction and the respondents'

gender.
 34

Conclusion

Anchored on the discussion mentioned above on the summary of findings and as

stated and yielded in the result of the study, the following conclusions are drawn:

1. In terms of age, the majority of children enrolled are between the ages

of eight and nine years old. This consistency strengthens the

understanding that Grade 3 students typically fall within this age bracket in

the Philippines, supported by both statistical evidence and cultural and

educational practices.

As to sex, the data indicates that out of the total 89 respondents, 45

individuals, or 50.56%, are male, while the remaining 44 individuals, or

49.44%, are female. This concludes that the number of males is higher by

one compared to females among those who experienced MTB-MLE

instruction in mathematics.

2. In line with the result of the effectiveness of MTB-MLE instruction in

mathematics, specifically in ‘’Place Value’’ showing the highest proficiency

due to linguistic alignment, "estimation of sum” presents challenges

possibly due to insufficient mathematical vocabulary and proficiency.

Therefore, it can be concluded that while MTB-MLE positively impacts

mathematical comprehension, there may be areas where further support

and resources are needed to enhance students’ proficiency, particularly in

complex problem-solving and mathematical terminology.

3. The results of the present study revealed that there is no significant

relationship between gender and the effectiveness of MTB-MLE (mother

 35

tongue-based multilingual education) instruction in mathematics. Factors

such as individual effort, learning environment, and teaching strategies

play a more significant role in students’ success in math than their gender.

Recommendations

Based on the findings and conclusions of the study, the following are

hereby recommended:

1. Schools and community organizations should hold workshops to help

parents understand the educational system and learn how to successfully

support their children’s learning at home. These workshops could include

topics such as how to use digital learning tools, what educational

expectations are, and how to create effective study routines.

2. To help their children enhance their problem-solving abilities, parents

should organize a daily “math time” in which they work on math problems

or even play math games.

3. Evaluate teachers’ preparation and preparedness to give math

instruction in their mother tongue, identify gaps in teacher education, and

propose specialized training courses to improve teachers’ capacity to

teach math successfully using MTB-MLE.

4. Evaluate the quality of the teaching resources and educational

materials at present in use to ascertain whether they meet the demands of

the students in terms of learning.

 36

5. The government and other private sectors may make investments for

the betterment of classroom facilities, libraries, and learning centers that

are equipped with appropriate materials and resources that support

multilingual education.
 37

REFERENCES

Reynolds J. in an article written by Shashkevich A. (2019). The power of

language: How words shape people, culture. Retrieved from
[Link] (accessed last 6 August 2023)

Baquiller GE et al. (2021). Teachers' Problem in Teaching Mathematics Using

Mother Tongue in A District of The Philippines. Retrieved from
[Link] (accessed last 6 August 2023)

Uayan M. (2017). The Extent of Use of the MTB-MLE in Teaching Grade 3

Mathematics and Its Effect on the Performance of the Pupils. Retrieved
from [Link] (accessed last 6 August 2023)

Pillos et al. (2020). Effect of Mother-Tongue Based Instruction on Pupils

Mathematical Word Problem Solving Skills. Retrieved from
[Link] (accessed last 7 August 2023)

Casinillo (2022). Effectiveness of Mother Tongue Based (MTB) Instruction in

the Performance of Grade I Pupils in Math. Retrieved from
[Link] (accessed last 7 August 2023)

Cambridge Dictionary (cited by Sakamotonamiko 2021). Foreign Language –

Your Precious Life, how do you make it better? Retrieved from
[Link] (accessed last 7 August 2023)

Nelson Mandela (cited in an article Table For Change 2023). Table For
Change. Retrieved from [Link] (accessed last 7
August 2023)

Jourdain, L et al. (2016). Language challenges in mathematics education for

English language learners: A literature review. Retrieved from
[Link] (accessed last 7 August 2023)

Chan, S. (2015). Linguistic challenges in the mathematical register for EFL

 38

learners: linguistic and multimodal strategies to help learners tackle

mathematics word problems. Retrieved from
[Link] last 7 August 2023)
Boholano, H. et al. (2021). Mother Tongue-Based Instruction in Teaching
Elementary Mathematics. Retrieved from [Link]
(accessed last 7 August 2023)

UNESCO (2016). IIEP Learning Portal. Retrieved from

[Link] (accessed last 7 August 2023)

LexQuest Foundation (2021). Underprivileged children’s trials and tribulations

of learning a new language. Retrieved from [Link]
(accessed last 7 August 2023)

Espada, J. (2020). Using The Native Language In Teaching Kindergarten

Mathematics. Retrieved from [Link] (accessed last
8 August 2023)

Loi sur l'éducation fondamentale améliorée (2013). Enhanced Basic

Education Act, No. 10533. Retrieved from
[Link] (accessed last 8 August 2023)

Cuemath. Expert Maths Tutoring in the UK -Boost Your Scores with Cuemath.
Retrieved from [Link] (accessed last 20 March 2024)

Garcia [Link]., (2018), Gender Differences in Mathematics Achievement within

the Context of MTB-MLE Instruction, Retrieved from
[Link] last 20 March 2024)

K. E. Williams, (2022), The Identification of Environmental Factors

Influencing of Third Grade Pupils, Retrieved from [Link]
(accessed last 20 March 2024)

Kumar, R., [Link] (2019). Impact of Mother Tongue-Based Multilingual

Education on Students’ Mathematical Understanding. Journal of
Educational Research and Practice, 10(2), 123-135 retrieved from
[Link] (accessed last 20 March 2024)
 39

Martinez, L. (2020). Pupils' Mathematical Vocabulary and Computational

Accuracy. Journal of Language and Mathematics Education. Retrieved
from [Link] (accessed last 20 March 2024)

Nicole, M., [Link] (2010). Cross-national patterns of gender differences in

mathematics: Several factors influence mathematical aptitude, including
curiosity, motivation, past knowledge, and access to educational resources.
Journal of International Education Studies, 15(3), 45-62. Retrieved from
[Link] (accessed last 23 March 2024)

Sunday, A., [Link] (2023). The use of the mother tongue as a medium of
instruction: Equal preferences and opportunities for learners
irrespective of gender. Journal of Educational Development, 28(1), 105-
120. Retrieved from [Link] (accessed last 23 March
2024)

Ball, J. (2019). Enhancing Learning of Children from Diverse Language

Backgrounds: Mother Tongue-Based Bilingual or Multilingual Education in Early
Years. UNESCO.

Cummins, J. (2019). Bilingual Children's Mother Tongue: Why Is It Important for

Education? Sprogforum, 7(19), 15-20.

Dekker, D., & Young, C. (2018). Bridging the Gap: The Role of Mother Tongue-
Based Schooling in Promoting Education for All. SIL International.
 40

APPENDICES
 41

APPENDIX A

CRISTAL e-COLLEGE
Km. 15 Central Highway
Tawala, Panglao, Bohol
6340, Philippines
/Fax (038) 502-8408/ (038) 502-8409

For: Mr. Remigio A. Araña

School Principal
Danao Elementary School

From: GROUP 1 BEED III

Date: September 20, 2023

Subject: PERMISSION TO CONDUCT A DATA GATHERING/SURVEY FOR OUR RESEARCH

Dear Mr. Araña:

Greetings!

We, the Group 1 researchers of the BEED III of Cristal e- College, Tawala, Panglao, Bohol, would like to
request permission to conduct our study entitled "Effectiveness of Mother Tongue Based Instruction in
Pupils’ Ability in Mathematics." as part of our requirements for our Research subject. In this regard, we
would like to ask approval from your good office to conduct our Research Study in your vicinity.

We believe that you share our enthusiasm to complete the requirement as part of our course compliance
and to improve our well-being. We look forward to hear from you on this humble matter. Your permission to
carry out this research will be greatly appreciated.

Thank you and God bless!

Respectfully yours,

CHLOE MAE ARBITRARIO

Group Representative

Endorsed by:

MARY JEAN T. LUSTERIO, Ph.D.

Thesis Instructor

Noted by:
 42

RONALD C. DOLLESIN, LPT

Deputy Dean, College of Liberal Arts and Education Programs

Approved By:

MR. REMIGIO A. ARAÑA

School Principal, Danao Elementary School

PARENTAL CONSENT

Ako, si _________________________, mao ang ginikanan/guardian ni

__________________________ kinsa usa ka estudyante sa Danao Elementary School. Ako sa
ingon andam ug boluntaryo nga naghatag pagtugot alang sa akong anak nga makaapil isip usa
sa mga respondante sa panukiduki nga giulohan og “Effectiveness of Mother Tongue Based
Multilingual Education Instruction on Students Ability in Mathematics”.

Isip kabahin niini nga proyekto, ang akong anak hangyoon sa pag-apil sa pagtubag sa
questionnaire kabahin sa Mathematics, ug ang mga reseachers mangolekta og mga datos aron
masusi ang ka-epektibo sa paggamit sa Mother Tongue. Akong nasabtan nga ang datos
mahimong kompidensyal ug gamiton lamang alang sa panukiduki. Ang pag-apil boluntaryo, ug
akong gihatag ang akong pagtugot sa akong anak sa pag-apil.

Daghang Salamat!

________________________________
Ngalan ug Pirma sa Ginikanan/Guardian

CHLOE MAE U. ARBITRARIO

Group Representative

Endorsed by: Noted by:

MARY JEAN LUSTERIO, Ph.D. RONALD C. DOLLESIN, LPT

Thesis Instructor Deputy Dean, College of Liberal Arts and Education
Department
 43

APPENDIX B

Age: 8-9_____10-11_____12- Pataas _____

Kinatawhan: Babae_____Lalaki_____

Kinatibuk-ang Direksiyon: Basaha ug sabta pag-ayo ang matag

pangutana. Matag numero naglangkob sa 1 puntos ug adunay
kinatibuk-an nga 50 puntos. Ihatag ang gipangayo sa kada numero.
Ibutang ang imong tubag sa luna nga gihatag.

I. Direksiyon: Ihatag ang place value ug value sa numero.

Pananglitan: 1425= 20

Mga Numero Place Value Value

1. 123

2. 9,500

3. 6235

4. 55

5. 2111
 44

6. 1523

7. 243

8. 1534

9. 1045

10. 12

1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th
II. Isulat ang sakto nga ordinal nga numero nga magrepresentar sa matag kolor
sa mga butang. Isulat sa blangko nga espasyo sa kilid sa mga litrato ang
saktong tubag. Ang dayagram sa ibabaw usa ka pananglitan sa order sa
ordinal nga mga numero. (10 puntos)

Pagsulat sa Ordinal nga mga Numero

Pananglitan:

5th

1)
 45

2)

3)

4)

5)
 46

6)

7)

8)

9)

10)

III. PAGTANDI SA KWARTA HANGTOD PHP 1,000

Direksiyon: Itandi ang mosunod nga kantidad gamit ang mga simbolo <, >, =.
 47

Isulat ang saktong tubag sa matag-kahon.

Pananglitan: Php 120.00 Php > 90.00 + Php 20.0

1. Php
=

320.00 Php 400.00

2. Php 200.00 Php 120.00

3. Php 500.00 Php 300.00+Php200.00

4. Php 20.00 Php 95.00
5. Php 50.00. Php 25.00 + Php 25.00

6.

7.

8. 9.

10.
 48

IV. Direksiyon: I round off ang kada usa ka addend sa gihatag na

numero. Sunod kuhaa ang banabana nga sum. Isulat ang na round off
na numero og banabana nga sum sa gihatag nga linya.

A. Duol nga tens

Pananglitan: 1259 1260
+2347 2350
Banabana nga sum 3610

1. 5843 ____________
+ 2366 ____________
Banabana nga sum ____________

2. 7674 ____________
+ 1465 ____________
Banabana nga sum ____________

3. 4578 ____________
+ 2310 ____________
Banabana nga sum ____________

B. Duol nga hundreds

Pananglitan: 1254 1300
 49

+2984 3000
Banabana nga sum 4300

4. 3761 ____________
+ 4825 ____________
Banabana nga sum _____________

5. 5623 _____________
+ 2875 _____________
Banabana nga sum ______________

6. 3534 ______________
+ 2134 ______________
Banabana nga sum ______________

C. Duol nga thousands

Pananglitan: 1276 1000
+3560 4000
Banabana nga sum 5000

7. 6234 _______________
+ 7625 _______________
Banabana nga sum _______________

8. 9789 ______________
+ 1200 ______________
Banabana nga sum ______________

9. 6753 ______________
+1221 ______________
Banabana nga sum ______________
 50

10. 1347 ______________

+3454 ______________
Banabana nga sum ______________

V. Pagbanaban sa difference.
Direksiyon: Basaha og susiha ang mga pulong problema ug tubaga
ang gipangutana. Isulat ang imong tubag pagkahuman sa pangutana.

Pananglitan: Si Ben adunay 9 ka hulin. Iyang gihatag ang upat ka hulin

ngadto sa iyang higala. Pila pa man ka hulin ang nahabilin ni Ben?
TUBAG: 5 na lang ang nahabilin nga hulin ni Ben.

1. Mipalit ug 2 ka box nga pizza si Ruby nga nagkantidad ug 150 pesos.

Nibayad siya sa tindera ug 200 pesos. Mokabat ug pila man ang iyang
sukli?

2. Gitagaan si Janice sa iyang papa og 789, iyang gihatagan ang iyang

igsoon, kon ang nahibilin sa iyang kwarta kay 700. Pila man ang iyang
nahatag?
TUBAG:

3. Nakadawat ug 150 sa iyang mga ginikanan si Ann sa iyang sinemanang

balon. Iyang gigasto ang 75 nianang [Link] may nahibilin?
TUBAG:

4. Mipalit ug 20 kaitlog si Maria, kon iyang gamiton ang 15 ka itlog para sa

cake, pila ka itlog na lang ang nahibilin?
TUBAG:

5. Adunay 62 ka popsicle sticks para sa iyang project si Garry. Sa unang

adlaw, iyang gigamit ang 45 ka popsicle sticks, pila ka popsicle sticks ang
wala magamit?
TUBAG:

6. Si Ana adunay 3000, human siya mipalit ug sapatos. Adunay 500 ang
nahibilin sa iyang kwarta. Pila man ang kantidad sa iyang sapatos?
TUBAG:

7. Nagdala ug 15 ka oranges ang imong papa ug gitagaan niya ug 5 ang

imong ate ug 5 sad sa imong kuya. Pila naman ka oranges ang nahibilin?
TUBAG:
 51

8. Usa ka adlaw nagdula si Botchoy ug 52 ka cards, samtang nagdula siya

nawala ang 20 niini. Pila naman ka cards ang naa ni Botchoy?
TUBAG:

9. Naay 10 ka langgam nga nibatog sa sanga sa kahoy, unya nilupad ang 7.

Pila nalang ka langgam ang naa sa sanga?
TUBAG:

10. Mipalit ug 3 ka sanina si Deya nga nagkantidad ug 750, 1000 ang iyang
gibayad sa tindera. Mokabat ug pila man ang iyang sukli?
TUBAG:
 52

CURRICULUM VITAE
 53

Name: Chloe Mae U. Arbitrario

Age: 20

Address: Danao, Panglao, Bohol

Date of birth: October 21, 2003

Place of birth: Mandaue, Cebu, City

Nationality: Filipino

Civil status: Single

Name of father: Antonio L. Arbitrario

Name of mother: Adelina S. Arbitrario

Motto: “Even the greatest were beginners. Don’t be afraid to take that first step"

Educational Background

Elementary school: Danao Elementary School

High school: San Agustin Academy

Senior high school: Cristal e- College

 54

Name: Salome C. Arbuyes

Age: 21

Address: Bili-isan, Panglao, Bohol

Date of birth: March 13, 2003

Place of birth: Bili-isan, Panglao, Bohol

Nationality: Filipino

Civil status: Single

Name of father: Librado Q. Arbuyes

Name of mother: Rufina C. Arbuyes

Motto: " You’ve got so many possibilities ahead; don’t be too quick to limit your

choices.”

Educational Background

Elementary school: Panglao Central East Elementary School

High school: San Agustin Academy

Senior high school: Cristal e- College

 55

Name: Anie B. Bongcac

Age: 22

Address: Libaong, Panglao, Bohol

Date of birth: April 17, 2002

Place of birth: Libaong, Panglao, Bohol

Nationality: Filipino

Civil status: Single

Name of father: Nicanor E. Bongcac

Name of mother: Rufina L. Bongcac

Motto: " It always seems impossible, until it's done.”

Educational Background

Elementary school: Libaong Elementary School

High school: Lourdes National High School

Senior high school: Lourdes National High School

 56

Name: Andrea G. Bongay

Age: 23

Address: Libaong, Panglao, Bohol

Date of birth: February 04, 2001

Place of birth: Libaong, Panglao, Bohol

Nationality: Filipino

Civil status: Single

Name of father: Segundo L. Bongay

Name of mother: Estela G. Bongay

Motto: " Find ways to step out of your comfort zone. Focus on excitement rather

than fear ".

Educational Background

Elementary school: Libaong Elementary School

High school: Lourdes National High School

Senior high school: Lourdes National High School

 57

Name: Mikee Abenoja

Age:23

Adress: Libaong,Panglao,Bohol

Date of birth: June 13, 2001

Place of birth: Libaong,Panglao,Bohol

Nationality:Filipino

Civil status: Single

Name of mother: Enrica Abenoja

Name of father: Michael Abenoja

Motto: “Never look back if you have nothing to regret" -Luo Yi.

Educational background

Elementary: Malinao Elementary School

High school: Lourdes National High School

Senior high: Lourdes National High School