GAP ANALYSIS- THESIS WRITING

GROUP No. 1 BEEd

Lifted Statement
(Findings,
Members Paraphrased
Related Studies conclusions, Source (APA Format)
Statement
results) 1-2
sentences

ABENOJA, MIKEE
1. LANGUAGE AND The author The purpose of Bernardo, A (2002). Language And
MATHEMATICAL conducted a study the study was to Mathematical Problem Solving
PROBLEM SOLVING to determine examine if Among Bilinguals
AMONG BILINGUALS whether Filipino– bilingual Filipino- Retrieved from:
English bilingual English students' https://bit.ly/40fwMPM
students' comprehension On 04/15/23
understanding and and approach to
solving of word word problems in
problems in mathematics
arithmetic differed varied depending
when the on whether they
problems were in were presented in
the students' 1st their first or
and 2nd second language.
languages. Two There were two
groups sets of
participated— participants,
students whose students whose
1st language was first language was
Filipino and English and
students whose students whose
 1st language was first language was
English—and easy Filipino, and both
and difficult simple and
arithmetic complex arithmetic
problems were tasks were used.
used. The author To determine how
used a recall well students
paradigm to comprehended the
assess how word problems,
students the author
understood the employed a recall
word problems paradigm. To
and coded the assess problem-
solution accuracy solving,
to assess problem researcher coded
solving. the accuracy of
the solutions.

2. EFFECT OF The study found The study Pillos, M., et.al. (2020). Effect of
MOTHER-TONGUE out that the use of discovered that Mother-Tongue Based Instruction on
BASED Mother Tongue as using mother Pupils Mathematical Word Problem
INSTRUCTION ON a medium of tongue as a Solving Skills
PUPILS instruction in method of Retrieved from:
MATHEMATICAL teaching and instruction while https://bit.ly/408ZmCw
WORD PROBLEM learning teaching and On 04/15/23
SOLVING SKILLS mathematical learning how to
problem solving solve
improves learners mathematical
‘knowledge issues increases
comprehension students'
and strategies in information
solving problems. comprehension
and problem-
 solving
techniques.
3. TEACHING This paper This paper Lim, C. (2011).
MATHEMATICS IN discusses a explores the Teaching mathematics in two
TWO LANGUAGES: A teaching dilemma issues that math languages: A teaching dilemma of
TEACHING DILEMMA faced by teachers in Malaysian Chinese primary schools.
OF MALAYSIAN mathematics Malaysian Retrieved from:
CHINESE PRIMARY teachers in the Chinese primary https://bit.ly/3GLUXyB
SCHOOLS Malaysian schools are having On 04/15/23
Chinese primary with adapting to
schools in coping recent language
with the latest policy changes.
changes in English was
language policy. In adopted as the
2003, Malaysia language of
launched a new instruction in all
language policy of schools in
teaching Malaysia in 2003
mathematics using as part of a new
English as the language strategy.
language of Yet, mathematics
instruction in all is taught in both
schools. However, Mandarin and
due to the English in the
complex Malaysian
sociocultural Chinese primary
demands of the schools due to the
Malaysian varied
Chinese sociocultural
community, demands of the
mathematics is Malaysian
taught in both Chinese
 Mandarin and community.
English in the Particularly in low-
Malaysian performing
Chinese primary courses, teachers
schools. Teachers have to deal with
faced the dilemma the difficulty of
of code-switching shifting between
between English the English and
and Mandarin Mandarin codes.
particularly in low-
performing
classes.
ARBITRARIO, CHLOE MAE
4. THE This study This study Villaluz , M (2016). The pupil’s
PUPILS’PROFILE examined the examined the profile and their performance in the
AND THEIR pupils’ profile and profiles of the english-based and mother tongue-
PERFORMANCES IN their performances students and how based examination in mathematics.
THE ENGLISH- in the English- they did on math
BASED AND based and Mother exams given in Retrieve from:
MOTHER TONGUE- Tongue-based both English and https://bit.ly/41ovC5q
BASED examinations in their mother
EXAMINATIONS IN Mathematics. The tongue based On 04/12/2023
MATHEMATICS purpose of the instructions. The
study was to help goal of the study
school leaders was to assist
cultivate school
professional administrators in
development that developing
can successfully professional
address some development that
identified can successfully
challenges met by address the
 MTBMLE teachers identified issues
when transitioning faced by MTB-
into Mother MLE teachers
Tongue-Based throughout the
Multi-Lingual transition to
Education Mother Tongue-
(MTBMLE). Based Multi-
Lingual Education
(MTBMLE).

5. MOTHER TONGUE This study In this study, 150 Bautista, J et.al (2020). Mother
VERSUS ENGLISH investigated the Tagalog and 131 Tongue versus English as a Second
AS A SECOND performance of Sinugbuanong Language in Mathematical Word
LANGUAGE IN 150 Tagalog and Bisaya grade Problems: Implications to Language
MATHEMATICAL 131 three students' Policy Development in the
WORD PROBLEMS: Sinugbuanong abilities to solve Philippines: Implications to
IMPLICATIONS TO Bisaya grade mathematical Language Policy Development in
LANGUAGE POLICY three pupils with word problems the Philippines
DEVELOPMENT IN regard to solving written in their
THE PHILIPPINES: mathematical mother tongue
IMPLICATIONS TO word problems (L1) and in English Retrieve from :
LANGUAGE POLICY written in their as a second https://bit.ly/3MxggHL
DEVELOPMENT IN mother-tongue language (L2)
THE PHILIPPINES (L1) and in English were compared. On 04/12/2023
as their second The results have
language (L2). implications for
language policy
As implication to development in
language policy the Philippines.
 development, this
study offers the This study offers
use of the application of
translanguaging in translanguaging in
content area subject-matter
instruction and education and
assessment, evaluation,
specifically in the particularly in the
teaching and teaching and
learning of learning of
mathematical mathematical
problem solving. problem solving.

6. LANGUAGE AND The study The study Mahmood, M et.al (2020).

CONTEXT IN recognizes that emphasizes that Language and Context in
MATHEMATICAL word problems are word problems are Mathematical Problem Solving: A
PROBLEM SOLVING: the necessary part a vital component Threat to Students’ Performance
A THREAT TO and a key of teaching and Assessment
STUDENTS component of mathematics. The
PERFORMANCE AND mathematics study was meant Retrieve from
ASSESSMENT education. to determine the https://bit.ly/3MxggHL
Knowing that impact of
mathematics, language (L1, L2) On 04/12/2023
language as a and the context on
means, and the problem solving in
situation context mathematics for
are never second, third, and
separable, the fourth grade
study was English as a
designed to second language
 identify the effect (ESL) learners.
of language (L1, This is because
L2) and the mathematics,
context on language as a
problem solving in means, and the
mathematics for 2 situation setting
nd, 3 rd, and 4 th are never
grader English as separate from one
a second another.
language (ESL)
learners.
Knowing and
This study will determining the
uniquely appropriate role of
contribute to language in
understanding and mathematics
determining the learning,
due role of performance, and
language in assessments in all
mathematics educational
learning, environments will
performance, and be uniquely
assessments in all enhanced by this
educational study.
contexts.
ARBUYES, SALOME
7. EFFECTIVENESS OF The study The study looked Ricablanca, J. (2014). Effectiveness
MOTHER TONGUE- examined the at the impact of Of Mother Tongue-Based Instruction
BASED effectiveness of mother-tongue- on Pupils Achievement in
INSTRUCTION ON mother-tongue based instruction Mathematics. Central Mindanao
PUPILS based instruction on Grade I University
ACHIEVEMENT IN on the students' math Retrieved from:
MATHEMATICS achievement of performance. Its https://bit.ly/3GsdNuk
Grade I pupils in objectives were to On 04/08/23
Mathematics. It outline the student
aimed to describe profiles, determine
the profile of the the students'
pupils, ascertain academic
the level of standing, compare
achievement, the students' math
compare pupils' performance
Mathematics between
achievement in instruction in their
the mother mother language
tongue-based and instruction in
instruction and English, and
English highlight the
instruction, and differences in
differentiate pupils' students' math
achievement performance
between two between the two
groups. The groups. According
results showed to the findings,
that the mother both the posttest
tongue-based and retention test
instruction was indicated that
significantly higher training based on
than the English the mother tongue
instruction both in was significantly
the posttest and superior to
retention test. It is instruction in
desirable for English. It would
Grade I teachers be ideal if Grade 1
to adopt the instructors
mother tongue implemented
 instruction. mother tongue
education.
8. IMPLICATIONS OF The 1994 In the upper Yohannes, M. (2000). implications of
THE USE OF Education and primary grades, the use of Mother Tongues versus
MOTHER TONGUES Training Policy of mother tongues English as Languages of Instruction
VERSUS ENGLISH Ethiopia should replace for Academic Achievement in
AS LANGUAGES OF recommends a English as the Ethiopia.
OF INSTRUCTION shift from English language of retrieved from:
FOR ACADEMIC into Mother instruction, https://bit.ly/3UEDBJp
ACHIEVEMENT IN Tongues as according to on 04/08/23
ETHIOPIA languages of Ethiopia's
instruction in Education and
upper primary Training Policy of
education. Four of 1994. Four of the
the eleven eleven regional
regional states states have
have followed this adopted this
recommendation, advice, while
while seven have seven have
opted to use chosen to
English as a implement English
language of as the primary
instruction. This language of
study examines teaching. This
how the use of study explores
mother tongues how students'
instead of English performance in
in the UPE affects English, Science,
students' and Math is
achievement in impacted when
English, Science, mother tongues
and Math. Data are used in place
 from the 2000 and of English during
2004 Grade 8 the UPE. When
National compared to
Achievement instruction in
Examinations English as a
revealed that the second language,
use of mother results from the
tongues in Grade 8 National
education has Achievement
resulted in better Examinations in
achievements in 2000 and 2004
sciences and math showed that the
and not significant use of mother
differences in tongues in the
English classroom led to
achievements better results in
when compared to the sciences and
the use of English arithmetic.
as a language
instruction.
9. THE EFFICACY OF This study tested This study Njoroge, M. (2017). The Efficacy of
USING MOTHER the efficacy of evaluated the using Mother Language in the
LANGUAGE IN THE using Gky (a effectiveness of Teaching of Mathematics and
TEACHING OF mother language using Gky, a Science in Primary Schools:
MATHEMATICS AND to many speakers language that Evidence from Grade One
SCIENCE IN in Kenya) and many Kenyans Classrooms in Kenya.
PRIMARY SCHOOLS: English (the consider their retrieved from:
EVIDENCE FROM official language in mother tongue, https://bit.ly/3KFSGWx
GRADE ONE Kenya) in the and English, the on 04/08/23
CLASSROOMS IN teaching of country's official
KENYA Mathematics and language, to teach
Science in the science and math
 early grade years. to young students.
Results showed The outcomes
that teaching demonstrated that
Mathematics and teaching
Science using Gky Mathematics and
was an effective Science with Gky
strategy that was a successful
improved the method that
performance of enhanced student
the two subjects in achievement in
Kenyan primary the two disciplines
schools. The study in Kenyan primary
recommends that schools. In order
Gky be adopted to promote
as a legitimate participation and
language of success of
mathematical and multilingual
scientific learners in
communication in Mathematics and
areas where the Science, the study
language is suggests that Gky
spoken to facilitate be accepted as a
multilingual genuine language
learners' of mathematical
participation and and scientific
success in communication in
Mathematics and places where the
Science. language is
spoken.
BONGAY, ANDREA
10. USING THE NATIVE The result implies The outcome Espada, J. (2020). Using the Native
LANGUAGE IN that the suggests that Language in Teaching Kindergarten
TEACHING kindergarten kindergarten Mathematics.
KINDERGARTEN pupils exposed to students who were Retrieved from:
MATHEMATICS the native exposed to the https://bit.ly/405ox93
language native language On 04/15/23
performed better outperformed
in mathematics those who were
than those who exposed to
were exposed to English in math.
English. The study According to the
concludes that the study, using the
use of the native native language to
language in teach kindergarten
teaching arithmetic leads in
kindergarten better math
mathematics achievement than
results in a higher using a foreign
mathematics language as the
performance than instruction
the use of a medium. The
foreign language study concludes
as a medium of that the native
instruction. The language might be
study therefore utilized to its full
suggests that the potential in
native language kindergarten by
could be allowing the kids
maximized in the to use it fluently to
kindergarten by grasp fundamental
allowing the ideas, develop
children to use it academic
fluidly in language
understanding competency, and
basic concepts, use it as a
 acquiring foundation for
academic learning another
language language.
proficiency and
using it as a
cornerstone to
learn another
language.
11. ENGLISH This study This study Zergani, M. (2016). Effects of using
LANGUAGE investigated the examined the level and teaching with mother tongue
PERFORMANCE AND status of of English language in
DIFFICULTIES OF elementary grade competence primary school. Retrieved from
PUPILS IN THE pupils' English among elementary https://www.linkedin.com/pulse/effec
MOTHER TONGUE – proficiency, school students, ts
BASED (MTB) particularly the focusing on those using-teaching-mothertongue-
MEDIUM OF Grades 1, 2 and 3 in Grades 1, 2, language-primary
INSTRUCTION pupils who are and 3, who are
taking up subjects enrolled in
in the Mother courses that
Tongue and combine English
English that are and their mother
integrated in their tongue. The
curricula. The study's sample
research came from a
population was single study
sourced from a location, i.e.
single research Amadeo Perez
locale, i.e. Don Don Sr. Memorial
Amadeo Perez Sr. Central School-
Memorial Central Main, 2017–2018
School-Main, school year. The
during the SY sociodemographic
2017-2018. The and language-
pupils across the learning
three curriculum characteristics of
grades have the students in the
varied three curriculum
sociodemographic grades range from
and language- Ilokano, Tagalog,
learning and English to
characteristics, "Very High,"
ranging from "High," "Above
Ilokano, Tagalog, Average,"
and English to "Average," "Low,"
"Very High", and "Very Low."
"High", "Above
Average", The students'
"Average", "Low", academic
and "Very Low". achievement in
English was
Across the three graded at three
grade levels, the separate levels,
pupils' academic ranging from
performance in "Outstanding" to
English registered "Fairly
into different levels Satisfactory"
from "Outstanding" (minimum). Each
to "Fairly group's majority of
Satisfactory" students scored
(minimum). Most heavily in the
of the pupils in lower performance
each group categories.
registered densely
in the lower strata
of performance
 levels.
Relationship
between the
profile variables
and English
proficiency is
dependent on the
grade level of
students.
12. USING TWO This article This article Moschkovich, J (2009). Using Two
LANGUAGES WHEN summarizes reviews the Languages When Learning
LEARNING research on how research on Mathematics: How Can Research
MATHEMATICS: students who are bilingual or Help Us Understand Mathematics
HOW CAN bilingual or English language Learners Who Use Two
RESEARCH HELP US learning English learners' use of Languages? Research Brief.
UNDERSTAND use two languages two languages Retrieved from:
MATHEMATICS and examines how and considers how https://bit.ly/3mB4Zvr
LEARNERS WHO this research is it relates to On 04/15/23
USE TWO relevant to mathematics
LANGUAGES? mathematics courses. Bilingual
RESEARCH BRIEF. classrooms. It is students
easy to notice that frequently use two
bilingual students languages, which
sometimes use is obvious.
two languages. It Knowing whether
is more difficult to this activity may
know whether this be important to
practice might be learning
significant to mathematics is
learning more difficult.
mathematics.
BONGCAC, ANIE
13. EFFECT OF MOTHER This study aimed This study sought Pillows, M.,et.al.(2020). Effect of
-TONGUE BASED to examine how to investigate how Mother- Tongue Based Instructions
INSTRUCTION ON the use of Mother- students' on Pupils Mathematical Word
PUPILS tongue as the performance in Problem Solving Skills
MATHEMATICAL language of solving
WORD PROBLEM instruction affect mathematical Retrieved From:
SOLVING SKILLS pupils' problems is https://bit.ly/3msPRjM
performance in impacted by the On 04/12/2023
mathematical use of their mother
problem solving. tongue as the
The comparative language of
research design instruction. The
was used to use of two
compare the different media of
performance of instruction in
participants in teaching and
mathematical learning
problem solving mathematics was
using two different compared using
media of the comparative
instruction in research design.
teaching and The two groups
learning were taught the
Mathematics.The same lessons and
two groups were received the same
taught the same amount of contact
lessons and hours, but they
received the same were exposed to
amount of contact two different
hours but were media of
subjected to two instruction. The
different media of study discovered
instruction.The that using mother
 study found out tongue as a
that the use of medium of
Mother Tongue as instruction in
a medium of teaching and
instruction in learning
teaching and mathematical
learning problem solving
mathematical improves learners
problem solving knowledge
improves learners' comprehension
knowledge and strategies.
comprehension
and strategies in
solving problems.
14. MOTHER TONGUE This study The results of this Bautista,J., et.al. (2020).Mother
VERSUS ENGLISH investigated the study show that Tongue versus English as a Second
AS A SECOND performance of Tagalog students Language in Mathematical Word
LANGUAGE IN 150 Tagalog and performed better Problems: Implications to Language
MATHEMATICAL 131 in their mother Policy Development in the
WORD PROBLEMS: Sinugbuanong tongue than in Philippines: Implications to
IMPLICATIONS TO Bisaya grade English as a Language Policy.International
LANGUAGE POLICY three pupils with second language Journal of Language and Literary
DEVELOPMENT IN regard to solving when solving Studies 2 (2), 18-29, 2020
THE PHILIPPINES: mathematical mathematical
IMPLICATIONS TO word problems word problems Retrieved From:
LANGUAGE POLICY written in their written in their https://bit.ly/3o8TnQQ
mother-tongue mother tongue On 04/12/2023
(L1) and in English (L1) and in English
as their second as a second
language language (L2).
(L2).Findings The study
show that the included 150
Tagalog pupils Tagalog and 131
performed better Sinugbuanong
in their mother- Bisaya grade
tongue over three students. On
English as their the other hand,
second language. students from
On the other hand, Sinugbuanong
Sinugbuanong Bisaya performed
Bisaya pupils better in English
performed better than in their
in English as their original tongue.
second language Although the
over their mother- results seem
tongue. While incongruent,
results appear contextual
contradictory, conversations
contextual provide insightful
discussions offer analysis of the
valuable insights situation and
into the situation, provide up
allowing avenues possibilities for
for more further research.
exploration and This study offers
investigations. As the use of
implication to translanguaging in
language policy topic area
development, this instruction and
study offers the assessment,
use of particularly in the
translanguaging in teaching and
content area learning of
instruction and mathematical
assessment, problem solving,
 specifically in the as implications for
teaching and language policy
learning of development.
mathematical
problem solving.
15. SOLVING WORD Language plays In order to grasp Yonson,D. ( 2017) Solving word
PROBLEMS an important role mathematical problems performance of students in
PERFORMANCE OF in understanding word problems, L1 (Mother Tongue) and L2 (English
STUDENTS IN L1 word problems in language is language):International Journal of
(MOTHER TONGUE ) mathematics. crucial. The ability Development and Sustainability 6
AND L2 (ENGLISH Familiarity or lack to comprehend (8), 628-640, 2017
LANGUAGE) of it may and solve word
determine the problems may Retrieved From:
success or failure depend on https://bit.ly/413GPbO
in understanding familiarity or a lack On 04/12/2023
and working out thereof. The
word problems. purpose of this
This study was study was to
conducted to know determine whether
the difference in Grade IV students
the performance perform differently
of Grade IV pupils when math word
when word problems are
problems in expressed in
mathematics are English versus
expressed in Mother Tongue-
English language Based Language
and Mother (Hiligaynon). The
Tongue-Based study employed
language descriptive-
(Hiligaynon). comparative
Descriptive- statistics.
 comparative Additionally,
statistics was used results showed
in the study. that students from
Qualitative design the two groups
was also used. were able to
Findings further respond to simpler
showed that questions and that
students from the both groups had
two groups were trouble answering
able to answer comparable items.
easier items and A qualitative
both groups found design approach
difficulty in similar was also applied.
items. Thus, it It is possible to
could be draw the
concluded that conclusion that the
language may pupils' grasp of the
have helped the word problems
students in may have been
understanding the aided by
word problems. language.
However, students Students,
lack the necessary however, lack the
skills in solving abilities needed to
word problems. solve word
problems.

Statement of the Research Gap:

According to the researchers, the majority of the related studies’ results show that first language is much more effective
in solving mathematical word problems. On the other hand, a comprehensive review of related studies reveals that the
English language (second language) is not preferably used by students as a medium of instruction in solving
mathematical word problem at that time. Thus, knowing that we are in the 21 st century, where students are highly
exposed to technology, it influences their second language acquisition development. Hence, in order to fill this gap, the
main purpose of the study is to examine if students still prefer first language acquisition for understanding mathematical
context at present.

Prepared by: Approved by:

Arbitrario, Chloe Mae U. Ms. Lydee Gie Peguit Ms. Rocelyn E. Payot

Group Leader Technical Adviser Content Adviser