Mother Tongue - Based Language Approach In Teaching Grade One Mathematics
Type
Thesis
Authors
Category
Publication Year
2019
Pages
107
Abstract
The Department of Education supports the use of Mother tongue-based language in teaching mathematics in the primary level as per stated in the DepEd Memorandum No 16, s. 2012. This is to enable pupils to understand well the lessons, participate actively and to share their ideas and inquiries about the lessons taught by the teachers freely in a language familiar and known to them. In this case, the Department of Education expects positive results and improvement in the performance level and other educational achievements of pupils.
The researcher applied both descriptive and experimental methods in conducting this study. Descriptive method is used in describing and narrating the results of the given study as well as the statistical tool and treatment being used in the utilization of the given study. While the experimental method is used to determine the students' performance in the pre-test and post-test after applying the Mother tongue-based language approach in teaching grade one mathematics.
The purpose of this study was to determine the level and effectiveness of implementation of the mother tongue-based multi lingual education program in Amparo Elementary School in Caloocan during the academic year 2018- 2019. Specifically, the study sought to identify the academic performance of the selected Grade 1 pupils in mathematics in third grading period. There were two groups of respondents employed in this study. The controlled group recorded lesser in overall mean score compared to experimental grouped indicating that there an improvement on the performance of the group of students as a result of the utilization of mother tongue that was enhancing the academic performance of the pupils.
In addition, it identified the level of the performance of Grade 1 pupils in the Pre test and Post test mean score. The experimental group showed the lead in all sections resulting to an increase in terms of mean difference by 17 percent for the experimental group and 10.63 percent for the controlled group. It signified the benefits of utilization of mother tongue approach in teaching mathematics that has been proven the finding of this study as indicated in the improvements of results of the pre and post-test examination conducted to experimental group of grade one pupils. This concluded that there is a significant improvement in the post test result compared to the pre-test mean score manifesting the contribution of the utilization of the mother tongue approach in teaching mathematics in the improvement of the learning process of the grade one pupils that are subject to this study. The identified challenges encountered by the grade1 teachers during utilization of Mother tongue-Based Language Approach in teaching mathematics was the lack of teacher training which recorded as the most challenging on the top rank with a numerical rating of 22.22 percent compared to others.
The researcher recommended to apply the integration of mathematics through Mother Tongue-Based Language Approach in teaching different subject areas for the improvement of academic performance, construct school based Mathematics assessment test for grade one pupils using MTB-language, that was validated by the mathematics school coordinator and principal that could help the pupils easily understand and answer the assessment procedure. School heads and math coordinator should continue monitoring the implementation on Mother Tongue-Based Language Approach in teaching grade one mathematics. The researcher came up with a proposed training program in matrix form that empower teachers and make them more competent. This form served as guide and input for MTB-language approach.
The researcher applied both descriptive and experimental methods in conducting this study. Descriptive method is used in describing and narrating the results of the given study as well as the statistical tool and treatment being used in the utilization of the given study. While the experimental method is used to determine the students' performance in the pre-test and post-test after applying the Mother tongue-based language approach in teaching grade one mathematics.
The purpose of this study was to determine the level and effectiveness of implementation of the mother tongue-based multi lingual education program in Amparo Elementary School in Caloocan during the academic year 2018- 2019. Specifically, the study sought to identify the academic performance of the selected Grade 1 pupils in mathematics in third grading period. There were two groups of respondents employed in this study. The controlled group recorded lesser in overall mean score compared to experimental grouped indicating that there an improvement on the performance of the group of students as a result of the utilization of mother tongue that was enhancing the academic performance of the pupils.
In addition, it identified the level of the performance of Grade 1 pupils in the Pre test and Post test mean score. The experimental group showed the lead in all sections resulting to an increase in terms of mean difference by 17 percent for the experimental group and 10.63 percent for the controlled group. It signified the benefits of utilization of mother tongue approach in teaching mathematics that has been proven the finding of this study as indicated in the improvements of results of the pre and post-test examination conducted to experimental group of grade one pupils. This concluded that there is a significant improvement in the post test result compared to the pre-test mean score manifesting the contribution of the utilization of the mother tongue approach in teaching mathematics in the improvement of the learning process of the grade one pupils that are subject to this study. The identified challenges encountered by the grade1 teachers during utilization of Mother tongue-Based Language Approach in teaching mathematics was the lack of teacher training which recorded as the most challenging on the top rank with a numerical rating of 22.22 percent compared to others.
The researcher recommended to apply the integration of mathematics through Mother Tongue-Based Language Approach in teaching different subject areas for the improvement of academic performance, construct school based Mathematics assessment test for grade one pupils using MTB-language, that was validated by the mathematics school coordinator and principal that could help the pupils easily understand and answer the assessment procedure. School heads and math coordinator should continue monitoring the implementation on Mother Tongue-Based Language Approach in teaching grade one mathematics. The researcher came up with a proposed training program in matrix form that empower teachers and make them more competent. This form served as guide and input for MTB-language approach.
Number of Copies
1