The Relationship between the Utilization of Mother tongue in Teaching Mathematics 2 and Pupils' Performance: Basis for Action Plan

Abstract

INTRODUCTION

The latest metamorphosis of basic education curriculum introduces the Filipino learners to new ways in learning Mathematics, specifically in the medium used to teach this discipline. English language which has always become the greatest barrier most of the learner’s encounter is no longer the medium of instruction in teaching Mathematics for the first three grade levels of basic education. Despite the effort of the teachers to embrace the changes brought by the new curriculum, researcher who is also teaching Mathematics still observes many difficulties on the part of the pupils. Thus, any mismatch between teaching and learning styles of pupils can be easily identified. Moreover, this study is perceived very significant by the researcher in upraising the level of professional development of the researcher. The result of this study may create avenues for the utilization of teaching strategies that perfectly match with the learning styles of the pupils.

METHODS

Descriptive Survey Research Method was utilized by the researcher in the study. Thirty-six Grade 2 pupils of Balibago Elementary School responded to a set of questionnaires on the effectiveness of Mother Tongue in learning Mathematics and their performance in Mathematics. Cronbach Analysis was used by the researcher.

RESULTS

Based on the 1st quarter assessment of the respondents, there is a very big variation among their performance in Mathematics. There are few learners who are very advanced and majority of them are on the other extreme. Although most of the Tagalog words can be found in Filipino language, there are still some Filipino words that Batanguenos are not familiar with, so comprehension skills decrease. A positive moderate correlation exists between the 1st quarter performance of Grade 2 pupils in Mathematics and their perceived effectiveness of the use of Mother Tongue in learning Mathematics in terms of comprehension, analysis, and application.

DISCUSSIONS

The results imply that the use of Mother Tongue is not a predictor of pupils' performance in Mathematics. Although there is an existing correlation between the variables, still the variation in the performance of the pupils in Mathematics is not attributed to their assessment of the effectiveness of utilization of Mother Tongue in learning Mathematics. Administration of comprehensive diagnostic test should be done to know where the pupils are and scaffold if necessary and make a follow-up action research based on the assessment of the outcome.