Pupils’ Performance of the Mother Tongue Based and Non-Mother Tongue Based Grade I Class in the Pioneer Schools at Region XII
7 Pages Posted: 11 May 2018
Date Written: June 3, 2017
The study attempted to find out the pupils’ performance of the Mother Tongue-Based (MTB) and Non-Mother Tongue-Based (Non-MTB) Grade I class of pioneers schools in Reading, Mathematics, Filipino, English and Social Studies subjects at Region XII. The study used experimental design with an element of comparative design. It compares the test results of MTB and Non-MTB Grade I class in Reading, Mathematics, Filipino, English and Social Studies subjects. The subject of the study were two hundred seventy (270) Grade I pupils of MTB class as experimental group and one hundred seventy two (172) Grade I pupils for Non-MTB class as control group a total of four hundred forty-two (442) Grade I pupils of eight (8) pioneer schools.In line with the problems raised in this study, the researcher came up with the following findings: The results show that children are well distributed by gender into the two programs. Therefore, we would not expect to find that any variation in performance by gender is going to explain any variation in performance by program (the intervention). The MTB class had 57.8 overall mean score. The performance advantage was quite small in three cases — Filipino with a mean score of 65.9, English with a mean score of 63.0 and Social Studies with 58.2 mean score. The result shows that students performed well in both subjects. The Non-MTB class had 54.3 overall mean score. Among the subjects Filipino got the highest mean score of 62.3 which means students perform well in this subject while Mathematics subjects got lowest mean score of 38.4 which mean students of Non-MTB class not performed well in this subject considering that Filipino Language is their second language at school and even at home. Moreover, the MTB class scored higher than children in the non-MTB class on all subjects. However, the performance advantage was quite small in three cases — Filipino, English and Social Studies. It also shows that largest differential was in the subject of Reading where the MTB class outperformed the non-MTB children by 9 percentage points which is a gain or improvement of 18.4 percent taking the non-MTB performance level as the frame of reference. The result also shows a biggest difference in the case of learning to read while Mathematics subjects are relatively low for students in both programs. The MTB class also did slightly better on the Filipino, English and Social Studies tests but not enough better for the difference to be statistically significant. Furthermore, the Non- MTB class, male students outscored their female counterparts on every subject tested though none of the differences would be considered statistically significant. While, the MTB class the male children outscored female children in three subjects, Reading, Math and in Social Studies, while the female students scored higher in two subjects, English and Filipino. In the case of Mathematics, male students demonstrated the same advantage in the MTB class as that seen in the non-MTB class.
Keywords: Mother Tongue Based, Mother Tongue-Based Multilingual Education
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