“Education is the hope of every person to achieve and succeed in life.” It all starts at home where children’s literacy on language, reading, and writing skills were first learned from their parents and older brothers and sisters. They begin to learn with their first language or dialect. That is why a child I likely to succeed academically and is able to learn more through their native language.
K+12 curriculum’s first year of implementation S.Y. 201-2013 brought many changes in education such as minimized class schedule, the new subject mother tongue, and the use of mother tongue as medium of instruction in all subjects except in English subject but kept the technical terms in English.
Mother tongue used in Mathematics opens hope and opportunities for math teachers to introduce the lesson easily and pupils will learn comfortably and clearly through learning mathematics on their own language. Teaching and learning process will be better and more interactive by exercising their native language and pupils have more opportunities to learn as they evolve and develop their skills and potentials in becoming literate.
This research will identify the effectiveness of teaching mathematics using “Mother Tongue” as medium of instruction. This will help modify teaching methods, approaches, and strategies in teaching mathematics including its instructional materials used on the subject to facilitate learning and improve teaching ways in adopting the new mode of instruction.
Basically, Mathematics is one of the most difficult subjects for pupils, through the use of their native language; learning is now accessible in the hands of the pupils and teachers to provide better education in preparing pupils into a more complex mathematical problems, symbols, equations and numbers.
BACKGROUND OF STUDY
Societies marked by plurality call for multilingual and multicultural education systems. The Philippines is a diverse country comprised of over 150 native languages, with the largest dozen accounting for over 1 million speakers each. We have gradually come to the realization that one size certainly does not fit all in education practice, and hence the emergence of Mother Tongue-Based Multilingual Education (MTBMLE) in the discourse of policy reform.
The first and foremost principle of a quality MTBMLE curriculum is the use of the learners’ first language (L1) for the majority of subject matter, for as long as possible.
International research in education, language acquisition, psycholinguistics and applied linguistics come to the same following conclusions with regard to effective language education:
● The ﬁrst language (L1) generally needs to be reinforced and developed for 12 years in order for successful second language learning and academic success to take place, i.e. from birth to 12 years old (6 years in the home environment and another 6 years in formal schooling).
● International second language acquisition literature indicates that under optimal conditions, it takes from six to eight years for a student to learn a second language in school (as a subject) sufficiently well to use it as a main medium of instruction.
● Language education models that remove the ﬁrst language as a primary medium of teaching and learning before it has been used for six years will facilitate little success for the majority of learners. Language education models that retain the ﬁrst language as a primary medium of instruction for at least six years can succeed under very well resourced conditions. Eight years of mother tongue education may be enough under less well-resourced conditions. STATEMENT OF THE PROBLEM
This research was conducted to investigate the status of effectiveness of teaching mathematics using mother tongue as medium of instruction in Grade-1 pupils of Santa Cruz South District during the school year 2012-2013.
Aim or purpose: To determine the effectiveness