Mother tongue-based instruction and academic achievement in some selected topics in grade 1 mathematics

Abstract

The perceived problem of low mathematics achievement is an alarming situation for educators. Education requires a flexible teaching approach that responds to the social and cultural contexts that influence the learners' learning experiences, behavior and attitudes. To cope with the varied needs of today's learners, educators are trying to do some paradigm shift in terms of teaching approach. As a result of the rapid changes happening around us, the use of mother tongue as a medium of instruction has become inevitable. For schools to be part of the educational paradigm shift, mother tongue-based education is now being employed in the teaching-learning process. In Nagacadan and Julongan Kiangan Ifugao, where the majority of learners are 'Tuwalis' (Ifugao tribe that speaks tuwali), this calls for a teaching approach that promotes the use of mother tongue education in the foundation phase. This study emphasizes mother tongue as the language of learning and teaching in the foundation phase on the account of promoting communication, cultural identity, mental or cognitive growth and the benefit of bilingualism or multilingualism. This study is entitled, "Mother Tongue-based Instruction and Academic Achievement in some Selected Topics in Grade 1 Mathematics." Its main aim was to determine the effect of mother tongue-based instruction in the academic achievement in mathematics of Grade 1 learners of Nagacadan Elementary School and Julongan Elementary School. Specifically, it sought to answer the following questions: 1. What is the learners' level of academic achievement in some selected topics in Grade 1 mathematics with the use of: a. Tuwali, and b. English as a medium of instruction? 2. Is there a significant difference in the learners' academic achievement in some selected topics in Grade 1 Mathematics? 3. Is there an effect of mother tongue-based instruction on the level of academic achievement in some selected topics in Grade 1 mathematics? 4. What action plan can be proposed in relation to the use of mother tongue as a medium of instruction? The following are the major findings of the study: 1. The learners' level of academic achievement in either of the two medium of instruction is outstanding. 2. Generally, there is a significant difference in the learners' academic achievement in simple word problems and fraction under the two medium of instructions. 3. There is an effect of mother tongue-based instruction on the level of academic achievement in word problems and fraction. In connection with the findings of the study, the Following are the conclusions: 1. The learners have the essential knowledge, understanding and skills and are able to perform related tasks under simple word problems and fraction. 2. Mother tongue-based Instruction helps improve the academic achievement of the learners. 3. Mother tongue-based instruction has a positive effect in the academic achievement of the learners. In relation with the findings and conclusions of this study, the following are recommended: 1. To help the learners gain more knowledge, skills and understanding and perform related tasks, teachers have to present the lesson in mathematics through real life situations or interactive activities using the Tuwali as a medium of instruction. 2. To improve the learners' academic achievement in the foundation phase, maximize the use of mother tongue as a medium of instruction in the teaching and learning process by providing more supplemental lessons and enhancement activities that the learners can work on in school or even at home. Such lessons should be challenging and engaging. 3. Use mother tongue-based instruction more frequently in order to encourage and motivate the learners to participate during discussions and activities. 4. The proposed action plan may be considered for more effective implementation of MTB instruction.