THE PROBLEM IN SOLVING IS THE LANGUAGE

Abstract

This study is intended to assess the comprehension of Grade 4 pupils in problem solving using Mother Tongue Based instruction and English based instruction using descriptive-correlational research design that involved fifty Grade 4 pupils of different elementary schools in Nueva Ecija in each year from 2016-2019 with a total of 200 pupils. Specifically, this study described the profile of the pupils in terms of gender and sociodemographic status. Moreover, it aimed to determine the level of pupils’ achievement in Mathematics in the mother tongue-based instruction and English based instruction and to compare pupils’ Mathematics achievement in the mother tongue-based instruction and English based instruction. The pupils’ achievement in the mother tongue-based instruction was significantly higher than the achievement of those who were in the English instruction. Considering the sociodemographic status, there was no significant difference except for the type of school the pupils attended to. Pupils who attended private schools had higher achievement in problem solving than those who attended public schools.