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.
Keywords
Mother tongue-based instruction, English based instruction, problem solving
References
Cabansag (2016) The Implementation of Mother Tongue-based Multilingual Education: Seeing It from the Stakeholders’ Perspective. International journal of English
Obod, M, Remirez,M. N. V., Satria, E. and Indrian, D. E. (2020). Effectiveness on the Use of Mother Tongue in Teaching the Concepts of Fraction Among Second Grade of Elementary School Pupils. Journal for the Education of Gifted Young Scientists, 8(1), 291-304, March 2020 e-ISSN: 2149- 360X http://jegys.org
TIMMS – Participating Countries. https://nces.ed.gov/timss/participation.asp