University of Perpetual Help System GMA Campus

Brgy. San Gabriel, GMA, Cavite

COLLEGE OF EDUCATION

Chapter 1

THE PROBLEM AND ITS SETTING

Introduction

Medium of instruction is a language used in teaching. It may or may not be the official

language of the country or territory. Where the first language of students is different from the

official language, it may be used as the medium of instruction for part or all of schooling.

Bilingual or multilingual education may involve the use of more than one language of

instruction.

The Commission on Higher Education (CHED) issued in 1994 the New General

Educational Curriculum (GEC) under CHED Memorandum Order 59. The GEC requires Higher

Education Institutions (HEIs) to have at least 9 units of Filipino language courses. In addition, to

coordinate with the Department of Education (DepEd)’s Bilingual Education Policy, language

courses, whether Filipino or English, should be taught in that language. Courses in Humanities

and Social Sciences should preferably be taught in Filipino. Furthermore, at the discretion of

HEIs, literature subjects may be taught in Filipino, English, or in any other language as long as

there are enough instructional materials, students, and instructors competent in the language. A

revised Syllabi of Filipino courses 1, 2, and 3 was issued in 2007 under CMO 54.

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COLLEGE OF EDUCATION

The CHED has been under fire by proponents of the Filipino language and language

education since CMO No. 20 s. 2013 was issued, which outlined a new revised GEC set for 2018

that contained no Filipino language courses. Filipino language education proponents accused

CHED of failing to intellectualize Filipino and that the new GEC would displace thousands of

Filipino professors and instructors.

CHED defended its decision by stating that the planned new GEC will work in

conjunction with the K-12 program and that many remedial courses, like Filipino and English,

will be taught in senior high school years, thereby making them redundant in college. CHED also

pointed out that Filipino’s status as a medium of instruction in higher education courses shall not

be affected. The CHED also noted that Filipino faculty members aren’t the only ones affected by

the new GEC, as literature, mathematics, humanities, and social sciences courses were also

removed. In July 2014, the House of Representatives committee asked the CHED to report how

many educators will be affected by the K-12 system as a prerequisite to a proposal to fund

displaced education workers.

DepEd launched in 2011 the K-12 program, which became law only in 2013. Along with

other curricular and policy reforms introduced, the K-12 program sought to build proficiency

through language via MTB MLE, introduced in 2012. The mother tongue or first language refers

to languages or dialects first learned by a child and with which the child identifies with. MTB-

MLE aims to develop Filipino and English proficiency by starting basic education with the first

language of learners. Starting in kindergarten up to Grade 3, the medium of instruction shall be

in the mother tongue of the students. Beginning in Grade 1, Filipino and English will be taught

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as subject areas. Come Grades 4 to 6, DepEd shall formulate a mother tongue transition program

in which English and Filipino are introduced as media of instruction so that by Junior High

School and Senior High School, the two can become the primary languages of instruction.

In the Philippines, the medium of instruction depends on the year level of the

student. From Pre-School up to Primary School, the indigenous language (e.g., Tagalog,

Cebuano, Ilocano, or others) is being used in all subjects, but English is retained as a language

subject. From Middle School up to Secondary School, English is the sole language used in

education, with Filipino being taught as a second language subject. All the students and teachers

are expected and ordered to use ONLY English in all their classes except for the Filipino subject.

In University-level, English is the ONLY language used, except for some Universities which

require their students to take Spanish or Chinese.

The original mandate of the Constitution on 1987 is that both English and Filipino shall

be used in classrooms was overturned when President Arroyo signed a memorandum placing

English back as the ONLY language to be used in schools after Primary School.

Meanwhile, additional language subjects depend on the School. In many areas in the Philippines,

Mandarin Chinese is taught in Chinese-run schools as a third language subject, and in Muslim

Mindanao, Arabic (and sometimes Malay) is taught as the third language subject. Also, in 2006,

President Arroyo signed a memorandum placing back Spanish as a language subject in

Secondary Schools in the Philippines - but this has not been applied yet, due to lack of teachers.

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Brgy. San Gabriel, GMA, Cavite
COLLEGE OF EDUCATION

Conceptual Framework

This study will focus on the “Assessment of the Medium of Instruction for Grade Four

Pupils” of Bulihan Elementary School in GMA, Cavite.

Input Process Output

Grade Four pupils of "An assessment of the Improvement on the

Bulihan Elementary in Medium of Instruction academic performance
GMA, Cavite. of Grade Four Pupils" in class

Statement of the Problem

This study aims to assess the medium of instruction of Grade Four pupils of Bulihan

Elementary School in GMA, Cavite. Specifically, the study would like to answer the following

problems:

1. What is the profile of the respondents as to gender?

2. What is the most effective medium of instruction in terms of;

2.1 Pronunciation,

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COLLEGE OF EDUCATION

2.2 Usage, and

2.3 Comprehension?

3. What are the personal assessment on English and Filipino as medium of instruction?

4. What are the interpersonal assessment on English and Filipino as medium of instruction?

5. Is there a significant relationship of the most effective medium of instruction when

grouped according profile variable?

6. Is there a significant relationship of the personal assessment on English and Filipino as

medium of instruction when group in terms of the most effective medium of instruction?

7. Is there a significant relationship of the personal and interpersonal assessment on English

and Filipino as medium of instruction?

Null Hypotheses

1. There is no significant relationship of the most effective medium of instruction when

grouped according profile variable.

2. There is no significant relationship of the personal assessment on English and Filipino as

medium of instruction when group in terms of the most effective medium of instruction.

3. There is no significant relationship of the personal and interpersonal assessment on

English and Filipino as medium of instruction.

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COLLEGE OF EDUCATION

Assumption of the Study

The study will be conducted based on the following assumptions:

1. Students’ academic performance is enhanced by the effectiveness of medium of

instruction used.

2. The study will be focused only on the effectiveness of English or Filipino as medium of

instruction among Grade Four pupils.

Significance of the Study

The researcher anticipated that the study shall be beneficial to the following:

Students. The students will easily understand the lessons with the help of Filipino as

medium of instruction.

Teachers. Raised awareness to teachers that pupils have different intellectual capacities

and must be aware of the medium of instruction they use because it has an effect on the students’

academic performance.

Parents. Guide and motivate their children to learn more through the use of Filipino

language as medium of instruction as well as the English language. School develop better

strategies to improve the teaching learning process in using whether English or Filipino as

medium of instruction.

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COLLEGE OF EDUCATION

Definition of Terms

Assessment. The action or an instance of making a judgment about something: the

act of assessing something

Filipino. These are the people who are native to, or identified with the country of the

Philippines.

Instruction. This is an outline or manual of technical procedure

Language. The stock of words, pronunciation, and grammar used by a people as

their basic means of communication.

Medium. This is a form or style of artistic expression or communication

Medium of Instruction. This is the language used by the teacher to teach. Teaching the

language, or educational content, through the target language increases the amount of exposure

the learner gets to it, and the opportunities they have to communicate in it, and therefore to

develop their control of it.

Pupils. This is one who follows the opinions or teachings of another .

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Brgy. San Gabriel, GMA, Cavite
COLLEGE OF EDUCATION

Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

Philippines is an English-speaking country, but that doesn’t mean every English speaker

in the world will understand everything we say. Using the language is one thing, knowing the

right way to pronounce English words is another. Of course, we have to forgive ourselves if we

sometimes commit mistakes–after all, Filipino is our national language. But then again, it

shouldn’t be a hindrance for you to improve your English speaking skills. Some blame it on a

unique language called “Philippine English” and what they call “Filipino accent,” while others

think it’s just an excuse for not learning how to speak English the right way. Regardless of what

you believe, there is indeed a standard way to speak the universal language, the mastery of which

will give you an edge in both local and international job markets (Zarate, 2012).

Filipinos may be better at English than most Asians, but that doesn’t mean they’re

immune from making simple errors. 1. They are not ready yet - There is a lot of evidence to

suggest that language learners, like native speaker children, pick up grammar points and stop

making mistakes with them in a very predetermined order. For example, third persons mistakes

(I do/ he does) tend to persist in both. If this is the problem (if indeed you think of it as a

problem), the only solution is patience! 2. They don't realize it's the same grammar - Although

you may be surprised when students who have finally stopped saying "He has to goes" still say

"He must goes" because both should be infinitives, it may be that the students consciously or

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Brgy. San Gabriel, GMA, Cavite
COLLEGE OF EDUCATION

subconsciously don't put the two pieces of grammar together as one. The best solution would be

to work on making the points as closely associated in students' heads as possible, e.g. doing a

lesson on all uses of infinitives, teaching a very general rule, or even pairing questions up where

they have to fill the gaps in pairs of sentences with the same word. 3. They are overloaded - If

the students are making elementary errors with something they usually don't, it could be because

their brains are busier than usual with other things, e.g. coping with the rules of the language

game, digesting the latest language point, sorting out a logic or problem solving puzzle, or

concentrating on another point like their pronunciation. Learning to cope with many different

demands on the brain at the same time is a good thing, as it is what you need to do with the

language in real life, but make sure all language input and correction are left to a time when they

can concentrate on the language more. 4. They are overusing one point for good reasons - In both

native and non-native speakers, the process of learning a new grammar point seems too often

include a period of overextending its use. For example, even people who know the Simple Past

well will start using the Past Perfect in situations they would have used (correctly) the Simple

Past until the day they studied the new tense. Apart from understanding that this is part of the

process and being patient, ways to tackle this could be to give them lots of controlled practice of

the new grammar point, come back to the original grammar point they confuse it with a few

weeks or months later, and concentrate on correcting one area of confusion at a time. 5. They are

having a bad day - Anyone who has ever lived in a foreign country can tell you there are days

when all your language skills seem to disappear. Again, this is something they will need to be

able to cope with eventually. Apart from trying to take away their tiredness and take their

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Brgy. San Gabriel, GMA, Cavite
COLLEGE OF EDUCATION

minds of their troubles by giving them something easy to do or doing a physical warmer, maybe

the best approach is just to be less demanding on that day. This is also a good opportunity to

practice your skills in spotting the difference between little slip ups they would usually get right

and are probably best ignored on "one of those days", and things they really don't know that are

more worth some correction and explanation. 6. It's an attempt to be informal - It may be that in

the student's native language grammatical forms are dropped when they are speaking informally,

in a similar way to "No way!" or "Long time no see" in English. Common examples that students

sometimes reproduce in English include dropping the subject or using a different tense. Although

this is usually subconscious, it can be reinforced by the language they hear in English pop music

and in certain English dialects. Depending on their level, you might be able to do a lesson on

substituting these with informal forms we really do use or even doing a whole lesson on the more

general grammatical changes between informal speech and formal speech or writing. 7.

Accuracy is not their priority - Again, there is a chance they are right on this one and teaching

them how to express something they couldn't at all with a new grammatical form, new

vocabulary, or new functional language might be better than spending more time trying to root

out basic errors. If, however, you think lack of accuracy is the main reason they are not being

understood, are not ready for the next level, cannot transfer speaking skills into writing skills or

will do badly on a test, it is worth letting them know. Clearly showing what effect mistakes can

have on communication with dialogues with communication breakdowns etc. can also help

(Case, 2008).

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Brgy. San Gabriel, GMA, Cavite
COLLEGE OF EDUCATION

Learning a language involves becoming proficient in the four skills of speaking, listening,

and reading and writing. Mistakes are an inevitable part of this process and neither the teacher

nor the student should become fixated on them. It is useful for both, however, to have an

understanding of the variety of typical errors in written English, since these are the most

amenable to correction. Written errors can be categorized as errors

of mechanics, grammar and usage: 1. Mechanical mistakes - are those of orthography (spelling

and capitalization) and punctuation. Everyone who writes in English makes such mistakes,

whether native speaker or ESL student. In many cases mechanical errors are the consequence of

quick writing where the focus is on the content rather than the form. Although English spelling is

difficult, it is possible with diligent use of a dictionary and/or computer spellcheck for every

writer to eradicate all or almost all of the spelling mistakes in a piece of writing. 2. Grammar

mistakes - rarely occur in native speakers' writing but very commonly do in the work of less

proficient ESL students, whose mother-tongue "interferes" with the production of correct

English*. ESL students make numerous mistakes in the use of verbs (for example, incorrect

tense choice, incorrect tense form), the articles (a/an, the - particularly Asian students in whose

languages these words do not exist), and word order. 3. Usage mistakes - A usage mistake is a

word or a string of words in a sentence that is grammatically possible, but not usual in Standard

English. Hence native speakers rarely make usage mistakes, but ESL students very often do.

Such mistakes frequently occur in ESL students' work when they look up a word in their own

language and select the wrong English equivalent for the meaning they wish to express.

Conversely, failure to use the dictionary can result in the false friends’ usage mistake. For

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COLLEGE OF EDUCATION

example, kontollieren in German means to check (over), so the following problem in the German

student's writing is not surprising: "It is important to control (i.e. check) the results carefully”

(Shoebottom, 2017).

For every 100 children that start grade one in our country, only 65 will reach Grade 6, the

others having dropped out along the way (with 18 of the dropouts occurring between Grade 1

and Grade 2). What this means is that even before these children are 12 years old, more than one

third of them are essentially condemned to poverty. That is not all. The net enrolment ratios have

been steadily decreasing between 2003 and 2007, and for the Philippines, that has gone down

from 90.3% to 83.2%.The quality of that education is abysmal. Only 26% or a little over ¼ of

6th graders have a mastery of English, where mastery is defined as obtaining a score of 75% or

higher in English, 31% of those students have a mastery of Math and 15% have a mastery of

Science. And if that is abysmal, that means the quality of high school education has to be the pits

because only 7% of them have mastery in English. 16% have mastery in Math... 2% have

mastery in Science. Even college does not help: only 2 to 7% of college graduates who apply for

positions in BPOs show English mastery, and even then, they have to undergo another three

months of training to increase their competence. This is where the Gullas bill comes in. The

rationale of that bill is that if we want to have greater competence in English, and be in a position

to take advantage, or compete in a globalized world, English must be used as the medium of

instruction from Grade 3 onwards. Now everyone will agree that we need greater competence in

English to be competitive in a globalized world. But educators or those who have done education

research will disagree that using English as the medium of instruction will accomplish that

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COLLEGE OF EDUCATION

goal. As a matter of fact, they point out that research findings are unequivocal, that to achieve

greater mastery in English or Filipino, the most effective medium of instruction is in the child's

mother tongue that is her first language or the language spoken at home. Studies in country after

country bear this out. Teaching in an official school language that is not the mother tongue is a

major barrier in the child's learning. In the Philippines, the experiment was conducted in Kalinga,

where teachers use Kalinga to teach children from Grades 1 to 3 to read and write. It is also the

medium of instruction for teaching other subjects, including Filipino and English. Out of the 10

districts in the Kalinga division, the Lubuagan district topped the 2006 national achievement test

Grade 3 reading test for both English and Filipino, with mean scores of 76.55% and 76.45

respectively, which indicates mastery. The Tinglayan district came in a far second, registered

only 63.89% and 53.58% (Monsod, 2009).

The pre teaching information data had asked students on how they perceived their

communication skills. They are made to have a self-rating of their communication skills in both

Filipino and English proficiency. This is to find out the readiness of students on the use of

Filipino as their medium of instruction. This study also wanted to find out students’

understanding of English as a medium of instruction through their self-ratings. The use of

English as a medium of instruction shall reveal problems in lesson comprehension. Although in a

study conducted by Borbon (1994), there is a big discrepancy in terms of ability to understand

and interest level of students (Domingo, 2015).

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Brgy. San Gabriel, GMA, Cavite
COLLEGE OF EDUCATION

Synthesis of the State-of-the-Art

The above literature and studies help the research support of this paper. As a whole, it

focuses on the Assessment of the Medium of Instruction for Grade Four Pupils. The following

are the views of different people: Arroyo (2006), Borbon (1994), Case (2008), Domingo (2015),

Gullas (2014), Monsod (2009), Shoebottom (2017), Zarate (2012).

Gap/s Bridged by the Present Study

Analyzing the related literature and studies presented in this chapter, the researcher found

that there have been a growing number of studies conducted for the Assessment of the Medium

of Instruction. This study was conducted related to the topic considering the field of investigation

which was at the Bulihan Elementary School. Will be answered all the needs to be address the

sources of information about the effective Medium of Instruction, the general assessment of

Medium of Instruction among grade four students.

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Brgy. San Gabriel, GMA, Cavite
COLLEGE OF EDUCATION

Chapter 3

METHODS

This chapter presents the procedures utilized in conducting the methods and techniques in

investigating and explaining in details the general characteristics of respondents, instrument

used, and statistical tools applied.

Research Design

Experimental method of research will be used in the study. It is a type of research that

explains phenomena by collecting data that are analysed using mathematically based method (in

particular statistics). It is the numerical representation and manipulation of observations for the

purpose of describing and explaining the phenomena that those observations reflect. The goal is

the acquisition of factual, accurate, and systematic data that can be used in averages, frequencies,

and similar statistical calculations.

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COLLEGE OF EDUCATION

Sources of Data

The study has one source of data, namely: Bulihan Elementary School. These also

include; Information from books, journals, and the internet served as secondary sources.

Questionnaires were used as the research tool to generate empirical data in answering the

research problem.

Population of the Study

The respondents of the study are 50 Grade Four pupils of Bulihan Elementary School.

Instrumentation and Validation

For data gathering, the researcher will design questionnaire for the respondents ensuring

the information is in the form that can be easily analysed in order to elicit the needed data

pertained to the topic under study.

The researcher adapted the questionnaires found in various references from books,

internet, and thesis which they re-formulated to fit the purpose of their study. The instrument

were divided into two parts, the first parts deals with the profile of the respondents which

included the respondent’s ages and gender, while the second part covered the questionnaire

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COLLEGE OF EDUCATION

that answered the statement of that problem. The questionnaires were submitted to the thesis

adviser and research faculty for validation.

Data Gathering Procedure

To gather data needed in the study, the researcher will asked permission from the School

Principal of Bulihan Elementary School through channels to be able to administer the

questionnaire to the respondents.

Statistical Treatment of Data

The data that was gathered was subjected to statistical treatment using the following

statistical tools:

1. Frequency and Percentage Distribution, to describe the profile of the respondents.

The formula of Percentage is:

P = f/n x 100

Where:

P = Percentage

f = frequency

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COLLEGE OF EDUCATION

n = total number of respondents

2. Weighted Mean, to determine the _______________.

The formula of Weighted Mean is:

WM = fx / n

Where:

WM = Weighted mean

 = Summation Symbol

f = frequency of responses

x = numerical rating

n = total number of respondents

Scale Verbal Interpretation

4.51 – 5.00 Very High

3.51 – 4.50 High

2.51 – 3.50 Medium

1.51 – 2.50 Low

1.0 – 1.50 Very Low

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COLLEGE OF EDUCATION

3. Pearson r, for the significant relationship between _______________.

𝑛 ∑ 𝑥𝑦− ∑ 𝑥 ∑ 𝑦
r=
√[𝑛 ∑ 𝑥 2 −(∑ 𝑥)2 ]√[𝑛 ∑ 𝑦 2 −(∑ 𝑦)2 ]

Where: n = number of respondents

x = independent variable

y = dependent variable

T-test, to test the significance of r.

𝑛−2
Formula of t-test: t = 𝑟√1− 𝑟2

4. F – test (ANOVA), to determine the significant Relationships of the Contribution of the

program of your study at the institution to your personal knowledge, skills and attitudes;

the relevance of your program of study at the institution to your present job, and best

represent major strength and weaknesses

The formula of f-test

𝑀𝑆𝐵
F = 𝑀𝑆𝑊

Where:

MSB = mean sum between

MSW = mean sum within

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 University of Perpetual Help System GMA Campus
Brgy. San Gabriel, GMA, Cavite
COLLEGE OF EDUCATION

Chapter 4

PRESENTATION, INTERPRETATION AND ANALYSIS OF DATA

This chapter deals with the presentation, analysis and interpretation of data that was

collected through questionnaire and discussed the statistical results. It includes the profile and the

perception of the respondents. Data are presented in tabular form and interpreted the following

sequence.

1. Profile of the Respondents as to Gender;

Table 1
Frequency and Percentage of the Respondents
According to Gender

Gender Frequency Percentage (%)

Male 25 50
Female 25 50
TOTAL 50 100
Based on the table 1, 50 respondents or 100 percent represents the equal percentage of

male and female at 25 or 50 percent.

The table shows that the respondents are equal.

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2. The Most Effective Medium of Instruction in terms of;

2.1 Pronunciation

Table 2
Most Effective Medium of Instruction
In terms of Pronunciation

Grammar Balarila
Words Frequency Percentage Mga Salita Frequency Percentage
Reach 34 68% Abot 46 92%
Strike 29 58% Aklas 31 62%
Disguise 25 50% Balatkayo 27 54%
Rice field 30 60% Palayan 26 52%
Jealousy 28 56% Panibugho 34 68%
Total 50 Total 50

Table 2 showed in grammar only rice field got a high percentage of 60% in relation to

balarila which is 52% only.

In comparison, reach got 34 or 68% while abot got 46 respondents or 92%. Whereas,

strike got 29 respondents or 58% with 31 respondents or 62% for aklas. Meanwhile, disguise got

25 respondents or 50% whereby 27 respondents or 54% for balatkayo. All the while, jealousy got

28 respondents or 56% where forth 34 respondents or 68% for panibugho.

Thus, statistics in percentage revealed that Filipino is most effective medium of

instruction in terms of pronunciation.

Philippines is an English-speaking country, but that doesn’t mean every English speaker

in the world will understand everything we say. Using the language is one thing, knowing the

right way to pronounce English words is another. Of course, we have to forgive ourselves if we

sometimes commit mistakes–after all, Filipino is our national language. But then again, it

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 University of Perpetual Help System GMA Campus
Brgy. San Gabriel, GMA, Cavite
COLLEGE OF EDUCATION

shouldn’t be a hindrance for you to improve your English speaking skills. Some blame it on a

unique language called “Philippine English” and what they call “Filipino accent,” while others

think it’s just an excuse for not learning how to speak English the right way. Regardless of what

you believe, there is indeed a standard way to speak the universal language, the mastery of which

will give you an edge in both local and international job markets (Zarate, 2012).

2.2 Usage

Table 3
Most Effective Medium of Instruction
In terms of Usage

English Filipino
STATEMENT Freque Percenta STATEMENT Freque Percenta
ncy ge (%) ncy ge (%)

The owner of the hotel is a Ang may-ari ng hotel ay isang kwalipikadong

qualified chef, However, ___ tagapagluto, ngunit siya ay bihira lang magluto
occasions he helps the head sa panahong ito. Gayunman, ___ okasyon siya
chef in the kitchen if the ay tumutulong sa mga punong tagapagluto sa
restaurant is busy. kusina kung ang restawran ay abala.
22 44% 25 50%
I get up at ___ six every Bumabangon ako tuwing alas-sais ___ umaga.
morning. 27 54% 40 80%
We went ___ a trip to Paris for Nagpunta kami ___ isang paglalakbay sa Paris
a day on the train and saw the para sa isang araw sa tren at nakita ang Eiffel
Eiffel Tower and Notre Dame Tower at Notre Dame Cathedral.
Cathedral.
29 58% 30 60%
Helen studied hard ___ May, Si Helen ay nag-aral ___ husto noong Mayo,
because she had a test on June dahil siya ay nagkaroon ng isang pagsusulit sa
1. 25 50% Hunyo 1. 31 62%
Teresa’s birthday is coming. Nalalapit na ang kaarawan ni Teresa. Siya ay
She will have a birthday party magkakaroon ___ pagdiriwang mula alas-onse
from 11 a.m. ___ 3 p.m. next hanggang alas-tres ng hapon sa susunod na
Friday biyernes.
15 30% 20 40%
Total 50 Total 50

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Table 3 showed the most effective medium of instruction in terms of usage is Filipino

based on the statement Bumabangon ako tuwing alas-sais ___ umaga got 40 respondents or 80%

in contrast to I get up at ___ six every morning got only 27 respondents or 54%.

Furthermore, Si Helen ay nag-aral ___ husto noong Mayo, dahil siya ay nagkaroon ng

isang pagsusulit sa Hunyo 1 got 31 respondents or 62% with 25 respondents or 50 percent for

Helen studied hard ___ May, because she had a test on June 1. On the other hand, Nagpunta

kami ___ isang paglalakbay sa Paris para sa isang araw sa tren at nakita ang Eiffel Tower at

Notre Dame Cathedral got 30 respondents or 60% with 29 respondents or 58% for We went ___

a trip to Paris for a day on the train and saw the Eiffel Tower and Notre Dame Cathedral.

Moreso, Ang may-ari ng hotel ay isang kwalipikadong tagapagluto, ngunit siya ay bihira lang

magluto sa panahong ito. Gayunman, ___ okasyon siya ay tumutulong sa mga punong

tagapagluto sa kusina kung ang restawran ay abala got 25 respondents or 50% with 22

respondents or 44% The owner of the hotel is a qualified chef, However, ___ occasions he helps

the head chef in the kitchen if the restaurant is busy. Lastly, Nalalapit na ang kaarawan ni Teresa.

Siya ay magkakaroon ___ pagdiriwang mula alas-onse hanggang alas-tres ng hapon sa susunod

na biyernes got 20 respondents or 40% with 15 respondents or 30% for Teresa’s birthday is

coming. She will have a birthday party from 11 a.m. ___ 3 p.m. next Friday.

Filipinos may be better at English than most Asians, but that doesn’t mean they are

immune from making simple errors. 1. They are not ready yet - There is a lot of evidence to

suggest that language learners, like native speaker children, pick up grammar points and stop

making mistakes with them in a very predetermined order. For example, third persons mistakes

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COLLEGE OF EDUCATION

(I do/ he does) tend to persist in both. If this is the problem (if indeed you think of it as a

problem), the only solution is patience! 2. They do not realize it is the same grammar - Although

you may be surprised when students who have finally stopped saying "He has to goes still say

"He must goes" because both should be infinitives, it may be that the students consciously or

subconsciously don't put the two pieces of grammar together as one. The best solution would be

to work on making the points as closely associated in students' heads as possible, e.g. doing a

lesson on all uses of infinitives, teaching a very general rule, or even pairing questions up where

they have to fill the gaps in pairs of sentences with the same word. 3. They are overloaded - If

the students are making elementary errors with something they usually don't, it could be because

their brains are busier than usual with other things, e.g. coping with the rules of the language

game, digesting the latest language point, sorting out a logic or problem solving puzzle, or

concentrating on another point like their pronunciation. Learning to cope with many different

demands on the brain at the same time is a good thing, as it is what you need to do with the

language in real life, but make sure all language input and correction are left to a time when they

can concentrate on the language more. 4. They are overusing one point for good reasons - In both

native and non-native speakers, the process of learning a new grammar point seems too often

include a period of overextending its use. For example, even people who know the Simple Past

well will start using the Past Perfect in situations they would have used (correctly) the Simple

Past until the day they studied the new tense. Apart from understanding that this is part of the

process and being patient, ways to tackle this could be to give them lots of controlled practice of

the new grammar point, come back to the original grammar point they confuse it with a few

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COLLEGE OF EDUCATION

weeks or months later, and concentrate on correcting one area of confusion at a time. 5. They are

having a bad day - Anyone who has ever lived in a foreign country can tell you there are days

when all your language skills seem to disappear. Again, this is something they will need to be

able to cope with eventually. Apart from trying to take away their tiredness and take their minds

of their troubles by giving them something easy to do or doing a physical warmer, maybe the

best approach is just to be less demanding on that day. This is also a good opportunity to practice

your skills in spotting the difference between little slip ups they would usually get right and are

probably best ignored on "one of those days", and things they really don't know that are more

worth some correction and explanation. 6. It's an attempt to be informal - It may be that in the

student's native language grammatical forms are dropped when they are speaking informally, in a

similar way to "No way!" or "Long time no see" in English. Common examples that students

sometimes reproduce in English include dropping the subject or using a different tense. Although

this is usually subconscious, it can be reinforced by the language they hear in English pop music

and in certain English dialects. Depending on their level, you might be able to do a lesson on

substituting these with informal forms we really do use or even doing a whole lesson on the more

general grammatical changes between informal speech and formal speech or writing. 7.

Accuracy is not their priority - Again, there is a chance they are right on this one and teaching

them how to express something they couldn't at all with a new grammatical form, new

vocabulary, or new functional language might be better than spending more time trying to root

out basic errors. If, however, you think lack of accuracy is the main reason they are not being

understood, are not ready for the next level, cannot transfer speaking skills into writing skills or

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will do badly on a test, it is worth letting them know. Clearly showing what effect mistakes can

have on communication with dialogues with communication breakdowns etc. can also help

(Case, 2008).

2.3 Comprehension

Table 4
Most Effective Medium of Instruction
In terms of Comprehension

English Filipino
Statement Frequency Percentage Statement Frequency Percentage
1. Bong 26 52% 1. Bong 30 60%
2. Annie 15 30% 2. Annie 25 50%
3. Tito 13 26% 3. Tito 17 34%
4. Emy 13 26% 4. Emy 23 62%
5. Mrs. Santos 23 46% 5. Mrs. Santos 24 48%
Total 50 Total 50

Table 4 revealed the most effective medium of instruction in terms of comprehension is

Filipino.

Statistics in percentage showed that all the answer from the selection; Bong, Annie, Tito,

Emy, and Mrs. Santos got 30 or 60% respondents, 25 or 50% respondents, 17 or 34%

respondents, 23 or 62% respondents, and 24 or 48% respondents respectively in Filipino. While,

such selection in English got a low score of Bong, Annie, Tito, Emy, and Mrs. Santos got 26 or

52% respondents, 15 or 30% respondents, 13 or 26% respondents, 13 or 26% respondents, and

23 or 46% respondents respectively.

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Learning a language involves becoming proficient in the four skills of speaking, listening,

and reading and writing. Mistakes are an inevitable part of this process and neither the teacher

nor the student should become fixated on them. It is useful for both, however, to have an

understanding of the variety of typical errors in written English, since these are the most

amenable to correction. Written errors can be categorized as errors

of mechanics, grammar and usage: 1. Mechanical mistakes - are those of orthography (spelling

and capitalization) and punctuation. Everyone who writes in English makes such mistakes,

whether native speaker or ESL student. In many cases mechanical errors are the consequence of

quick writing where the focus is on the content rather than the form. Although English spelling is

difficult, it is possible with diligent use of a dictionary and/or computer spellcheck for every

writer to eradicate all or almost all of the spelling mistakes in a piece of writing. 2. Grammar

mistakes - rarely occur in native speakers' writing but very commonly do in the work of less

proficient ESL students, whose mother-tongue "interferes" with the production of correct

English*. ESL students make numerous mistakes in the use of verbs (for example, incorrect

tense choice, incorrect tense form), the articles (a/an, the - particularly Asian students in whose

languages these words do not exist), and word order. 3. Usage mistakes - A usage mistake is a

word or a string of words in a sentence that is grammatically possible, but not usual in Standard

English. Hence native speakers rarely make usage mistakes, but ESL students very often do.

Such mistakes frequently occur in ESL students' work when they look up a word in their own

1language and select the wrong English equivalent for the meaning they wish to express.

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Conversely, failure to use the dictionary can result in the false friends’ usage mistake. For

example, kontollieren in German means to check (over), so the following problem in the German

student's writing is not surprising: "It is important to control (i.e. check) the results carefully”

(Shoebottom 2017).

3. The Personal Assessment on English and Filipino as Medium of Instruction

Table 5
The Personal Assessment on
English and Filipino as Medium of Instruction

Statement Weighted
Interpretation Rank
Mean

Am I relaxed when answering in English during 4.59 Strongly agree 9

the class?
Is it easier for me to understand the lessons in 4.69 Strongly agree 5
English in any subjects?
Are my teachers’ proficient to teach in English in 4.68 Strongly agree 6
any subject?
Do I have a problem in understanding English as 4.58 Strongly agree 10
the medium of instruction for teachers?
Do I enjoy learning in English in any subjects? 4.75 Strongly agree 3
Am I knowledgeable enough in using English? 4.82 Strongly agree 1
Do I express myself better when it is in English? 4.79 Strongly agree 2
Do I learn better when it is in Filipino? 4.61 Strongly agree 8
Do my parents help me in my lessons when it is in 4.63 Strongly agree
7
Filipino?
Do I enjoy learning in Filipino in any subjects? 4.74 Strongly agree 4
Average Weighted Mean 4.69 Strongly agree

Table 5 the personal assessment on English and Filipino as medium of instruction

showed that the average weighted mean is 4.69 with Strongly agree as the verbal interpretation.

Meanwhile, Am I knowledgeable enough in using English? rank 1 at weighted mean 4.82 with
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Strongly agree as the verbal interpretation, while Do I have a problem in understanding English

as the medium of instruction for teachers? rank 10 at weighted mean 4.58 with Strongly agree as

the verbal interpretation.

Do I express myself better when it is in English? rank2 at weighted mean 4.79 with

Strongly agree as the verbal interpretation, whereas Do I enjoy learning in English in any

subjects? rank3 at weighted mean 4.75 with Strongly agree as the verbal interpretation, on the

other hand Do I enjoy learning in Filipino in any subjects? rank4 at weighted mean 4.74 with

Strongly agree as the verbal interpretation, more so Is it easier for me to understand the lessons

in English in any subjects? rank5 at weighted mean 4.69 with Strongly agree as the verbal

interpretation, moreover Are my teachers’ proficient to teach in English in any subject? rank6 at

weighted mean 4.68 with Strongly agree as the verbal interpretation, furthermore Do my parents

help me in my lessons when it is in Filipino? rank7 at weighted mean 4.63 with Strongly agree as

the verbal interpretation, meanwhile Do I learn better when it is in Filipino? rank8 at weighted

mean 4.61 with Strongly agree the verbal interpretation, whereby Am I relaxed when answering

in English during the class? rank9 at weighted mean 4.59 with Strongly agree as the verbal

interpretation.

For every 100 children that start grade one in our country, only 65 will reach Grade 6, the

others having dropped out along the way (with 18 of the dropouts occurring between Grade 1

and Grade 2). What this means is that even before these children are 12 years old, more than one

third of them are essentially condemned to poverty. That is not all. The net enrolment ratios have

been steadily decreasing between 2003 and 2007, and for the Philippines, that has gone down

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from 90.3% to 83.2%.The quality of that education is abysmal. Only 26% or a little over ¼ of

6th graders have a mastery of English, where mastery is defined as obtaining a score of 75% or

higher in English, 31% of those students have a mastery of Math and 15% have a mastery of

Science. And if that is abysmal, that means the quality of high school education has to be the pits

because only 7% of them have mastery in English. 16% have mastery in Math... 2% have

mastery in Science. Even college does not help: only 2 to 7% of college graduates who apply for

positions in BPOs show English mastery, and even then, they have to undergo another three

months of training to increase their competence. This is where the Gullas bill comes in. The

rationale of that bill is that if we want to have greater competence in English, and be in a position

to take advantage, or compete in a globalized world, English must be used as the medium of

instruction from Grade 3 onwards. Now everyone will agree that we need greater competence in

English to be competitive in a globalized world. But educators or those who have done education

research will disagree that using English as the medium of instruction will accomplish that

goal. As a matter of fact, they point out that research findings are unequivocal, that to achieve

greater mastery in English or Filipino, the most effective medium of instruction is in the child's

mother tongue that is her first language or the language spoken at home. Studies in country after

country bear this out. Teaching in an official school language that is not the mother tongue is a

major barrier in the child's learning. In the Philippines, the experiment was conducted in Kalinga,

where teachers use Kalinga to teach children from Grades 1 to 3 to read and write. It is also the

medium of instruction for teaching other subjects, including Filipino and English. Out of the 10

districts in the Kalinga division, the Lubuagan district topped the 2006 national achievement test

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Grade 3 reading test for both English and Filipino, with mean scores of 76.55% and 76.45

respectively, which indicates mastery. The Tinglayan district came in a far second, registered

only 63.89% and 53.58% (Monsod, 2009).

4. The Interpersonal Assessment on English and Filipino as Medium of Instruction

Table 6
The Interpersonal Assessment on
English and Filipino as Medium of Instruction

Statement Weighted Interpretation Rank

Mean
During the class, I speak in English. 4.71 Strongly agree 3
Outside the classroom, I speak English to my non- 4.67 Strongly agree 4

IEnglish
use English to talk with my friends.
teachers. 4.72 Strongly agree 2
I can express myself using English confidently. 4.65 Strongly agree 6
Outside the classroom, I use English to talk with my 4.59 Strongly agree 9

friends.
I understand lessons easily when it is in Filipino. 4.66 Strongly agree 5
I can express myself better when it is in Filipino. 4.75 Strongly agree 1
I am comfortable in using Filipino in talking to my 4.63 Strongly agree 8

Teachers.
Using Filipino in English subjects helps me to 4.58 Strongly agree 10

It is easy to them
understand understand
easily.the lessons in Filipino in all 4.64 Strongly agree 7

subjects. Average Weighted Mean 4.66 Strongly agree

Table 6 the interpersonal assessment on English and Filipino as medium of instruction

showed that the average weighted mean is 4.66 with Strongly agree as the verbal interpretation.

Meanwhile, I can express myself better when it is in Filipino. rank 1 at weighted mean 4.75 with
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Strongly agree as the verbal interpretation, while Using Filipino in English subjects helps me to

understand them easily rank 10 at weighted mean 4.58 with Strongly agree as the verbal

interpretation.

I use English to talk with my friends. rank2 at weighted mean 4.72 with Strongly agree as

the verbal interpretation, whereas During the class, I speak in English. rank3 at weighted

classroom, I speak English to my non-English teachers. rank 4 at weighted mean 4.67 with

Strongly agree as the verbal interpretation, more so I understand lessons easily when it is in

Filipino. rank5 at weighted mean 4.66 with Strongly agree as the verbal interpretation, moreover

I can express myself using English confidently. rank6 at weighted mean 4.65 with Strongly agree

as the verbal interpretation, furthermore It is easy to understand the lessons in Filipino in all

subjects. rank7 at weighted mean 4.64 with Strongly agree as the verbal interpretation,

meanwhile I am comfortable in using Filipino in talking to my Teachers. rank8 at weighted mean

4.63 with Strongly agree the verbal interpretation, whereby Outside the classroom, I use English

to talk with my friends. rank9 at weighted mean 4.59 with Strongly agree as the verbal

interpretation.

The pre teaching information data had asked students on how they perceived their

communication skills. They are made to have a self-rating of their communication skills in both

Filipino and English proficiency. This is to find out the readiness of students on the use of

Filipino as their medium of instruction. This study also wanted to find out students

understanding of English as a medium of instruction through their self-ratings. The use of

English as a medium of instruction shall reveal problems in lesson comprehension. Although in a

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study conducted by Borbon (1994), there is a big discrepancy in terms of ability to understand

and interest level of students (Domingo, 2015).

5. Significant relationship of the most effective medium of instruction when grouped

according profile variable

Table 7
Significant Relationship of the Most Effective
Medium of Instruction when grouped according Profile Variable

Profile Computed r Computed t Interpretation

0.44 2.67 Significant

Pronunciation
Usage 0.67 4.21 Significant
0.42 2.58 Significant
Comprehension

Critical value = 2.06 α = 0.05

Pronunciation. The computed t-value of 2.67 is greater to the critical t-value of 2.06

therefore the research hypothesis was disconfirmed.

There is a significant relationship of the most effective medium of instruction of the

respondents when grouped according to pronunciation.

Usage. The computed t-value of 4.21is greater to the critical t-value of 2.06 therefore the

research hypothesis was disconfirmed.

There is a significant relationship of the most effective medium of instruction of the

respondents of the respondents when grouped according to usage.

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Comprehension. The computed t-value of 2.58 is greater to the critical t-value of 2.06

therefore the research hypothesis was rejected.

There is a significant relationship of the most effective medium of instruction of the

respondent when grouped according to comprehension.

6. Significant relationship of the personal assessment on English and Filipino as

medium of instruction when group in terms of the most effective medium of

instruction as to;

6.1 Pronunciation

Table 8
Significant Relationship of Pronunciation to
Personal Assessment on English and Filipino as Medium of Instruction

Pearson r Computed t Critical t Interpretation

0.75 8.62 2.0 Significant

It is revealed in the table the computed t value of 8.62 was beyond to the critical t-value

of 2.0 at 0.05 level of significance therefore the research hypothesis was rejected.

There is a significant relationship between the pronunciation and the personal assessment

on English and Filipino as medium of instruction of the respondents.

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6.2 Usage

Table 9
Significant Relationship of Usage to
Personal Assessment on English and Filipino as Medium of Instruction

Pearson r Computed t Critical t Interpretation

0.75 8.89 2.0 Significant

It is revealed in the table the computed t value of 8.89 was beyond to the critical t-value

of 2.0 at 0.05 level of significance therefore the research hypothesis was rejected.

There is a significant relationship between the usage and the personal assessment on

English and Filipino as medium of instruction of the respondents.

6.3 Comprehension

Table 10
Significant Relationship of Comprehension to
Personal Assessment on English and Filipino as Medium of Instruction

Pearson r Computed t Critical t Interpretation

0.75 8.47 2.0 Significant

It is revealed in the table the computed t value of 8.47 was beyond to the critical t-value

of 2.0 at 0.05 level of significance therefore the research hypothesis was rejected.

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There is a significant relationship between the Comprehension and the Personal

Assessment on English and Filipino as Medium of Instruction of the respondents.

7. Significant relationships of the personal and interpersonal assessment on English

and Filipino as medium of instruction

Table 11
Significant Relationships of the Personal and Interpersonal
Assessment on English and Filipino
as Medium of Instruction

Source of SS Df MS F P-value F-crit

Variation
Between 2.03 2 1.13 4.87 0.16 3.16
Groups
Within 9.06 20 0.56
Groups
Total 11.09 22

As reflected in the table the F-value of 4.87 was greater than the critical value of 3.16 at

0.05 level of significance therefore rejected the research hypothesis.

There were significant relationships of personal and interpersonal assessment on English

and Filipino as medium of instruction.

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Chapter 5

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of findings in the preceding chapter. Major

conclusions of the study were formulated based upon the data presented. Recommendation for

action and further implementation were also included in this chapter.

This study aims to assess the effectiveness of English or Filipino as the most effective

medium of instruction of Grade Four pupils of Bulihan Elementary School in GMA, Cavite.

Specifically, the study would like to answer the following problems:

1. What is the profile of the respondents as to gender?

2. What is the most effective medium of instruction in terms of;

2.1 Pronunciation,

2.2 Usage, and

2.3 Comprehension?

3. What are the personal assessment on English and Filipino as medium of instruction?

4. What are the interpersonal assessment on English and Filipino as medium of instruction?

5. Is there a significant relationship of the most effective medium of instruction when

grouped according profile variable?

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6. Is there a significant relationship of the personal assessment on English and Filipino as

medium of instruction when group in terms of the most effective medium of instruction?

7. Is there a significant relationship of the personal and interpersonal assessment on English

and Filipino as medium of instruction?

Summary of Findings

The findings of the study are summarized according to the problem presented:

1. Profile of the respondents as to Gender;

Fifty respondents or 100 percent represents the equal percentage of male and female at 25

or 50 percent.

2. The Most Effective Medium of Instruction in terms of;

2.1 Pronunciation. Out of 50 respondents, reach got 34 or 68 percent while abot got 46

respondents or 92%.

2.2 Usage. Filipino is the most effective medium of instruction based on the statement

Bumabangon ako tuwing alas-sais ___ umaga got 40 respondents or 80% in contrast to I get up

at ___ six every morning got only 27 respondents or 54%.

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2.3 Comprehension. Statistics in percentage showed that all the answer from the

selection; Bong, Annie, Tito, Emy, and Mrs. Santos got 30 or 60% respondents, 25 or 50%

respondents, 17 or 34% respondents, 23 or 62% respondents, and 24 or 48% respondents

respectively in Filipino.

3. The Personal Assessment on English and Filipino as Medium of Instruction

Am I knowledgeable enough in using English? rank 1 at weighted mean 4.82 with

Strongly agree as the verbal interpretation, while Do I have a problem in understanding English

as the medium of instruction for teachers? rank 10 at weighted mean 4.58 with Strongly agree as

the verbal interpretation.

4. The Interpersonal Assessment on English and Filipino as Medium of Instruction

I can express myself better when it is in Filipino. rank 1 at weighted mean 4.75 with

Strongly agree as the verbal interpretation, while Using Filipino in English subjects helps me to

understand them easily rank 10 at weighted mean 4.58 with Strongly agree as the verbal

interpretation.

5. Significant relationship of the most effective medium of instruction when grouped

according profile variable.

Pronunciation. The computed t-value of 2.67 is greater to the critical t-value of 2.06

therefore the research hypothesis was disconfirmed.

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Usage. The computed t-value of 4. 21 is greater to the critical t-value of 2.06 therefore

the research hypothesis was disconfirmed.

Comprehension. The computed t-value of 2.58 is greater to the critical value of 2.06

therefore the research hypothesis was rejected.

6. Significant relationship of the personal assessment on English and Filipino as medium of

instruction when group in terms of the most effective medium of instruction as to;

6.1 Pronunciation. The computed t-value of 8.62 was beyond to the critical t-value of

2.0 at 0.05 level of significance therefore the research hypothesis was rejected.

6.2 Usage. The computed t value of 8.89 was beyond to the critical t-value of 2.0 at 0.05

level of significance therefore the research hypothesis was rejected.

6.3. Comprehension. The computed t-value of 8.47 was beyond to the critical t-value of

2.0 at 0.05 level of significance therefore the research hypothesis was rejected.

7. Significant relationships of the personal and interpersonal assessment on English and

Filipino as medium of instruction.

The F-value of 4.87 was greater than the critical value of 3.16 at 0.05 level of

significance therefore rejected the research hypothesis.

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Conclusions

1. The male and female respondents are equal.

2. Statistics revealed that in terms of pronunciation, Filipino is more efficient than English.

3. Students learn better in Filipino.

4. Pupils have a higher level reading comprehension in Filipino.

5. There is a significant relationship of the most effective medium of instruction of the

respondents when grouped according to pronunciation.

6. There is a significant relationship of the most effective medium of instruction of the

respondents when grouped according to usage.

7. There is a significant relationship of the most effective medium of instruction of the

respondents when grouped according to comprehension.

8. There is a significant relationship between the pronunciation and the personal assessment

on English and Filipino as medium of instruction of the respondents.

9. There is a significant relationship between the usage and the personal assessment on

English and Filipino as medium of instruction of the respondents.

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10. There is a significant relationship between the Comprehension and the Personal

Assessment on English and Filipino as Medium of Instruction of the respondents

11. There were significant relationships of personal and interpersonal assessment on English

and Filipino as medium of instruction.

Recommendations

1. The researchers suggests that maybe the school should include more female students

because they are greater than the male students.

2. Strengthen the language training in English and must know the factors behind the low

rating in terms of English pronunciation.

3. English language should be used as a medium of communication within and outside the

classroom. Both teachers and students should endeavour to improve their proficiency

level of the language.

4. Good reading habit and library study should also be developed in the students. Students

should be encouraged to approach reading with alertness and critical mind. They should

be made to develop taste for books which are significant in the achievement of good

result in English language.

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5. The teachers must address logistical and practical concerns like remembering that they

are teachers and not actors and actresses but icon of work, work, work and less pay. Its

service to God and country, like helping others and never expect things in return.

6. Teachers should consider school objectives first, then, improve their teaching, build good

climate in schools in order to achieve effectiveness.

7. Students should also be given the opportunity to explain points and express views in class

discussion and any error made should be corrected by the teacher without any

intimidation as these will enhance a proper evaluation of learners’ performance or

progress in English language.

8. The researchers suggests that the researcher suggests that teachers’ and parents’ must

consider that they are working on a common goal that is for the betterment of the students

entrusted to them. Thus, teachers should be submissive to the rules and regulations of the

school.

9. The teachers should raise their standards in English competency to be able to produce

students that are globally competitive in a knowledge-based world. Japan and other East

Asian countries are spending huge amount of money just to learn this language because

they know how important it is to acquire the language for their own existence. Yet, they

are still known for their sense of nationalism. The bottom line is we simply just don't lose

our sense of nationalism just by learning, improving, and mastering the English language.

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10. As a matter of fact, improving ourselves in this field means helping our country to

prosper more and that is a true spirit of nationalism.

11. Communities should get directly involved in the activities of the school system through

parents in order to enhance school effectiveness better.

12. Students should be motivated to acquire confidence whenever they make mistakes in

language classrooms. Parents should try to encourage their children to actively involve in

learning the English language at home and schools.

13. Teachers should consider school objectives first, then, improve their teaching, build good

climate in schools in order to achieve effectiveness.

14. Students should be encouraged to practice English language with native speakers in both

inside and outside classrooms. The curriculum designers should think about the learner’s

need in language learning when they plan to design curriculum.

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REFERENCES

Cyfer_12 (2009) http://cyfer12.blogspot.com/ Filipino Language as a Medium of Instruction

Llego, M. (2015) http://www.teacherph.com/english-filipino-medium-instruction/ English or

Filipino as Medium of Instruction

Monsod,W. (2009) http://www.gmanetwork.com/news/story151009/opinion/english-vs-mother-

tongue-as-a-medium-of-instruction English vs. Mother Tongue as a Medium of
Instruction

National Committee on Language and translation and National Commission on Culture and the
Arts (2005) http://sentrofilipino.upd.edu.ph/-programa_at_proyekto/download/-
uswagan_kartila_eng.pdf Filipino Language as a Language of Education

Philippine News Agency (2016) http://www.mb.com.ph/kwf-seeks-more-filipino-language-use-

in-schools/ KWF seeks more Filipino Language use in schools Philippine News Agency

Portillas, A. F. (2015) https://bsuexegenesis.wordpress.com/authors/language-education/the-

medium-of-instruction -in-education/ The Medium of Instruction in Education

Tan, N. (2014) http://www.rappler.com/newsbreak/iq/-65938-policies-filipino-language Policies

on the use of Filipino Language

http://www.filipiknow.net/english-words-commonly-mispronounced-filipinos/

http://esl.fis.edu/teachers/support/mistakes.htm
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https://www.usingenglish.com/articles/why-your-students-still-make-mistakes-with-grammar-
they-know-well.html

http://www.gmanetwork.com/news/story/151009/opinion/english-vs-mother-tongue-as-a-
medium-of-instruction

http://ncca.gov.ph/subcommissions/subcommission-on-cultural-disseminationscd/language-and-
translation/filipino-language-in-the-curriculum/

http://www.su.se/english/about/2.291/press-releases/when-english-becomes-the-medium-of-
instruction-communicative-effectiveness-is-more-important-1.2392

https://www.scribd.com/document/305702313/Content-Area-Effectiveness-English-vs-Filipino-
Medium-of-Instruction

https://www.academia.edu/4980747/Filipino_Vs._English_as_a_Medium_Of_Instruction_Comp
ilation

http://www.arabnews.com/node/288531

http://salitablog.blogspot.com/2004/08/bill-1563-filipino-as-medium-of.html

https://globalvoices.org/2007/06/17/the-english-language-debate-in-the-philippines/

http://www.slideshare.net/marcomed/medium-of-instruction

http://www.academypublication.com/issues/past/jltr/vol04/01/05.pdf

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 University of Perpetual Help System GMA Campus
Brgy. San Gabriel, GMA, Cavite
COLLEGE OF EDUCATION

APPENDICES

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 University of Perpetual Help System GMA Campus
Brgy. San Gabriel, GMA, Cavite
COLLEGE OF EDUCATION

STATISTICIAN’S CERTIFICATE

This is to certify that this thesis, entitled: “AN ASSESSMENT OF THE MEDIUM OF
INSTRUCTION FOR GRADE FOUR PUPILS”, prepared and submitted by Isaiah Q. De
Guzman, Georgette Marie P. Escupin and Leah M. Ofren has been statistically reviewed by the
undersigned.

Dr. Anacleto A. Cardinal Calibo

Statistician

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 University of Perpetual Help System GMA Campus
Brgy. San Gabriel, GMA, Cavite
COLLEGE OF EDUCATION

EDITOR’S CERTIFICATE

This is to certify that this thesis, entitled: “AN ASSESSMENT OF THE MEDIUM OF
INSTRUCTION FOR GRADE FOUR PUPILS”, prepared and submitted by Isaiah Q. De
Guzman, Georgette Marie P. Escupin and Leah M. Ofren has been statistically reviewed by the
undersigned.

Dr. Anacleto A. Cardinal Calibo

Editor

49
 University of Perpetual Help System GMA Campus
Brgy. San Gabriel, GMA, Cavite
COLLEGE OF EDUCATION

APPENDIX A

Letter of Permission

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University of Perpetual Help System GMA Campus
Brgy. San Gabriel, GMA, Cavite
COLLEGE OF EDUCATION

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 University of Perpetual Help System GMA Campus
Brgy. San Gabriel, GMA, Cavite
COLLEGE OF EDUCATION

APPENDIX B

Research
Instrumentation

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University of Perpetual Help System GMA Campus
Brgy. San Gabriel, GMA, Cavite
COLLEGE OF EDUCATION

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University of Perpetual Help System GMA Campus
Brgy. San Gabriel, GMA, Cavite
COLLEGE OF EDUCATION

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University of Perpetual Help System GMA Campus
Brgy. San Gabriel, GMA, Cavite
COLLEGE OF EDUCATION

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University of Perpetual Help System GMA Campus
Brgy. San Gabriel, GMA, Cavite
COLLEGE OF EDUCATION

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 University of Perpetual Help System GMA Campus
Brgy. San Gabriel, GMA, Cavite
COLLEGE OF EDUCATION

CURRICULUM VITAE

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 University of Perpetual Help System GMA Campus
Brgy. San Gabriel, GMA, Cavite
COLLEGE OF EDUCATION

Isaiah Q. De Guzman
#Blk 2, Lot 227-228 Mabuhay Homes 2000, Paliparan II,
Dasmariñas, Cavite
Contact No.: 0977-497-5583
Email Add.: icedeg_19@yahoo.com

SEMINAR AND TRAINING ATTENDED

 Fifth Young Educators’ Congress 2015: “21st Century Skills for Teachers: From Power
Teaching to Power Learning:, DLSU – D
 Leadership Training Seminar 2015: “Power of the Past – Force of the Future”, UPHS -
GMA, 2015
 Leadership Training Seminar 2016: “The Power of Words”, UPHS – GMA, 2016
 College of Education – BEEd Seminar: “Lesson Planning: 21st Century Way”, UPHS -
GMA, 2015
 College of Education – BSEd MAPEH: “Teaching MAPEH in a Fun Way”, UPHS -
GMA, 2015
 College of Education – BSEd Biological Science: “Molding the Millennials through
Science Teaching”, UPHS - GMA, 2015
 College of Education – BSEd English: “Teaching Approaches for the K to 12 Curriculum
under R.A. 10533”, UPHS - GMA, 2015
 College of Education – BSEd Mathematics: “Facilitating Interactive and Innovative
Teaching”, UPHS - GMA, 2015

EDUCATIONAL BACKGROUND

Tertiary Education University of Perpetual Help System JONELTA – GMA Campus

Bachelor of Elementary Education
2015 – 2019
Secondary Education Queen Anne School
Dasmariñas, Cavite
2010 – 2014
Primary Education San Gabriel I Elementary School
Congressional Avenue, Brgy. Pulido, GMA, Cavite
2004 – 2010

58
 University of Perpetual Help System GMA Campus
Brgy. San Gabriel, GMA, Cavite
COLLEGE OF EDUCATION

PERSONAL INFORMATION

Date of Birth : July 24, 1997

Gender : Male
Religion : Roman Catholic
Civil Status : Single

CHARACTER REFERENCES

Card. Dr. Anacleto A. Calibo

DEAN, College of Arts, Sciences and Education

Card. Dr. Anacleto A. Calibo

Thesis Adviser

I hereby certified that the above information is true in behalf of my knowledge and skills.

Isaiah Q. De Guzman
Researcher

59
 University of Perpetual Help System GMA Campus
Brgy. San Gabriel, GMA, Cavite
COLLEGE OF EDUCATION

Georgette Marie P. Escupin

#Blk 188, Excess Lot, Phase 4 Site, Paliparan III, Dasmariñas,
Cavite
Contact No.: 0916-147-6631
Email Add.: iamgeorgettemarieescupin@gmail.com

SEMINAR AND TRAINING ATTENDED

 50 hours English Proficiency Training, UPHS – GMA, 2016

 Fourth Young Educators’ Congress 2015: “Keeping Track with the K to 12 Curriculum”,
DLSU – D, 2015
 Fifth Young Educators’ Congress 2015: “21st Century Skills for Teachers: From Power
Teaching to Power Learning:, DLSU – D, 2015
 Leadership Training Seminar 2015: “Power of the Past – Force of the Future”, UPHS -
GMA, 2015
 Leadership Training Seminar 2016: “The Power of Words”, UPHS – GMA, 2016
 College of Education – BEEd Seminar: “Lesson Planning: 21st Century Way”, UPHS -
GMA, 2015
 College of Education – BSEd MAPEH: “Teaching MAPEH in a Fun Way”, UPHS -
GMA, 2015
 College of Education – BSEd Biological Science: “Molding the Millennials through
Science Teaching”, UPHS - GMA, 2015
 College of Education – BSEd English: “Teaching Approaches for the K to 12 Curriculum
under R.A. 10533”, UPHS - GMA, 2015
 College of Education – BSEd Mathematics: “Facilitating Interactive and Innovative
Teaching”, UPHS - GMA, 2015

EDUCATIONAL BACKGROUND

Tertiary Education University of Perpetual Help System JONELTA – GMA Campus

Bachelor of Elementary Education
2014 – 2018
Secondary Education Paliparan National High School
Paliparan III, Dasmariñas Cavite
2010 – 2014
Primary Education Pintong Gubat Elementary School
Sitio Pintong Gubat, Paliparan III, Dasmariñas Cavite
2004 - 2010

60
 University of Perpetual Help System GMA Campus
Brgy. San Gabriel, GMA, Cavite
COLLEGE OF EDUCATION

PERSONAL INFORMATION

Date of Birth : September 14, 1998

Gender : Female
Religion : Born Again
Civil Status : Single

CHARACTER REFERENCES

Card. Dr. Anacleto A. Calibo

DEAN, College of Arts, Sciences and Education

Card. Dr. Anacleto A. Calibo

Thesis Adviser

I hereby certified that the above information is true in behalf of my knowledge and skills.

Georgette Marie P. Escupin

Researcher

61
 University of Perpetual Help System GMA Campus
Brgy. San Gabriel, GMA, Cavite
COLLEGE OF EDUCATION

Leah M. Ofren
Ibayong Ilat, Kaong, Silang, Cavite
Contact No.: 0927-2000-118
Email Add.: ofren_leah@yahoo.com

SEMINAR AND TRAINING ATTENDED

 50 hours English Proficiency Training, UPHS – GMA, 2016

 Fourth Young Educators’ Congress 2015: “Keeping Track with the K to 12 Curriculum”,
DLSU – D, 2015
 Fifth Young Educators’ Congress 2015: “21st Century Skills for Teachers: From Power
Teaching to Power Learning:, DLSU – D, 2015
 Leadership Training Seminar 2015: “Power of the Past – Force of the Future”, UPHS -
GMA, 2015
 Leadership Training Seminar 2016: “The Power of Words”, UPHS – GMA, 2016
 College of Education – BEEd Seminar: “Lesson Planning: 21st Century Way”, UPHS -
GMA, 2015
 College of Education – BSEd MAPEH: “Teaching MAPEH in a Fun Way”, UPHS -
GMA, 2015
 College of Education – BSEd Biological Science: “Molding the Millennials through
Science Teaching”, UPHS - GMA, 2015
 College of Education – BSEd English: “Teaching Approaches for the K to 12 Curriculum
under R.A. 10533”, UPHS - GMA, 2015
 College of Education – BSEd Mathematics: “Facilitating Interactive and Innovative
Teaching”, UPHS - GMA, 2015

EDUCATIONAL BACKGROUND

Tertiary Education University of Perpetual Help System JONELTA – GMA Campus

Bachelor of Elementary Education
2014 – 2018
Secondary Education New Life Christian School of Cavite
Maguyam, Silang, Cavite
2010 – 2014
Primary Education New Life Christian School of Cavite
Maguyam, Silang, Cavite
2004 - 2010

62
 University of Perpetual Help System GMA Campus
Brgy. San Gabriel, GMA, Cavite
COLLEGE OF EDUCATION

PERSONAL INFORMATION

Date of Birth : June 05, 1998

Gender : Female
Religion : Roman Catholic
Civil Status : Single

CHARACTER REFERENCES

Card. Dr. Anacleto A. Calibo

DEAN, College of Arts, Sciences and Education

Card. Dr. Anacleto A. Calibo

Thesis Adviser

I hereby certified that the above information is true in behalf of my knowledge and skills.

Leah M. Ofren
Researcher

63