Intern
ati
o
n
a
l
Jo
urn
a
l
o
f
E
v
al
ua
ti
o
n
and
Rese
arch in
Education (I
JE
RE)
V
o
l.4
,
No
.1
, Mar
c
h20
15
, pp
.
8
~
15
I
S
SN
: 225
2-8
8
2
2
8
Jo
urn
a
l
h
o
me
pa
ge
: h
ttp
://iaesjo
u
r
na
l.com/
o
n
lin
e/ind
e
x.ph
p
/
IJERE
Primary Science Teachi
ng to Bicolano Students: In Bicol,
English or Filipino?
J
u
a
lim Da
tiles Vela
Division of
Edu
cational Develop
m
ent,
Cultural and Region
al Stu
d
ies
Graduate School for Internati
onal Development and Cooperation
,
Hiroshima University
, Japan
Article Info
A
B
STRAC
T
Article histo
r
y:
Received Nov 30, 2014
Rev
i
sed
D
ec 30
, 20
14
Accepte
d
Ja
n 26, 2015
This
s
t
ud
y
aim
e
d to det
e
rm
ine
the eff
ects
of u
s
ing the lo
cal
a
nd m
o
ther
languag
e
s on pr
im
ar
y
stud
ents’
acad
em
ic pe
rfor
m
ance in sc
ien
c
e, whi
c
h is
officially
taught
in English. Usin
gthe
official lan
guage,
English,
and the two
local languag
e
s-
Filipino, th
e national
a
nd offici
al langu
age, and
Bicol, th
e
mother languag
e
of the respon
dents-
science lessons we
re developed and
adm
i
nistered to
t
h
ree random
l
y
g
r
ouped students. After each sc
ie
nce lesson,
the researcher
administered tests in
three langu
ages to the thr
e
e groups of
students to determine their comprehens
ion of scien
ce lessons in the three
languag
e
s. The findings indicated that
stud
ents who were taugh
t using the
Filipino langu
a
g
e obtain
e
d bet
t
er m
ean score
s
in the test c
o
m
p
ared to
students who were taught using
their
mother language. On th
e other hand
,
students who were taught using
the
E
nglish lan
guage obtain
e
d
the lowes
t
m
ean s
c
ores
.
F
u
rtherm
ore, th
e res
u
lts
rev
e
a
l
ed tha
t
the B
i
c
o
l s
p
eaking
students prefer
t
h
e Filipino
lang
uage dur
ing
cl
ass discussions, recit
a
tions,
i
n
following the
i
r
tea
c
her’s instr
u
ctions
during
science related classroom
act
iviti
es,
and
in
doing their
homework.
Keyword:
Prim
ary science education
Mo
th
er To
ngue-
b
ased
Scien
c
e
Edu
catio
n
In
st
ru
ction
a
l
Materials in
Lo
cal
Lan
gua
ges
Copyright ©
201
5 Institut
e
o
f
Ad
vanced
Engin
eer
ing and S
c
i
e
nce.
All rights re
se
rve
d
.
Co
rresp
ond
i
ng
Autho
r
:
Ju
alim
Datiles
Vela,
Di
vi
si
o
n
of
E
d
ucat
i
onal
De
ve
l
opm
ent
an
d C
u
l
t
u
ral
a
n
d R
e
gi
o
n
al
St
u
d
i
e
s,
Gra
d
uat
e
Sc
ho
ol
f
o
r
I
n
t
e
r
n
at
i
onal
De
vel
o
pm
ent
an
d C
o
ope
r
a
t
i
on
(I
DEC
)
,
Hiroshim
a Uni
v
ersity,
Hiroshim
a, Japan.
Em
a
il: milau
j
dv
17@g
m
ail.co
m
1.
INTRODUCTION
Lan
gua
ge i
s
i
ndi
s
p
e
n
sabl
e i
n
al
l
aspect
s
of o
u
r
soci
al
envi
ro
nm
ent
.
It
i
s
t
h
e
m
e
di
um
where we
exp
r
ess
ou
r be
l
i
e
fs, ou
r em
oti
ons
, o
u
r st
r
o
n
g
desi
re
s t
o
an
swer a
nd
un
de
rst
a
n
d
nat
u
re a
nd t
h
e
w
o
rl
d
we l
i
v
e
i
n
.
We
est
a
bl
i
s
h a
n
d m
a
i
n
t
a
in st
r
o
ng
rel
a
t
i
o
nshi
p
wi
t
h
ot
h
e
r
peo
p
l
e
i
n
a
n
d
out
si
de
ou
r
h
o
m
e
and
we e
d
ucat
e
y
o
u
ng l
ear
ne
rs
at
school
t
h
r
o
u
g
h
l
a
n
gua
ge
.
W
a
l
t
e
r [
1
]
i
ndi
cat
ed t
h
at
l
a
ng
ua
ge i
s
an
i
n
t
e
gral
feat
u
r
e of
educational
practice in the classroo
m
.
Teachers c
o
mm
unicate conte
n
t and in
structions via
langua
ge. Learne
rs
listen
and
in
teract v
i
a langu
age
in the
proces
s of learning.
In
scien
ce ed
ucatio
n
,
co
m
p
reh
e
nsion
sk
ills and
o
t
h
e
r scien
ce sk
ills d
e
p
e
nd
on
lang
uag
e
,
wh
ich
i
n
v
o
l
v
es
usi
n
g
audi
o, vi
s
u
al
or
ver
b
al
sy
m
bol
s i
n
or
de
r t
o
m
a
xim
i
ze t
h
e l
earni
n
g
o
f
s
t
ude
nt
s. Acc
o
r
d
i
n
g t
o
Acu
ñ
a
[
2
]
,
‘s
t
ude
nt
s
devel
o
p sci
e
nce c
o
n
cept
s
base
d
on t
h
eir linguistic com
p
etence and e
x
peri
ence’.
Howe
ver, Filipino
prim
ary stude
nts, es
peci
ally in th
e m
u
ltilingual provi
nces
face
a
dilem
m
a in the area
of
scien
ce as it is tau
g
h
t
in English
,
wh
ich
is
foreign
to
m
o
st
of t
h
em
, t
hus
affect
i
n
g t
h
ei
r
com
p
rehe
nsi
o
n
of
science c
once
p
ts taught
by the
i
r teache
r
s.
The
o
ri
es a
n
d s
t
udi
es
have
p
o
s
i
t
e
d t
h
at
m
o
t
h
er l
a
n
g
u
age
-
bas
e
d l
ear
ni
n
g
o
f
f
e
rs st
ude
nt
s
u
n
c
on
st
rai
n
e
d
learn
i
ng
env
i
ro
n
m
en
t, an
drel
atab
le an
d
fam
iliar co
n
cep
ts i
n
th
e classro
o
m
.
Mo
th
er lang
u
a
g
e
is d
e
fi
ned
as a
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
ERE
I
S
SN
:
225
2-8
8
2
2
Prima
r
y
S
c
ience Tea
c
h
i
ng
t
o
Bico
lan
o
S
t
u
d
e
n
t
s:
In
Bico
l,
En
g
lish
o
r
Filip
i
n
o?
(Ju
a
lim Da
tiles Vela
)
9
pers
o
n
’s
fi
rst
l
a
ng
ua
ge,
hom
e, com
m
uni
t
y
or
heri
t
a
ge l
a
n
gua
ge.
In
19
53
, U
N
ESC
O
[3]
st
at
ed t
h
at
,
‘i
t
i
s
axiom
a
tic that the be
st m
e
dium
for t
eachi
n
g
a child is
his m
o
the
r
tongue
’.
UNE
SC
O
[
3
]
f
u
rt
her e
x
pl
ai
ne
d t
h
at
:
‘Psycho
l
og
ically, it
is a sys
t
e
m
o
f
m
ean
in
g
f
u
l
sig
n
s th
at in
h
i
s
m
i
n
d
works au
to
m
a
t
i
cally for
ex
pr
essi
o
n
an
d u
n
d
e
rstand
ing. So
ci
o
l
og
ically, it
is a
means of ide
n
tification am
ong the
me
m
b
ers
o
f
t
h
e co
mm
u
n
ity to
wh
ich
h
e
b
e
lon
g
s. Ed
u
cation
a
lly,
he learn
s
m
o
re
q
u
i
ck
ly th
rou
g
h
it th
an
th
ro
ugh
an
u
n
fa
m
i
l
i
ar lin
gu
istic
m
e
d
i
u
m
.’
Cu
mmin
s
stated
that,
‘ch
ildren
who co
m
e
to
schoo
l with a
so
lid
fo
und
ation
in th
ei
r m
o
th
er tong
ue
d
e
v
e
l
o
p stro
nger literacy ab
ilities in
th
e schoo
l lang
u
a
g
e
’.
Si
m
i
larly, Tho
m
as and
C
o
llier
recogn
ized
t
h
at th
e
deepe
r
a students’ level of the first language c
o
gnitive
and academ
i
c
developm
ent, the faster stude
nts
progress i
n
the second la
nguage
.F
ur
t
h
erm
o
re
, accordi
n
g to De
kke
r,
‘the m
o
ther tongue
-based m
u
tilingua
l
educat
i
o
n
(M
T
B
M
LE)
pr
ovi
d
e
s a st
r
o
ng
f
o
un
dat
i
o
n i
n
t
h
e l
earne
rs
’ fi
rs
t
l
a
ng
ua
ge
(L1
)
, e
n
a
b
l
i
n
g
t
h
e
m
t
o
bui
l
d
k
n
o
wl
e
d
ge a
nd
ex
peri
ences t
h
ey
brin
g to
the classroo
m
’
. Lastly, m
o
th
er ton
g
u
e
-b
ased
in
st
ru
ctio
n
provides the
means for stud
en
ts to
co
m
p
reh
e
nd
con
cepts b
e
tter an
d
h
e
lp
s th
em
to
b
e
m
o
re critical an
d
r
a
tio
n
a
l th
ink
e
rs [4
]-
[8
].
In
t
h
e Ph
ilipp
i
n
e
s, st
u
d
i
es
h
a
v
e
pro
v
i
d
e
d
m
u
ch
ev
id
en
ce
o
f
t
h
e adv
a
n
t
ag
es of
u
s
ing
th
e stud
en
ts’
m
o
t
h
er l
a
ng
ua
ge i
n
e
ducat
i
o
n.
One
of t
h
e
m
o
st
not
abl
e
st
udi
es
on m
o
t
h
e
r
t
o
ng
ue-
b
ased l
ear
ni
n
g
i
n
t
h
e
cou
n
t
r
y
i
s
t
h
e
Lu
bua
ga
n Ex
p
e
ri
m
e
nt
. The re
sul
t
s
of t
h
e st
ud
y sho
w
t
h
at th
e stud
en
ts
’ ac
hievem
ents are
higher
com
p
ared t
o
ot
her
st
u
d
e
n
t
s
w
h
o
we
re t
a
ug
ht
i
n
t
h
e
reg
u
l
a
r
or
com
m
on cl
a
ssro
o
m
i
n
st
ruc
t
i
on m
o
st
l
y
seen i
n
man
y
p
u
b
lic sch
o
o
l
s in
th
e
co
un
try.
Other stud
ies in
clu
d
e
t
h
e u
s
e
of th
e
W
a
ray lan
g
u
a
g
e
in
teach
ing
g
e
o
m
etry in
the prov
in
ce of
Leyte wh
ich
is lo
cated in
Re
gion
8. T
h
e
researche
r
no
ted
th
at
stud
en
ts
who
p
a
rticip
ated
i
n
th
e stud
y show
ed t
h
at
usi
n
g t
h
e m
o
t
h
er t
o
n
gue a
s
m
e
di
um
of instruction is as effective as the
u
s
e of bo
rro
wed
term
s in
En
g
lish
and
o
t
h
e
r lan
g
u
a
g
e
s. Fu
rt
h
e
rm
o
r
e, a
stu
d
y
on
using Filip
in
o
in
teach
ing
sci
e
nce s
h
o
w
e
d
t
h
at
t
h
e
st
u
d
e
nt
s p
o
st
e
d
ab
ove a
v
e
r
age
sc
ores a
f
t
e
r t
h
e
m
odul
e was a
d
m
i
ni
st
ered. L
a
st
l
y
, a
study
was conducte
d foc
u
singon
usin
g
Waray language i
n
teaching ki
nde
rg
a
r
ten m
a
thematics, which
resulte
d
in
b
e
tter p
e
rforman
ce of
k
i
nderg
arten
stud
ents in
m
a
th
e
m
at
ics [9
]-[1
2
]
.
C
i
t
i
ng t
h
e em
pi
ri
cal
st
u
d
i
e
s
o
n
t
h
e
use
of m
o
t
h
er l
a
n
gua
ge i
n
e
duc
at
i
on, t
h
e
De
part
m
e
nt
of
Ed
ucat
i
on i
m
pl
em
ent
e
d t
h
e Depa
rt
m
e
nt
Orde
r N
o
.
16s i
n
Fe
br
uary
2
0
12 m
a
ndat
i
n
g
t
h
e use
of
one
of
12
initial langua
ges in t
h
e sc
hools where t
h
e sa
id langua
ge is/
a
re widely
use
d
by
the stud
ents
[13].
A num
b
er of
confere
n
ces a
n
d traini
ngs
we
re conducted i
n
several
regi
on
s
of t
h
e co
u
n
t
r
y
.
No
net
h
eless,
only a fe
w teac
hers
g
o
t
t
h
e
o
ppo
rt
un
ity o
f
atten
d
i
ng
th
e said trainin
g
s
.
Ho
we
ver
,
al
m
o
st
t
w
o y
ear
s s
i
nce t
h
e i
m
pl
em
ent
a
t
i
on
of t
h
e
depa
rt
m
e
nt
or
der
,
m
a
ny
p
ubl
i
c
pri
m
ary
scho
o
l
s i
n
t
h
e Ph
ilipp
i
n
e
s particu
l
arly in
t
h
e
p
r
ov
in
ces lo
cated in
t
h
e
Bico
l reg
i
on
do
n
o
t
yet h
a
ve an
y
materials and methodologies
on teachi
ng s
c
ience to prim
ary stude
nts using the m
o
ther langua
ge.
In the
pr
o
v
i
n
ce o
f
C
a
t
a
nd
uane
s wh
e
r
e t
h
i
s
researc
h
was co
n
duct
e
d
,
it re
m
a
in
s to
b
e
seen
if th
e u
s
e of th
e m
o
th
er
language in te
aching science
will result in
better academ
i
c
perform
a
nce of the prim
ary
stude
nts as shown in
th
e r
e
su
lts of
resear
ch
es condu
cted
t
o
o
t
h
e
r
p
r
ov
in
ces and
r
e
g
i
o
n
s
in
the
co
un
tr
y.
Fu
r
t
h
e
r
m
o
r
e, t
h
er
e
h
a
s
n
o
t
been a
n
y conc
rete study on the use of the m
o
the
r
langua
ge
in prim
ary science education. Studies t
h
at were
pre
v
i
o
usl
y
co
nd
uct
e
d i
n
t
h
e pro
v
i
n
c
e
fo
cuse
d on t
e
st
i
ng t
h
e rea
d
i
n
g com
p
rehe
ns
i
on o
f
st
ude
nt
s [1
4]
,
in
v
e
stig
ating
th
e vo
cabu
l
ary ab
ilities o
f
p
r
i
m
ary stu
d
e
n
t
s [15
]
, and
co
llectin
g
vo
cabu
l
aries an
d
essay
s
and
devel
opi
ng a
d
i
ct
i
onary
o
n
B
i
col
wo
r
d
s an
d
t
h
ei
r eq
ui
va
l
e
n
t
m
eani
ngs t
o
En
gl
i
s
h an
d ot
her f
o
rei
g
n l
a
n
gua
ges
[1
6]
.
Th
er
e has
n
o
t
b
een an
y
study ad
m
i
n
i
ster
ed
on
d
e
velop
i
ng
lesso
n
p
l
an
s and
i
n
stru
ction
a
l m
a
ter
i
als
u
s
ing
t
h
e m
o
th
er langu
ag
e and
u
tilizin
g
th
em
in
actu
a
l sc
i
e
n
ce classroom
in
stru
ction
.
Hen
ce, t
h
is st
u
d
y
was
con
d
u
ct
ed.
Th
e st
udy
use
d
t
w
o l
o
cal
l
a
ng
u
a
ges i
n
devel
o
pi
n
g
an
d adm
i
ni
st
eri
n
g i
n
st
r
u
ct
i
onal
m
a
t
e
ri
al
s i
n
sci
e
nce f
o
r
pri
m
ary
st
ude
nt
s
i
n
an
act
ual
cl
assro
o
m
i
n
st
ru
ct
i
on.
The
st
u
d
y
was
co
ncl
u
ded
t
h
ro
u
gh t
e
st
s t
o
eval
uat
e
t
h
e st
ude
nt
s’
com
p
r
e
hen
s
i
o
n.
2.
R
E
SEARC
H M
ETHOD
2.
1.
T
h
e Rese
arch Are
a
The st
u
d
y
was
con
duct
e
d bet
w
een J
une a
n
d
Aug
u
st
o
f
2
0
1
3
i
n
t
h
e i
s
l
a
nd pr
o
v
i
n
ce o
f
C
a
t
a
nd
uane
s,
one
o
f
t
h
e
si
x
pr
o
v
i
n
ces t
h
at
com
p
ri
se
the
Bicol Region,
also
k
n
o
w
n
a
s
R
e
gi
o
n
5.T
h
e
B
i
col
regi
on
i
s
o
n
e
of
th
e 17
reg
i
on
s in
th
e Ph
ilipp
i
n
e
s.In
th
is reg
i
on
, Bico
l is th
e spo
k
e
n
lan
g
u
a
g
e
and
is o
n
e
o
f
the 8
m
a
j
o
r
l
a
ng
uage
s o
f
t
h
e P
h
i
l
i
ppi
nes
i
n
t
e
rm
s of t
h
e
num
ber
of
spe
a
kers
.
Ho
we
v
e
r, t
h
e
B
i
col
l
a
ng
ua
ge
vari
es i
n
eac
h
of t
h
e 6
p
r
o
v
i
n
ces. I
n
C
a
t
a
n
d
u
ane
s
, t
w
o
di
st
i
n
ct
l
a
ng
ua
ges
are sp
o
k
en
, t
h
e
No
rt
he
rn C
a
t
a
nd
ua
nes B
i
col
,
an
d
t
h
e S
out
her
n
C
a
t
a
nd
uane
s B
i
c
o
l
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
SN
:2252
-88
22
IJER
E
V
o
l
.
4,
No
. 1,
M
a
rc
h 20
1
5
:
8 – 1
5
10
Because
of the li
m
ita
tions in
ti
m
e
and availability
of target respondents, t
h
e
research was conducted
p
r
im
arily in
on
e
p
u
b
lic elemen
tary scho
o
l
l
o
cated in
a small v
illag
e
wh
ere Sou
t
h
e
rn Catan
d
u
a
n
e
s Bi
co
l is
widely
s
p
o
k
e
n
.
2.
2. Resp
on
de
nts of
t
h
e
S
t
u
d
y
Fo
rty-fiv
e
g
r
ad
e three stud
en
ts of Cav
i
n
itan
Elem
en
tary Scho
o
l
in th
e t
o
wn
o
f
Viracparticip
ated
in
t
h
e st
udy
. T
h
e
resp
on
de
nt
-st
ude
nt
s’ a
g
e ra
nge
s bet
w
ee
n
8 an
d 1
0
.
Of
t
h
e fo
rt
y
-fi
ve
st
ude
nt
res
p
o
nde
nt
s
,
twen
ty-two
are fem
a
le an
d
twen
ty-th
r
ee are
male.
The responde
nts’ academ
ic
charat
eristics
are sim
i
lar to stude
nts
who are in t
h
e be
low a
v
era
g
e
sect
i
on i
n
t
h
e
m
a
i
n
st
ream
pu
bl
i
c
el
em
ent
a
ry
scho
ol
s i
n
t
h
e pr
ovi
nce. I
n
t
h
e B
i
col
regi
on a
nd
ot
he
r r
e
gi
o
n
s
and
province
s of t
h
e Philippines,
it is common in public schools to
group st
ude
nts according t
o
their
academ
ic ability, achievem
e
nt or
pe
rformance a
nd
de
pe
ndi
ng on the
num
bers
of e
n
rolled st
ude
nts in a
part
i
c
ul
a
r
gra
d
e
l
e
vel
.
Usual
l
y
bri
g
ht
or
hi
g
h
achi
e
vi
ng st
ude
nt
s are
sent
t
o
t
h
e hi
ghe
st
sect
i
on,
oft
e
n t
e
rm
ed as sect
i
on 1
,
wh
ile th
e rest of th
e stud
ents are sen
t
to
th
e corre
spon
din
g
sectio
n
s
belo
w
sectio
n 1
.
Stud
en
ts w
h
o
s
e
academ
ic perform
a
nce in the c
l
ass is bel
o
w the
high ac
hie
v
ers are
sent t
o
lower sections.
2.3. Rese
arch
Design
and In
strumen
ts
Th
e st
u
d
y
u
tilized
th
e
d
e
scri
p
tiv
e
research
ap
pro
ach b
y
dev
e
lop
i
ng
a lesson
a
p
l
an tau
g
h
t
in three
l
a
ng
uage
s t
o
t
h
ree
ran
d
o
m
l
y gr
ou
pe
d st
u
d
e
nt
s. A
f
t
e
r t
h
e l
e
sson
was d
one
, t
e
st
s wer
e
adm
i
ni
st
ered t
o
t
h
e
st
ude
nt
res
p
o
n
d
ent
s
t
o
e
v
al
u
a
t
e
t
h
ei
r com
p
rehe
nsi
o
n o
f
the science less
on. Survey questionnaires were als
o
gi
ve
n t
o
t
h
e st
ude
nt
s t
o
gai
n
m
o
re kn
owl
e
d
g
e
on t
h
e e
x
t
e
n
t
of t
h
e l
a
n
g
u
a
g
e
usedat
h
o
m
e
, i
n
t
h
ei
r c
o
m
m
uni
t
y
,
and cl
ass
r
oom
and
t
o
pr
o
v
i
de ad
di
t
i
onal
i
n
f
o
rm
at
i
on t
h
at
co
ul
d e
x
pl
ai
n t
h
e
res
u
l
t
of t
h
ei
r
sc
i
e
nce
co
m
p
reh
e
n
s
ion tests. To
en
sure th
e v
a
lid
ity o
f
th
e res
earc
h
instrum
e
nts, the resear
ch
er consu
lted
two
scien
ce
sp
ecialists, th
ree co
lleg
e
and un
iv
ersity p
r
o
f
essors as
w
e
l
l
as t
h
e
pri
n
ci
pal
s
an
d t
e
a
c
hers
o
f
t
h
e s
c
ho
ol
s
in
vo
lv
ed
in
th
e research
. Th
e
Cron
b
a
ch’s Al
p
h
a
fo
r th
e
tes
t
instrum
e
nts adm
i
nister
ed to the three
groups
of
respon
d
e
n
t
s were .762
, .7
15
,
an
d
.721
, fo
r test in
Filip
i
n
o
lan
g
u
a
g
e
, test in
Eng
lish
lang
u
a
g
e
, an
d
test in
Bico
l
l
a
ng
uage
, resp
ect
i
v
el
y
.
2.4. Conte
n
t, Materials and
Implementati
on
of the Study
After t
h
e lo
cal
o
f
fice of th
e
Dep
a
rtm
e
n
t
o
f
Edu
c
tio
n in
the p
r
ov
in
ce
p
e
rmit
ted
th
e research
er to
do
the study, the
researche
r
c
o
ordinate
d
with the sc
ho
ol a
d
m
i
nistrators
and teache
r
s
for i
n
vol
v
ing i
n
the
researc
h
.
Se
ver
a
l
pr
oce
d
u
r
es
were
f
o
l
l
o
we
d
du
ri
n
g
t
h
e c
o
u
r
se o
f
t
h
e
resea
r
ch.
W
i
t
h
pe
rm
i
ssion f
r
o
m
t
h
e
pr
o
v
i
n
ci
al
of
fi
ce of t
h
e De
partm
e
nt of Education, the
researcher
devel
ope
d
a
le
sson plan base
d on
th
e
basic
education curriculum
and
s
y
llabus
obtained
from
the teachers
in
vo
lv
ed
i
n
the stud
y.
Th
e
co
n
t
en
t taugh
t to
t
h
e st
u
d
e
n
t
s were t
h
e act
u
a
l top
i
cs i
n
clu
d
e
d
i
n
t
h
e
q
u
arterly
l
e
ssons i
n
t
h
e fi
rst
sem
e
st
er
of t
h
e sci
e
nce
curri
c
u
l
u
m
.
The t
o
pi
c ch
o
s
en was a
b
out
t
h
e pr
ope
r w
a
y
s
of
han
d
l
i
n
g ani
m
al
s. The dev
e
l
opm
ent
of t
h
e l
e
sson was
b
a
sed o
n
t
h
e re
qui
rem
e
nt
s i
n
t
h
e “pl
a
n o
f
l
e
sso
ns”
stated
in
Ph
ilipp
i
n
e
Elem
en
tary
Learn
i
n
g
Com
p
eten
cies
(PELC)
Scien
ce-Grad
e III.
The p
r
epa
r
at
i
o
n of t
h
e l
e
sson
pl
an an
d i
n
st
r
u
ct
i
onal
m
a
t
e
rial
s t
ook at
l
east
one m
ont
h w
i
t
h
bot
h t
h
e
researc
h
er and the teache
r
s
of t
h
e
participating sc
hool
i
n
volve
d
i
n
the
revisi
ons
. T
h
e final
revisions a
nd
p
r
ep
aration
s
of th
e lesso
n
and in
stru
ctio
nal
materials were
th
en
ad
m
i
n
i
ste
r
ed to
t
h
e selected
respo
n
d
e
n
t
s.
Pri
o
r t
o
t
eac
hi
ng t
h
e sci
e
nce
l
e
sson
,
eac
h o
f
t
h
e 4
5
st
ude
nt
resp
o
n
d
e
nt
s
w
a
s ran
d
o
m
l
y
grou
pe
d i
n
t
o
th
r
ee
wh
ich ser
v
ed
as th
e
p
e
r
m
an
en
t gr
oup of
the stud
en
t
s
. Th
e st
u
d
en
t
s
who
w
e
r
e
sen
t
to th
e f
i
r
s
t
g
r
ou
p
were taugh
t in
th
e Bico
l lan
g
u
a
g
e
,
wh
ile stu
d
e
n
t
s sen
t
t
o
t
h
e secon
d
g
r
ou
p we
re t
a
ug
ht
usi
n
g t
h
e E
ngl
i
s
h
lan
g
u
a
g
e
, an
d t
h
e th
i
r
d group
o
f
respo
n
d
e
n
t
s
were taug
h
t
i
n
th
e Filip
ino
lang
u
a
g
e
.
Fo
llowing
th
e lesso
n
p
l
an
s, th
e classes were con
d
u
c
ted fo
r t
w
o
class d
a
ys to
talin
g at least 9
0
m
i
nut
es. A
f
t
e
r
w
ar
ds, a
15
-i
t
e
m
t
e
st
wa
s administered to the st
udents a
f
ter the classes.
After t
h
e classes and
tests, the stude
nts ans
w
ere
d
s
u
rvey
questionnaires. Becaus
e
of the lim
ite
d tim
e
, the pla
nne
d hom
e
work that
was s
u
pp
ose
d
t
o
be
gi
ve
n t
o
t
h
e st
ude
nt
s
wa
s n
o
t
a
d
m
i
ni
st
ered
.
2.
5. D
a
t
a
An
al
ysi
s
Mean score, percenta
ges and the
freque
n
cy count was uti
lized in
the research. The
Analysis of
Varia
n
ce (ANOVA) serve
d
as the statistical tool in ve
rifying whet
her
t
h
ere was
si
gn
ifican
t
d
i
fference in
the
resu
lt
o
f
th
e tests in
three lan
g
u
a
g
e
s ad
m
i
n
i
st
ered to
t
h
e three group
s
o
f
resp
ond
en
ts.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
ERE
I
S
SN
:
225
2-8
8
2
2
Prima
r
y
S
c
ience Tea
c
h
i
ng
t
o
Bico
lan
o
S
t
u
d
e
n
t
s:
In
Bico
l,
En
g
lish
o
r
Filip
i
n
o?
(Ju
a
lim Da
tiles Vela
)
11
3.
RESULTS
3.1.
Perform
a
nce of
Students in the Tes
t
s
The r
e
sul
t
s
of t
h
e sci
e
nce t
e
st
s (Ta
b
l
e
1
)
i
n
t
h
ree l
a
ng
ua
ges
adm
i
ni
st
ered t
o
t
h
ree g
r
ou
ps
of st
ude
nt
s
in
d
i
cate th
at respo
n
d
e
n
t
s who
were tau
g
h
t
scien
ce u
s
i
n
g
th
e Filip
in
o
lan
g
u
a
g
e
ach
ieved
th
e h
i
g
h
e
st
m
ean
score am
ong t
h
e t
h
ree g
r
ou
p
s
, obt
ai
ni
n
g
an
averag
e
m
ean score o
f
1
3
.
9
3. The g
r
o
u
p
of st
u
d
e
n
t
s
t
a
ught
i
n
t
h
ei
r
m
o
t
h
er l
a
ng
ua
ge, B
i
col
,
got
an aver
ag
e
m
ean score of 1
1
.
2
6. On
t
h
e ot
her
han
d
,
st
ude
nt
s wh
o
were
t
a
ug
ht
usi
n
g
t
h
e E
ngl
i
s
h l
a
ng
ua
ge
got
t
h
e l
o
west
a
v
er
age m
ean sco
r
e o
f
8.
40
.
These i
ndi
cat
e
t
h
at
respon
d
e
n
t
s co
u
l
d
co
m
p
rehen
d
b
e
tter
no
t on
ly in
th
eir m
o
th
er lan
guag
e
, Bico
l
,
but also
in
Filip
in
o
,
the
nat
i
onal
l
a
n
gua
ge asc
o
m
p
ared
t
o
E
n
gl
i
s
h.
Table
1.St
ude
nts’ m
ean score
s
in t
h
e three te
sts
N= 45
T
e
sts
M
ean Scor
es
+
SD
Gr
oup 1
15
T
e
st in Bicol language
11.
26
+
2.
40
Gr
oup 2
15
T
e
st in E
nglish lan
guage
8.
40
+
2.
35
Group 3
15
Test in Filipino language
13.93
+
1.
03
Of th
e
1
5
studen
t
s in
th
e grou
p
th
at were tau
g
h
t
and
tested
in
th
e Filipin
o
lang
u
a
g
e
, 8
ob
tain
ed
perfect score
s
(15 out 15). T
h
ese students
were a
b
le to
co
m
p
lete
th
e test ite
ms wh
ich requ
ire th
em
t
o
write
and
ex
pl
ai
n
t
h
ei
r ans
w
e
r
s i
n
t
h
ei
r
ow
n
w
o
r
d
s.
Fi
ve
res
p
on
de
nt
s sc
ore
d
1
3
whi
l
e
t
w
o
resp
o
nde
nt
s
o
b
t
ai
ned
12
an
d
1
4
out
of
1
5
i
t
e
m
s
, respect
i
v
el
y
.
From
t
h
e gro
u
p
of st
ude
nt
s wh
o we
re t
a
u
g
h
t
and t
e
st
ed i
n
t
h
e B
i
col
l
a
ngua
ge,
onl
y
o
n
e
resp
on
de
nt
obt
ai
ne
d a
per
f
ect
sco
r
e o
u
t
of
1
5
i
t
e
m
s
. At
l
east
50% o
f
th
e stud
en
ts
were ab
le to
e
xplain their answers in
th
eir
o
w
n
wo
rds in
t
w
o ou
t
o
f
fiv
e
item
s
wh
i
c
h
requ
ired
them
to
write th
eir an
swers.
R
e
spo
n
d
ent
s
w
h
o
we
re t
a
ug
ht
an
d a
d
m
i
ni
st
ered
wi
t
h
t
e
st
s i
n
E
n
gl
i
s
h
ha
d
di
ffi
c
u
l
t
y
ex
pr
essi
ng
t
h
ei
r
an
swers i
n
t
h
e
o
p
e
n-end
e
d
p
a
rt of th
e test; so
m
e
tried
writi
n
g
th
eir an
swer
s b
u
t
were
still
in
correct.
3.2. Comparis
on of
the
Students’
Mean Sc
ores Be
tween
Three Languages
Analyzing the
mean scores
between the langua
ges
using the one-way analysis of varia
n
ce (one
-way
ANOVA), th
e
find
ing
s
shown
in
Tab
l
e 2, rev
eal th
at th
ere
is a significa
nt diffe
re
nce bet
w
een t
h
e m
ean score
s
o
f
th
e tests in
Filip
in
o and
En
g
lish
(
p
=.000) in wh
ich
st
u
d
en
ts taugh
t in
Filip
in
o h
a
d
b
e
tter m
ean
sco
r
es th
an
th
e stud
en
ts tau
g
h
t
in En
g
lish.
Tab
l
e
2
.
Co
m
p
arison
o
f
th
e
resp
ond
en
ts’ m
ean
sco
r
es
b
e
tween
th
e tests in th
ree lang
u
a
g
e
s
(I)
Language
(J
)
Language
Mean Diffe
rence
(I-J
)
Std. Er
ror
Sig.
Filipino
Bicol
2.8666
7
*
.
70703
.
001
E
nglish
5.
5333
3
*
.
70703
.
000
Bicol Filipino
-2.86667
*
.
70703
.
001
E
nglish
2.
6666
7
*
.
70703
.
001
English
Filipino
-5.53333
*
.
70703
.
000
Bicol -
2
.
66667
*
.
70703
.
001
*.
The
m
ean di
ffe
rence
i
s
si
g
n
i
fi
cant
at
t
h
e
0.
05
l
e
vel
.
A sign
ifican
t
differen
ce
b
e
tween
th
e tests i
n
Filip
ino
an
d
Bico
l (
p
=.001
) w
a
s also fo
und
. St
u
d
e
n
t
s
tau
g
h
t
in
Filipin
o
,
t
h
e
n
a
tio
nal lan
g
u
a
g
e
, had
b
e
tter m
ean
sco
r
es t
h
an
th
e stud
en
ts tau
g
h
t
in
Bico
l, th
ei
r
m
o
th
er lan
g
u
a
g
e
. Lastly, th
ere is a sig
n
i
fican
t d
i
fferen
ce
in the m
ean scores
betwee
n t
h
e tests in Bicol and
Eng
lish
(
p
=
.
0
0
1
)
,
st
u
d
e
n
t
s
t
a
u
ght
i
n
B
i
col
ha
d
hi
g
h
er
m
ean score
s
c
o
m
p
ared t
o
st
u
d
e
n
t
s
t
a
ug
ht
i
n
E
ngl
i
s
h.
3.
3. Obser
v
ati
o
ns fr
om the Actu
al
T
e
achi
ng Proces
s
3.
3.
1. Sci
e
nce cl
ass
i
n
E
n
gl
i
s
h
In
t
h
e scien
c
e class wh
ich
utilized
th
e En
glish
lan
g
u
a
g
e
,
stu
d
e
n
t
s fo
llowed
o
r
echo
ed wh
at th
ei
r
teacher sai
d
duri
ng t
h
e class
.
The e
x
pressi
ons
on thei
r
faces seem
ed to indicate that they were try
i
ng t
o
unde
rstand
what their teache
r
was e
x
pl
aining.
Few stude
n
ts pa
rticipated i
n
the
recitations, in
which t
h
e
y
took
ti
m
e
to
ex
p
l
ain th
eir an
swers
an
d were
un
certain
of th
ei
r ab
ility to
sp
eak the lan
g
u
a
g
e
.
3
.
3
.
2
.
Science cla
ss
in Filipino
The g
r
o
u
p
o
f
st
ude
nt
s w
ho
were t
a
u
g
h
t
t
h
e l
e
sson i
n
Fi
l
i
p
i
no we
re m
o
re at
ease an
d eage
r
t
o
participate in t
h
e recitation.
The stude
n
ts coul
d easily understand wh
at their teacher
was
explaini
ng. St
ude
nts
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
SN
:2252
-88
22
IJER
E
V
o
l
.
4,
No
. 1,
M
a
rc
h 20
1
5
:
8 – 1
5
12
who
p
a
rticip
at
ed
in
th
e recitatio
n
were
ab
le to
exp
l
ai
n t
h
eir ans
w
ers
with
ease and c
o
nfi
d
ence
, a
n
d we
re also
ab
le to
fo
llo
w th
eir teach
e
r’s i
n
stru
ctio
ns
d
u
rin
g
class activ
i
ties.
3.
3.
3. Sci
e
nce cl
ass
i
n
B
i
c
o
l
The
students
who had the
sc
ience less
on in
Bicol we
re init
ially
unsure
what to say
or to react
whe
n
their teacher s
t
arted teaching in Bico
l. Howeve
r, whe
n
the stude
nts re
a
lized that their teacher would be
sp
eak
i
ng
in Bico
l during
th
e
scien
ce class, th
eir app
r
eh
ens
i
ons
slowly turned to ea
se.
Howe
ve
r, s
o
m
e
of t
h
e
stude
nts seem
ed
puzzle
d
a
b
out their teache
r
s
p
eaki
n
g the la
ngua
ge t
h
e
whol
e tim
e
.
Si
m
ilar to
th
e class th
at u
t
i
lized
th
e Filipin
o
lan
g
u
a
g
e
, th
e stud
en
ts
in
th
is
g
r
o
u
p
were eag
e
r
p
a
rticip
an
ts d
u
ring
class activ
ities
and
du
ri
n
g
recitation
s
. Stud
en
ts were also
con
f
i
d
en
t in exp
l
ain
i
ng
t
h
eir
answers.
3.4.Stude
nts
’
Language
Pre
f
erence in Learning
Science
Th
e surv
ey ad
m
i
n
i
stered
to th
e
respon
d
e
n
t
s in th
e lat
e
r
p
a
rt
o
f
th
e research h
a
d two m
a
in
com
pone
nt
s. T
h
e fi
rst
com
p
o
n
ent
(Ta
b
l
e
3
)
descri
bed
t
h
e
r
e
sp
on
de
nt
s’e
x
t
e
nt
o
f
u
s
e o
f
t
h
e l
a
n
g
u
ages
i
n
an
d
out
si
de t
h
ei
r
hom
e and
sch
ool
,
w
h
i
l
e
t
h
e
seco
nd
com
pone
nt
(
T
abl
e
4)
sh
o
w
t
h
e
r
e
sp
on
de
nt
s’ l
a
ng
ua
ge
p
r
eferen
ce i
n
scien
ce-relate
d
learn
i
ng
activ
it
ies su
ch
as class d
i
sc
u
ssion
s, recitatio
n
s
, scien
ce activ
ities and
exam
s.
3.
4.
1. Resp
on
dents
’
L
a
n
g
u
a
ge Use
I
n
and
Outsi
d
e
t
h
ei
r Home
a
nd Sc
ho
ol
M
a
jo
ri
t
y
of t
h
e
st
ude
nt
s (8
8.
9
%) speak B
i
c
o
l
at
hom
e whi
l
e
t
h
e rest
of t
h
e st
u
d
ent
s
s
p
e
a
k di
f
f
ere
n
t
l
a
ng
uage
s
beca
use t
h
ei
r
fam
i
li
es are
fr
om
ot
her
re
gi
o
n
s
i
n
th
e
coun
try. Ou
tsi
d
e
th
ei
r ho
m
e
,
m
a
j
o
rity (82
%
)
u
s
e Bico
l wh
en
talk
ing
to
f
r
i
en
ds o
r
n
e
ighbo
r
s
. 6
8
.9% speak
Bico
lin
side a sto
r
e, sup
e
r
m
ar
k
e
t, ch
ur
ch
, p
a
rk
o
r
o
t
h
e
r
pu
b
lic
estab
lish
m
en
ts, and
6
2
.2% talk
to sch
o
o
l
m
a
t
e
s in
Bico
l
on
t
h
eir
way to scho
o
l
.
Tabl
e
3.R
e
s
p
o
nde
nt
s’
ext
e
nt
of
l
a
n
gua
ge
us
e at
h
o
m
e
, i
n
t
h
e c
o
m
m
uni
t
y
, an
d sc
h
ool
Language
N=45
Percen
t
L
a
nguage spoken
at ho
m
e
Bicol
40
88.
9 %
L
a
nguage spoken
outside ho
m
e
Bicol
33
73.
3%
Language spoken i
n
public places
Bicol
31
68.9 %
L
a
nguage spoken
when talki
ng to fr
iends,
neighbor
s an
d
playm
a
tes
Bicol 37
82.
2
%
L
a
nguage spoken
when having conv
er
sation with class
m
ates on
the way to school
Bicol
28
62.
2 %
Language spoken i
n
side school ca
m
p
us
English &
Filipino
36
80 %
Language spoken i
n
side the classr
oom
English &
Filipino
29
64.4 %
Language spoken
when talking to t
eachers
English &
Filipino
32
71 %
The la
ngua
ge
spoke
n
by the
st
udents
noticeably cha
n
ge
s when
they e
n
ter t
h
eir sc
hool cam
pus.
Accord
ing
to
3
6
(80
%
) respo
n
d
e
n
t
s, th
ey u
s
e bo
th
En
g
l
i
s
h
and
Filip
ino
wh
en
h
a
v
i
ng
a co
nv
ersatio
n
with
schoolm
a
tes, t
eachers and school staf
f. Si
milarly, 64.4% of t
h
e respond
ents
also use English
and Filipino
in
sid
e
t
h
eir classroo
m
,
and
7
1
% talk
to th
eir
h
o
m
eroo
m
tea
c
h
e
r in
bo
th
lan
g
u
a
g
e
s.
3.4.2. Respondents
’
L
a
ngua
ge Pre
f
erence
at School
and
in Learning
Science
The res
u
lts show that the stude
nt-res
pondents gene
rally pre
f
er the two local langua
ges, Bicol and
Filip
in
o
,
during
co
nv
ersatio
ns in
sid
e
th
e
scho
o
l
cam
p
u
s
, and
d
u
ring
scien
c
e edu
cation
rel
a
ted
activ
ities.
Th
e r
e
sp
ond
en
ts (
7
1
.
1
%
)
pr
ef
er
sp
eak
i
ng w
ith
th
eir classm
a
t
es and schoolm
a
tes
in Bicol. The
responde
nts were alm
o
st split in thei
r language pre
f
e
r
ence
in having conv
ersations wit
h
their teacher in the
classroo
m
,
in
wh
ich
40
% prefer Bico
l, wh
ile 3
7
.
8
%
o
f
th
e stu
d
e
n
t
s cho
s
e Filip
in
o
.
In
scien
ce class activ
ities
suc
h
as i
n
per
f
o
r
m
i
ng expe
ri
m
e
nt
s or
g
r
o
u
p
wo
rk
,
62
.2%
of t
h
e re
s
p
o
n
d
ent
s
pr
e
f
er t
h
ei
r
teachersgivi
ngi
nstructions in
Bicol and Filipino.
In rea
d
ing activ
ities, 57.8%
of
t
h
e responde
nts prefe
r
read
i
n
g scien
c
e tex
t
bo
ok
s and
o
t
h
e
r tex
t
s i
n
Filip
in
o.
During
class recitatio
n
s
, 55
.6
% o
f
th
e resp
ond
en
ts
p
r
efer u
s
ing
Filip
ino
,
wh
ile 3
1
.1% ch
o
s
e
b
o
t
h
th
e Filip
in
o
and
Bico
l lang
u
a
g
e
s.
6
6
.7% of
th
e resp
ond
en
t
s
p
r
efer
Filip
ino
in
p
r
esen
ting an
d
exp
r
essing
th
eir
ow
n i
d
eas
du
r
i
ng sci
e
nce cl
ass di
scussi
on
s, exp
e
ri
m
e
nt
s and o
r
al
rep
o
r
t
s
. If gi
ve
n
a choi
ce o
f
l
a
ng
ua
ge
d
u
ring
ex
am
s, 62
.2
%
of resp
ond
en
ts wou
l
d
p
r
efer Filip
in
o,
o
n
th
e o
t
her
h
a
nd
37
.8
% of t
h
e respo
n
d
e
n
t
s
w
o
u
l
d
p
r
efer a co
m
b
in
atio
n
o
f
Eng
lish
and Filip
in
o
la
nguag
e
. Lastly, 53
.3
% of th
e
resp
ond
en
ts p
r
efer th
e
Filip
in
o
lang
u
a
g
e
in do
ing
t
h
eir ho
m
e
wo
rk
,
wh
ile
3
1
.1% fav
o
r
u
s
ing
bo
th
Filip
in
o
and
Bi
co
l lang
u
a
g
e
s.
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I
J
ERE
I
S
SN
:
225
2-8
8
2
2
Prima
r
y
S
c
ience Tea
c
h
i
ng
t
o
Bico
lan
o
S
t
u
d
e
n
t
s:
In
Bico
l,
En
g
lish
o
r
Filip
i
n
o?
(Ju
a
lim Da
tiles Vela
)
13
Tab
l
e
4
.
Resp
on
d
e
n
t
s’ lang
u
a
g
e
p
r
eferen
ce at sc
ho
o
l
and
in
scien
ce-related learn
i
n
g
activ
ities
L
a
nguage
N=45
Per
cent
Having a conver
s
ation with class
m
ates
and schoolm
a
tes
Bicol
32
71.
1%
Having a conversation with teacher
s i
n
side the classroom
Bicol
Filipino
18
17
40 %
37.
8 %
Following teache
r’s instructions
during science c
l
ass
activities
Bicol &
Filipino
28
62.
2 %
Reading science re
lated books
Filipino
26
57.8 %
During class recit
a
tions
Filipino
Filipino & Bicol
25
14
55.
6 %
31.
1 %
When expressing own ideas to the tea
c
he
r and class
m
a
t
e
s
Filipino
30
66.7 %
During exa
m
s
Filipino
English and Filipino
28
17
62.
2 %
37.
8 %
I
n
doing ho
m
e
work
Filipino
Filipino & Bicol
24
14
53.
3 %
31.
1 %
4.
DIS
C
USSI
ON
O
v
er
all, th
e
resu
lts of
th
e tests an
d the class
ob
serv
atio
ns ind
i
cate th
at r
e
spond
en
ts cou
l
d
co
m
p
reh
e
n
d
better n
o
t
on
ly in
th
eir m
o
th
er lan
g
u
a
g
e
, Bico
l, bu
t also
in
Filip
ino
,
th
e n
a
tio
n
a
l langu
ag
e as
com
p
ared t
o
E
nglis
h.
The st
u
d
e
n
t
re
spo
n
d
e
n
t
s
wh
o we
re t
a
u
ght
i
n
B
i
col
,
al
ong
wi
t
h
t
h
e st
ude
nt
s w
h
o w
e
re t
a
ug
ht
i
n
Filipino responde
d better
to their
teach
e
r
s
during class
pa
rticipation a
nd in
expressing
their own idea
s. The
resu
lts of th
e t
e
sts sh
ow th
at
th
e stu
d
e
n
t
resp
ond
en
ts wh
o were taugh
t in
th
e Filip
ino
lan
g
u
a
g
e
h
a
d
b
e
tter
perform
a
nce in the e
x
am
s
co
m
p
ared to t
h
e students
who
were ta
ug
h
t
in
th
e m
o
t
h
er
langua
g
e, Bicol.
Howev
e
r, th
e mean
sco
r
es
of th
e stud
en
ts
who
were
taugh
t in
Bico
l are still
co
n
s
id
ered
abo
v
e
av
erag
e b
y
their teache
r
s.
Noticeably, t
h
e stude
nts’ bet
t
er pe
rform
a
nce in the
national langua
ge,
Filipino, com
p
ared t
o
the
stude
nts’ m
o
ther language
,
Bicol, s
eem
to
ind
i
cate th
at
th
e stud
en
ts are m
o
re
fam
i
li
ar
with
t
h
e Fi
lip
ino
language i
n
the academ
ic
environm
en
t. Other studies which re
sulted i
n
the res
p
onde
nts obtaining
higher
mean
scores or co
m
p
reh
e
nd
ing
b
e
tter i
n
Filip
ino
lan
g
u
a
g
e
in
clu
d
e
d Balce’s
[11
]
stud
y
on
teach
i
ng
scien
ce i
n
Filip
in
o
an
d
R
u
b
i
o
’
s
[1
7
]
stud
y on
u
s
i
n
g
t
w
o
lan
g
u
a
g
e
s
in
learn
i
n
g
sci
e
n
ce.
Howev
e
r in
tho
s
e
p
a
rt
icu
l
ar
st
udi
es, t
h
e res
p
o
n
d
ent
s
’ m
o
ther l
a
ng
ua
ge i
s
Tagal
o
g,
w
h
i
c
h i
s
cl
osel
y
re
l
a
t
e
d t
o
t
h
e Fi
l
i
pi
no l
a
ng
ua
ge
[1
9]
,
[2
0]
.
On th
e
o
t
h
e
r
han
d
, stud
en
ts
who
were taugh
t in
Eng
lish
perfo
r
m
e
d
th
e least in
th
e test.
Stu
d
e
n
t
s also
h
a
d d
i
fficu
lty in
writing
th
eir
o
w
n
an
swers in
item
s
req
u
i
ri
n
g
th
em
to
an
swer i
n
t
h
eir
o
w
n
words.
So
m
e
o
f
the
st
ude
nt
s e
v
en
wr
ot
e t
h
e
sam
e
sent
e
n
ce
of t
h
e t
e
st
i
t
e
m
s
.
Based
on
th
e o
b
s
erv
a
tio
ns in
th
e scien
ce
classes tau
g
h
t
in
Bico
l an
d
Filip
in
o
,
m
o
st s
t
u
d
e
n
t
s were
m
o
re confi
d
en
t
i
n
expl
ai
ni
n
g
or
prese
n
t
i
n
g
t
h
ei
r o
w
n i
d
ea
s du
ri
n
g
cl
ass
di
scussi
o
n
s, a
n
d we
re m
o
re act
i
v
e
during class
recitations. St
udents
seem
ed to
unde
rs
tand what
t
h
eir teachers we
re
teaching
i
n
class.
Furt
herm
ore, t
h
e students eas
ily follo
wed t
h
eir teachers
’
instructions duri
ng class activit
ies. Lastly, students
h
a
d b
e
tter m
e
a
n
sco
r
es in th
e
tests th
at were
ad
m
i
n
i
stered
after th
e scien
c
e classes.
Th
e resu
lts o
b
tain
ed
fro
m
th
e su
rv
ey adm
i
nistered reveal
ed that
m
o
st
of t
h
e st
ude
nt
r
e
sp
on
de
nt
s
p
r
efer
u
s
ing
t
h
e Filip
ino
lan
g
u
a
g
e
during scien
ce class
d
i
scu
ssi
on
s, recitatio
n
s
, in
read
ing
scien
c
e-related
t
e
xt
s, i
n
d
o
i
n
g
t
h
ei
r
hom
ewo
r
k a
n
d
i
n
exam
s.
On
t
h
e
ot
her
ha
nd
, m
o
st
st
ude
nt
s
pre
f
er
t
h
ei
r t
eac
her
sp
eaki
n
g
in
Filip
ino
and
Bico
l
wh
en g
i
v
i
n
g
in
st
ructio
n
s
i
n
class activ
ities in and
ou
tsid
e
th
eir classroom
.Th
e
respon
d
e
n
t
s’ ch
o
i
ce of th
e Filip
in
o
lan
g
u
a
ge also
i
n
d
i
cated
th
ei
r
fam
i
lia
rity o
f
th
e
said
langu
ag
e at
scho
o
l
sin
ce it is also u
s
ed
in
o
t
h
e
r sub
j
ects su
ch as So
cial St
ud
ies.
Add
itio
nally, th
e respon
d
e
n
t
s co
u
l
d
also
b
e
in
flu
e
n
c
ed
b
y
th
e
m
a
ss
m
e
d
i
a, su
ch
as rad
i
o
and
telev
i
sio
n
p
r
og
ram
s
, wh
ich
u
tilize th
e Filip
in
o
lan
g
u
a
ge.
These obse
r
vat
i
ons were base
d
o
n
t
h
ei
r resp
ons
e
re
gar
d
i
n
g
t
h
e l
a
ng
uag
e
of t
h
e
radi
o an
d t
e
l
e
vi
si
on
pr
og
ram
s
th
ey u
s
u
a
lly li
sten
to
an
d
watch
,
in
wh
ich
th
e m
a
j
o
rity
o
f
th
e resp
ond
ents stated
th
at t
h
ey o
f
ten
listen
and
watch
prog
ram
s
in
Filip
i
n
o.
In s
u
m
m
ary
,
based
on
t
h
e
res
u
l
t
s
o
f
t
h
e st
ud
y
,
m
o
t
h
er-t
o
n
g
u
ed
base
d sci
e
nce e
ducat
i
o
n i
s
be
nefi
ci
al
to
th
e Bico
l-sp
eak
i
n
g prim
a
r
y stud
en
ts.Itsi
g
in
ifican
tly enh
a
n
c
es th
e l
earni
ng
o
u
t
c
om
es o
f
st
ude
nt
s
fr
om
min
o
r
ity lan
guag
e
co
mm
u
n
iti
es an
d
also
imp
r
ov
es th
e
q
u
a
lity o
f
b
a
sic edu
catio
n. [21
]
-[2
3
]
.Furth
erm
o
re, th
e
find
ing
s
rev
e
al th
at th
e stu
d
en
t resp
ond
en
t
s
also
h
a
d
b
e
t
t
er p
e
rform
a
n
ce wh
en
taug
h
t
scien
ce in
Filip
in
o
whi
c
h i
s
not
t
h
ei
r
m
o
t
h
er l
a
n
gua
ge. M
o
re
ove
r, t
h
e t
r
a
n
si
t
i
on f
r
om
one l
a
ng
uage t
o
an
ot
he
r at
hom
e
and a
t
school could a
ffect the stude
n
ts’ lear
ning of science. Acc
o
rding to Malo
ne [18], one of the problem
s
faced
by childre
n in
m
u
ltilingual
com
m
unities is that ‘their
l
a
ngua
ge skills
do
not se
rve
them
becaus
e
their
language
has
no place in t
h
e
classroom
.
Inst
ead, text
b
ooks
and teac
hing a
r
e in a
language they neither
spea
k
no
r u
nde
rst
a
n
d
’
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
SN
:2252
-88
22
IJER
E
V
o
l
.
4,
No
. 1,
M
a
rc
h 20
1
5
:
8 – 1
5
14
5.
CO
NCL
USI
O
N
Sev
e
ral in
sigh
ts were
g
a
in
ed
fro
m
th
is stu
d
y
. First, th
e resu
lts reveal th
at Bico
l sp
eak
i
ng
stud
en
t
s
have
bet
t
e
r ac
adem
i
c
perfo
r
m
ance whe
n
t
h
ey
we
re t
a
u
g
h
t
usi
ng t
h
e l
o
cal
l
a
ngua
ges
t
h
ey
are fam
i
l
i
ar wi
t
h
com
p
ared t
o
b
e
i
ng t
a
u
g
h
t
usi
ng t
h
e E
n
gl
i
s
h
l
a
ngu
age
.
It
al
so co
nfi
r
m
e
d and s
u
pp
ort
e
d
t
h
e ot
he
r st
u
d
i
e
s [8]
-
[10
]
,[12
] wh
ich
resu
lted
to
b
e
tter p
e
rfo
r
m
a
n
ce of stud
en
t resp
od
en
ts in
th
eir m
o
th
er lan
g
u
a
g
e
. Seco
nd
,
alth
o
ugh
Bico
l
is th
e m
o
th
er lan
g
u
a
g
e
o
f
the respon
d
e
n
t
s, t
h
ey h
a
d
b
e
tter
p
e
rform
a
n
ce in
th
e test in
Filip
ino
,
th
e n
a
tion
a
l lan
g
u
a
g
e
. Th
is in
d
i
cate th
at at th
is ti
m
e
, th
e
Filip
in
o
languag
e
h
a
s a stron
g
e
r fo
und
ation
as an
academ
ic
language t
h
an Bic
o
l since Filipino is also t
h
e
language
of i
n
struction in subj
ects suc
h
as
Social
Stu
d
i
es an
d
Fi
lip
in
o
.
In
add
i
tio
n
to
Filip
ino
b
e
ing
sp
ok
en
, written
and
u
s
ed
as
m
e
d
i
um o
f
in
stru
ction
,
it is
also
u
s
ed
in
sch
o
o
l
tex
t
bo
ok
s, m
a
g
azin
e
s an
d
n
e
wsp
a
pers. Furth
e
rmo
r
e, Filip
in
o
i
s
wid
e
ly sp
oken
by
teachers,
staff and students
i
n
side
t
h
e sc
hool cam
pus. T
h
ird,
prim
ary stude
nts s
w
itch languages
between
hom
e and sc
h
ool
whi
c
h co
ul
d af
fect
t
h
ei
r l
earni
ng
. Fo
ur
t
h
, t
h
e s
u
i
t
a
bl
e
use o
f
l
o
cal
l
a
ng
ua
ges i
n
t
e
a
c
hi
n
g
sci
e
nce co
nce
p
t
s
at
t
h
e
m
o
m
e
nt
woul
d d
e
pen
d
o
n
t
h
e
cont
e
n
t
bei
n
g t
a
ug
ht
. Last
l
y
, t
h
e use of t
w
o l
o
cal
lan
g
u
a
g
e
s,
Filip
ino
an
d Bico
l
,
in
p
r
im
ary scien
ce cou
l
d
h
a
v
e
p
o
t
en
tial b
e
n
e
fits
for st
u
d
e
n
t
s esp
ecially in
th
e
provinces
of the Bicol re
gion.
T
h
u
s
,
th
e
r
e
s
e
ar
c
h
er
is
r
e
co
mme
n
d
i
ng
fur
t
he
r
r
e
s
e
ar
ch
on
mo
th
e
r
a
n
d lo
ca
l la
n
g
u
a
g
e
-
b
as
e
d
s
c
ien
c
e
ed
u
cation
b
y
dev
e
lop
i
ng
m
o
re in
stru
ction
a
l
lesso
n
s
and
materials to
v
a
ri
o
u
s
t
h
em
atic c
o
n
t
en
t of th
e scien
c
e
cur
r
i
c
ul
um
. Thi
s
st
ep c
oul
d
det
e
rm
i
n
e wh
et
her t
h
e
use
of l
o
cal
l
a
ng
u
a
ges i
s
ap
pr
o
p
r
i
a
t
e
t
o
ot
he
r
sci
e
nce
l
e
ssons
.
ACKNOWLE
DGE
M
ENTS
Th
e au
t
h
or
is d
eep
ly th
an
kf
ul f
o
r
th
e tir
eless su
ppo
r
t
prov
id
ed
b
y
pr
ofesso
r
H
i
d
e
o
Ik
ed
a. Man
y
th
ank
s
also
to th
e
p
r
o
f
essor
s
an
d staff
o
f
t
h
e
G
r
adu
a
te Sch
o
o
l
fo
r In
tern
atio
n
a
l
D
e
v
e
lopmen
t an
d Cooper
a
tion
(IDEC),
Hirosh
im
a Un
iv
ersity, to
Dr.
Am
el
ia Pun
zalan and
Dr. Rodo
lfo
Treyes
o
f
Th
e
Natio
n
a
l
In
stitu
te fo
r
Scien
ce
and
Math
em
a
tics
Edu
catio
n
Develo
p
m
en
t
(UP
NISMED) Un
iv
ersity o
f
t
h
e Ph
ilip
p
i
n
e
s, the Japan
M
i
ni
st
ry
of E
d
ucat
i
on
(M
E
X
T), t
h
e
K
u
m
a
hi
ra C
u
l
t
u
ral
F
o
un
dat
i
o
n, t
h
e
o
ffi
ci
al
s an
d st
aff
of
Dep
E
d
Di
vi
si
o
n
Office of Catan
d
u
a
n
e
s
for assistin
g
in th
e prep
aratio
n
a
n
d
im
pl
em
ent
a
t
i
o
n
of
t
h
i
s
st
udy
.
The
aut
h
o
r
e
x
press
e
s
h
i
s
g
r
atitu
de to th
e
p
r
o
f
essors
o
f
th
e C
o
lleg
e
o
f
Edu
cation
at
Catan
d
u
a
n
e
s
State Un
i
v
ersit
y
led
b
y
no
w retired
Dr. Mila D.
Vela for th
ei
r v
a
l
u
ab
le i
n
pu
ts and
su
ppo
rt t
o
the research. Sp
ecial th
an
ks to
t
h
e
p
a
rticip
an
ts
o
f
t
h
e
study, Cavinita
n Elem
entary School
st
udent
s
, their teache
r
s and
pri
n
cipal
s
.
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NC
ES
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sed edu
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e
l
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l
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m
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as WP., Collier
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ude
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i
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n
al
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e George Washingto
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e Study
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om www.thom
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ased Multil
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ongue-Based Multil
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Benson C.,“Th
e
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ther
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mmissioned for
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e
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rt 2005,C
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ockholm
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gue”,A primer o
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u
ltil
ingu
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c
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LE) and
oth
e
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nguag
e
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earn
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n
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lippin
e
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d
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l
ephilippin
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e
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g
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e
rn
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BI
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G
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A
P
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OF
A
U
T
HO
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Mr. Jualim
Datiles Vela
is a Ph.D Candidat
e
at the Gradu
a
te School for I
n
ternational
Development and Cooperation
(IDEC
), Hiroshima University. His area of r
e
search
is in
educational dev
e
lopment focusing on curricu
lu
m
development for science ed
ucation. He
obtain
e
d his M.A. in
Education
a
l Dev
e
lopment
at IDEC
, Hiros
h
ima University in 2010, and
M.A. in Edu
cat
i
onal T
echnolog
y
at th
e Univers
i
t
y
of th
e Philip
pines in 2006.
He is a form
er
faculty
member at the
Philippin
e
High
Sc
hool for
the Arts b
e
tween
1998 and
2006.
Evaluation Warning : The document was created with Spire.PDF for Python.