Primary Students’ Perspectives on the Use of Multiple...

Primary Students’ Perspectives on the Use of Multiple Languages in Learning Science

Jualim Vela, Hideo Ikeda

0366

Hiroshima University, Japan

The Asian Conference on Education 2012

Official Conference Proceedings 2012

Abstracts

The Philippines is a multilingual country with at least 170 languages in 17 regions. This created an endless debate over which language should be used in educating Filipino students particularly in science and mathematics education, which are taught in English. Recent studies reveal that primary students perform better when using their first and second languages.

This research supports the advocates of first language in teaching and learning science concepts in primary education.

The study aimed to know the students’ extent of use of the local language and of the academic language in learning science concepts, as well as to identify in which language they comprehend best.

The study involved elementary Bicol-speaking Filipino students from one of the six provinces of Region Five (V). To achieve the objectives, the researcher developed and incorporated the use of modified survey questionnaires which were translated into the national language to determine the students’ language preference in learning science concepts. Each item in the survey questionnaire solicited responses from the students regarding their use of the local and academic language in science learning.

iafor

The International Academic Forum

www.iafor.org

The Asian Conference on Education 2012 Official Conference Proceedings Osaka, Japan

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Background of the Study

The Philippines is an archipelagic, heterogeneous society. It has at least 170 languages in 17 regions. Of these, eight are major languages – Tagalog, Pampango, Bicol, Hiligaynon, Waray, Cebuano, Ilocano, Pangasinan - with Filipino as the national language, and English the official language.

The language diversity in the Philippines became a constant problem on the utilization of the medium of instruction which led to the implementation of the Bilingual Education Policy (BEP) in 1974 which specified Pilipino and English as medium of instruction(Gonzales, 1987).

Even so, the existence and implementation of the language policy in education did not stop the never ending dispute over which language should be used in educating Filipino students. Educators and policy-makers have been divided in which language is most appropriate in teaching content subjects, such as science and mathematics. Debates on Which Language is Appropriate as Medium of Instruction in Science Education The quandary in the medium of instruction in science education is due to the unsatisfactory performance of Filipino students in school tests, the national achievement tests in science and in TIMSS which may indicate their comprehension in science. Some educators posit that Filipino, as the national language, can be effective as a medium of instruction in science. The proponents of teaching science in English claim that it is tested and feasible, economical and universal in science education. While others argue that the vernacular of students should be used as medium of instruction since English and Filipino are considered foreign language and/or second language in other provinces of the Philippines. Several educators and curriculum developers supporting the use of the students’ mother language argue that it should be used as medium of instruction since students learn to read more quickly and English and Filipino are considered foreign language and/or second language in other provinces of the Philippines.

Brock-Utne (2001) stated that students learn to read more quickly when the mother tongue is used as medium of instruction. It is also best used as bridge in learning main languages of instruction (Sibayan 1994). In the same light, it will enable the students to think and process their experience in logical and rational way (Gonzales 2003).

Researches, Advocacies and Educational Programs that were Developed and Implemented which Utilized the Students’ Mother Language

In the province of Kalinga, an experiment called the Lubuagan Experiement was administered to the students using the local language in teaching Science, Math and English, students’ test scores indicated greater gains (Dumatog & Dekker 2003).

The PCER (Presidential Commission on Educational Reform) recommended the use of vernacular in the primary grades, at least, in Grade I as it seems the practical thing to do. UNESCO's stand in favor of the use of mother tongue instruction is worth mentioning. UNESCO Regional Director for Asia Victor Ordoñez (1998) has stated that "it is part of our [UNESCO's] task to protect and celebrate the diversity … between cultures and not


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homogenize it to the point that we lose our individual identities." UNESCO has been known to be a staunch supporter of the idea of developing functional literacy through the vernacular.

The Philippine Community School Movement and the Vernacular experiments in Iloilo in the early 1950's, are but some of the Philippine studies whose results favored the use of vernacular instruction in the primary grades.

Learning is meaningful and productive if the incoming ideas, concepts and activities are relevant, and is best administered using the language that students are familiar and can comprehend with.

Language Used in Science Education in other Countries

TIMSS 1995, 1999 and 2003 results indicate that a number of top performing countries in science achievement tests are those who use their own language in their educational system or in science education notably Japan, Korea, Finland and Hong Kong SAR. As an example, Japan a highly industrialized country, has been using its own language in teaching science to Japanese students from primary to tertiary level. Kawasaki (1996) specified that a large percentage of scientific concepts were translated into Japanese language and several scientific concepts were also given equivalent Japanese terms.

Rollnick (2000 cited in Ong 2008) conducted a research on the use of Bahasa Malaysia as medium of instruction in teaching and learning science. Results show that there was no setback in using the national language in learning and teaching science.

In South Africa which has 11 official languages, Ferreira (2011) stated in her research that students in grades 1, 2 and 3 are taught using their first language and afterwards learn English and Afrikaans. She further stated that a number of students from the rural areas only encounter English at school and not in their own home or community. This situation affects the learners’ comprehension and performance at school. Students’ Performance in Science

The low performance of Filipino students in the national and international achievement tests in science triggered arguments and disagreements among educators, experts and policy-makers on which language is appropriate for students in teaching and learning science concepts.

It can be concluded that the low performance of students in the tests reflects their comprehension in science, and students are only able to comprehend science concepts and apply it in real life situations if classroom environment provided them the adequate atmosphere for learning. Part of that classroom environment is the use of proper medium of instruction in teaching scientific concepts.

At the 1999 TIMSS (Trends in International Mathematics and Science Study) for 8th graders, the Philippines ranked third (36thoverall out of 38 countries) to the last, garnering an average score of 345, the international average was 488. In the 2003 TIMSS for 4th graders, the Philippines


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again placed low in ranking at 23rdout of the 25 participating countries with an average of 332, compared to the international average of 489.

Many factors that may have affected the students’ performance in the national and international achievement tests in science have been mentioned, such as lack of books, teaching materials, shortage of qualified teachers, classrooms, funds and many others. But the medium of instruction which is very vital is often set aside.

Research and tests conducted by Vela (2010) between 2009 and 2010 indicated that Bicol-speaking students performed well in science tests using the Filipino (national language) and Bicol (vernacular language) languages. Objectives of the Study To have a further understanding on the appropriate medium of instruction in science education in the local areas of the Philippines, this study investigated the students’ language preference as well as their extent of use of the local and academic languages in learning science concepts. Delimitation of the Study The study was conducted on grade three Bicol speaking students and focused on determining the language in which they comprehend best in learning science concepts by administering modified survey questionnaires, soliciting response on their language preference in learning science in and outside the school. The venue of the study was in an island province in the Bicol region. It was chosen due to its accessibility and familiarity with the researcher. The Bicol language is one of the eight major languages in the country. In education, its achievement in science is ranked 14th out of 17 regions. (http://www.pcij.org/blog/wpdocs/Quality_of_basic_education_NSCB_2006.pdf) The researcher developed testing materials as well as the translation into the Filipino language in consultation with Filipino teachers, college professors and science education specialists. Significance of the Study The study aimed to:

s Provide information on the extent of use of the languages based on students’ perspective.

s Impart ideas in facilitating students’ understanding of science concepts and enhance science process skills in the language they are familiar with.

s Support the earlier studies and the current MLE-MTB program of the department of education in the Philippines which use local languages in teaching students.


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Methodology The study was conducted in one of the six provinces of the Bicol region between December 2011 and March 2012 in four public schools located in the northern and southern part of the province. The schools follow the regular public elementary education program implemented by the Department of Education. The participants of the study were 318 grade three students from three sections. Students are usually assigned to a section based on their performance in the class. Those who perform well are sent to the first section. On the other hand, students whose performance are average are sent to the second or middle sections while those who perform below average belong to the third or lowest section possible. The study primarily used a 20-item questionnaire with multiple choices to obtain information on students’ language preference in the classroom and in learning science concepts and skills from various science activities. It also elicited the students’ preference on the use of their first language, national language and the academic language in the classroom, and in learning science concepts and skills in various science activities. The questionnaires were written in Filipino. Each item and procedures for answering were also explained by the researcher to the students in the Filipino language. The questionnaire consists of two parts. The first part asks respondents about their background information such as name, age, sex and parents’ job. The second part comprises the main questions which pertain to the respondents’ use of the three languages (Filipino, Bicol and English) at home, outside home, at school and inside the classroom. Subsequent questions are about the language their teachers use while teaching science and what language they prefer during class activities. The concluding part of the set of questions refers to the respondents’ language preference in studying science. Findings Table 1 Characteristics of the Grade Three Respondents

Age

Male

Female

Total

Percentage

8 9 10 11 12 13

22 104 25 3 3 1

23 112 18 5 2

45 216 43 8 5

14.2% 67.9% 13.5% 2.5% 1.6% .3%

Total 158 160 318 100%


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Of the 318 student respondents, 160 (50.3%) are female while 158 (49.7%) are male. The age of the respondents range between 8 and 13 years old, with 216 (67.9%) 9 year olds comprising the largest group of respondents. Table 2 Language students understand

N=318 Yes Slightly No Do you understand the Bicol Language?

270

84.9 %

47

14.8%

1

.3%

Do you understand the Filipino Language?

284

89.3%

27

8.5%

7

2.2%

The first two questions asked the students if they understand Bicol and Filipino languages. 84.9% of the respondents answered that they understand the Bicol language while 14.8% replied “slightly” and 1 answered “no”. 89.3% of the respondents confirmed that they can understand the Filipino language whereas 8.5% chose “slightly” and 2.2% respondents chose no. Regarding the means of transportation to school, forty-one percent (41%) of the respondents walk to school every day, thirty percent (30%) use the public transportation while twenty-eight percent (28 %) of the respondents use private vehicle in going to school. Table 3 Language used at home, outside home, at school and in the classroom

At home Outside home When talking to friends

At school and in the classroom

76.7% Bicol 19.8% Filipino 3.5% English

73.9 % Bicol 25.2% Filipino 9% English

66.4% Bicol 31.8% Filipino 1.6% English

41.2% Filipino 36.8% Bicol 21.7% English

Majority of the students from the schools used Bicol at home, outside their home and while talking with friends. 41.2% chose Filipino as the language they normally use in the classroom.


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Table 4 Language students and their teachers use during science class and while studying science Students Teachers Other languages used when

studying science on their own

84% English 7.9 % Filipino 7.5% Bicol

39.3% English and Filipino 32.1% English 24.8 % Bicol, Filipino and

English

58.2% Filipino 31.8% None 7.5% Bicol

On the other hand, 84% of all the respondents chose English as the language they use while studying science in the classroom. Regarding the language their teacher use when teaching science, 39.3% responded that their teacher uses both English and Filipino, while 32.1% confirmed that their teacher uses only English. When studying science on their own, 58.2% of the respondents said they use the Filipino language while 31.8% answered they only use English. Table 5 Language students prefer to use in science activities and in studying science

While Studying Science

During Class Recitations

While Reading Science

While following teacher’s instructions

62.3 % English 23 % Filipino 14.2 % Bicol

64.8% Filipino 21 % Bicol 13.8 % English

40.6 % Filipino 34.3 % English 25 % Bicol

40.9% Filipino 35.8% English 23.3 % Bicol

While the teacher is discussing science lessons

During science exams

While thinking during science classes

While doing homework

50% Filipino 30.5 English 19.5 Bicol

56.6 % Filipino 29.2 % Bicol 14.2 % English

40.9% English 39.3% Filipino 19.8 % Bicol

54.1 % Filipino 26.7% Bicol 19.2 % English

62.3% percent of the respondents chose English as the language they are comfortable with studying science, however, 64.8% said they are more relaxed during class recitations if they use the Filipino language.


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40.9% of the respondents prefer their teacher to use the Filipino language in giving directions during science class activities. 40.9% replied they are able to think well during science class when they use the English language while 39.3% selected Filipino. 40.6% of the respondents answered that the Filipino language is easier during reading and understanding science, while 34% chose English. 50% of the student respondents selected Filipino as the language they can understand better if utilized by their teacher in science class, while at least 30% chose English.

49.1 % stated that they can understand the science lessons in English, while 46.2 % answered “slightly”, and 4.7% of the respondents said “No”. Subsequently, respondents were asked which language they find difficult in science exams, 74 % affirmed that English is difficult to use in science examination, 56.6% chose Filipino as the language they find easier in answering exams. Lastly, 54.1% indicated Filipino as the language easiest to use when doing their homework while 26.7% chose the Bicol language, only 19.2 % respondents chose English. Conclusion The results show that most of the students feel comfortable and can comprehend better if both Filipino and Bicol language are used in various science class activities. The research also revealed that most students prefer both the Bicol and Filipino languages as medium of instruction in learning science concepts. It can be a positive instructional medium for motivation and interactive learning since students are familiar with the language. Students will be able to relate science concepts well with real life situations and build self confidence, especially in expressing their ideas in the language they know best. Furthermore, the study strengthened the premise that learning takes place in the language that students are familiar with. The results of the study indicated that both the Filipino and Bicol language are suitable mediums of instruction in science education for Bicol-speaking students. Furthermore, this study provided significant information regarding the use of local language as medium of instruction and broadens the standpoint of contemporary theories in education (such as the behaviorist, constructivist or cognitivist approach) and sets aside old traditional methods and practices in classroom instruction. Implication of the Study The goal of science education is to develop and nurture students’ functional understanding of natural systems and their ability to utilize the methods of scientific inquiry and principles linked with real life situations which should prepare them to make responsible decisions on various social issues which are science-related. Learning comes in many forms, not only inside the classroom but also from the immediate environment and everyday life experiences of which one of the imperative aspects in any learning environment is the instructional medium,


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which is the carrier of message. Hence, concerning the points mentioned, this study provides relevant information regarding the use of local language as medium of instruction. The study supports the premise that learning takes place in the language that students are familiar with. The results of the study determined that both the Filipino and Bicol language are suitable mediums of instruction in science education for Bicol-speaking students. Finally, this study opens possible areas of concern in relation to the development of medium of instruction that facilitates science learning and teaching. Recommendations for future Studies Based on the results of this study, the following is recommended:

1. Conduct more in-depth research on the use of the local language as medium of instruction in science education especially in other regions of the country.

2. Develop instructional modules using the language students are familiar with. 3. Encourage the use of students’ mother language in both formal and non-formal

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Philippine Journal of Linguistics. Volume 34, Number 1

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