Professional Documents
Culture Documents
THE PROBLEM
Introduction
There are lots of strategies and techniques were being used to attain high quality
of education in our country. Despite of those strategies, unfortunately, the country still
come up to have low quality education such as high percentage of illiterate youth,
numbers of drop outs and low academic performance. By this, the government find
ways to solve this problem in which they decided to include the mother tongue and uses
Mother Tongue Based as strategy. Mother tongue means ones native language or the
language learned by children and passed from one generation to the next. Multilingual
mother tongue as a bridge in learning Filipino and English. Using the language they
understand, the children develop a strong foundation in their mother language . Thus, this
ideological challenges which has in recent years been gaining ground in many
educational contexts around the world. The 2013 Functional Literacy, Education and
years. According to the survey, one in every ten or about 4 million and youth was out-of-
14 years who are not attending school while out-of-school youth as persons aged 15 to 24
years who are not attending school, have not finished any college or post-secondary
course, and are not working. Out-of-school children and youth in ARMM comprised 14.4
percent, which is the highest across regions. Six regions have proportion of out-of-school
children and youth higher than the national figure at 10.6 percent, namely,
Top reasons for not attending school, according to the 2013 FLEMMS results also
showed that of the nearly 4 million out-of-school children and youth, 22.9 percent have
entered into union or marriage. Another 19.2 percent cited insufficient family income to
send child to school as the reason for not attending school (this refers to all educational
expenses other than tuition fee), while 19.1 percent lack the interest in attending school.
Among females, 4 out of every 10 have already entered marriage while 3 in every 10
males have no interest in attending school. The proportion of out-of-school children and
youth whose family income was not sufficient to send child to school was 22.7 percent
and 17.0 percent, among males and females, respectively. These 19.1 percent who are not
interested in attending school because of the factors and one of these factors is about the
This study will measure how effective MTB (Mother Tongue Based) - MLE
Conceptual Framework
This study is anchored on the DepEd Order No. 28 series of 2013 which states
that the seven additional languages will be used in the specified regions and divisions
starting SY 2013-2014 are Ybanag for Region II (Tuguegarao City, Cagayan, and
Isabela); Ivatan also for Region II (Batanes Group of Islands); Sambal for Region III
(Zambales); Akianon for Region IV (Aklan and Capiz); Kinaray-a for Region VI (Capiz
and Aklan); Yakan for Autonomous Region in Muslim Mindanao (Basilan province);
and Surigaonon for Caraga (Surigao City and provinces). The DepEd implemented the
"The MTB-MLE aims improve the pupil's language and cognitive development
as well as his or her socio-cultural awareness," Luistro says. This strategy is a great
help to the Out-of-School Youth specifically the ALS students through integration of
MTB-MLE in their classes. According to 42 USCS 12511 (Title 42, The Public Health
and Welfare; Chapter 129, National and Community Service; National and Community
Service Grant Program; General Provisions), the term "out-of-school youth" means an
individual who has not attained the age of 27, has not completed college or the equivalent
Learning System which benefits those who cannot afford formal schooling and follows
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whatever is their available schedule. The program provides a viable alternative to the
existing formal education instruction, encompassing both the non-formal and informal
Instead of using the Tagalog and English language, the ALS teachers will use
the mother tongue and to be oriented by the researchers. Before that the researchers will
To check if the strategy is effective, the researchers will keep track on the ALS
students placement scores/examination scores after taking the ALS class. After having
the placement scores, and if the researchers see to it that the strategy being used was
effective, the researchers will proceed in making modules. This will refers to the module
that will be made by the researchers and will be validated by someone who is expert in
Medium of Instruction
DEPED Order No. 28 series of 2013
MTB-MLE
Teacher of Out of
School Youth
Demographic Profile
Gender
Age Frequency of using
Educational Attainment MTB-MLE
Years of expertise
Placement
Scores
Module
Figure 1
The purpose of this study is to determine the effectiveness of the Mother Tongue
the frequency of applying the medium of instruction on the placement scores of the out of
school youth in the selected public schools in Cebu City School Year 2016-2017.
1.1 Gender;
1.2 Age;
placement scores?
Null Hypothesis
placement scores.
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As future teachers and rational being, constantly search for answer to satisfy the
eagerness of knowledge. Faced with the challenge of teacher practice in diverse cultural
setting especially in handling out of school youth, teacher learn to appreciate the
Out of school youth will benefit from the study because it will motivate them and
understand that in proper school is not far from the informal classes like Alternative
Learning System (ALS) and out of school youth classes conducted by the Non-
ALS Teachers will benefit from the study for it would be easy for them to choose
the type of medium of instruction to use. It will lessen the burden of teachers in having
The Department of Education can use the result of this study and give possible
actions to help teachers provide better understanding to the students to excel in school.
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University of the Visayas will benefit from the study because the school has its
community linkages in different barangays, by these they can redesign their medium of
instruction as curriculum.
Researchers will benefit from the study not only because they are aspirant
teacher but because it help them understand that a teacher must be flexible,
Future Researchers will also benefit from the study in terms of giving
information in such related to their chosen topic. It will help them understand and analyze
Definition of Terms
For better and clearer understanding of the study, some of the terms are
operationally defined;
which benefits those who cannot afford formal schooling and follows whatever is their
available schedule. Non formal education program in the Philippines for dropouts in
more than one language as medium of instruction and which will be use by the ALS
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teacher in teaching the out of school youth. Mother tongue is a language learned since
birth.
Out of School Youth are an individual who have not completed college or the equivalent
education.
ALS Teachers are the ones who teaches the out of school youth and are the main
Chapter 2
Presented in this chapter is the synthesis of research that supports the evaluation of
teaching the out of school youth. Included in the chapter is related literature, related
Related Literature
The related literature presented is some of the studies that helps the other
researchers to enhance their work about the development of Mother Tongue Based
(MTB) Education and Multilingual Education (MLE). These studies will help to
alternatives.
According to Alvarez (2014) in his journal: This article reports the results of an
through the selective use of their mother tongues with the aim of overcoming their
reluctant attitudes toward learning English in the classroom. This study involves forty
ninth-graders from an all-girls public school in Medellin, Colombia. The data gathered
included field notes, questionnaires, and participants focus group interviews. The
findings show that the mother tongue plays an important role in students English
aspects. Thus, the mother tongue serves as the foothold for further advances in learning
The research study of Alvarez (2014) is only focusing on English Subject, how
about the Math areas and the other areas or subjects. Their respondent is only girls that
being enrolled in the proper school, how about the boys and as well as those respondents
that are out of school youth. Does the researchers exclusively used the mother-tongue
In the paper of Li and Majhanovich (2010) it stated: This paper reports a study of
Kong. Special attention has been placed on students academic achievement before and
after the policy implementation in 1998 in order to find out if students learn better
through their mother tongue without sacrificing their knowledge of the English language.
A content analysis has been conducted on the relevant policy documents, and students
English learning has been adversely affected by the policy. We end with suggestions in
education policy.
The research study of Li and Majhanovich (2010) is at range but it always focus
on the English area how about the other areas like math. The other problem is that it only
conducted in the proper school, how about to those who are not attending in school, do
the researchers anticipating the design of their medium of instruction (MOI). Does the
Walter, Dekker (2011) in his journal:in the modern era, the prevailing model of
public education has been that of one size fits all, with private schooling being a small
but notable exception. Language (of instruction) was generally viewed as a minor
sharpened their focus on the reasons for educational failure, language has begun to
reports the intermediate result of a controlled study in a very rural area of a developing
outcomes. In the experimental schools, children are taught to read first in the local
language (via the local language) and are taught other key subjects via the local language
continue the standard national practice of teaching all subjects in either English or
Filipino, neither of which is spoken by children when they begin school. Year-end
standardized testing was done in all subjects throughout grades one to three as a means of
Mata (2014) stated in her journal: This study aims to elaborate a framework for
both the foundation and application of professional standards for mother-tongue teachers.
The main issue with which this study is concerned constitutes the lack of a set of clear
standards for the initial training of mother-tongue teachers. In terms of theory, that which
has currently been analyzed in this study relates particularly to the most relevant
approaches and the current research in the field of professional standards for language
teachers at a general level, and to the reference documents for mother tongue teacher
approach for the training of pre-service mother-tongue teachers with the goal of
developing pedagogical standards has been elaborated in this study. The objective of the
the field of language education in higher education. The results of the questionnaire
Related Studies
These are some of the many related studies that the researchers connect its works,
these related studies could be one of the basis of the null hypothesis on the topic chosen.
Alvarez (2014) method and planning actions first is to enhance students English learning
wrapped up the selective use of L1 or first language, Alvarez (2014) planned to initiate
the following actions: (a) inform students about the study as well as the implementations
that is aiming to be performed in the English classes, (b) adjust the teachers speech in the
English classes, (c) students should be permitted to resort to their L1 but guided by
established boundaries, (d) bolster collaborative work among the students during the
classes, and (e) adjust the class methodology towards a more communicative approach.
Additionally, to gather qualitative and quantitative data for this study, Alvarez
(2014) planned to use the following instruments: (a) field notes from all of the classes
observed and taught during the school year to note the circumstances within the
classroom; (b) two questionnaires in Spanish, the first adapted from Eschewers (1999)
and Tang (2002) and including closed-ended questions to scrutinize the students
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perceptions toward English and L1 use, and the second, also including closed-ended
questions and a section for reflections, to analyze the brunt of the implementations
collect insights about the class, the students, and their use of language (L1 and L2); and
(d) audio-recording of three semi-structured focus group interviews with five students
each to gain insights on their perspectives toward L1 use and the implementations
performed in class.
In the following section, Alvarez (2014) provide more details of each teaching
action and its development. To analyze the data collected, Alvarez (2014) choose the
framework for qualitative data analysis proposed by Burns (1999) involving assembling,
coding and comparing the data, building interpretations, and reporting the outcomes.
First, to analyze the field notes, Alvarez (2014) systematically looked the different
journal entries written after each class. Afterward, following Emerson, Fretz, and Shaw
(1995), Alvarez (2014) coded the data by using open and focused coding to look for
emerging patterns. Alvarez (2014) then sets some preliminary criteria for arranging the
data. Once it finished, Alvarez (2014) reread the field notes to code the arranged data into
the identified broader categories. Second, to analyze the questionnaires, Alvarez (2014)
gathered the responses into a chart arranged. Afterward tabulated the number of
Then, following the recommendations of Bell (1993), Alvarez (2014) coded and
recorded the responses as soon as they were tabulated and arranged. Once itfinished,
Alvarez (2014) created a visual display by putting the data into graphic charts.Third, to
analyze the CT and focus group interviews, first is to transcribe the entire interviews for
15
subsequent analysis. Afterward, Alvarez (2014) coded the interviews transcripts through
open and focused coding to know emerging ideas, patterns, and issues. Finally, arranged
the codes into preliminary and broader categories. At the end, the entire process was
validated by triangulation of the different data sources with the aim of enhancing the
opinions regarding the findings, which were acknowledged as logical and reasonable.
research question and objectives. The findings of this study, the purpose of which was to
enhance the students English learning processes through the selective use of L1, were
encompassed in terms of (a) the students use of L1 and (b) the teachers use of L1, all of
these comprising the role that L1 plays in enhancing students English learning processes.
The data revealed how the students use of L1 enhanced their English learning processes
in specific aspects such as acquiring and defining vocabulary, which led to English
learning and increasing confidence. Data from this study revealed that L1 played an
important role in the EFL classroom by helping students to understand and acquire
vocabulary in English, as illustrated in the following excerpt from a focus group in which
one student expressed how her L1 use helped her in learning English vocabulary. The use
of Spanish has helped me a lot at the moment of learning more vocabulary in English,
because when I am taught new words and I dont have a clear meaning in Spanish, I
forget them, but when I can and am able to connect them with their meaning, it is easier
The excerpt above shows how the L1 use assisted students in learning vocabulary
by providing an effective tool for cross-linguistic analysis to confront both English and
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tongue (Butzkamm, 2003, p. 30). This tool allowed students to analyze and compare
words in English to make connections with their counterparts in L1, thus facilitating
important for students learning; they acknowledged its usefulness as a way to elicit
meaning from the English vocabulary, as illustrated in the following excerpt from a focus
group: For me, Spanish is really important for learning English because its as I say, for
understand it.
especially at lower levels, always using their knowledge of the world and their L1 to
2002, p. 4). The data showed that L1 use also played a supportive and facilitative role
within the EFL classroom by leading the students through the process of learning the
structures and to make sense of the information that had been provided in the L2, as
illustrated in the following excerpt from a focus group:The use of Spanish does help me
at the moment of learning more English because it seems easier to learn and retain the
information when I make some kind of comparison between these two languages, for
helps me to identify the parts of the sentence such as the verb, subject, complement, etc.,
and, with this as a base, to be able to easily learn and identify the parts or structures of
Thus, L1 appeared to be a tool for learning the foreign language, which helped
comparisons and creating signposts to associate similar structures in both languages. This
(2003), who stated that L1 is the greatest asset people bring to the task of foreign
language learning . . . the tool which gives us the fastest, surest, most precise, and most
complete means of accessing a foreign language (p. 31). This role of L1 was also
intuitively acknowledged by the students, who understood that their mother tongue was
their foothold to advancing in L2, which facilitated their understanding and served as a
guide in learning L2, as illustrated in Figure 1, which shows an excerpt from a students
reflection regarding whether the L1 use had helped her enhance her learning process.
The data revealed that the L1 use played an important role in increasing students
confidence in utilizing the L2 within the EFL classroom. In fact, students were allowed to
difficulties that could have appeared when they were expressing their ideas in L2. For
instance, during an activity in which students had to describe some words to their
specific number of words in L1, as illustrated in the following excerpt from my journal in
which I asked one student to describe a specific word as part of a game in class:I gave the
word corn and she was confused; she knew neither the meaning of the word nor how to
explain it in English. She asked me if I could allow her to use Spanish to explain the
word. I told the class that I was going to allow them to use Spanish but just for three
words.
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using L2 during class activities and increased their satisfaction after performing those
activities, as is illustrated in the following excerpt from a focus group: The use of
something in English and because we could talk in Spanish, we could do it a little better,
and by doing so, we felt better. Consequently, using L1 during class activities increased
students motivation toward and interest in the subject, which was reflected in their
in the following excerpt from a focus group: The use of Spanish helped me in many
ways. For example, I paid more attention in class, I was more encouraged to participate in
revealed that the teachers selective use of L1 served to enhance the students English
clarifying doubts when giving explanations, and providing affective support in the
English classroom .
The data showed that the teachers selective use of L1 helped students to
and learning the L2 vocabulary, as illustrated in the following excerpt from my journal in
which a student constructed her own statements to describe some words to her classmates
as part of a class activity: Another student came, and this time the word was submarine.
She asked me how she could say bajo el agua, I quickly replied underwater, and then
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Walter and Dekker (2011)indicated in his related studies. The major schools in the
Lubuagan area agreed to be divided into two groups onein which the local language is
used as a language of instruction (the experimental group) and one in which the
prevailing national model of providing instruction in English and Filipino is used (the
control group). The largest school participates in both models with one section of each
grade in the experimental group and one section of each grade in the control group.
Assignment to one of the two sections is random with the exception of occasional
specific requests from parents. The result of this arrangement is three schools or
classes in the control group and three in the experimental group. For assessment
purposes, tests were developed in the following content areas: reading, Math, Filipino,
The language of the test followed the scheme used in instruction. The tests were
constructed by the research team (the authors plus two highly experienced local teachers)
using the national curriculum statement of learning outcomes for each grade. The team
first extracted lists of learning outcomes in each content area and then constructed test
items designed to measure mastery of each learning outcome. The tests were first
prepared in English (reading, Math and English) or Filipino (Filipino and social studies).
Each test item on each test was individually reviewed by the entire team together to
Then, as needed, the tests were rendered in Lilubuagen and again checked for
clarity and aptness as expressed in Lilubuagen. Most test items used a multiple choice
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format to reduce ambiguity in scoring. The set of tests included multiple examples of how
to use the multiple choice format in test-taking. This format was additionally explained
by the test administrators several times as they administered the tests to ensure that
Instructions on how to take the test were given to all children in both groups in
Lilubuagen so that all children heard the same explanations and had the same training in
test-taking. Two test administrators both native speakers of Lilubuagen and speakers of
both English and Filipino as second languages administered all the tests to ensure parity
of administration. All tests were presented in written form with each child having a
personal copy of each test. In grades one and two, each test item in each test was read to
the children by the test administrator (for both controls and experimental) to compensate
for limited or unpredictable levels of reading skill among this group. No further
explanation or hint was given about the test item. The test administrators did not read the
list of possible answers leaving this task to the test-taker. Grade three children were
responsible for the entire test with the test administrator simply proctoring the test.
After the tests were administered, they were scored locally, with the scoring spot
checked by one of the authors who speaks Lilubuagen. This spot-checking identified two
items on the math test for one grade which were inconsistently scored, so these two items
were discarded from all tests for that grade for both control and experimental groups
before analysis.
Findings stated that the score reported in the Mean column is the average raw
score for all students tested on all tests for that grade. The score in the Percentage
column is simply the mean score converted to a percentage based on the total number of
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test items in all tests combined. Several points stand out in Table 2. First, the (percentage)
scores across grades are quite uniform suggesting appropriate scaling of the test items in
percentage points higher than the Control group. And third, the level of statistical
Since the test instruments were designed as criterion-referenced tests, the data
suggest that children in the control schools are consistently mastering only a little over 50
per cent of the content while those in the experimental schools are consistently mastering
The related literature and the related studies are similar to the researchers topic
because it addresses the problem of the students in their development through vocabulary
and understanding to unfamiliar words. It is similar in way that they are aiming to help
students as well as themselves in the development of Education in the country. But, there
are also difference between the researchers work and the other related literature and
studies because the researchers work focusing on five schools and has functioning ALS
program. The study is unique and reliable because it is one of the biggest problem in
Education right now especially here in Philippines, the researchers are aiming to help
Schools who has Community Linkages and Extension, NGO who has great vision in
terms of Education, and especially Aspirant Teacher who has help through teaching in
mother-tongue education policy were collected from the Hong Kong Education Bureau
22
website. The policy objectives were identified and students results in the two public
examinations, the Hong Kong Certificate of Education Examination (HKCEE) and the
Hong Kong Advanced Level Examination (HKALE),were gathered from the Hong Kong
students HKCEE results. The HKALE is taken by students at the end of their 2-year
sixth-form (secondary 6 and 7)studies The HKALE results determine whether students
can get promoted to university. Due to the time constraints of the present research, only
11subjects were selected for analysis; these have been categorized by the researchers into
These 11 subjects were chosen by the researchers as they are the most common
core subjects provided by secondary schools for their senior secondary levels (secondary
4 to 7). By taking these subjects (the choice depends on whether the student is in the arts
or science stream), students are able to meet the minimum requirements of most
university programmes.
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Chapter 3
teaching out of school youth, essentially the study is all about assessing the teachers
medium of instructions and be able to create a module that will fit on the level of the out
of school youth.
Design
The researchers will use the descriptive-correlation method in order to gather data
and information from the out of school youth teachers, subsequently the researchers will
be asking for the placement scores of the students from the teachers to measure the
development of the students ability on how students can understand the topic. The
researchers will be involving 5 out of school youth teachers from various ALS program
venue.
Environment
Elementary School, Mabolo National High Scool, Abellana National School, Gothong
National High School. The mentioned schools above were chosen to be the focused of the
study for its never ending service to the mankind especially in producing quality
individuals who wish to pursue their studies to the higher level. Thus, it is expected that
teachers in the said schools are using varied methods in teaching that is the main reason
why the researchers subjected it to be the environment of the study since MTB-MLE can
Respondents
The respondents of the study will be the ALS teachers of the five mentioned
schools above. The five teachers will be catered in order to get the most reliable result of
the study. Teachers may have different ways of integrating MTB-MLE in their lecture.
Instrument
The researcher will use a self-made questionnaire. The instrument has two (2)
parts: part one (1) is the demographic profile and part two (2) will be the frequency of
The researcher will follow the following process in order to gather all the
necessary data needed in the study. The researcher will ask for a permission from the
DepEd Superintendent and to the principals to conduct the study in the said schools. After
the researcher gained the permission, the researcher will then directly gather data on the
respondents needed in the study. The researcher will explain to the respondents what the
study all about. The confidentiality issues will also be discussed and how will the
researcher keep all the gathered data like putting all the questionnaires in the private
cabinet of the researcher. Furthermore, the researcher will also explain the very core
importance of the study in order for the respondents to trust and give their full
participation in the study. After the respondents give their consent, the researcher will
Statistical Treatment
In order to come up with reliable results, the researchers made use of different
statistical tools such as finding the Mean, Standard Deviation, Slovins Formula, and
G B
Pg = x 100 Pg = x 100
N N
Where:
G stands for the number of out of school youth teachers who are female
B stands for the number of out of school youth teachers who are male
x
m=
n
Where:
2 1
s= ( ( xm )
( n1 ) )2
Where:
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x is the scores
N
n 2
1+ N e
Where:
N = total population
cov ( X , Y )
X ,Y =
XY
Where:
To find the significant difference of the hypothesis, the statistical software used is
Ethical Considerations
To ensure that the study was conducted as thoroughly and ethically as possible, the
following ethical guidelines were put into consideration for the entire research period.
According to Polit and Beck 2008, the potential benefits of the respondents are: (1)
comfort in being able to discuss their situation or problem with a friendly and objective
person; (2) increase knowledge about themselves or their conditions, either through
researchers; and (3) satisfaction that information they provide may help others with
Benefits
Students will benefit from the study for they can gain knowledge on how they can
use their gadgets for positive and quality education. The fear in mathematics will vanish
for they can apply it to daily life especially in E-games. Parents will be able to know their
childs academic performance and they will be able to guide their child properly. Teachers
will benefit from the study in such a way that it would be easy for them to connect the
class into the big picture of the real-world scenario as teachers use high-tech gadgets.
Also, it lessens their time in preparing instructional media and challenges the student
through E-games. The School will benefit from the study in the sense that the
Furthermore, the researchers will benefit from the study not only because the researchers
are aspiring to become math teachers in the nearer future but because it helps them to
understand that a teacher must be innovative and productive. Teachers must be eager to
Risks
There is identified minor risk that is foreseen in the conduct of the study especially
during the survey and examination of the respondents. The respondents may lose half and
hour of their time and may not be able to have their vacant time. When they feel some
discomfort at responding some questions, they are free to ask to skip the question. The
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researchers made sure that the respondents are not to be subjected to harm in any ways
whatsoever.
consent form indicating approval by the IRB (Institutional Review Board) was given
to respondents together with the discussion of the nature of the research study.
Participation in the research study is completely voluntary and agreement to the said
research was validated by the respondents signature in the consent form. There will
1. Respondents Status.
to find out the frequency of using MTB-MLE in teaching out of school youth
and an examination to measure their performance and that data collected will
2. Study Goals.
3. Type of data.
4. Procedures.
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examination. The results of the survey will then be tallied, and the multiple
provided.
5. Nature of the commitment.
The researchers asked the availability of the respondents for a one time
survey and examination. The researchers considered the most convenient time
the respondents can provide. The survey and the examination will last not
6. Sponsorship.
7. Participant selection.
researchers made some qualifications for the respondents such the respondents
must be an out of school teachers from Gothong National High School, Tejero
8. Potential risks.
There is identified minor risk that is foreseen in the conduct of the study
respondents may lose half an hour of their time and may not be able to spend
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their vacant time. The researchers tried their best to keep the in informants in
their most relaxed moments to avoid stress both physically and emotionally.
9. Potential benefits.
The results of the study will be made available to the respondents should
they wish to receive them. Their minds will also be exercised to function
from the study not only because the researchers are aspiring to become
teachers in the nearer future but because it helps them to understand that a
10. Alternatives.
respondents. Respondents will not receive any payment for their participation
The researchers will be informing the respondents that the data gathered
will be kept confidential. Their responses to the survey and examination will
will be used on all research notes and documents; and shredding notes, survey
results and any other identifying participant information. After analyzing the
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data gathered, the researchers will submit the answered questionnaires to the
given questionnaire, thus still, the respondents have the right to participate
with the said study or otherwise have their right to decline their cooperation.
The respondents are given the freedom to withdraw from the study at any
time they wishes, rest assured that they will be treated in the usual and
customary fashion.
The covered entity such as College of Education will conceal the individual
information about the respondents and the documents or will be just disclosing only if the
respondents will sign authorization can be incorporated into the consent form, or it can be
of the consent form must be including the following first (1) the following school will
33
receive the information: Gothong National High School, Abellana National High School,
Tejero National High School, Guadalupe Elementary School and Mabolo Elementary
School who will receive the information. Second (2) the type of information will be
disclosed is the confidentiality of the information. And lastly (3) the need for the
respondents authorization to access their identity that will be obtained for date that is
institutional records.
D. Confidentiality Procedures
The researchers will ensure the confidentiality of the answer of the respondents and
still it will be kept confidential. Their responses to the survey and examination will be
anonymous. Every effort will be made by the researchers to preserve their confidentiality
including assigning code names/ numbers for participants that will be used on all research
notes and documents and shredding notes, survey results and any other identifying
participant information. After analyzing the data gathered, the researchers will submit the
with the interaction of the respondents. There will be formal strategies done by the
researchers like communicating with respect and concern with the respondents.
F. Incentives or Compensation
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There will be no compensation between the researchers and the respondents. The
researchers will only give gratitude to the respondents for their active and voluntary
G. Conflict of Interest
There will be no conflict of interest to the study or unto the respondents and to
whatsoever in the related study. If the faculty or the adviser will make use of the study,
they will be required to sign an agreement and the students will become co-authors.
CHAPTER IV
This chapter presents the data collected from the respondents of the study. The
study shows the interpretation, analysis and interpretation of the data gathered from the
respondents. Analysis is a process of finding out the result while interpretation is giving
of explanations and implications that are derived from the result. The purpose of this
chapter is to answer all the sub problems raised in the study. Data are presented in
accordance with their appearance in the questionnaire. Specific care was exercised to
avoid mixing of information and the researcher validated all information entered on the
Demographic Profile has been defined as a consensus of data about the degree of
exposure of the respondents to playing electronic games. The objective of the study is to
mathematical skills among the second year education students of the University of the
Table 1
GENDER Frequency
MALE 1
FEMALE 4
Total 5
n=5
The tabular data presented shows that most ALS teachers are female or 80%
while on the other hand male ALS teacher is 20% with a total of 100%.
The table simply shows that most of the teachers in the ALS program are female.
Table 2
GENDER Frequency
20 - 29 0
30 - 39 2
40 - 49 2
50 59 1
Total 5
n=5
The tabular data presented shows that most ALS teachers are in the age of 30
39 and 40 49. For 30 39 there are 2 out of 5 or just simply 40% and for the 40 49
there 2 out 5 or just simply 40% while on the other hand 50 59 with a frequency of 1 or
The table simply shows that most of the teachers in the ALS program are in the
Table 3
The tabular data presented shows that most ALS teachers graduated as
baccalaureate with the frequency of 4 out of 5 or just simply 80%. On the other hand,
there is 1 for masters degree or simply 20% and 0 for doctors degree or 0%.
The table simply shows that most of the teachers in the ALS program are
Table 4
The tabular data presented shows that most ALS teachers in terms of year of
expertise are at the range of 11-20 years with the frequency of 3 or just simply 60%.
While others are 1-10 year, 30 and beyond with the frequency of 1 or 20%.
37
The table simply shows that most of the teachers in the ALS program are in the
Table 5
the Question
1 10 2.700 0.483 Always
2 10 2.900 0.316 Always
3 10 2.600 0.516 Always
4 10 2.700 0.483 Always
5 10 2.500 0.527 Always
Total 50 2.680 0.4712 Always
n = 5; 1.000 1.66 as Never, 1.67 2.33 as Sometimes and 2.34 3.00 as Always.
The tabular data presented shows that all ALS teachers in terms of frequency of
until teacher 5 with the mean of 2.680 and the standard deviation of 0.4712 it shows that
the teachers are always using MTB-MLE as medium of instruction in teaching out of
school youth.
The table simply shows that all of the teacher in the ALS program are applying or
Table 6
High School
Tejero National 18 336 6,048 6.900 1.717
High School
Abellana National 17 289 4,913 5.780 2.188
High School
Guadalupe 22 505 11,110 10.180 3.640
Elementary School
Mabolo 15 307 4,605 6.140 1.818
Elementary School
The tabular data presented shows the placement test scores of out of school youth
from the participating school. Gothong National high school with 13 number of
studentsor out of school youth got the scores of 291 in all with weighted mean of 5.740
and standard deviation of 2.136. Tejero National High School with 17 number of students
or out of school youth got the scores of 336 in all with the weighted mean of 6.900 and
standard deviation of 1.717. Abellana National School with 17 numbers of student or out
of school youth got the scores of 289 in all with weighted mean of 5.780 and standard
school youth got the scores of 505 in all with weighted mean of 10.180 and standard
school youth got the scores of 307 in all with weighted mean of 6.140 and standard
deviation of 1.818.
The table simply shows that all of the teacher in the ALS program are applying or
Table 2
Learning
Mathematical Skills
Logical Spatial Strategic
Mean
Dienes Dynamic Principle 25.5
Perceptual Variability Principle 31.25 16
Theory of Constructivity Principle 19 8
Mathematical Variability Principle 19.5 30 37
Mathematical
Learnings
N = 50
skills with a 25.5 mean. PVP (Perceptual Variability Principle) enhanced the spatial
skills with a 31.25 mean and also strategic thinking with a 16 mean. CP (Constructivity
Principle) enhanced the logical skills with a 19 mean and also strategic thinking with a 8
mean. MVP (Mathematical Variability Principle) enhanced the logical skills with a
19.5 mean, spatial skills with a 31.25 mean and strategic thinking with a 37 mean. The
table above shows that Mathematical Variability Principle of Dienes Theory is the most
dominant in terms of mathematical skills. Thus, respondents are more likely to have a
correct answer if the question is about mathematical variability under the strategic and
spatial skills it got 37 and 30 calculated mean respectively. Second to the highest is the
Perceptual Variability Principle it has 31.5 calculated mean. On the other hand, the least
is Constructivity Principle under the strategic skills, respondents had a difficult time to
40
answer the certain question because it really requires deep critical comprehension that is
Table 3
Tetris 26 1st
From the table shown above that most preferred Electronic games of the
Electronic gamers is Tetris. Tie at second and third are Clash of Clans and Minecraft.
Rank fourth is 10! 10! Grams while rank fifth is Dota 2. Tie at rank sixth, seventh, eighth,
and ninth are Jurassic, Wow-wow Big City, Puzzle, and Candy Crash. Tie in the tenth,
eleventh, twelfth, and thirteenth rank are Adventure town, Color Switch, Star Acres and
Plant vs. Zombies. Thus, respondents or student are more likely to play Electronic Games
like Tetris. Most of the 2nd year College of Education students prefer to play Tetris
because it is the most accessible game where it can be found in cellphone, laptop and the
like.
Tetris ranked highest due to its accessibility. This game can be played using
Table 4 put the specific tally including the frequency c/o DIAZ
Significant difference between the Electronic Gamers and Non-gamers of Dienes test
T-Value =3.85
P-Value = 0.000
Level of significance a 0.05
42
From the table shown above, Electronic gamers with 50 sample size got the mean
performance score of 10.600 with standard deviation of 3.010 while the non-gamers got
mean performance score of 8.640 with standard deviation of 2.028. Based on the result,
there is significant difference between the Electronic Gamers group since the statistics
value or P-value 0.000 is lesser than the level of significance at a 0.05. It means that
the Electronic Gamers are smarter than those non-gamers in terms of Mathematics. Thus,
Electronic gamers are more likely developed their Mathematical Skills such as logical
Based on the table, there is significant difference between the electronic gamers
and non-gamers. Electronic gamers have greater mathematical skills than those students
Limitations
The researchers have to adjust to the vacant schedule of the respondents, thus this
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42.
Ethical Consideration
To ensure that the study was conducted as thoroughly and ethically as possible, the
following ethical guidelines were put into consideration for the research period:
3. The respondents should be able to read, understand and fill-up the informed consent
4. The respondents are given the freedom to withdraw from the study at any time they
wishes, rest assured that they will be treated in the usual and customary fashion;
5. All data collected from the respondents will be coded in order to protect their identity.
Following the study there will be no way to connect their name with their data.
6. The results of the study will be made available to them should they wish to receive
them; and
7. The research data remained confidential to protect the identity and privacy of the
respondents given that they are not obliged to provide their real names in the
research.