The document discusses a study on the effect of using the mother tongue (Filipino language) as the medium of instruction for teaching fractions to 6th grade students in mathematics. The study found that students who learned mathematics concepts in their mother tongue showed a significant increase in test scores, demonstrating improved learning. A t-test analysis found a significant difference between students' pre-test and post-test scores, indicating that mother tongue-based instruction was effective in helping students learn fractions. The document recommends further research on developing curricula and instructional materials that utilize the mother tongue to enhance mathematics education.

1. MOTHER TONGUE AS MEDIUM OF INSTRUCTION:
IT’S EFFECT TO GRADE SIX LEARNERS’
PERFORMANCE IN TEACHING FRACTION IN
MATHEMATICS
BY:
MILLIE JOY O. HERBIETO
SERVILLANO G. REUYAN MEMORIAL ELEMENTARY SCHOOL

2. BACKGROUND/RATIONALE
 Filipino learners ranked second lowest in Mathematics and Science
and lowest in reading comprehension.
 Mother Tongue Based Language Education was implemented in the
basic education system of the Philippines.
 Incorporating Mother Tongue in teaching Mathematics revealed a
strong positive correlation between the achievement in Mathematics
and proficiency in Mother Tongue.
 Using Mother Tongue based instruction in teaching and learning has
a substantial increase in the performance of learners.

3. CONCEPTUAL FRAMEWORK
Mathematics Concept in
Fraction using MTB
Improve learning
performance in
Mathematics

4. RESEARCH QUESTIONS
1. What is the pretest and posttest
scores of the grade six learners in
Mathematics?
2. Is there a significant difference in
the pre-test and post-test scores of
learners in Mathematics?

5. METHODOLOGY
Research Design
The study used the experimental research design specifically the pre-test and post-test – one
group method. This method will determine the significant differences in the pre and post-test scores
of learners.
Participants and Other Sources of Data and Information
The study involved the thirty-eight (38) Grade six pupils under the researcher’s class in
Servillano G. Reuyan Memorial Elementary School, South I District, Division of Iligan City during the SY
2020-2021
Data Analysis Technique
Frequency count and percentage and mean were used in determining the pre and post-test
scores of learners.
T-Test was used in determining the significant difference in the pre and post-test scores of
learners in Math 6

6. FINDINGS
 Learners who learned Mathematics in Mother-tongue based
instruction show a significant increase in their scores in the
test. This implied that learning was greatly improved.
 There was a significant difference in the pretest and posttest
scores of the learners in the test. The level of significance
using the sample test is 0.001 which is lesser than the
accepted value of 0.05. These imply that the learners have
learned the lesson using the mother-tongued-based
instruction in learning Mathematics.

7. RECOMMENDATIONS
 Based on the findings, the following recommendations for
further study could emphasize on improving curriculum in
using Mother Tongue language as the medium of
instruction in teaching Mathematics.
 Updated and relevant instructional materials should be
developed to enhance the teaching-learning process in
Mathematics education.

8. REFERENCES
CNN Philippines (2019). Philippines ranks low in reading, science, math, global survey shows. Retrieved January
15, 2022 from https://cnnphilippines.com/news/2019/12/3/PH-ranks-low-in-reading,-math,-science,-survey-
shows.html
Ediger, M. (2010). Effective Schools Curriculum. New Delhi: Discovery Publishing House Pvt. Ltd.
Englis, T. & Boholano, H. (2021). Mother Tongue-Based Instruction in Teaching Elementary Mathematics. Solid
State Technology. Volume 64, Issue 2, 2021. Pages 4032-4039. Retrieved June 17, 2021 from
https://www.researchgate.net/profile/Helen-Boholano-
2/publication/350276236_Mother_Tongue_Based_Instruction_in_Teaching_Elementary_Mathematics/links/605
82094299bf173675c34f9/Mother-Tongue-Based-Instruction-in-Teaching-Elementary-Mathematics.pdf
Hassanzadeh, N., Shayegh, K., & Hoseini, F. (2011). Impact Of Education And Awareness In Mother Tongue
Grammar On Learning Foreign Language Writing Skills. Journal of Academic And Applied Studies Vol 3 No. 5, 39-
59.
Nishanthi, R. (2020) Understanding of the Importance of Mother Tongue Learning. International Journal of
Trend in Scientific Research and Development. (ijtsrd), ISSN: 2456-6470, Volume-5 Issue-1, 2020, pp.77-80,
Retrieved January 15, 2022 from www.ijtsrd.com/papers/ijtsrd35846.pdf

9. REFERENCES
Nolasco, R. M. (2010) Mother Tongue based Multilingual Education, Philippine Daily Inquirer,
Retrieved February 2, 2022, from
http://www.Inquirer.net/inquireropinion/columns/view/20100910- 291594/Why- children learn-
better while-using-mother-tongue
Obod, M. et al. 2020. Effectiveness on the Use of Mother Tongue in Teaching the Concepts of
Fraction Among Second Grade of Elementary School Pupils. Journal for the Education of Gifted
Young Scientists. Volume 8. Issue 1. Pages 291-304, 2020. Retrived January 15, 2022 from
http://jegys.org
Perez, A. & Alieto, E. (2018). Change of “Tongue” from English to a Local Language: A Correlation
of Mother Tongue Proficiency and Mathematics Achievement. The Asian ESP Journal. Volume
14, Issue 7.2, 2018. Retrieved January 15, 2022 from https://eric.ed.gov/?id=ED597105
Wisbey, M. (2016). Mother Tongued-Based Multilingual Education. Retrieved February 2, 2022
from http://www.lc.mahidol.ac.th/mleconf/2016/program.htm

10. Thank you…