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Effect of language in learning college organic chemistry


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Effect of language in learning college organic chemistry

  1. 1. EFFECTS OF LANGUAGE INLEARNING COLLEGE ORGANIC CHEMISTRY Dr. Marilou M. Saong University of Baguio Dr. Amelia E. PunzalanUniversity of the Philippines National Institute for Science and Mathematics Education Development August 2012
  2. 2. EFFECTS OF LANGUAGE IN LEARNING COLLEGE ORGANIC CHEMISTRYThis presentation is based on the University of thePhilippines Open University Doctoral Dissertation ofthe first author entitled Effects of Language andOther Correlates in Learning College Chemistry andpresented during the 3rd International Conference:Filipino as Global Language held in DLSU, Manila,Philippines in August 2012. Please send communication to:
  3. 3. Introduction
  4. 4. Introduction
  5. 5. Introduction
  6. 6. Introduction
  7. 7. Introduction
  8. 8. Introduction
  9. 9. Introduction
  10. 10. Introduction Bernardo (2007) - holistic understanding of the socio-psycholinguistic reality of multilingualism in the Philippines make teaching and learning in Philippine schools, colleges, and universities empowering efficient use of language in communication on the part of the students
  11. 11. Introduction
  12. 12. Introduction
  13. 13. Introduction
  14. 14. Introduction
  15. 15. Objectives of the Study a basis in developing a language model in teaching and learning tertiary level organic chemistry particularly in Baguio City a foundation among policy makers to create a language and education policy explicitly in favor of Filipino college students in learning science
  16. 16. Huitt’s Model of theTeaching/Learning Process
  17. 17. A school-based model ofscience learning (Guo, 2007)
  18. 18. Effects of BilingualInstruction Cummins (1981) balanced bilinguals who learned their languages in additive learning environment had cognitive advantage over monolinguals or those who have learned mathematics in the first language
  19. 19. Effects of BilingualInstructionthose who begin school in their first language with careful bridging with the two second languages emerge as more competent in all areas of study than the children who do not (Quijano, 2010) MLE in the Philippines: History and Possibilities
  20. 20. Importance of Mother Tongue-Based Schooling forEducational Quality (Benson, 2004) facilitated bilingualism and biliteracy classroom participation, positive attitude and increased self-esteem valorization of the home language and culture increased parent participation increased participation of girls
  21. 21. Mother Tongue Based MultilingualEducation in the PhilippinesIloilo Experiments (1948-54 and 1961- 64)Rizal Experiment (1960-66)First Language Component-Bridging Program (1986-93) in Ifugao ProvinceLingua Franca Project (1999-2001)
  22. 22. Mother Tongue Based MultilingualEducation in the Philippines Culture-Responsive Curriculum for Indigenous People –Third Elementary Education Project (CCIP-TEEP) case study (2003-07) Lubuagan First Language Component (FLC) multilingual education (MLE) (1998 to present)
  23. 23. Mother Tongue Based MultilingualEducation in the Philippines Borbon (1992) - effectiveness of Filipino and English as media of instruction in developing science enquiry skills Gabriel (2002) - comprehensible input strategies and pedagogical moves using Filipino or English as medium of instruction, and relate them to mathematics achievement
  24. 24. Mother Tongue Based MultilingualEducation in the Philippines Pitpit (2004) - codeswitching (CS) as a communication strategy is more effective than the use of pure English in terms of the mastery of concepts and effective communication Inducfiro (1994) - use of CS communication strategy in Science, its effects on pupils’ achievement, attitude and class participation in a Grade IV exclusive girls’ school.
  25. 25. Mother Tongue Based MultilingualEducation in the Philippines
  26. 26. Mother Tongue Based MultilingualEducation in the Philippines Reyes (2004) - explain the performance of students in the English and Filipino versions of a mathematics test, consisted of 21 first year high school classes Ocampo (2002) - investigated literacy development and difficulties in the context of bilingualism involving 6 to 13 y/o children bilinguals in English and Filipino
  27. 27. Language Proficiency
  28. 28. Conceptual Framework
  29. 29. Methodology – ResearchLocale major university in Baguio City
  30. 30. Research Design quasi-experimental Control group – English instruction Experimental group – bilingual instruction
  31. 31. Sample Experimental Group Control Group Total = 27 Total = 29
  32. 32. Sample Experimental Group Control Group Total = 27 Total = 29
  33. 33. Sample Ethnic background Percentage Experimental Group Control GroupCordilleran 48.15 27.59Tagalog 18.52 17.24Ilocano-Tagalog 11.11 13.79Ilocano 7.41 24.14
  34. 34. Sample Ethnic background Percentage Experimental Group Control GroupKapampangan 7.41 3.45Cordilleran-Ilocano 3.70 0.00Cordilleran-Ilocano-Tagalog 3.70 0.00Bisaya 0.00 6.90Tagalog-Kapampangan 0.00 3.45Tagalog-Bicolano 0.00 3.45
  35. 35. Sample Language Spoken at Home Frequency (%) Experimental Group Control GroupTagalog and other languages 22 (81.48) 25 (86.21)like Ilocano, English, etc.Ilocano only plus other languages 4 (14.81) 2 (6.90)Kapampangan only 1 (3.70) 0 (0.00)Twali only plus other languages 0 (0.00) 1 (3.45)Kankana-ey only 0 (0.00) 1 (3.45)
  36. 36. Instruments  17 instruments  Reliability – Test-retest, Cronbach Alpha, KR20, Inter-rater reliability  Chemistry Diagnostic Test  based on the major topics in general and inorganic chemistry syllabus
  37. 37. Instruments Demographic Questionnaire determine students’ age, ethnic background, parents’ highest educational attainment and language/s spoken at home
  38. 38. Instruments Language of Learning and Instruction Interview Guide determine preferred language in teaching organic chemistry and the language in learning organic chemistry
  39. 39. Instruments Seven quizzes and three examinations determine the academic performance of the two groups consisted of all topics in organic chemistry
  40. 40. Instruments English and Filipino Proficiency Testsconsist of grammar, vocabulary and reading comprehensionEnglish proficiency test is adapted from Transparent Language®Filipino proficiency test is researcher made
  41. 41. Results and Analysis English Proficiency TestClass N Mean Descriptive SD t-value Significance Interpretation level (2- tailed)Experimental Group 27 77.97 High 13.22 -.149 .882*Control Group 29 78.49 High 12.93
  42. 42. Results and Analysis Filipino Proficiency Test Class N Mean Descriptive SD t-value Significance Interpretation level (2-tailed)Experimental 27 74.46 High 10.42Group .364 .718*Control Group 29 73.41 High 11.17
  43. 43. Results and Analysis Language PreferenceLanguage Teaching Learning Frequency (%) Experimental Control Group Experimental Control Group Group GroupEnglish 3 (11.11) 11 (37.93) 5 (18.52) 16 (55.17)Bilingual 21 16 20 12 (77.78) (55.17) (74.07) (41.38)Filipino 3 (11.11) 2 (6.90) 2 ( 7.40) 1 (3.45)Total 27 (100) 29 (100) 27 (100) 29 (100)
  44. 44. Results and Analysis Scientific IdeaEssay Experimental Control Group t-value SignificanceQuestion Group Mean Mean Score level (2-tailed) Score1 87.04 80.00 2.86 .006*2 88.15 83.22 1.13 .264Over-all 87.70 82.62 1.78 .081Mean
  45. 45. Results and Analysis Academic AchievementClass N CDT Sig. AP Mean Sig. AA Sig. Mean (2-tailed) (2- Mean (2-tailed) tailed) (CDT – AP)Experimental 27 43.80 65.51 .500 -21.71Group .033* .004*Control Group 29 53.88 62.98 -9.10
  46. 46. Correlation Analysis(Experimental Group)Correlation Pearson Descriptive Significance Interpretation (2-tailed) (Relationship)English Proficiency .461 Moderate .015*Filipino Proficiency .621 Strong .001*Attitude Towards Science .229 Weak .252Chemistry Diagnostic Test .539 Moderate .004*Language Preference forTeaching Bilingual .250 Weak .209 English -.050 Very Weak .803Language of Learning Bilingual .330 Weak .093 English -.140 Very Weak .485
  47. 47. Correlation Analysis(Control Group)Correlation Pearson Descriptive Interpretation Significance (2-tailed) (Relationship)English Proficiency .578 Moderate .001*Filipino Proficiency .293 Weak .123Attitude Towards .475 Moderate .009*ScienceChemistry Diagnostic .523 Moderate .004*TestLanguage Preference forTeaching -.169 Very Weak .380 Bilingual .273 Weak .153 EnglishLanguage of Learning Bilingual .010 Very Weak .960 English .016 Very Weak .934
  48. 48. Path Analysis (ExperimentalGroup) 0.349* 0.485* 0.683** eAP= 0.40 0.411* -0.452* 0.029* 0.567** 0.512** 0.390* 0.432*
  49. 49. Path Analysis The positive correlation between English and Filipino proficiency is consistent with the “developmental interdependence hypothesis” by Cummins (1981). bilingual students’ first and second languages acted on each other.
  50. 50. Path Analysis Ocampo (2002) – although literacy development in English and Filipino seems to progress at different rates, underlying skills in literacy show a high degree of cross-language interdependence.
  51. 51. Path Analysis (ControlGroup) 0.432* 0.362* eAP= 0.502 0.308* 0.435* 0.372* 0.534** 0.449*
  52. 52. Conclusions There was a significant difference between the mean scores of the control and experimental group in the Chemistry Diagnostic Test.
  53. 53. Conclusions There were no significant differences between the performances of the control and experimental groups in the English Proficiency Test, Filipino Proficiency Test, Scientific Attitude Survey and Scientific idea test.
  54. 54. Conclusions There was a significant difference in the academic achievement in organic chemistry between the control and experimental groups based on the language of instruction used in class.
  55. 55. Conclusions There were significant predictors of academic performance in organic chemistry and there were significant correlations between academic performance and the different variables investigated.
  56. 56. Recommendations 1a) Commission on Higher Education (CHED) - develop a dual language program in Baguio City employing English and Filipino languages
  57. 57. Recommendations To achieve higher academic performance, the bilingual program must acknowledge the contribution of the context variables
  58. 58. Recommendations college chemistry teachers and teacher trainees in Baguio City must be trained in order to develop adequate competencies and skills in bilingual education in terms of required language, content and methods
  59. 59. Recommendations policy makers and school administrators need to carry out the implementation of the bilingual program and to allocate appropriate resources for teacher training and development of instructional materials
  60. 60. Recommendations curriculum developers need to formulate more teaching materials for tertiary level chemistry written in the Filipino language
  61. 61. Recommendations undertake other studies using larger samples in other Science Education institutions in Baguio City or in the Northern part of Luzon for more conclusive databases
  62. 62. Recommendations CHED, curriculum developers, policy makers, school administrators, chemistry teachers and the community should be involved in the decision-making regarding implementation of bilingual schooling as well as which languages will be used and how they will be developed.
  63. 63. .  THANK YOU!!!