BILINGUAL EDUCATION: ITS RELATIONSHIP TO THE MATHEMATICAL

PERFORMANCEOF THE GRADE 9 STUDENTS OF BUUG NATIONAL HIGH SCHOOL

In Partial Fulfillment of the

Requirements for the
ED101 Methods Of Educational Research
Major in Mathematics

1. MARYJOYCE PALMA
2. HONEY GRACE S. CABALLES
3. FELY MAGKILAT
4. ELGEN RUEDAS
5. EUGENIO E. BALASABAS
 DEDICATION

Every challenge work needs self-effort and guidance of

elders especially those who were close to our heart.
Our humble effort is dedicated to our sweet and loving
Parents
Whose love, encouragement and prayer
Enable us to get success and honor,
Above all,
to our Lord and Savior, Jesus Christ
for being with us through all this undertaking.

Chapter I

THE PROBLEM

Introduction

Section 6 of Article XIV of the Philippine Constitution; “The national language of the

Philippines is Filipino as a medium of official communication in the educational system. Subject

to provisions of law and as the Congress may deem appropriate, the Government shall take steps

to initiate and sustain the use of Filipino as a medium of official communication and as language

of instruction in the educational system.

Miguel Rojas Sanchez once said, “education is the evening gown to attend the celebration

of life." Today, this phrase is still and perhaps more than ever, true. In a world driven by

globalization and technology, borders have been erased, communication has become

instantaneous and the business world has been forever changed. To help create a strong and

secure future in our ever-changing society, education of today’s students is imperative. However,

education needs to change with the world, and the world has changed; as more nations have

become increasingly interdependent, the exchange of ideas and the interchange between

economies have been

consequently created. Nevertheless, for these opportunities to occur the world needs people who

can communicate in various languages to reach across borders and adapt to the interconnected

community of today’s world.

In today’s world, “bilingual education is more the norm than the exception,” Lessow

Hurley (2000). Governments around the world are now developing bilingual and multilingual

educational policies, not only as a response to their nations’ inborn linguistic heterogeneity, but

also as a means of coping with a world whose borders are increasingly disappearing.

Bilingual Education in the Philippines is defined operationally as a separate use of

Filipino and English as the media of instruction in specific area. As embodied in the DECS Order

no. 25 (changed to Filipino in 1987) shall be used as medium of instruction in social

studies/social sciences, music, art, physical education, home economics practical arts and

character education, English, science, mathematics, and technology subjects. The same subject

allocation is provided in the 1987 Policy on Bilingual Education which is disseminated through

Department Order No. 52, s. 1987.

Basically, Mathematics is one of the most difficult subject for students, through the use of

their bilingual education giving instruction in English and translating it to Filipino language in

learning is now accessible in the hands of the students and teachers to provide better education in

preparing students into a more complex mathematical problems, symbols, equations and

numbers. The mathematical performance of the students depends on how they understand the

lesson.

That is why in this study, the researcher would like to determine the use of bilingual education in

teaching mathematics and its relation to the mathematical performance of students.

Perspective of the Researchers

 The researcher is the daughter of Mr and Mrs. Eugene C. Palma. She was born on

September 16,1998, and a resident of Barangay Balangasan, Pagadian City, Zamboanga del Sur.

She graduated cumlaude at Mindanao State University- Buug Campus, Buug, Zamboanga

Sibugay with a degree of Bachelor of Secondary Education major in Mathematics. She took and

passed the Board Licensure Examination for Professional Teachers (BLEPT) last December

2019, given by the Philippine Regulation Commission (PRC), and an Honor Graduate of the

Civil Service Examination last June 2019 granted by the Civil Service Commission (CSC).

She started her teaching career in a Private Institution as an Instructor at Saint Columban

College, Senior High School Department, since November 2019 and up to the present.

She has 1 3/4 - years of teaching experience at Saint Columban College, handling

Mathematics subjects in Senior High School Department. She is currently the STEM 12

Coordinator of their department.

Elgen P. Ruedas was born on June 8, 1981, recently residing at Lower Austin Heights

Kolambugan Lanao del Norte. Graduated high school at Holy Cross High School, Kolambugan

Lanao del Norte. Three years college student at MSU-IIT with the degree of BSEd Mathematics,

continued her study and graduated at Arellano University, Manila last March 2004. Started her

teaching career at Arellano University, Manila from May 2004-May 2014, she was hired and

worked for 3 years as office staff and 7 years as Full-time high school teacher. In the year 2014

she decided to go home to her province for good. Applied as public-school teacher at the

Division of Lanao del Norte on 2015 but failed to be appointed. She decided to apply again at

Misamis Occidental Division and hired last December 2015. It took only 7 months to work at

Misamis Occidental National High School and resigned after the Principal from the Division of

Lanao del Norte called up for the position as Teacher I at Diego H. Patigayon National High

School.
 She handled Mathematics subject in grade 7 and 8 at Diego H. Patigayon National High

School, Mukas Kolambugan Lanao del Norte. Received Certification of Commendation from

Girl Scout of the Philippines, Chief Girl Scout Medal Scheme, the highest most prestigious

award being given to Senior and Cadet Girl Scout as a Troop Leader. At present she was also the

Designate Property Custodian and Year level Chairman of her current school.

The researcher is the daughter of Mr and Mrs. Danilo S. Caballes. She was born on

August 26,1998, and a resident of Barangay Poblacion, Buug, Zamboanga Sibugay. She

graduated cumlaude at Mindanao State University- Buug Campus, Buug, Zamboanga Sibugay

with a degree of Bachelor of Secondary Education major in Mathematics. She took and passed

the Board Licensure Examination for Professional Teachers (BLEPT) last December 2019, given

by the Philippine Regulation Commission (PRC), and an Honor Graduate of the Civil Service

Examination last June 2019 granted by the Civil Service Commission (CSC).

She started her teaching career in a Private Institution as an Instructor at St. John College

of Buug Foundation, Inc., Senior High School Department since January 2021 and lasted May

2021. The researcher is recently connected at the Department of Education as Teacher I,

particularly at Buug National High School, Barangay Manlin, Buug, Zamboanga Sibugay last

September 2021.

The researcher is the son of Mr and Mrs. Carlos S. Balasabas. She was born on

May 10, 1995, and a resident of Barangay Poblacion, Buug, Zamboanga Sibugay. He graduated

at Mindanao State University- Buug Campus, Buug, Zamboanga Sibugay with a degree of

Bachelor of Secondary Education major in Mathematics. He took and passed the Board

Licensure Examination for Professional Teachers (BLEPT) last May 2017, given by the

Philippine Regulation Commission (PRC).

 The researcher is recently connected at the Department of Education as Teacher I,

particularly at Buug National High School, Manlin, Buug, Zamboanga Sibugay last June 2018.

The researcher is the daughter of Mr. Felix M. Tagala and Mrs. Gloria J. Tagala. She was

born on February 24, 1992, and a resident of P5-Bualan, Tubod, Lanao del Norte. She Graduated

at La Salle University, Ozamiz City under CHED scholar with a Bachelor of Secondary

Education major in Mathematics last March 2013.She took and passed the Board Licensure

Examination for Professional Teachers (BLEPT) LAST September 2013 given by the Philippine

Regulation Commission (PRC).

She started her teaching carrier under Casual at Diwat National High School last

June 13, 2013 to June 30, 2014. The researcher is recently connected to the Department of

Education, Junior High School, from July 1, 2014 to September 9, 2018 at Bonifacio National

High School and transferred to Lanao del Norte National Comprehensive High School Last

September 10, 2018 until present. She was 7 years of teaching experience at the Department of

Education. She is handling Mathematics subject of grades 8 and 9.

Theoretical Background

According to Vygotsky (1962), he believed that language develops from social

interactions, for communication purposes. Vygotsky viewed language as man’s greatest tool, a

means for communicating with the outside world. Language plays 2 critical role in cognitive

development: It is the main means by which adults transmit information to children and language

itself becomes a very powerful tool of intellectual adaptation.

Toukomaa and Skutnabb-Kangas (1977) “The ‘Threshold’ Theory” suggested that the

development of two or more languages in a balanced bilingual person moves upward through

three identifiable levels, crossing two distinct thresholds in between levels. According to this
theory, positive cognitive advantages are only to be achieved when the first and second

thresholds have been crossed.

Cummins (1980) “Common Underlying Proficiency’ Theory”, it stated that the two

languages used by an individual, though on the surface apparently separate, functions through

the same central cognitive system. "When a person owns two or more languages, there is

one integrated source of thought."

In other presentation of Cummins (2000) on: "Conceptual knowledge developed in one

language helps to make input in the other language comprehensible." If a child already

understands the concepts of "justice" or "honesty" in her own language, all she has to do is

acquire the label for these terms in English. He has a far more difficult task, however, if she has

to acquire both the label and the concept in her second language.

However, when student’s abilities in both languages are relatively well developed, but

not necessary equal, then there is evidence that bilingual education can enhance intellectual

functioning.

Conceptual Framework

The study on “Bilingual Education: Its Relationship to the Mathematical performance of

the Grade 9 Students of Buug National High School.

The paradigm below shows the relationship of bilingual education to the mathematical

performance of Grade 9 students, school year 2021-2022.

Independent Variables Dependent Variables

Use of Bilingual Education

 Mathematical Performance

Figure 1.Conceptual paradigm

Statement of the Problem

This study will be conducted to determine the relationship of the use of bilingual

education in teaching mathematics to the mathematical performance of Grade 9 students of Buug

National High School, school year 2021-2022.

Specifically, this study seeks to answer the following questions:

1. How often does the teacher use bilingual education in Buug National High School?

2. What is the level of mathematical performance of Grade 9 students of Buug National

High School?

3. Is there a significant relationship of the use of bilingual education in teaching

mathematics to the mathematical performance of Grade 9 students of Buug National High

School?

Hypotheses

(Ho): There is no significant relationship of the use of bilingual education in teaching

mathematics to the mathematical performance of Grade 9 students of Buug National High

School.

Significance of the Study

This study aims to determine the relationship of the use of bilingual education in teaching

mathematics to the mathematical performance of Grade 9 students of Buug National High School.
 To the learners, this study can help the learners understand and absorb immediately the

lessons. Moreover, the study on the Use of Bilingual Education in Teaching Mathematics

contributes much to the full development of the learner’s comprehension, thus improving their

mathematical performance.

To the teachers, the result of this study would serve as an eye opener to the use Bilingual

Education during class hours for further understanding.

To the school administrators, this study will be of great help to adopt some measures that

will correct the weakness of the school’s curriculum to help improve the student’s performance.

To the curriculum planner, the result of this study will help them appraise the existing

programs in terms of the students’ needs and abilities and make changes as required.

To the guidance counselors, this study will be beneficial in such a way that they will have

a broader understanding towards students and will offer them solution to remedy their

disabilities.

To the parents, the result of this study will hopefully serve as an opener on their role as

parents in their children’s education especially in terms of using bilingual language in home.

To the future researchers who are interested to study on this topic, this could be one of

their basis for further study and to help encourage the learners, teachers to practice the use of

bilingual education and to contribute to the full development of the learner’s comprehension,

especially to their mathematical performance

Scope and Limitation of the Study

This study focus on the relation of the use of bilingual education in teaching mathematics

to the mathematical performance and is limited to the Grade 9 students. These students are

officially enrolled at Buug National High School during the school year 2021-2022.

Operational Definition of Terms

 In order to have better understanding and interpretation of the study, the following are

defined in accordance to the structure and needs of this study.

Bilingual Education is simply that some or all of the content based subjects are

delivered through the medium of a second language, which is not the mother tongue of the

majority of the students. In this study, this refers to the use of English and Filipino language in

discussing mathematics topics.

This is categorized into “always”, “sometimes “and “never”.

“always” has a weighted mean of 2.4-3.0.

“sometimes” has a weighted mean of 1.7-2.3.

“never” has a weighted mean of 1.0-1.6

Mathematical performance refers to the degree or capacity of the student’s knowledge

in mathematics. In this study, this is measured through the average grade of their second grading

and third grading grades.

This is categorized into “beginning (B)”, “developing (D) “, “approaching proficiency

(AP)”, “proficient (P)”, “approaching excellence (AE)”, and “excellence (E)”.

“beginning (B)” has a mathematical grade ranging from 74 to below.

“developing (D)” has a mathematical grade ranging from 75 to 79.

“approaching proficiency (AP)” has a mathematical grade ranging from 80 to 84.

“proficient (P)” has a mathematical grade ranging from 85 to 89.

“approaching excellence (AE)” has a mathematical grade ranging from 90 to 94.

“excellence (E)” has a mathematical grade ranging from 95 to above.

Mathematics refers to the Grade 9 mathematic

 Chapter III

RESEARCH METHODOLOGY

This chapter shows the methods and procedures that were used by the researchers. It also

discusses the research design, locale of the study, respondents of the study, sample size and

sampling procedure, research instrument, data gathering procedures and statistical tools used in

this study.

Research Design

In this study, the researchers used the descriptive-survey method. Descriptive-Survey

Method is directed toward ascertaining the prevailing condition in a group of cases chosen in the

study. The descriptive method of research portrayed accurately the characteristics of the subject

by showing the rate of occurrence of something, or which is associated with something else

(Emory 1989).

The study is designed to gather and describe information about Bilingual Education: Its

Relationship to the Mathematical Performance of Grade 9 students of Buug National High

School.
 Chapter 2

REVIEW OF RELATED LITERATURE

This chapter presents the review of related literature and studies which give similar

bearing to the present investigation that are relevant to the present study to shed light to the

current investigation and deals with the works of researchers who had already undertaken studies

about bilingual education.

Related Literature

In the 1987 Philippine Constitution, Article XIV, Section 6 to 7 which recognizes

Filipino as the national language of the Philippines. Section 7 states that “For official

communication and instruction, Filipino shall be used”. As such Filipino is recognized to be an

effective language in teaching and it is being used as a medium of instruction and in studying

various academic disciplines at different levels of education. Its objectives are to facilitate

learning among students, improve the literacy level of the people and develop scientific and

nationalist consciousness. So,

these clearly indicate that although the government of the Philippines are no longer officially

adapting in bilingual policy in education, it has not completely abandoned the use of the English

language. Therefore, unofficially we are still bilingual.

“The 1987 Policy on Bilingual Education” (DECS order No. 52, 5. 1987), states that the

policy on bilingual education aims to make every Filipino and English to the National level. The

bilingual policy is presumably in line with what DECS considers, “The aspiration of the Filipino

nation, to have its citizen possess skills in Filipino and in English to meet the needs of the

country in the community of all nations”.

“Bilingual Education done well gives excellent results; bilingual education done badly

gives poor results, just as one would expect” as emphasized by L.W. Fillmore (2000).

Over the years, bilingual education has acquired many terms to mean a variety of

activities pertaining to second language learning. This is because education in more than one

language is necessary and common around the world (Lessow-Hurley 2000).

In the United States alone, instruction in two languages or more has taken different

forms, each with its own set of goals, design and manner of implementation. A variety of labels,

terminologies, program models and designs for types of population is well documented in

literature. Commonly used terms include dual language education, two way immersion, and

enriched education and develop bilingualism. The more all-encompassing term used is dual

language instruction. The term indicates that teaching and learning is happening in two

languages (Lessow-Hurley 2000).

Dual language instruction is used as an umbrella term for several types of program

models which use two languages for instruction with the goal of having students achieve full

conversational and academic proficiency in two languages (Freemen, 2005).

 According to Collier (2002), compared to other bilingual education programs, dual

language models are the only programs which result in maintaining high levels of achievement in

all subjects among students after five to six years of schooling. Unlike other bilingual education

programs, dual language programs are considered to have an additive approach to language

learning. In additive approaches, a second language is learned without losing one’s first

language. In contrast, subtractive approaches result in one language being gradually lost, as the

other language is being acquired (Lessow-Hurley, 2000).

For years there has been a long-standing debate and controversy in regard to second

Language instruction. While “educators agree that using the second language in a classroom is a

primary goal of instruction”, educators disagree on how much of the first language (L1) should

be used within the classroom setting and the teaching of the second language (L2). Thus, this

ongoing debate has resulted in the implementation of various forms and methods of second

language instruction across the country. Furthermore, “there are often also tremendous

differences between the theoretical design” of the second language programs, “and the practical

reality” (Faltis & Hudelson, 1998).

Perhaps most traditionally, second language instruction utilizes English-only workbooks

and limited, if non-existent use and incorporation of the first language. Here, bilingual education

rests on the belief that “more equals more” (Faltis & Hudelson, 1998), strictly meaning, the more

practice, experience, and opportunity with a language, the more quickly the students will learn it.

Faltis & Hudelson (1998) state that, “in the public school environment, ESL students

spend an average of six hours a day absorbing a massive amount of information to which they

essentially have no way to respond”. How can educators combat this tremendous information

overload? They can combat this through a working relationship of L1 and L2.
 Bilingual education has become a huge controversy in the public-school systems. The

bilingual education programs have been geared to ensure students a good education in their

native languages, so that they do not fall behind academically. However, this has become

controversial because some critics feel that the bilingual education program is not effective,

while others feel it is an effective program. The advantages of bilingual education programs are

to provide limited English students with both the knowledge and literacy to help the students’

transition into an English class setting. It also provides students to receive the content material in

their native languages in order to help them keep up academically and work on their English

proficiency. Students heed to fully understand the concepts taught in their native language in

order to stay on task. Bilingualism also helps a students’ self-esteem and the ability not to hinder

their feelings about his/her culture (Baker, 2000).

Learners in a well-design programs acquire academic English as well as often better than

learners in all-English programs (Cummins, 2000). In addition, when schools provide learners

quality education in their primary language , they give them two things; knowledge and literacy

teachers do not repeat or translate the subject matter in second language but strengthen concepts

taught in the language across the two languages in a spiral curriculum in order to provide

cognitive challenge (Collier, 2002).

Consequently, based on these readings, bilingual education helps a lot, not only for the

individual but also for the society. It provides broader cognitive ability and the learners can

benefit intellectually and linguistically. Students learn more effectively if they learn English

through the use of their native language, which provides contextual basis for learning and allows

them to keep that pace with their peer group while acquiring the language they will needed to

learn in order to interact effectively in today’s society.

 The use of “bilingual education” is also indented to focus the readers’ attention on the

potential language skills of these students and to avoid a label which may suggest deficit to non-

English speaking backgrounds (Gibbons, 1993).

The bilingual education teaches English to students and gives them a chance to use it.

Volumes of research confirm that effective bilingual education deepens comprehension for

English language learners and proficiency in English.

Examining attitudes towards the principles underlying bilingual education, many

respondents agree with the idea that the first language can helpful in providing background

knowledge, the principles underlying continuing bilingual education because of the economic

and cognitive advantages (Shin, 1994).

Mathematics has been regarded as essential to a liberal education. It is an essential tool in

finding solutions to problem in the past, presents and future. It is called a subject. Through

mathematics becomes important in education because of its usefulness in the careers of the

person.
 Chapter III

RESEARCH METHODOLOGY

This chapter shows the methods and procedures that were used by the researchers. It also

discusses the research design, locale of the study, respondents of the study, sample size and

sampling procedure, research instrument, data gathering procedures and statistical tools used in

this study.

Research Design

In this study, the researchers used the descriptive-survey method. Descriptive-Survey

Method is directed toward ascertaining the prevailing condition in a group of cases chosen in the

study. The descriptive method of research portrayed accurately the characteristics of the subject

by showing the rate of occurrence of something, or which is associated with something else

(Emory 1989).
 The study is designed to gather and describe information about Bilingual Education: Its

Relationship to the Mathematical Performance of Grade 9 students of Buug National High School.

Locale of Study

This study was conducted in Buug National High School of Del Monte, Buug Zamboanga

Sibugay .This school is located 100 meters away from the highway of Barangay manlin and 4-5

kilometers away from Poblacion, Buug. Buug National High School is strengthen by 23 teachers

and staff and has total enrollees of 598 students for the School Year 2021-2022.

The Respondents of the Study

The respondents of the study were the Grade 7 students of Buug National High School

that were officially enrolled in the School Year 2021-2022. There are four sections for the Grade

9 namely: A-Gold, B-Copper, C-Zinc, D-Bronze with the entire population of 171 students.

Sample Size and Sampling Procedure

Since the population was quite large, not all of the target population was included in the

study. A sample was determined to represent the population using the Slovin’s formula as shown

below:

n= 1+Ne
N
2

Where;

n= sample size

N=size of the population

e= margin of error (5%)

 The formula of sample size for proportional allocation was used to determine the number

of respondents taken from each section because the students in each section were unequal.
𝑛𝑛 = 𝑁𝑁𝑖𝑖
𝑖𝑖 � �
n
𝑁𝑁

Where:

n = sample size

N = total number of grade 9 students of Buug National

High School
𝑁𝑁𝑖𝑖= number of students in every section.

𝑛𝑛1 =number of respondents in section Gold

𝑛𝑛2 =number of respondents in section Copper

𝑛𝑛3 =number of respondents in section Zinc

𝑛𝑛4 = number of respondents in section Bronze

Each student wrote his name in a piece of paper and the researchers drew and picked their

names. The names that were chosen were included as respondents of the study.

Research Instrument

The researcher distributed the questionnaire to the students who were included as

respondents of the study. Afterwards, the researchers collected the necessary data. This was

based on the questionnaire which dealt with items on bilingual education which composed of 20

questions. The respondents appraised the use of bilingual education by checking on each

statement according to the code as for “always” (3pts),”sometimes” (2pts) and “never” (1pt).
Data Gathering Procedures

In gathering the data, the researchers will asked permission from the Principal of Buug

National hig School. Upon the positive response of the principal, the researchers started to

distribute the questionnaire to the Grade 9 students. After administering the test, the result were

tallied, tabulated and analyzed to answer the questions presented in Chapter 1.

On the other hand, the second and third grading grades of the Grade 9 students were

asked and collected from the head teacher of the mathematics teachers as the basis of their

mathematical performance. The respondents’ highest grade is 95 and the lowest is 64 by using

the Dep. Ed level of proficiency rate. The grades were categorized from interval of 74 to below

were considered to have “beginning” mathematical performance, 75 to 79 were considered to

have “developing” mathematical performance, 80 to 84 were considered to have “approaching

proficiency” mathematical performance, 85 to 89 were considered to have “proficient”

mathematical performance, 90 to 94 were considered to have “approaching excellence”

mathematical performance and 95 to above were considered to have “excellence” mathematical

performance.

Statistical Tools Used

After gathering the data, the researchers used the following formulas for interpretation.

1. Weighted mean. This was used in getting the weighted mean of the responses of the

respondents to determine how bilingualism is used.

𝑥𝑥̅= ∑𝑥𝑥𝑖𝑖
𝑁𝑁
 where:

𝑥𝑥̅= weighted mean

∑= summation

𝑥𝑥𝑖𝑖= responses of the respondents

N= number of respondents

2. Percentage: frequency
x 100
total

3. In determining the relationship of bilingualism to the mathematics performance of the

respondents, the hypothesis of the study was tested using the chi-square test with the

following formula below.

(𝑜𝑜𝑖𝑖 −𝑒𝑒𝑖𝑖 )2
𝑥𝑥 2 =∑ 𝑒𝑒𝑖𝑖

Where;

x2 = chi-square computed value

𝑜𝑜𝑖𝑖 = observed frequency

𝑒𝑒𝑖𝑖= expected frequency

 Chapter IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter convers the presentation, analysis and interpretation of the gathered data

from the questionnaire which gave answers to the problem dealt in this study.

After a thorough investigation and scrutiny, data were gathered and made ready for

analysis. This enabled the researchers to obtain reliable information to answer the questions

presented in Chapter I.

There were 171 Grade 9 students of Buug National High School during the school year

2021 – 2022. But the respondents of the study were only 120 students.

Table 1. Distribution of Respondents According to Section

Section Population Size Sample Size Percent (%)

Sampaguita 42 30 25

Orchid 44 30 25

Dahlia 43 30 25

Rose 42 30 25

Total 171 120 100%

Table 1 presents the distribution of the respondents according to section. The population

of the Grade 7 students was divided into four sections namely: Sampaguita, Orchid, Dahlia and

Rose.

As shown, 30 or twenty-five percent (25%) of the respondents were from section

Sampaguita, section Orchid, section Dahlia, and section Rose.

Table 2. Response of the Respondents on Bilingual Education

Response

Questions A S N TWP WM RC

1. Does your teacher use English language in explaining the lesson during 68 52 0 308 2.6 A
math class?
2. Does your teacher use Filipino language in explaining the lesson during 25 82 13 252 2.1 S
math class?
3. Does your teacher use both English and Filipino language at the same 31 82 7 264 2.2 S
time during math class?
4. Does your teacher translate English words into Filipino? 26 71 23 243 2.0 S

5. Does your teacher translate Filipino words into English? 14 72 34 220 1.8 S

6. Did you experience that your teacher uses English language for the 31 62 27 244 2.0 S
whole period during math class?
7. Did you experience that your teacher uses Filipino language for the 18 48 54 204 1.7 S
whole period during math class?
8. Did you find it easy when your teacher uses English language during 32 79 9 263 2.2 S
math class?
9. Did you find it easy when your teacher uses Filipino language? 57 47 16 281 2.3 S

10. Did you understand the lesson when your teacher uses English 37 79 4 273 2.3 S
language during math class?
11. Did you understand the lesson when your teacher uses Filipino 75 42 3 312 2.6 A
language during math class?
 12. Did you understand the lesson when your teacher uses both English 44 64 12 272 2.3 S
and Filipino during math class?
13. Did you get high scores when the teacher uses English language 25 90 5 260 2.2 S
in explaining during math class?
14. Did you get high scores when the teacher uses Filipino language in 25 89 6 259 2.2 S
explaining during math class?
15. Did you get high scores when the teacher uses both English and 24 88 8 256 2.1 S
Filipino in explaining during math class?
16. Do you prefer using English language in explaining the lessons during 24 84 12 252 2.1 S
math class?
17. Do you prefer using Filipino language in explaining the lessons during 41 60 19 262 2.2 S
math class?
18. Do you prefer using English and Filipino language in explaining the 22 78 20 242 2.0 S
lessons during math class?
19. Do you think it is effective to use a single language during 23 84 13 250 2.0 S
explanation in your math class?
20. Do you think it is effective to use bilingualism during explanation in 45 67 18 277 2.3 S
class?
AWM 2.2 S

Table 2 presents the responses of the respondents on Bilingual Education.

Using the three point scale, for question number one, 68 answered “always”, 52 answered

“sometimes”, and no respondents answered “never”. It has a weighted mean of two and six

tenths (2.6) with response category of “always”. For question number two, 25 answered

“always”, 82 answered “sometimes”, and 13 respondents answered “never”. It has a weighted

mean of two and one tenths (2.1) with response category of “sometimes”. For question number

three, 31 answered “always”, 82 answered “sometimes”, and seven respondents answered

“never”. It has a weighted mean of two and two tenths (2.2) with response category of

“sometimes”. For question number four, 26 answered “always”, 71 answered “sometimes”, and

23 respondents answered “never”. It has a weighted mean of two (2.0) with response category of

“sometimes”. For question number five, 14 answered “always”, 72 answered “sometimes”, and

34 respondents answered “never”. It has a weighted mean of one and eight tenths (1.8) with

response category of “sometimes”. For question number six, 31 answered “always”, 62

answered “sometimes”, and 27 respondents

answered “never”. It has a weighted mean of two (2.0) with response category of “sometimes”.

For question number seven, 18 answered “always”, 48 answered “sometimes”, and 54

respondents answered “never”. It has a weighted mean of one and seven tenths (1.7) with

response category of “sometimes”. For question number eight, 32 answered “always”, 79

answered “sometimes”, and nine respondents answered “never”. It has a weighted mean of two

and two tenths (2.2) with response category of “sometimes”. For question number nine, 57

answered “always”, 47 answered “sometimes”, and 16 respondents answered “never”. It has a

weighted mean of two and three tenths (2.3) with response category of “sometimes”. For

question number 10, 37 answered “always”, 79 answered “sometimes”, and four respondents

answered “never”. It has a weighted mean of two and three tenths (2.3) with response category of

“sometimes”. For question number 11, 75 answered “always”, 42 answered “sometimes”, and

three respondents answered “never”. It has a weighted mean of two and six tenths (2.6) with

response category of “always”. For question number 12, 44 answered “always”, 64 answered

“sometimes”, and 12 respondents answered “never”. It has a weighted mean of two and three

tenths (2.3) with response category of “sometimes”. For question number 13, 25 answered

“always”, 90 answered “sometimes”, and five respondents answered “never”. It has a weighted

mean of two and two tenths (2.2) with response category of “sometimes”. For question number

14, 25 answered “always”, 81 answered “sometimes”, and six respondents answered “never”. It

has a weighted mean of two and two tenths (2.2) with response category of “sometimes”. For

question number 15, 24 answered “always”, 88 answered “sometimes”, and eight respondents

answered “never”. It has a weighted mean of two and one tenths (2.1) with response category of

“sometimes”. For question number 16, 24 answered “always”, 84 answered “sometimes”, and 12

respondents answered “never”. It has a weighted mean of two and one tenths (2.1) with response

category of “sometimes”. For question number 17,

41 answered “always”, 60 answered “sometimes”, and 19 respondents answered “never”. It has a

weighted mean of two and two tenths (2.2) with response category of “sometimes”. For question

number 14, 22 answered “always”, 78 answered “sometimes”, and 20 respondents answered

“never”. It has a weighted mean of two (2.0) with response category of “sometimes”. For

question number 19, 23 answered “always”, 84 answered “sometimes”, and 13 respondents

answered “never”. It has a weighted mean of two (2.0) with response category of “sometimes”.

For question number 20, 45 answered “always”, 67 answered “sometimes”, and 18 respondents

answered “never”. It has a weighted mean of two and three tenths (2.3) with response category

of “sometimes”.

The average weighted mean is two point two (2.2) which have a response category of

“sometimes”. This implies that the teacher “sometimes” use bilingual education in the classroom.

Table 3. Summary of Response on Bilingual Education

Levels Number of Participants Percent (%)

Always 35 29.2

Sometimes 82 68.3

Never 3 2.5

Total 120 100%

Table 3 presents the summary of responses on bilingual education. As shown out of 120

students, 35 or twenty-nine and two tenths percent (29.2%) of the respondents were exposed

“always” to bilingual education, 82 or sixty-eight and three tenths percent (68.3%) of the

respondents were exposed “sometimes” to bilingual education, three or two and five tenths

percent (2.5%) of the respondent were exposed “never” to bilingual education.

 Majority of the Grade 7 students were exposed “sometimes” to bilingual education which

consists of sixty-eight and three tenths percent (68.3%). Thus, the teachers use bilingual

education in Buug National High Schoo “sometimes”. This result is consistent with the result

presented in Table 2.

Table 4.Mathematical Performance of the Grade 9 Students

Number of
Levels Equivalent Grades Percent (%)
Participants

Beginning
74 – below 23 19.2
(B)

Developing
75 – 79 39 32.5
(D)

Approaching
Proficiency 80- 84 32 26.7
(AP)

Proficient
85 – 89 20 16.7
(P)

Approaching
Excellence 90 – 94 5 4.1
(AE)

Excellence
95 – above 1 0.8
(E)
 Table 4 shows the mathematical performance of the Grade 9 students of Buug National

High School. Therefore the data shows that out of 120, 23 or nineteen and two tenths percent

(19.2%) students have a “beginning” mathematical performance, 39 or thirty-two and five tenths

percent (32.5%) students have a “developing” mathematical performance, 32 or twenty-six and

seven tenths percent (26.7%) students have “approaching proficiency” mathematical

performance,

20 or sixteen and seven tenths percent (16.7%) students have a “proficient” mathematical

performance, five or four and one tenths percent (4.1%) students have “approaching excellence”

mathematical performance, and one or zero and eight tenths percent (0.8%) students have

“excellence” mathematical performance.

Most of the Grade 9 students have a “developing” mathematical performance which

consists of thirty-two and five tenths percent (32.5%). Thus, the level of mathematical

performance of the Grade 9 students of Buug National High School is “developing”.

Table 5. Contingency Table on the Relationship between Bilingual Education and the
Mathematical Performance of the Grade 9 Students

Mathematical Performance
Bilingual
Approaching Approaching Total
Education Beginning Developing Proficient Excellence
Proficiency Excellence
(B) (D) (P) (E)
(AP) (AE)

Always 2 9 7 12 4 1 35

Sometimes 19 30 24 8 1 0 82

Never 2 0 1 0 0 0 3

Total 23 39 32 20 5 1 120

Table 5 shows the contingency table on the relationship of bilingual education to the

mathematical performance of the Grade 9 students. Data show that out of 23 students who are
“beginning” in their mathematical performance, two of them were “always” exposed to bilingual

education, 19 of them were “sometimes” exposed to bilingual education while two of them were

“never” exposed to bilingual education. Out of 39 students who are “developing” in

mathematical performance, nine of them were “always” exposed to bilingual education, 30 of

them were “sometimes” exposed to bilingual education while none of them was “never” exposed

to bilingual education. Out of 32 students who are “approaching proficiency” in mathematical

performance, seven of them were “always” exposed to bilingual education; 24 of them were

“sometimes” exposed to bilingual education while one of them was “never” exposed to bilingual

education. Out of 20 students who are “proficient” in mathematical performance, 12 of them

were “always” exposed to bilingual education; eight of them were “sometimes” exposed to

bilingual education while none of them was “never” exposed to bilingual education. Out of five

students who are “approaching excellence” in mathematical performance, four of them were

“always” exposed to bilingual education; one of them was “sometimes” exposed to bilingual

education while none of them was “never” exposed to bilingual education. Out of one student

who has “excellence” in mathematical performance that one student was “always” exposed to

bilingual education, and none was “sometimes” and “never” exposed to bilingual education.

Table 6. The Significant Relationship between the Use of Bilingual Education and the
Mathematical Performance of the Second Year Students

Bilingual 𝑋𝑋 2 𝑋𝑋 2
𝑋𝑋 2 Degrees of
Education Result
critical critical
N Computed Freedom
(0.05) (0.05)
and

Mathematical Highly
120 30.707 10 18.307 23.209
Performance Significant
 Table 6 presents the computed chi-square value of the relationship between the use of

bilingual education and the mathematical performance of the Grade 9 students of Buug National

High School. Data shows that the computed chi-square value is thirty and seven hundred seven

thousandths (30.707) greater than the critical chi-square value of eighteen and three hundred

seven thousandths (18.307) and twenty-three and six hundred forty thousandths (23.640) at both

5% and 1% level of significance respectively with 10 degrees of freedom. There is a sufficient

statistical evidence to warrant the rejection of the null hypothesis and the acceptance of the

alternative hypothesis. Therefore, there is a highly significant relationship between the use of

bilingual education and the mathematical performance of the Grade 9 students of Buug National

High School.

This supports the study of Balondo,.et.al. (2014) entitled “Bilingual Instruction: Its

Relationship to the Academic Performance of the Second Year Students of Mindanao State

University – Buug Laboratory High School”, their study was conducted among 100 second year

students. There was a significant relationship on the use of bilingual instruction to the academic

performance of the second year students of Mindanao State University – Buug Campus, School

Year 2014-2015.

This contradicts to the study of Aleluya (2013) entitled “The Relationship in the Use of

Bilingual Language to the Academic Performance of the Grade VI Pupils of Buug Pilot Central

School”, their study was conducted among 130 Grade VI Pupil. There was no significant

relationship on the use of bilingual language to the academic performance of the Grade VI Pupil

of Buug Pilot Central School, School Year 2012-2013.

 Chapter V

SUMMARY, CONCLUSION AND RECOMMENDATION

This chapter presents the summary, conclusion and recommendation of the study.

Summary

This study sought to determine the relationship on the use of bilingual education to the

mathematical performance of the Grade 9 students of Buug National High School, School Year

2021 – 2022.

The study was conducted among the 120 Grade 9 students of Buug National High School.

Questions asked included the use of bilingual education by the mathematics teachers. The

questions had options of always (3pts), sometimes (2pts), and never (1pt). Data on the

mathematical performance of the Grade 9 students were taken from the average of their second

and third grading grades in mathematics. The grades were taken from the head teacher of

mathematics. These were then classified as “beginning”, “developing”, “approaching

proficiency”, “proficient”, “approaching excellence”, and “excellence”. The data gathered were
later analyzed and interpreted using descriptive statistical measures like frequency counts, mean,

weighted mean and percentage.

In testing the relationship on the use of bilingual education to the mathematical

performance of the Grade 9 students, the hypothesis of the study was subjected to statistical

testing using chi-square (𝑥𝑥 2 ) test.

The following were the findings of the study:

1. Majority of the Grade 9 students were exposed “sometimes” to bilingual education

which consists of sixty-eight and three tenths percent (68.3%)

2. Most of the Grade 9 students have a “developing” mathematical performance which

consists of thirty-two and five tenths percent (32.5%)

3. The computed chi-square value is thirty and seven hundred seven thousandths (30.707)

greater than the critical chi-square value of eighteen and three hundred seven

thousandths (18.307) and twenty-three and six hundred forty thousandths (23.640) at

both 5% and 1% level of significance respectively with 10 degrees of freedom. There

is a sufficient statistical evidence to warrant the rejection of the null hypothesis and the

acceptance of the alternative hypothesis. Therefore, there is a highly significant

relationship between the use of bilingual education and the mathematical performance

of the Grade 9 students of Buug National High School, School Year 2021-2022..
Conclusions

Based from the findings of this study, the following conclusions was drawn

1. The Grade 9 students of Buug National High School were “sometimes” exposed to

bilingual education.

2. Majority of the Grade 9 students have “developing” mathematical performance.

3. There was highly significant relationship on the use of bilingual education to the

mathematical performance of the Grade 9 students of Buug National High School, School

Year 2021-2022.

Recommendation

After a critical analysis of the result of the study, the researchers found it necessary to

establish recommendations as follows:

1. The teacher should always use bilingual education (English and Filipino) to discuss

the lesson in mathematics especially if it promotes better understanding and learning

among the students.

2. The use of English and Filipino language provides broader cognitive ability of

learners and can be uses as medium of instruction.

3. The teacher should look deeper into possible causes of students “developing”

mathematical performance and aim for an “excellent” mathematical performance.

4. Other instruments of gathering data should be administered just like observation

should be used in order to know what language is use in classroom discussion.

5. Finally, it is recommended that similar studies should be conducted in other

institution with wider scope to verify the findings of the study.

NO SCHOOL HEADINGS AVAILABLE

APPENDIX A

PERMISSION LETTER FOR THE GRADUATE SCHOOL DEAN

NOVEMBER 15, 2021

GILBERT CELESIO
Dean, Graduate School
Saint Columban College – Pagadian City

Thru Channels

Sir:

Greetings in the name of our Lord Jesus Christ!

We, Maryjoyce Palma, Honey Grace S. Caballes, Fely Magkilat, Elgen Ruedas and

Eugenio E. Balasabas are students from the Graduiate school taking up Master of Education

major in Mathematics, and are currently taking (Ed 101) Method of Education. We have chosen

the Buug National High School to be locale of our study. We had seen the capacity of the

students and their willingness to participate in the teaching-learning process, as per observation

during our practice teaching at the said National High School.

In line with this study, we would like to ask permission from your good office to allow us
to conduct a survey research in Buug National High School.

Thank you for your kind consideration on our request.

Respectfully yours,

MARYJOYCE PALMA
HONEY GRACE S. CABALLES
FELY MAGKILAT
ELGEN RUEDAS
EUGENIO E. BALASABAS
Researchers
Approved by:
GILBERT CELESIO
Graduate School Dean
NO SCHOOL HEADINGS AVAILABLE

APPENDIX B

PERMISSION LETTER FOR THE PRINCIPAL

November 15, 2021

ELISA Z. CLAUDIO, Ed. D.
Principal III
Buug National High School
Manlin, Buug Zamboanga Sibugay

Sir:
They, the MaEd-Mathematics students of Saint Columban College – Pagadian City are
presently conducting a study entitled “BILINGUAL EDUCATION: ITS RELATIONSHIP TO
THE MATHEMATICAL PERFORMANCE OF THE GRADE 9 STUDENTS OF BUUG
NATIONAL HIGH SCHOOL”.

In view of above purpose, they are humbly requesting your good office to allow them to
conduct classes to gather necessary data from the Grade 9 students in this institution.

They are hoping for your favorable action on this regard. Thank you. God bless!

Respectfully yours,

MARYJOYCE PALMA
HONEY GRACE S. CABALLES
FELY MAGKILAT
ELGEN RUEDAS
EUGENIO E. BALASABAS
Researchers

Approved by:
GILBERT CELESIO
Graduate School Dean
NO SCHOOL HEADINGS AVAILABLE

APPENDIX C

LETTER TO THE RESPONDENTS

November 15, 2021

Dear Respondents,
The researcher currently conducting a study entitled “BILINGUAL EDUCATION: ITS
RELATIONSHIP TO THE MATHEMATICAL PERFORMANCE OF THE GRADE 9
STUDENTS OF BUUG NATIONAL HIGH SCHOOL. In view of this, they humbly are asking
for the necessary information for the completion and success of this study.
We will appreciate much if you will answer the test questions heartily.

Respectfully yours,

MARYJOYCE PALMA
HONEY GRACE S. CABALLES
FELY MAGKILAT
ELGEN RUEDAS
EUGENIO E. BALASABAS
Researchers
NO SCHOOL HEADINGS AVAILABLE

APPENDEX D

QUESTIONNAIRE

(Checklist)

Name: (optional) 2nd Grading Grade 3rd Grading Grade

Direction: Check your response to each item under the headings of always, sometimes and never.

Read and understand the question carefully.

STATEMENTS RESPONSE

Always Sometimes Never

1.Does your teacher use English language in explaining the

( ) ( ) ( )
lesson during math class?

2.Does your teacher use Filipino language in explaining the

( ) ( ) ( )
lesson during math class?

3.Does your teacher use both English and Filipino language

( ) ( ) ( )
at the same time during math class?

4.Does your teacher translate English words into Filipino? ( ) ( ) ( )

5.Does your teacher translate Filipino words into English? ( ) ( ) ( )

6.Did you experience that your teacher uses English

( ) ( ) ( )
language for the whole period during math class?

7. Did you experience that your teacher uses Filipino

( ) ( ) ( )
language for the whole period during math class?

8. Did you find it easy when your teacher uses English

( ) ( ) ( )
language during math class?
NO SCHOOL HEADINGS AVAILABLE

9. Did you find it easy when your teacher uses Filipino

( ) ( ) ( )
language?

10. Did you understand the lesson when your teacher uses
( ) ( ) ( )
English language during math class?

11. Did you understand the lesson when your teacher uses
( ) ( ) ( )
Filipino language during math class?

12. Did you understand the lesson when your teacher uses
( ) ( ) ( )
both English and Filipino during math class?

13. Did you get high scores when the teacher uses English
( ) ( ) ( )
language in explaining during math class?

14. Did you get high scores when the teacher uses Filipino
( ) ( ) ( )
language in explaining during math class?

15. Did you get high scores when the teacher uses both
( ) ( ) ( )
English and Filipino in explaining during math class?

16. Do you prefer using English language in explaining the

( ) ( ) ( )
lessons during math class?

17. Do you prefer using Filipino language in explaining the

( ) ( ) ( )
lessons during math class?

18. Do you prefer using English and Filipino language in

( ) ( ) ( )
explaining the lessons during math class?

19. Do you think it is effective to use a single language

( ) ( ) ( )
during explanation in your math class?
NO SCHOOL HEADINGS AVAILABLE

20. Do you think it is effective to use bilingualism during

( ) ( ) ( )
explanation in class?