USE OF FILIPINO AND ENGLISH IN SOCIAL STUDIES LEARNING
JOHN PAUL R. GORGONIO, MAEd SocStud
Faculty, Social Studies Department
University of San Carlos – North Campus
Cebu City
jpaulrg@yahoo.com
ABSTRACT
This study attempted to find out whether Filipino or English as medium of
instruction (MOI) can promote better learning in Social Studies to the second year high
school (HS) students of University of San Carlos (USC) during school year 2010-2011. It
employed quantitative experimental pre-post-test research design and implemented a
researcher-made examination questions. Pilot tested for reliability and validity before
administered to actual respondents. Findings revealed, students in control group using
Filipino MOI showed low average performances in pre-test and post-test. The
experimental group (English MOI) showed low average performance during pre-test and
improved to average level performance in post-test. No significant difference in mean
performances were noted between two groups during pre-test, and the same results was
achieved in post-test performance between control and experimental groups. However,
both groups exhibited significant improvement in mean performances from pre-test to
post-test utilizing the two languages. In conclusion, the use of Filipino or English MOI
had improved the academic performance of students in Social Studies. Descriptively, the
use of English MOI showed better learning. For future research, recommended a larger
sample size of similar study across schools, inclusion of teaching efficacy using local
language and longer time interval in teaching.
Keywords: Use of Filipino and English, promote, better learning, Social Studies learning,
medium of instruction
INTRODUCTION
In the field of education, language is one of the important factors that should be
given attention because it is the excellent key to learning and achievement of students in
various academic subject areas. Bilingualism refers to the using of two languages in
some proportion in order to facilitate learning by students who have a proficiency in their
mother tongue and are acquiring proficiency in the other. The Philippines is a bilingual
country. More so, it is a multilingual nation. Alcoberes (2006) stressed on the need to
preserve the national language, which represents a unified culture, without disregarding
the language dominantly used in the controlling domains. In fact, the necessity to
preserve the national language has been one of the major problems in the field of
language planning in our country for several decades now. This phenomenon can be
attributed to the continuing dominance of English and the extension of its use in the
controlling domains. English is used in wider communication for the educated sectors in
the society who receive much prestige and more decent jobs than those non-English
language speakers here and abroad. Moreover, the depressing economic situation of the
country worsens the acceptability of the Filipino language as a medium of
communication. For practical reasons, the need to have a comfortable living is another
obvious reason why English language is used for them to alleviate themselves from an
impoverished situation. This is true in multilingual communities like the Philippines
where controlling domains dictate the preferred language to make people linguistically
and communicatively competent and to be at par with the ability of those who are in the
global village. It is further hampered by the current mismatch between industry and the
educational system where employers complain that Filipino high school graduates are
weak in their ability to communicate, to think logically, and to solve problems.
The issue of the use of language is a worldwide concern which has a great
impact to the society. Like the Philippines, it tries to respond to the demands of
globalization that involves transmission of culture through language. Language experts,
lawmakers and educators are finding ways to improve quality instruction where students
are expected to be academically and intellectually competent in school. Few studies have
been made regarding bilingualism in different schools in the country. There is a need for
more researches that would highlight the importance of using these languages effectively
in the teaching and learning process which can possibly enhance academic performance
of students. Hence, the importance of conducting this study would give meaningful
rationalization regarding the use of language in teaching whether it can promote better
academic performance to the students in learning the Social Studies subject.
FRAMEWORK
The two underlying theories used to support this research study are Dual Threshold
Theory (Cummins, 1994) and Basic Interpersonal Communicative Skills (BICS) and
Cognitive Academic Language Proficiency (CALP) Theory (Cummins, 1994).
Cummins (1994) posits 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. Positive cognitive advantages such as improved
intelligence and academic success are only to be achieved when the first and second
thresholds have been crossed. Moreover, research on thinking and bilingualism suggests
two "thresholds", each threshold representing a level of language competence in the first
or second language that must be passed to reach the next level of competence. The three
levels are limited bilingual, less balanced bilingual (age-appropriate competence in one
language) and balanced bilingual (age-appropriate competence in both languages). Baker
and Jones (1998) confirms that this theory helps to explain why language minority
children taught only through the second language may fail in school and why children
educated in developmental bilingual programs may have a cognitive advantage over
monolingual students.
The second theory of Cummins (1994) distinguished two levels of language
proficiency as basic interpersonal communicative skills (BICS) and cognitive academic
language proficiency (CALP). According to Cummins (1994), BICS is cognitively
undemanding and context-embedded since contextual cues are available to both speaker
and listener involved in the conversation. On the other hand, CALP involves language
that is content-reduced and highly demanding cognitively, such as the language of
science. So, in order to perform effectively in science, students would need to develop
CALP. Cummins (1994) reports that it takes 5 to 7 years for language learners to be
proficient in academic English as compared to 2 to 3 years for conversational proficiency.
What Cummins’ BICS and CALP signify for English medium education is that, in order
for language learners to read and comprehend content area textbooks and perform
cognitively demanding tasks, such as participating in classroom discussions and writing
reports, they need academic English that takes them beyond that of social English.
Legal bases were also adopted in order to support the validation of the research
study. The following policies implemented by concerned agencies such as the
Department of Education, Bureau of Secondary Schools and the different schools in the
country.
The 1987 Philippine Constitution mandates under Article XIV, Section 1 and
Section 5: “The State should protect and promote the right of all citizens to quality
education at all levels and take appropriate steps to make education accessible to all.”
This means the State’s responsibility to take charge in formulating and implementing
policies and programs that would ensure quality education for all citizens. Thus, the
government implemented education policies had relation to medium of instruction used
in schools throughout country. Filipino and English language have implementing rules
implemented by the Department of Education to all school levels. Section 5 of the 1987
Philippine Constitution under Article XIV contains directives that would ensure the
quality of education. “Academic freedom shall be enjoyed in all institutions of higher
learning”. Section 6 provides that “Filipino is a national language. Shall be further
developed and enriched on the basis of existing Philippine and other languages.” Section
7 “For purposes of communication and instruction, the official languages of the
Philippines are Filipino and, until otherwise provided by law, English.” Section 8 “The
regional languages are the auxiliary official languages in the regions and shall serve as
auxiliary media of instruction therein.” The significance of these sections to the research
study would strengthen the purpose of government implementing language policies in
order for Filipino students regardless of his or her region belonged able to understand and
communicate effectively. In education setting, utilizing medium of instructions for
teaching presupposed can affect academic learning of pupils or students. Bilingual
education instructional program also had been implemented by policy makers.
The 1987 Bilingual Education Policy provides the implementation of
bilingualism in Philippine educational institutions. This policy is underscored in DECS
Order No. 52. 52, Series of 1987 with the following guidelines: (1) Language courses,
whether Filipino or English, should be taught in that language. (2) At the discretion of the
Head of Educational Institutions (HEI), Literature subjects may be taught in Filipino,
English or any other language as long as there are enough instructional materials for the
same and both students and instructors or professors are competent in the language.
Courses in the Humanities and Social Sciences should preferably be taught in Filipino.
Bilingual Language
Theories (1994)
The Dual Threshold
Theory (Cummins, 1994)
BICS and CALP Theory
(Cummins, 1994)
Article XIV. Sections 1,
Sec. 5, Sec. 6, Sec. 7 of the
1987 Philippine
Constitution
1987 Bilingual Education
Policy
1990 UN Convention on
the Rights of the Child
(Articles 28, 30)
Medium of Instruction (MOI)
FILIPINO (Control) and
ENGSLISH (Experimental)
SOCIAL STUDIES LEARNING
Academic Performance of Students in Social
Studies
Suggested Teaching Initiatives to Enrich Social Studies Teaching Using the
Filipino and English Medium of Instruction
Figure 1. Theoretical and Conceptual Framework of the Study
Consequently, according to Gunigundo (2010), the proposed 21st century
Philippine language of instruction policy must be aligned with the provisions of the 1987
Constitution and our commitment to International Conventions particularly, the United
Nations Convention on the Rights of a Child and UNESCO Education for All.
The 1990 UN Convention on the Rights of the Child points to the free access of
every child to education and the language. It states that: “The child has the right to an
education and to learn and use the language of his family (Articles 28, 30). It also has a
specific provision that points to a violation of this right when the child does not
understand. It posits: “When a child receives an education in a language that he or she
does not understand, this violates the child’s right to be literate and be educated. “ This
can be related to the provisions of the Philippine Constitution that every student or pupil
has the right to be educated according to his or her own native language so learning
would take place.
Moreover, UNESCO Education in a Multilingual World (2003) position paper
purports multilinguism. It maintains that: (1) Mother tongue instruction be used as a
means of improving educational quality; (2) Multilingual education be given at all levels
of education as a means of promoting both social and gender equality and as a key
element of linguistically diverse societies. (3) Language is an essential component of
intercultural education to encourage understanding between different population groups
and ensure respect for fundamental rights.
The Philippines as a bonafide member of the United Nations had been legally
binded with its international organizations to adapt its provisions in formulating and
implementing language policies of the country. It gives importance that education
through language should be for all especially to the children. To be educated and become
lifelong learners through multilingual education. Thus, multilingual education is a
response to the global cultural diversity. Like the Philippines as a country, had been
divided geographically and regionally. Culture differences of Filipinos can be seen.
Language is one of the aspects of culture. Filipinos should respond to the demands of the
modern times in uniting every citizen and other nationalities through language. In relation
to the research study would give the benefit of using language/s in teaching for students
to achieve academic learning in school.
OBJECTIVES
This study sought to accomplish the following objectives: (1) to determine the
level of performance of the students using Filipino as medium of instruction in Social
Studies in pre-test and post-test; (2) to determine the level of performance of second year
students using English as medium of instruction in Social Studies in pre-test and posttest; (3) to determine the mean gains in both control and experimental groups; (4) to
determine the significant difference between control and experimental groups in the posttest; and (5) to proposed teaching initiatives in Social Studies based on the findings.
RESEARCH METHOD, ENVIRONMENT AND RESPONDENTS
This study utilized quantitative experimental research methodology. It used a
researcher-made instrument questionnaire on Social Studies. Pre-test and posttest were
used to determine the effectiveness of using Filipino and English as media of instruction
to the students. The study was conducted in the University of San Carlos – North
Campus, one of the four campuses of the University of San Carlos located at General
Arcadio Maxilom (Mango) Avenue, Barangay Kamputhaw, Cebu City. It is a Catholic
educational institution of learning that provides basic education – kindergarten,
elementary and high school under the management of the Society of the Divine Word
(SVD) Congregation.
Table 1. Distribution of population as target respondents
Sections
Number of Students
Filipino (controlled)
Males
Females
Total
White
27
10
37
Red
31
12
43
58
22
80
Blue
29
14
43
Green
25
15
40
54
29
83
English (experimental)
There were one hundred sixty-three (163) second year students from the school were
the respondents of the study. Four of the six sections were randomly selected excluding
the Gold Section which is the pilot section of the year level consisting of the top
performing students of the year level who maintains a grade average not less than 85 and
a heterogeneous section Yellow. The respondent sections are Blue, Green, White and
Red.
They are heterogeneous section composing students with various academic
performance and behaviour. The participants were divided into 2 intact groups. The
control group which consisted of sections White and Red were taught in Filipino as
medium of instruction while sections Blue and Green which belonged to the experimental
group were taught in English. The total number of participants for the control group was
eighty (80) while 83 respondents composed the experimental group as summarized on the
table below.
A pre-test was conducted to second year students. Students were given the
rationale of the said study. Scores were derived after checking it manually. The study was
conducted during the first week of the second grading period of the academic year 20102011.
Both the experimental and the control group are exposed to similar teaching
methodologies, the only difference was the medium of instruction or language used in the
delivery of the lesson.
The post test was conducted to the same group of second year participants
during the last week of the second grading period of the same academic year. Scores
were computed after checking it manually. Data were then encoded and compared to the
pre-test results using the Statistical Package for the Social Sciences (SPSS) software.
To determine the level of academic performances in using Filipino and English
as medium of instruction in Social Studies, frequency counts of correct items for each
participant were determined. The total number of correct items forms a single score. The
scores for all participants in both control and experimental were totalled. Percentages and
mode were computed.
To determine the mean gains of the academic performances of the experimental and
control groups, arithmetic mean, standard deviation and coefficient variation were
determined and a t-test for correlated samples was calculated.
And finally, to test for the statistical significance of the mean gains, t-test for
unrelated samples was used. All calculations were carried out using Microsoft Excel and
Statistical Package for Social Science (SPSS) Software.
RESULTS, ANALYSIS AND INTERPRETATION OF RESULTS
Table 2. Pre- and Post-Test Social Studies Performance of Second Year Students Using
Filipino as Medium of Instruction (MOI)
Filipino (As
medium of
Instruction)
n
total item
mean
SD
Grade
Norm
Equivalent
Description
(%)
Pre-Test
80
50
20.50
6.13
72
Below Average
Post-Test
80
50
24.13
6.72
73
Low Average
Comparison of pre-test and post-test for Filipino medium of instruction
Table 2 shows the performance of the control group (n=80) who were taught
using Filipino as the medium of instruction (MOI). The column for mean reflects that
there was an increase of students’ average in Social Studies test performance from pre to
post-test. This indicates that students’ performance for the particular test fall below the
expected school standard. This finding is similar to the result of the study by Narvades
(as cited in Aquino [2005]) where Sorsogon students had low level of academic
achievement in Social studies other than Filipino, English and Science where the L1 was
not Filipino. It can be descriptively interpreted that students obtained from below average
to low average. Although there was an increase of students’ average in the control group,
it would not be enough to decide that using Filipino as medium of instruction can
promote better learning. It can be suggested that this finding would be compared to the
results of the experimental group using the English as medium of instruction.
Respondents were Cebuanos who can understand and handle Filipino language.
The findings can also be supported that learning a language among students can be
distinguished socially and academically (Cummins, 1994). The researcher as a Cebuano
can testify that his fellow Cebuanos in normal conversations prefer to use Cebuano
language most of the time being their L1. In addition, Filipino words were also used and
included in Cebuano for convenience without being awkward. This scenario can also be
observed in most students in Cebu region. Furthermore, non-Filipino regions have also
used Filipino language socially and academically. How much more using this as the
medium of instruction in Social Studies or Araling Panlipunan, noticeably, students have
the exposure to Filipino language in school. With the television and media programs in
Filipino version, it contributes to the language proficiency of students on Filipino
language.
Table 3. Pre- and Post-Test Social Studies Performance of Second Year Students Using
English as Medium of Instruction (MOI)
English
n
total item
mean
SD
Pre-Test
Post-Test
83
83
50
50
21.37
25.95
5.22
5.08
Grade
(%)
72
75
Description
Below Average
Average
Comparison of pre-test and post-test for English medium of instruction
Table 3 shows the performance of experimental group who were exposed to
English as medium of instruction (MOI) in teaching Social Studies. Descriptive statistics
revealed an increase in the group’s mean test score in the Social Studies English version
questionnaire. Moreover, it was noted that the post-test mean value of 25.95 had reached
the school’s set standard of average or higher performance rating.
The results in the Social Studies test of English version questionnaire show a
development which would tell that students perform better in Social Studies subject in the
post-test.
It can be described that teaching intervention were already given to the
students. Thus, the intervention showed a beneficial action where the students motivate
and manifest better learning in Social Studies.
This result may be attributed to the participants’ greater exposure to the English
language in school or in their homes. English is greatly used as a medium of instruction
in Philippine schools. Specifically, English is used in teaching academic subjects such as
Science, Technology and Home Economics, Mathematics, Music and Physical
Education, Christian Living and Values Education. This impression can be found in a
similar study of Mae-ling (2009) who found that students prefer English because of their
frequent contact with the language in their everyday lives. English has a longer history in
the curriculum of many Philippine schools and has become part of their lives. Filipinos
also have an extensive utilization of English since the Americans shared their native
language to the Filipino people by making it a part of the school curriculum as a language
subject and medium of instruction in teaching other academic subjects.
Table 4. Mean gains in both control and experimental groups
N
Mean
SD
Filipino
Pre-Test
80
20.50
6.13
Post-Test
80
24.13
6.72
83
21.37
5.22
25.95
5.08
T-Value
P-Value
3.72**
0.000
5.03**
0.000
English
Pre-Test
**highly significant at α = 0.01
83
Post-Test
Comparison for mean gains in both control and experimental groups
Table 4 below shows the mean gains in both control (Filipino MOI) and
experimental groups (English MOI) before and after the employment of the independent
variable, medium of instruction (MOI).
The T-Test for correlated samples revealed that student-participants significantly
performed higher in the post-test than from the pre-test both in Filipino and English
MOIs. This implies that regardless of the medium of instruction used, students still had
higher performance in the post-test. The result is projected since intervention is being
employed after their Social Studies pre-test performance had been evaluated. Generally,
there is a pattern showing that higher results with the experimental group that make use
of English as medium of instruction.
As earlier discussed, only the experimental group reached a norm group’s
average performance level. Although the control group showed significant increment, its
performance is still below the set standard. The finding confirms the recent results of
diagnostic tests in Filipino and English conducted by the University of San Carlos –
North Campus Testing Center to the second year students for the academic year 20102011. It reveals that students got low average in Filipino with mean score of 453 out of
800. While in English, the mean standard score was 579 out of 800 with category of
above average. The set boundary mean standard score was 500. Further it can be
explained that the respondents of the study had increase from pre-test to post-test in the
Filipino subject. Difficulty can be described on the part of the students having a low
average rating (Table 2) on the post-test in Araling Panlipunan using Filipino as medium
of instruction. Results in English version post-test had a description of average (Table 3)
considering that the same content and the teaching strategies were used. Consequently,
learning in Social Studies subject manifested significantly on the students.
Table 5.
post-test
Filipino
Mean difference between Filipino and English students’ performance in the
N
Mean
SD
80
24.13
6.72
83
25.95
English
ns = not significant at α = 0.01
5.08
T-Value
P-Value
-1.96ns
0.10
Comparison of post-test performance in Filipino and English
Table 5 below shows the mean difference between the control (Filipino MOI)
group and experimental (English MOI) group’s scores in Social Studies in the post-test.
The finding revealed that statistically, there was no significant difference between
Filipino
and English post-test
performances.
Although descriptively,
English
performance reached average category (but belonging to the lower limit) while Filipino
performance was still in the below average category (but belonging to the upper limit).
This implies that Filipino and English as the media of instructions (MOI) do
necessarily affect learning. Using either Filipino or English can influence performance
and students’ learning in the subject. As previously discussed, there were main increases
in the mean performances for both control and experimental groups from the pre- to the
post-test. However, it should be noted that English has higher increase than in Filipino
since the former reached average level in the post-test while the latter was still in the
below average performance. This observation can be explained that even the two groups
manifested an increase of mean gains from pre-test to pro-test, the experimental group
using English MOI has better learning performance in Social Studies.
The result of this study is parallel to that of Gabriel (2002) as cited in Aquino
(2005) who also found no significant difference in the post-test results of one group
exposed to Filipino and another to English.
It can be explained that students can
understand lessons in Social Studies taught in both Filipino and English as medium of
instruction. Based on the finding, learning of the subject can be manifested since the
same teaching methods and strategies were utilized during the conduct of the research
study. With the respondents divided into two groups, the experimental group and the
control group provided a crucial result. This would pronounce that Cebuano students
know and understand Filipino and English language.
CONCLUSION
In conclusion, the use of Filipino or English MOI had improved the academic
performance of the second year students in Social Studies. Descriptively, the use of
English MOI showed better learning in Social Studies. Based on the post-test, it reached
the average level of performance. Teaching intervention applied showed a beneficial
factor which leads to better learning of students. The Cebuanos preferred to use English
as medium of instruction for it was introduced by schools to them starting from the early
years of formal education. Considering the students’ socio-economic status and great
exposure to English language through mass media and modern technology, hence, the
prolonged use of a medium of instruction by the students promotes their better learning in
academic subjects.
RECOMMENDATIONS
1.
A larger sample size of the same study across school should be conducted. If
there is a wide population of respondents, it would strengthen the reliability and
validity of the same research study.
2.
Future research should look into the inclusion of efficacy of teaching through
the local language in the academic performance of the respondents. This is
subject for future research to find out whether Cebuano as local language can
influence better academic performance of Cebuano students.
3.
Longer time intervals specifically one or two school year be covered when
making the study and using the other modes of assessments to look into other
aspects of cognitive abilities. This would provide a comprehensive data and
information in monitoring students’ academic performance every school year as
well as source in what kind of teaching intervention to be utilized in the class.
4.
Standardized diagnostic testing in Social Studies should be conducted and given
to the students accordingly in order to determine test academic performance.
The results of the testing can be used as evidence in providing remedial classes
as an alternative solution to addressed students’ academic concerns and needs on
the subject.
5.
Implementation of the Mother Tongue Based – Multilingual Education in the
Philippine basic education curriculum particularly with the introduction of the
K+12 system of education. This recommendation is applicable to schools
adapting with the global education program. The mother tongue and
multilingual education attempts to rationalize instruction through utilization of
languages in the basic education levels.
6.
Improving and enhancing instructional strategies and methodologies in teaching
Social Studies to the students. This would make teaching more creative,
dynamic and promotes “transfer of learning.”
ACKNOWLEDGEMENT
The research paper is a master thesis from Cebu Normal University presented by
the researcher during 2nd International Conference on Multidisciplinary Research last
October 21-22, 2011 at Bacolod City, Occidental Negros and won a Silver Award for the
Oral Research Presentation. Special thanks and gratitude to the USC Research Office for
the financial support provided.
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