Dr. Eric Agullana Matriano Prof. Romnick O. Seguiban

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Bilingualism as Effective Means in Teaching Science among Junior High School Dr. Eric Agullana Matriano Prof. Romnick O. Seguiban

-----------------------------------------------------------------------------------Abstract- The study on perceived effectiveness of bilingualism in teaching

Science 8 in Iram High School, Division of City Schools, Olongapo City directed to know if bilingual instruction will aide teaching-learning process to monoliguals. Since English should be the formal language in teaching science according to Bilingual Education Policy, the researcher wanted to know if the type of medium of teaching will greatly help to understand English language in teaching Science. Percentage, mean, and ANOVA were used. There were more students fall under thirteen to fifteen years of age which is likely the ideal age for grade 8 students, the rest were not. The respondents perceived “usually” that bilingual instruction helped them to understand basic Science concepts. Respondents perceived “usually” that bilingual instruction facilitate acquisition of skills. Also, respondents perceived “usually” that bilingual instruction helps them to improve the development of positive values and attitude. There were no significant variations in the perceived effectiveness of using bilingualism in Science teaching when grouped according to age, gender, grade in Science last third quarter, monthly income of the family, and highest educational attainment of the parents. It was assumed that medium of instruction used in teaching might be a factor to improve teaching and learning processes.

Preferred language by the students can be used to promote understanding basic concepts, acquiring skill, and development of positive attitude and values. Likewise, if the different reading resources and with the help teachers and parents are fully utilized, the standard medium of instruction for Science should be a least problem.

Keywords: Bilingual education, teaching-learning, Science, descriptive design.

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Introduction "When a person owns two or more languages, there is one integrated source of thought." (Baker, 1996). Problems with the language instruction become more serious in farming villages and other rural areas. The situation is not that serious where the native language of the students is relatively frequent spoken language like Tagalog, since this only involves switching to Tagalog and English, where the native language of the student is a language used by a cultural minority, however it means that the students must be fluent not only in his or her native language but also other common regional languages, English, and Filipino in order to matriculate to higher education and secure professional occupation. Thus, children of farming villages and other rural areas end up being confronted with a social structure that prevents them from matriculating to higher education and joining the upper echelons of society (Yanagihara, 1999).

This study is anchored on the Common Underlying Proficiency Theory, which was developed by Jim Cummins. It is stated that the two languages used by an individual, though on the surface apparently separate, function through the same central cognitive system. This study can also be anchored on the Threshold Theory. This was put forward by Skutnabb-Kangas in 1977 and later developed by Baker in 1996. It 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. The first threshold is a level that a child has to reach to avoid negative consequences of bilingualism. The second threshold is a level that permits a child to experience positive benefits of bilingualism. The use of English and Filipino as media of instruction in the Philippine Educational System has been met with controversy. History, has 2

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witnessed that the use of vernacular or mothertongue was not really encouraged. Therefore, any change in the curriculum greatly impacts on the learning of the students.

Today, the use of both languages in the basic education contributes in making the Filipino youth grow in an educational environment that is full of contradiction and confusion.

The need to be proficient in the use of English among nonnative speakers has become a global phenomenon. Today, educators are faced with the challenge of addressing the needs of the growing number of students whose primary language is not English (Gibbons, 2003).

The way teachers present their subject matter in every learning area should be in the easiest way possible so that the students will not display difficulty in learning such subject.

Medium of instruction in the key subjects such as Mathematics, English, and Science should be learned, of course in English language. They need to be well equipped in understanding such different concepts taught in English language because it is the same medium in textbooks, student’s learning guides, and tests.

Different schools follow orders that key subjects should be obviously taught in English medium. In addition to this, teachers should be proficient in English language in teaching while students have low comprehension if they cannot catch up on what teachers are saying.

More complications arise when the students are more oriented and preferred Tagalog language in learning the different subjects. Poor performance will be associated if they cannot realize such medium in the key subjects especially the standardized tests uses English medium.

Despite of these effects, still, teachers facilitate teaching and learning in same medium where students are not well-adept.

Subsequently, students with difficulty in understanding English medium of instruction grasp idea or even concepts from their peers provided by translation of what the facilitator told in their 3

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sessions. Basically, these students find better comprehension towards the key subjects when the medium is transformed to an easier Tagalog explanation.

Additionally, students when prompted to express themselves in English medium, they exhibit bashfulness thinking that they might commit mistakes in constructing sentences. That is why they opted to recite the way they would want it.

Language is an indispensable tool in the promotion of learning, but as what some of the students shows, they find another way to advance in their studies towards the use of English language in the key subjects. With this mode of alternative way of understanding such lessons in English language, they may perform well in their studies.

With the foregoing claims, the researcher attempted to assess the relationship in the use bilingualism as medium of instruction and their performance in Science. This is somehow helpful the Science teachers to fully understand the effectiveness of bilingualism as the medium of instruction in Grade 8 Science, which may be beneficial in their performance in Science subject.

Methodology In utilizing the gathering of data, methods were devised depending on the purpose and scope for which the study is undertaken. This study utilized descriptive method of research. It encompasses collection of data in order to test hypothesis and/or answer questions concerning the existing status of the subject of the study and to discover causes of a particular phenomenon. A descriptive-survey type is utilized as questionnaire, which is a distinct aspect of procedure for obtaining and analyzing data.

According to Bueno (2006), this descriptive method of research is used to describe systematically the facts and characteristics of a given population or area of interest, factually and accurately. The characteristics of a descriptive research are accumulating a database to describe a situation, event or entity. In addition to this, 4

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obtaining information through personal interviews and class observation will be utilized.

The study involved all sixty-eight (68) Grade 8 students enrolled during this Academic Year 2013 – 2014 at Iram High School. They were taken as the population of the study. The researcher decided to consider the total number of students to maintain reliability and validity of the data gathered though questionnaire. With this number of students in a class, the researcher can be able to easily identify the medium of instruction preference and its effectiveness to their performance in Science class.

The researcher made use of a survey-questionnaire as the main instrument, which was constructed based on his reading from books, periodicals, theses, and as well as internet materials.

The instrument has three dimensions. The first part of the instrument dealt with the personal information of the respondents such as age, gender, and their third grading grade, monthly income of the family, highest educational attainment of parents, reasons why bilingualism is their preferred medium of instruction. The second part covers the main items in the study on effectiveness of bilingualism for Grade 8 Science instruction as assess by the Grade 8 students in terms of understand basic science concepts, facilitate the acquisition of skills, development of positive attitude and values is Science, and difficulties and problems encountered. In addition to this, the third part of the instrument deals with advantages on students in instruction using bilingualism. To ensure the validity and reliability of the instrument, the questionnaire was validated to the students and teachers of Iram High School. The school is not included in the study. The purpose of the pre-test of the questionnaire was to improve some of the items included in the instrument. The opinions of the teachers teaching Science and students were considered. Vague items on the questionnaire were removed and items suggested were incorporated to improve the survey-questionnaire. After the 5

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questionnaire being reviewed and improved, the instrument was submitted to the adviser for comment and suggestions, and then the final draft was administered.

The researcher sought permission from the Schools Division Superintendent through the School Principal in order to authorize the distribution of the questionnaires to respondents.

The researcher asked help of the class adviser and the class president to administer the instrument to the students, informal and unscheduled interviews, and observations to students as well as the parents were conducted to strengthen the data gathered.

Results and Discussion There were more 13 to 15 years old students than of those who are aging from 16 to 19 years old students. There were fortyone (41) or 60.3 percent female and twenty-seven (27) or 39.7 male. Majority of them belongs to bracket 84to 80 which is equivalent to 55.9 percent. Majority of the respondents were only having a family monthly income of nine thousand to seven thousand pesos which is equivalent to 42.6 percent. There are 37 or 54.4 percent of the respondents whose parent were high school graduates. The respondents always “prefer activities that are explained in bilingual medium” with mean value of 4.559, and “prefer questions to be translated to Bilingual for better understanding” with mean value of 4.765. The respondents perceived that when Bilingual Instruction is used, they usually “recognize terms, concepts, ideas, and facts in science” with mean value of 4.50. The over-all weighted mean 4.39 or perceived usually when understanding basic science concepts. The respondents perceived that when Bilingual Instruction is used, they usually facilitate the acquisition of skills with overall mean value of 4.25. The overall weighted mean for this is 4.25 which is “usually”. The respondents perceived that usually, “Bilingual Instruction helps us to improve development of positive attitude and values by “justifying answers that lead to the provision of 6

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better data outcomes� with the mean value of 4.41. The overall mean is 4.43. The respondents perceived that they sometimes encounter difficulties when the teacher uses terms not familiar to them WX = 3.00. The computed F-value and p-value for age as profile variable were 1.914 and 0.105 respectively at level of significance used is 0.05, hence, it was insignificant. The F-value for gender 2.843 and its p-value was 0.097 and the level of significance used is 0.05. This profile variable therefore was insignificant. The computed F and p-value for the grade in Science last 3rd quarter was 2.084 and 0.111 respectively and level of significance used is 0.05, therefore not significant. For the monthly income of the family, the computed F-value was 0.838 and p-value was 0.506, level of significance was at 0.05. The F-value and p-value for highest educational attainment of parents as variable was 0.078 and 0.972 at 0.05 level of significance, which was therefore insignificant. Lastly, the computed of F-value for list of occupation of parents was 0.389 and p-value was 0.855 at 0.05 level of significance, hence, it was insignificant. Therefore, the null hypothesis was accepted.

Selected students were interviewed by the researcher and found out that most male in that area prefers to work at a young age to help their parents in the provision of usual necessities at home. In addition to this, most male in that area skip classes that leads to failing or dropping out. Females are more achiever than the males. In that area, female dominancy is much likely happens in terms of academics and most of them strive harder in their studies for them to finish high school. Young women's expectations of their future labor force participation changed radically. Rather than follow in their mothers' footsteps, they aimed to have careers, not just jobs. These careers were often outside of the traditionally female occupations for women. In high school, they took more science and math courses (Francis, 2011). The researcher observed that the greater number of students is in “approaching proficient� level and the mean grade is 84.13. This would mean that 7

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students need more focus and prioritization in their academics, especially in Science subject. Students who find it difficult to cope with their studies are those students who are frequently skipped classes due to different reasons like family problem, financial, or habitual. Teaching a child responsibility is another critical factor in school success. Successful students know that they are responsible for their school success and failure. They do not blame the teacher, parents or the school. Successful students act independently. When homework needs to be completed they do it without dispute. When a successful student gets a boring teacher they find a way to master the material despite the teacher. Other students act more dependently. They require parents to set the study schedule or they require the teacher to do all the learning. They do not see that school is their responsibility (Malone, 1993). High school students have different reasons why they choose not to enroll in college.

They find it costly and their families have more immediate or important expenses than sending them to college. Another is that if they find a job before going to college which gives a good pay to them. So, they reason out “why should I bother myself going to college if I am earning this much?� (Springfield, 2010).

Respondents should be performing well in their Science subject regardless of different factors that might affect their grades.

Parents’ participation and cooperation on their studies should continuous even the respondents reached high school. Parents should be one of the great influences in imploring reading at home to amplify better understanding of different terms and expand the vocabulary of students. Preference of language used in the subject like Tagalog, Taglish, and Bilingual should be contributory to their good performance but should not be practiced always. Science, as practiced should be taught in English medium. If the teacher finds out that there are students having difficulties in understanding concepts Science and developing skills and attitudes as well, an after class tutorial or remedial sessions should done for them to cope up with subject. Every quarter, grades of the students should 8

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be well-assessed to know what level or ways the school can help the students to perform well. The school head should be supportive all the way in this kind of method of remediation in school.

Conclusions and Recommendations

There are more students fall under thirteen to fifteen years of age which is likely the ideal age for grade 8 students, the rest are not. There are more female than male students involved in the study. Majority of the respondents fall under the third grading bracket of 80 to 84. The mean of monthly income of the family is Php 6,235. Majority of the parents’ respondents are high school graduates. In the “reasons why bilingualism is the preferred medium”, the mean 4.412 which is perceived “usually”. The respondents perceived that bilingual instruction usually helps them to understand basic science concepts and helps them to improve the development of positive values and attitude. The most of perceived difficulty and problem is when students mumble when asked to express ideas and answers in straight English. There are no significant variations in the perceived effectiveness of using bilingualism in Science teaching when grouped according to age, gender, grade in Science last third quarter, monthly income of the family, and highest educational attainment of the parents. It is assumed that medium of instruction used in teaching might be a factor to improve teaching and learning processes. Preferred language by the students can be used to promote understanding basic concepts, acquiring skill, and development of positive attitude and values. Likewise, if the different reading resources and with the help teachers and parents are fully utilized, the standard medium of instruction for Science should be a least problem. Thus, the school administrators and teachers should assess and consider learners starting from grade 7 based on their age, gender, families’ economic status or income, and what degree that the parents finished in which it might be a factor for the students to perform well not just in Science but other subjects as well. The teacher 9

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should consider the perceived effectiveness of the use of bilingualism in creating or designing his/her teaching style or techniques in instruction by means of varied activities suited for the learners. The teacher should evaluate the result of pre-test, quizzes or any test in Science given to the students to see if the problem is relative to medium or language used. Interventions should be followed right after identifying such students having difficulties. The school administrators and teachers should utilize the result of this study by giving full understanding and identification of the perceived effectiveness of bilingualism in Science teaching. Further study is needed to improve dissemination of the perceived effectiveness of bilingualism in Science teaching and to investigate whether the grades may be improved significantly.

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