presentation dr. saong
TRANSCRIPT
EFFECTS OF LANGUAGE IN LEARNING COLLEGE ORGANIC CHEMISTRY
Dr. Marilou M. SaongDr. Amelia E. Punzalan
Introduction
Philippines
• about 200 languages
• 24th most linguistically diverse country in the world (Gordon, 2005))
Biggest languages
• Tagalog • Cebuano
and• Ilokano
• Source: 2000 Philippines Census
Second language
• English
Introduction
Department of Education (DepEd)
mandate of the
Constitution
1987 Bilingual Policy
Introduction
Art XIV Sec. 7
For purposes of communication and
instruction, the official languages of the
Philippines are Filipino and, until otherwise
provided by law, English.
Introduction
DepED Order No. 74, s. 2009
directed Regional Directors and
Superintendents - promote and support Mother Tongue-Based Multilingual Education
Introduction
Local initiatives and
international studies in basic
education
superiority of the use of the
learner’s mother tongue
or first language in improving learning
outcomes and promoting
Education for All (EFA).
Introduction
The language of education is an important issue in multilingual settings of the countryGonzales and Bautista (1986):
language use and preference, language
attitudes and motivation, language
acquisition and proficiency, and
bilingual education.
Dumatog and Dekker (2003)
causes of student drop out rates and low comprehension
may relate to language
Introduction
The language of education is an important issue in multilingual settings of the country
Introduction
Bernardo (2007) - holistic understanding of the socio-psycholinguistic reality of multilingualism in the Philippines
make teaching and learning in Philippine schools, colleges, and universities empowering
efficient use of language in communication on the part of the students
Introduction
In 2004, the Arroyo government issued Executive
Order No. 210 with the avowed purpose of “Establishing the
Policy to Strengthen the Use of the English Language as a
Medium of Instruction.”
Introduction
several data show that English
is used as a Second Language
literature lacks evidence concerning the
effectiveness of the use of the second language or
English in college science and mathematics teaching
Introduction
According to UNESCO (2003) and Callahan (2005) students who are English learners have at least two major tasks to accomplish:
1) they must learn English, and
2) they must learn new knowledge contained in that language.
Introductionadvocacy for bilingual instructionconcrete language models that support instruction in two or more languages specially in the tertiary level.
complement the linguistic and cultural heterogeneity of the different regions .
Objectives of the Study
a basis in developing a language model in teaching and learning tertiary level organic chemistry particularly in Baguio City
a foundation among policy makers to create a language and education policy explicitly in favor of Filipino college students in learning science
Huitt’s Model of the Teaching/Learning Process
A school-based model of science learning (Guo, 2007)
CONTEXTS
Physical environments
Socio-cultural conditions
Educational goals & policies
Science & technology capacity
Theoretical foundations
International conditions
DRIVING FORCES
Constructivism
TIMSS, PISA, SAS
Globalization
Advances in science,
technology, & ICT
PROCESSES
Teacher behaviors
Student behaviors
Learning approaches
Meta-cognition
Classroom interactions
PRODUCTS
Science achievement
Scientific literacy
Learning & thinking skills
Self-confidence
INPUT
Teacher characteristics
Student characteristics
Science curriculum
Resources & facilities
Learning opportunities
Effects of Bilingual InstructionCummins (1981)
balanced bilinguals who learned their languages in additive learning environment had cognitive advantage over monolinguals or those who have learned mathematics in the first language
Effects of Bilingual Instructionthose who begin school in
their first language with careful bridging with the two second languages emerge as more competent in all areas of study than the children who do not (Quijano, 2010)
MLE in the Philippines: History and Possibilities
Importance of Mother Tongue-Based Schooling for Educational Quality (Benson, 2004)
facilitated bilingualism and biliteracyclassroom participation, positive
attitude and increased self-esteemvalorization of the home language
and culture increased parent participation increased participation of girls
Mother Tongue Based Multilingual Education in the Philippines
Iloilo Experiments (1948-54 and 1961-64)
Rizal Experiment (1960-66)First Language Component-
Bridging Program (1986-93) in Ifugao Province
Lingua Franca Project (1999-2001)
Mother Tongue Based Multilingual Education in the Philippines
Culture-Responsive Curriculum for Indigenous People –Third Elementary Education Project (CCIP-TEEP) case study (2003-07)
Lubuagan First Language Component (FLC) multilingual education (MLE) (1998 to present)
Mother Tongue Based Multilingual Education in the Philippines
Borbon (1992) - effectiveness of Filipino and English as media of instruction in developing science enquiry skills
Gabriel (2002) - comprehensible input strategies and pedagogical moves using Filipino or English as medium of instruction, and relate them to mathematics achievement
Mother Tongue Based Multilingual Education in the Philippines
Pitpit (2004) - codeswitching (CS) as a communication strategy is more effective than the use of pure English in terms of the mastery of concepts and effective communication
Inducfiro (1994) - use of CS communication strategy in Science, its effects on pupils’ achievement, attitude and class participation in a Grade IV exclusive girls’ school.
Mother Tongue Based Multilingual Education in the Philippines
Martin (2006a, 2006b)
CS does not
prohibit facilitat
ing learnin
g in Science
nor achievi
ng proficiency in English
CS is useful in
teaching and
learning
motivates student
response and
actionensures rapport
and solidaritypromotes
shared meaningchecks student
understanding; and maintains teacher
narrative.
Mother Tongue Based Multilingual Education in the Philippines
Reyes (2004) - explain the performance of students in the English and Filipino versions of a mathematics test, consisted of 21 first year high school classes
Ocampo (2002) - investigated literacy development and difficulties in the context of bilingualism involving 6 to 13 y/o children bilinguals in English and Filipino
Language Proficiency
Thresholds Hypothesis by
Cummins (1981)
the level of L1 and L2 proficiency determines cognitive deficits or benefits from learning in a second language.
Conceptual FrameworkGeneral chemistry background
English and Filipino proficiency
Language of Learning and teaching
Language spoken at home
Scientific attitude
Parents’ Years of Schooling
Language of Instruction
used in Class
Academic Achievement in Organic Chemistry
Scientific Ideas Learned by Students
Methodology – Research Locale major university in Baguio City
Research Design
quasi-experimental
Control group – English instruction
Experimental group – bilingual instruction
Sample
Experimental Group Control Group
Total = 27 Total = 29
Sample
Experimental Group
Total = 27
Control Group
Total = 29
SampleEthnic background Percentage
Experimental Group Control Group
Cordilleran 48.15 27.59
Tagalog 18.52 17.24
Ilocano-Tagalog 11.11 13.79
Ilocano 7.41 24.14
SampleEthnic background Percentage
Experimental Group Control Group
Kapampangan 7.41 3.45
Cordilleran-Ilocano 3.70 0.00
Cordilleran-Ilocano-
Tagalog
3.70 0.00
Bisaya 0.00 6.90
Tagalog-Kapampangan 0.00 3.45
Tagalog-Bicolano 0.00 3.45
Sample
Language Spoken at Home Frequency (%)
Experimental
Group
Control Group
Tagalog and other languages like Ilocano, English, etc.
22 (81.48) 25
(86.21) Ilocano only plus other languages
4 (14.81) 2 (6.90)
Kapampangan only 1 (3.70) 0 (0.00)
Twali only plus other languages0 (0.00) 1 (3.45)
Kankana-ey only 0 (0.00) 1 (3.45)
Instruments
17 instruments
Reliability – Test-retest, Cronbach Alpha, KR20, Inter-rater reliability
Chemistry Diagnostic Test based on the major topics in
general and inorganic chemistry syllabus
Instruments
Demographic Questionnaire
determine students’ age, ethnic background, parents’ highest educational attainment and language/s spoken at home
Instruments
Language of Learning and Instruction Interview Guide
determine preferred language in teaching organic chemistry and the language in learning organic chemistry
Instruments
Quizzes and Examinations
determine the academic performance of the two groups
consisted of all topics in organic chemistry
Instruments
English and Filipino Proficiency Tests
consist of grammar, vocabulary and reading comprehension
English proficiency test is adapted from Transparent Language®
Filipino proficiency test is researcher made
Results and Analysis
Class N Mean
DescriptiveInterpretation
SD t-value
Significance level (2-tailed)
Experimental Group
27 77.97 High 13.22 -.149 .882*
Control Group 29 78.49 High 12.93
English Proficiency Test
Results and Analysis
Class N Mean
DescriptiveInterpretatio
n
SD t-value
Significance level (2-
tailed)
Experimental Group
27 74.46 High 10.42.364 .718*
Control Group
29 73.41 High 11.17
Filipino Proficiency Test
Results and Analysis
Language Teaching Learning
Frequency (%)
Experimental Group
Control Group
Experimental Group
Control Group
English 3 (11.11) 11 (37.93) 5 (18.52) 16 (55.17)
Bilingual
21 (77.78)
16 (55.17)
20 (74.07)
12 (41.38)
Filipino 3 (11.11) 2 (6.90) 2 ( 7.40) 1 (3.45)
Total 27 (100) 29 (100) 27 (100) 29 (100)
Language Preference
Results and Analysis
Essay Question
Experimental Group Mean Score
Control Group Mean Score
t-value Significance level (2-tailed)
1 87.04 80.00 2.86 .006*2 88.15 83.22 1.13 .264Over-all Mean 87.70 82.62 1.78 .081
Scientific Idea
Results and Analysis
Class N CDT Mean
Sig.(2-tailed)
AP Mean
Sig. (2-tailed)
AA Mean(CDT – AP)
Sig. (2-tailed)
Experimental Group
27 43.80 .033*
65.51 .500 -21.71 .004*
Control Group 29 53.88 62.98 -9.10
Academic Achievement
Correlation Analysis (Experimental Group)
Correlation Pearson
Descriptive Interpretation (Relationship)
Significance (2-tailed)
English Proficiency .461 Moderate .015*Filipino Proficiency .621 Strong .001*Attitude Towards Science .229 Weak .252
Chemistry Diagnostic Test
.539 Moderate .004*
Language Preference for Teaching Bilingual English
.250-.050
WeakVery Weak
.209
.803
Language of Learning Bilingual English
.330-.140
WeakVery Weak
.093
.485
Correlation Analysis (Control Group)
Correlation Pearson Descriptive Interpretation (Relationship)
Significance (2-tailed)
English Proficiency
.578 Moderate .001*
Filipino Proficiency .293 Weak .123
Attitude Towards Science
.475 Moderate .009*
Chemistry Diagnostic Test
.523 Moderate .004*
Language Preference for Teaching Bilingual English
-.169.273
Very WeakWeak
.380
.153
Language of Learning Bilingual English
.010
.016Very WeakVery Weak
.960
.934
Path Analysis (Experimental Group)
Academic Performance (AP)
Preferred Language in Teaching (Bilingual)
Preferred Language in Teaching (English)
English Proficiency
Chemistry Diagnostic Test
Filipino Proficiency
Ethnic Background (Cordilleran)
Language of Learning (Bilingual)
0.349*
eAP= 0.40
0.411*
0.029*
0.390*
0.432*
0.512**
0.567**
0.485*0.683**
-0.452*
Path Analysis
The positive correlation between English and Filipino proficiency is consistent with the “developmental interdependence hypothesis” by Cummins (1981).
bilingual students’ first and second languages acted on each other.
Path Analysis
Ocampo (2002) – although literacy development in English and Filipino seems to progress at different rates, underlying skills in literacy show a high degree of cross-language interdependence.
Path Analysis (Control Group)
Academic Performance (AP)
Filipino Proficiency
Mothers’ Educational Attainment
Chemistry Diagnostic Test Result
English Proficiency
Attitude Toward Science
Fathers’ Educational Attainment
0.432*0.362*
eAP= 0.502
0.308*
0.372*
0.534**
0.435*
0.449*
Conclusions
There was a significant difference between the mean scores of the control and experimental group in the Chemistry Diagnostic Test.
Conclusions
There were no significant differences between the performances of the control and experimental groups in the English Proficiency Test, Filipino Proficiency Test, Scientific Attitude Survey and Scientific idea test.
Conclusions
There was a significant difference in the academic achievement in organic chemistry between the control and experimental groups based on the language of instruction used in class.
Conclusions
There were significant predictors of academic performance in organic chemistry and there were significant correlations between academic performance and the different variables investigated.
Recommendations
1a) Commission on Higher Education (CHED) - develop a dual language program in Baguio City employing English and Filipino languages
Recommendations
To achieve higher academic performance, the bilingual program must acknowledge the contribution of the context variables
Recommendations
college chemistry teachers and teacher trainees in Baguio City must be trained in order to develop adequate competencies and skills in bilingual education in terms of required language, content and methods
Recommendations
policy makers and school administrators need to carry out the implementation of the bilingual program and to allocate appropriate resources for teacher training and development of instructional materials
Recommendations
curriculum developers need to formulate more teaching materials for tertiary level chemistry written in the Filipino language
Recommendations
undertake other studies using larger samples in other Science Education institutions in Baguio City or in the Northern part of Luzon for more conclusive databases
Recommendations
CHED, curriculum developers, policy makers, school administrators, chemistry teachers and the community should be involved in the decision-making regarding implementation of bilingual schooling as well as which languages will be used and how they will be developed
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