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EFFECTS OF LANGUAGE IN LEARNING COLLEGE ORGANIC
CHEMISTRY
Dr. Marilou M. Saong University of Baguio
Dr. Amelia E. PunzalanUniversity of the Philippines National Institute for Science and
Mathematics Education Development
August 2012
EFFECTS OF LANGUAGE IN LEARNING COLLEGE ORGANIC CHEMISTRY
This presentation is based on the University of the Philippines Open University Doctoral Dissertation of the first author entitled Effects of Language and Other Correlates in Learning College Chemistry and presented during the 3rd International Conference: Filipino as Global Language held in DLSU, Manila, Philippines in August 2012.
Please send communication to: [email protected]
Introduction
Introduction
Introduction
Introduction
Introduction
Introduction
Introduction
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
Introduction
Introduction
Introduction
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)
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 ProvinceLingua 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
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
Conceptual Framework
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 languages 0 (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
Seven quizzes and three 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 DescriptiveInterpretation
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 .264
Over-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 .252Chemistry 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)
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)
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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THANK YOU!!!