This document summarizes a presentation on the effects of language in learning college organic chemistry. It was presented at a conference on Filipino as a global language. The presentation was based on a doctoral dissertation that examined the effects of language and other factors on learning chemistry. The objectives were to provide a basis for developing a language model for teaching chemistry and to inform policymakers on creating language education policies to benefit Filipino college students learning science. The presentation covered topics like models of the teaching/learning process, effects of bilingual instruction, importance of mother tongue-based schooling, and studies on language proficiency and use in the Philippines. It described the methodology, instruments used, results showing performance differences between experimental and control groups, and
1. EFFECTS OF LANGUAGE IN
LEARNING COLLEGE ORGANIC
CHEMISTRY
Dr. Marilou M. Saong
University of Baguio
Dr. Amelia E. Punzalan
University of the Philippines National Institute for Science and
Mathematics Education Development
August 2012
2. 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:
marilousaong@yahoo.com
10. 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
15. 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
18. Effects of Bilingual
Instruction
Cummins (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
19. Effects of Bilingual
Instruction
those 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
20. Importance of Mother Tongue-
Based Schooling for
Educational Quality (Benson, 2004)
facilitated bilingualism and biliteracy
classroom participation, positive attitude and
increased self-esteem
valorization of the home language and
culture
increased parent participation
increased participation of girls
21. 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)
22. 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)
23. 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
24. 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.
26. 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
31. Sample
Experimental Group Control Group
Total = 27 Total = 29
32. Sample
Experimental Group
Control Group
Total = 27
Total = 29
33. Sample
Ethnic 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
34. Sample
Ethnic 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
35. Sample
Language Spoken at Home Frequency (%)
Experimental Group Control Group
Tagalog and other languages 22 (81.48) 25 (86.21)
like Ilocano, English, etc.
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)
36. 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
38. Instruments
Language of Learning and Instruction
Interview Guide
determine preferred language in
teaching organic chemistry and the
language in learning organic
chemistry
39. Instruments
Seven quizzes and three examinations
determine the academic performance
of the two groups
consisted of all topics in organic
chemistry
40. 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
41. Results and Analysis
English Proficiency Test
Class N Mean Descriptive SD t-value Significance
Interpretation level (2-
tailed)
Experimental Group 27 77.97 High 13.22
-.149
.882*
Control Group 29 78.49 High 12.93
42. Results and Analysis
Filipino Proficiency Test
Class N Mean Descriptive SD t-value Significance
Interpretation level (2-tailed)
Experimental 27 74.46 High 10.42
Group .364
.718*
Control Group 29 73.41 High 11.17
43. Results and Analysis
Language Preference
Language Teaching Learning
Frequency (%)
Experimental Control Group Experimental Control Group
Group Group
English 3 (11.11) 11 (37.93) 5 (18.52) 16 (55.17)
Bilingual 21 16 20 12
(77.78) (55.17) (74.07) (41.38)
Filipino 3 (11.11) 2 (6.90) 2 ( 7.40) 1 (3.45)
Total 27 (100) 29 (100) 27 (100) 29 (100)
44. Results and Analysis
Scientific Idea
Essay Experimental Control Group t-value Significance
Question Group Mean Mean Score level (2-tailed)
Score
1 87.04 80.00 2.86 .006*
2 88.15 83.22 1.13 .264
Over-all 87.70 82.62 1.78 .081
Mean
45. Results and Analysis
Academic Achievement
Class N CDT Sig. AP Mean Sig. AA Sig.
Mean (2-tailed) (2- Mean (2-tailed)
tailed) (CDT –
AP)
Experimental 27 43.80 65.51 .500 -21.71
Group .033* .004*
Control Group 29 53.88 62.98 -9.10
46. Correlation Analysis
(Experimental Group)
Correlation Pearson Descriptive Significance
Interpretation (2-tailed)
(Relationship)
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 .250 Weak .209
English -.050 Very Weak .803
Language of Learning
Bilingual .330 Weak .093
English -.140 Very Weak .485
47. Correlation Analysis
(Control Group)
Correlation Pearson Descriptive Interpretation Significance (2-tailed)
(Relationship)
English Proficiency .578 Moderate .001*
Filipino Proficiency .293 Weak .123
Attitude Towards .475 Moderate .009*
Science
Chemistry Diagnostic .523 Moderate .004*
Test
Language Preference for
Teaching -.169 Very Weak .380
Bilingual .273 Weak .153
English
Language of Learning
Bilingual .010 Very Weak .960
English .016 Very Weak .934
49. 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.
50. 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.
52. Conclusions
There was a significant difference between
the mean scores of the control and
experimental group in the Chemistry
Diagnostic Test.
53. 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.
54. 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.
55. Conclusions
There were significant predictors of academic
performance in organic chemistry and there
were significant correlations between
academic performance and the different
variables investigated.
56. Recommendations
1a) Commission on Higher Education
(CHED) - develop a dual language
program in Baguio City employing
English and Filipino languages
57. Recommendations
To achieve higher academic
performance, the bilingual program
must acknowledge the contribution
of the context variables
58. 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
59. 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
61. 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
62. 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.