Effect of language in learning college organic chemistry

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.

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Introduction

Introduction

Introduction

Introduction

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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)


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)


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


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.



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


Cordilleran 48.15 27.59

Tagalog 18.52 17.24

Ilocano-Tagalog 11.11 13.79

Ilocano 7.41 24.14

SampleEthnic background Percentage


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 (%)


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


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


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


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


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!!!