Doctoral Dissertation Primary Science Education Using Two Languages, Bicol and Filipino: The Case of Bicol Speaking Students in the Bicol Region, Philippines JUALIM DATILES VELA Graduate School for International Development and Cooperation Hiroshima University September 2015 Primary Science Education Using Two Languages, Bicol and Filipino: The Case of Bicol Speaking Students in the Bicol Region, Philippines D105801 JUALIM DATILES VELA A Dissertation Submitted to the Graduate School for International Development and Cooperation of Hiroshima University in Partial Fulfillment of the Requirement for the Degree of Doctor of Philosophy September 2015 iii ACKNOWLEDGEMENTS I offer my deepest thanks to the Lord Almighty for all the blessings that He has bestowed upon me. Without Him, my PhD odyssey will not be complete, colorful and meaningful. I am deeply indebted to my academic adviser, Professor Hideo Ikeda, for the limitless patience, for sharing and discussing ideas, the wisdom and advice, the extra miles he has taken, for believing in me and guiding me throughout the process of my graduate studies. He has been an instrumental part of my graduate career. I am also deeply thankful for Professor Takuya Baba, Professor Takayoshi Maki, and Professor Kinya Shimizu for the knowledge, constructive ideas and for the encouragement to think and process my ideas on my research. I offer my sincerest gratitude to Dr. Rodolfo Treyes and Dr. Amy Punzalan. Each has graciously contributed valuable insights and feedback into my dissertation. I am also grateful to the University of the Philippines National Institute for Science and Mathematics Education Development (UP NISMED) for extending support in my research. My field work was made possible through the DepEd Division Office headed by Dr. Artemio Q. Rivera and Dr. Socorro V. Dela Rosa. I was privileged to have been given their warm support throughout my research. I am extremely thankful to all the Principals, Teachers and Students of Cavinitan Elementary School, Guinobatan east Elementary School, Rawis Elementary School Legaspi City, Panganiban Central Elementary School, Bato Elementary School, Viga Central Elementary School, Virac Pilot Elementary School, Virac Central Elementary School and Jose M. .Alberto Memorial Elementary School for making my research possible and worthwhile. My deepest thanks to the professors and staff of the College of Education at the Catanduanes State University led by Dr. Mila D. Vela for their valuable insights to my research instruments. My infinite gratitude is extended to Japan’s Ministry of Education, Culture, Sports and Science (MEXT) for giving me the opportunity to experience and study in Japan. I am also tremendously grateful to the Kumahira Scholarship and Cultural Foundation, and to the Saijo Rotary Club for the scholarships awarded to me in order for me to finish my graduate studies. Likewise, I would like to express my appreciation to all IDEC professors, staff and personnel especially to Ichikawa-san and Kato-san for their tireless assistance during the course of my studies. iv I have been perpetually blessed to cross paths with many remarkable people during the course of my studies. I am forever thankful to Johanna and Rene, for the special friendship that I will treasure for as long as I live. Kinneth and my goddaughter Hannah, Christine, Jaycee and baby Iyah, Tita Ezra have made Saijo feel like home. To Amy and Carl, for always sharing all positive thoughts and for the advice. To Alyn and Niña who have welcomed me in Saijo and have always been tirelessly helpful when my Japanese ability runs out. My sincerest gratitude and appreciation to Professor SEKI Koki and his wife, Ate Chat, for their encouragement and support for me during the pursuit of my studies. I have also been fortunate with my IDEC labmates and friends who have brought in constructive discussions and rich cultural exchanges. I especially thank Haruna-san, for giving her time helping me especially when talking with the doctors, for accommodating every query I made - from important to the most miniscule questions. I am also grateful to Shin-san, for the intellectual and artistic discussions, and for also giving his time to help me out. I am very much obliged to Maekawa-sensei, Kato-sensei and Uekusa-sensei. Thank you very much Horie-san, Kubota-san, Hiroko Kubo and Daisuke “Dee”-san. My thanks and appreciation to all the staff of Sunsquare Communication Corner, without them, adjusting to Japanese life would be more challenging. I am deeply thankful to my host family, Hideo-san and Mayumi-san, and to my friends, Natsuko-san and family, Kasumi-san, Hiroko and Megumi-san, for their support and enthusiasm, to Hiroko-san and Masae-san for always thinking of us and for always spending time with us. Goto-sensei for her generous heart. Motoda-san for the good barber conversations when I was a new student. I would also like to express my sincere appreciation and thanks to the Pinoy Community here in Hiroshima University, family and friends who are always there for me and my family. Thank you to Dean Hony Fernandez. This is for you. v DEDICATION I dedicate this Dissertation to my wife, Len, for her Love, Patience, Untiring Support, for keeping me Grounded and Sane. To our girls, our twin blessings, Diwa and Mayumi. You are my strength, my inspiration and my everything. vi DEDICATION I also dedicate my dissertation to my family. Thank you very much Papa, and Mama for everything. For your unwavering trust in my ability, for your unconditional support. For being always there for us, and for being always positive on your advise. Donna, Paul, Sherline, Christy, Domingo II, Baby Melanie and Maria Mila thank you for being great brothers and sisters to me. I love you all. Thank you very much Papa Romy and Mama Emily, for always being there for us especially for Len and our twins. For your guidance and for keeping us on the ground. Thank you Ate Bim, Melvin and family, Ate Yen, Cesar and family, Lisa, Aldween and family. To my dear family, tito’s and tita’s, thank you very much. vii TABLE OF CONTENTS TITLE ………………………………………………………………………………………i APPROVAL ……………………………………………………………………………...ii ACKNOWLEDGEMENTS ……………………………………………………………..iii TABLE OF CONTENTS …………………………………………………………….vii LIST OF TABLES ……………………………………………………………………...x LIST OF FIGURES …………………………………………………………………….xii ABSTRACT ……………………………………………………………………………xiii CHAPTER I: INTRODUCTION………………………………....……………………..1 1.1. Research Problem…………………………………………………….………………11 1.2. Specific Research Questions ………………………………………………………..11 1.3. Objectives of the Study……………………………………………….………………..13 1.4. Significance of the Study ……………………………………………………….…….13 1.5. Scope and Delimitation of the Study………………………………………………...14 1.6. Definition of Terms ………………………………………………….…………………16 1.7. Theoretical Framework………………………………………………………………..18 1.8. The Conceptual Framework……………………………………...…………………...20 CHAPTER II: REVIEW OF RELATED LITERATURE ……………..………..……..22 2.1 Language and Education…………………………………………...…………...22 2.2 Introduction of Languages in the Philippines……………………..………...... 27 2.3 Mother Tongue-Based Multilingual Education…………………..…………….28 2.4 Language Diversity in Many Countries…………………………………...……29 2.5 Mother Tongue-Based Education: International Experiences………………….30 2.6 Mother Tongue-Based Education: The Philippine Experience...………….…...32 2.7 The Language Situation in the Philippines…………………………………..…33 2.8 Language Policies in the Philippines…………………………………...………37 2.9 Synthesis of the Related Literature……………………………………………..40 CHAPTER III: METHODOLOGY ……………………………………………………..42 3.1 Research Design ……………………………………………………………..43 3.2 Process of Data Gathering ……………………………………………………..49 3.3 Research Site and Sampling ……………………………………………………..49 3.3.1 Reading Comprehension Test ………………………………………………...50 3.3.2 Research Instruments ……………………………………………………50 3.3.3 The Participating Schools ................................................................................51 3.3.4 The Student Participants ……………………………………………………51 viii 3.3.5 Data Collection Procedure …………………………………………………...52 3.3.6 Data Analysis ……………………………………………………………....53 3.4 Vocabulary Tests on Words Commonly Used in Science …………………….53 3.4.1 Research Instruments ………………………………………………….53 3.4.2 Reliability of the Test Instruments ……………………………………55 3.4.3 The Participating Schools …………………………………..................55 3.4.4 The Student Participants ……………………………………………..56 3.4.5 Data Collection Procedures ……………………………………………..56 3.4.6 Data Analysis ………………………………………………………………57 3.5 Implementation of Science Lessons Using Three Languages, Bicol, English and Filipino ………………………………………………………………………57 3.5.1 Research Instruments …………………………………………………….58 3.5.2 Reliability of the Test Instruments ……………………………………….58 3.5.3 Content of the Lesson and Instructional Materials …………………………….58 3.5.4 The Participating Schools …………………………………………………..59 3.5.5 The Student Participants …………………………………………….…….60 3.5.6 Development of Instructional Materials in Two Philippine Languages, and the English Language Guided by an Instructional Design Model …………......61 3.5.7 Data Collection Procedure …………………………………………………..64 3.5.8 Data Analysis ……………………………………………………………….64 3.6 Survey on Students’ Language Preference in Learning Science and in Science Related Activities ……………………………………………………………….65 3.6.1 Research Instruments …………………………………………………..65 3.6.2 The Student Participants …………………………………………………..66 3.6.3 Data Collection Procedure …………………………………………………..66 3.6.4 Data Analysis ……………………………………………………………….67