Teaching Geometrical Figures in Waray: The LNU-ILS Experience

By Voltaire Q. Oyzon, Cyrene C. Lubio, Lorena M. Ripalda, and Jose Ismael S. Salamia

Paper presented at the 2nd Philippine
Conference Workshop on
 Mother
Tongue-Based Multilingual Education
held February 16-18, 2012 at the
Punta Villa Resort
Sto. Niño Sur
Arevalo, Iloilo City, Philippines

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ABSTRACT

Waray children are “unconsciously shifting from their mother language to English and/or Tagalog in their vocabulary use”. English vocabularies are more familiar to Waray educands of today than are the indigenous Waray terms, for instance, for geometrical figures, colors, numbers, etc.

Still, “it is an ongoing debate of what type of language should be used in the implementation of MTBMLE.” Should educators use a Waray that borrows heavily from English and other languages or a Waray that uses exclusively its own indigenous terms and concepts?

The researchers formulate a single lesson plan using an inductive method incorporating the Montessori Approach. Using Waray as the medium of instruction, the lesson is taught to two groups equivalent in number and composition: Group A (the experimental group) uses indigenous terms in the teaching of geometrical figures, and Group B (the control group) uses borrowed English terms in the teaching of geometrical figures. We have two types of pupils at LNU-ILS: Waray pupils whose language at home is Waray, and Waray pupils who are exposed to English at home.

With this set up, the researchers tried to see if there are significant differences in achievement scores between the following: (1) Waray pupils versus English pupils within Group A; (2) Waray pupils versus English pupils within Group B; (3) Waray pupils from group A versus Waray pupils from Group B; (4) English pupils from Group A versus English pupils from Group B; (5) English pupils from group A versus Waray pupils from Group B; (6) Waray pupils from Group A versus English pupils from Group B; and (7) Group A versus Group B. T-test for independent samples is utilized as a statistical tool in the analysis of the achievement scores (post-test minus pretest).

Keywords: MTBMLE, Teaching Waray, Teaching Geometrical Figures in Waray, Vocabulary development in Waray, Intellectualization of Waray

To read the complete article, click on Oyzon et al – Teaching Geometrical Figures in Waray.

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