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GS Research Journal

problems to elevate educator’s interest in adapting the guided practice. Future related studies
should be conducted to ascertain further the validity of the findings of this study.

ACADEMIC PERFORMANCE OF GRADE I MATHEMATICS, ARALIN
PANLIPUNAN, AND MAPEH IN THE MOTHER TONGUE
APRILYN A. CASTRO

The academic performance of the respondent-Grade I pupils in Mathematics, Araling
Panlipunan, and MAPEH, with the mother tongue, Iloko/Ilokano as medium of instruction, was
the focus of this study.
Salient Findings. A little more than 50 percent of the respondent-Grade I pupils are
females, 96.6 percent are normal in the nutritional status; most of them have 1-3 siblings;
belonging to families with monthly family income bracket below10,000 Php. They have parents
who are only high school graduates, and they have pre-school preparation.
Their overall academic performance is indicated by the overall mean of 42.544, a kurtosis of
-0.343 (platykurtic) and a skewness of -0.214 indicating that more scores are located on higher
end of the score distribution.
No significant mean differences are found in the levels of academic performance in Mathematics,
Araling Panlipunan, and MAPEH, in the mother tongue, Iloko/Ilokano. The variable “highest
educational attainment of the mothers” was a source of variation. The significant mean difference
is in favor of the pupils whose mothers who are high school graduate, as against those whose
mothers who have only elementary level education. The levels of academic performance in
Mathematics, Araling Panlipunan, and MAPEH are not significantly related to any of the profile
variables considered.
Conclusions. The respondent- Grade I pupils are typical pupils in the area. The levels
of academic performance in Mathematics, Araling Panlipunan, and MAPEH in the mother, Iloko/
Ilokano are comparably satisfactory. The variations in academic performance could largely be
attributed to the mother tongue as medium of instruction, and to the profile variable “highest
education of the mother.” Further, academic performance, in the three subjects, is not associated
with any of the profile variable considered.
Recommendations. Kindergarten should be implemented as an integral part of the K
plus 12 Curriculum. The mother tongue, as medium of instruction, in Kindergarten up to Grade
III should be continued.
A one-hour, three times a week, non-formal education program should be initiated and
implemented as an extension program of the school, to upgrade the education of the parents.
Further studies on the use mother tongue, as medium of instruction, even in higher
grade levels, should be conducted, under the auspices of the Graduate School in collaboration
with the Office of the Schools Division Superintendent.

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