Performance of the Grade IV Pupils in Science Tests Using English Language and Mother-Tongue

The transitions from utilizing the mother tongue for science instruction in Grade 3 to using English as the primary language for science in Grade 4 elicited varied reactions among people in the Philippines. Some appreciate the emphasis on English proficiency while others are concerns in the potential challenges for young learners accustomed to learning in the their native language. This study, therefore, determined the performance of the grade 4 pupils in science tests using English language and mother-tongue. Quantitative and qualitative research design was employed in the collection of data from 24 grade 4 pupils. Two open-ended tests (one for English and one for Bicol dialect) was administered to describe its contributions in academic performance of the pupils in science. Interview guide was also utilized for qualitative data to support the results of the tests. The study revealed that there is no significant difference between the academic performance of the pupils in science when taught in English and in Mother-tongue. This implies that the use of two media of instruction in teaching science did not affect the academic performance of the pupils in science. In the open-ended test, pupils obtained a mean performance of 11 with an equivalent description of average using English, while in using mother-tongue, pupils obtained  mean performance of 14 with a descriptive level of good. The result signifies that pupils tend to gain more understanding of science concepts, and more confident in processing and writing their ideas in answering science questions using mother togue.