Research Problem and Objectives
Motivation for Choosing the Topic
The motivation for choosing this topic stems from the importance of language in education, particularly
the role that the mother tongue plays in early childhood learning. As indicated by UNESCO (2022), the
use of the mother tongue can significantly improve learning outcomes and academic performance. In
the context of Filipino students, especially in Grade One, difficulties in mastering key concepts like colors
and shapes in their mother tongue have been observed. This prompted the researchers to explore how
Vernacular Songs could be an effective tool to address this gap. Music, as a universal language, has been
shown to enhance memory and cognitive development, especially in young learners. The intervention of
Vernacular Songs aims to bridge the gap in understanding and retention of colors and shapes in the
native language of the students.
How the Study Addresses a Gap in Existing Literature
While there is considerable research on the benefits of music and mother tongue-based learning, there
is limited literature focusing on the integration of Vernacular Songs specifically for teaching basic
concepts such as colors and shapes in primary education. This study uniquely fills that gap by providing
empirical evidence on how music, when integrated with language learning in the mother tongue, can
facilitate better retention and comprehension of foundational concepts in early education. The quasi-
experimental approach used in this study also provides a clear methodology to assess the effectiveness
of Vernacular Songs, an area that has not been deeply explored.
Significance of the Research to Education
This research has significant implications for educational practice, particularly in improving the use of
music as an instructional tool in early childhood education. By demonstrating that Vernacular Songs can
be an effective tool for teaching basic concepts, the study contributes to both the theoretical and
practical understanding of music's role in cognitive development. Additionally, the findings provide
insights into the effectiveness of mother tongue-based instruction, a priority in the Philippine
educational system. Schools can utilize this study to incorporate more creative and engaging tools for
teaching young learners, particularly in foundational subjects like the arts.
Research Questions and Alignment with Objectives
The research questions revolve around the effectiveness of Vernacular Songs in teaching colors and
shapes and the learners’ acceptance of this method. These questions align with the objectives, which
are:
1. To determine the effectiveness of Vernacular Songs in helping Grade One pupils master colors
and shapes in their native language.
2. To assess the learners' acceptance and attitude towards using Vernacular Songs in the learning
process.
The alignment is clear, as the effectiveness is measured through pretest and posttest comparisons, while
the acceptance of the tool is assessed through a weighted mean analysis of learners' responses. By
addressing both the cognitive and affective outcomes, this research aims to offer a comprehensive
evaluation of the intervention.
Theoretical Framework
Guiding Theory or Conceptual Framework
This study is grounded in several educational theories and models, most notably the Mastery Learning
Model (Bloom, 1968), Gardner's Theory of Multiple Intelligences (1983), and the VARK Model (Fleming,
1987). The Mastery Learning Model suggests that all learners can achieve high levels of understanding if
they are given appropriate learning experiences. The study supports this model by offering a tool
(Vernacular Songs) that allows students to master the concepts of colors and shapes at their own pace.
Additionally, Gardner's Theory of Multiple Intelligences supports the use of music as a key strategy for
engaging learners with musical intelligence. Music is not only a tool for learning but also a medium that
taps into various intelligences, making it an effective approach for reaching a diverse set of learners. The
VARK Model further supports the inclusion of different sensory experiences (auditory, visual,
kinesthetic) in the learning process, which aligns with the multisensory nature of the Vernacular Songs.
Application of the Framework to Research and Findings
The Mastery Learning Model applies to this research by highlighting the importance of giving students
enough time to master the basics of colors and shapes through repetition and reinforcement in the form
of music. Gardner’s theory emphasizes the need for varied teaching methods that cater to different
learning styles, which is fulfilled by the integration of music, a visual element in the form of colorful
illustrations, and the repetitive nature of the songs. The VARK Model informs the study’s approach to
integrating auditory, visual, and kinesthetic elements, making the learning process more engaging and
accessible for students with different preferences.
The findings of this research reinforce these theories, as the significant improvement in students’ scores
post-intervention (compared to the pretest) suggests that using music as a teaching tool enhanced
students' understanding and retention of the material, fulfilling the goals set by the Mastery Learning
Model.
Reason for Choosing the Framework
The combination of these frameworks was chosen because they provide a holistic approach to
understanding the learning process. The Mastery Learning Model ensures that all learners can succeed,
the Theory of Multiple Intelligences recognizes the diversity of learners' strengths, and the VARK Model
ensures that the learning tools are designed to address the various modalities through which students
process information. This multifaceted approach is particularly effective for young learners, whose needs
vary significantly in terms of how they engage with and process new information. By integrating these
frameworks, the study ensures that the learning tool (Vernacular Songs) is accessible, effective, and
comprehensive, catering to the diverse needs of the Grade One pupils involved in the study.
In summary, this study's motivation, research questions, and theoretical frameworks are deeply
intertwined. The research seeks to bridge the gap in literature regarding the use of Vernacular Songs in
education, while the theoretical frameworks guide the design and interpretation of the intervention.
The study’s significance to education lies in its ability to provide a new, effective method for teaching
foundational concepts through the integration of music and mother tongue instruction.
Why Did You Choose a Quasi-Experimental Design for Your Study, and How Did It Suit Your Research
Objectives?
A quasi-experimental design was chosen for this study because it allows us to assess the effect of the
vernacular songs intervention on the students' learning outcomes without randomly assigning them to
different groups (which might not always be practical). In a true experimental design, students would be
randomly placed into two groups—one with the intervention and one without—but in our case, this
wasn’t possible due to practical limitations, such as working within a single classroom.
A quasi-experimental design is still effective because it allows us to compare the students' performance
before and after the intervention, giving us a clear picture of how the vernacular songs affected their
ability to learn colors and shapes. The research objective is to measure the impact of these songs on
learning outcomes, and this design lets us compare the change in knowledge over time (pretest vs.
posttest) for the same group of students, which directly suits the goals of our study.
How Did You Ensure the Reliability and Validity of Your Pretest and Posttest?
To ensure the reliability and validity of the pretest and posttest, we followed a few important steps:
1. Reliability: This means that the tests should produce consistent results. We made sure that the
questions on both the pretest and posttest were clear and consistent by reviewing them
carefully and asking experts to check for any confusion or bias. Additionally, we ensured that the
same format and type of questions were used in both tests to maintain consistency in how the
information was presented.
2. Validity: Validity refers to whether the test truly measures what it is intended to measure—in
this case, the knowledge of colors and shapes. We ensured validity by aligning the test questions
with the specific objectives of the intervention (learning colors and shapes through vernacular
songs). We also made sure the questions reflected what the students were actually taught,
focusing only on the material covered in the intervention.
To further check for validity and reliability, we conducted a pilot test before the main study to see if the
questions made sense and whether students understood them as intended. This allowed us to adjust any
issues before the actual testing.
Why Did You Select This Specific Group Size and Sampling Method, and Do You Believe It Fully
Represents the Larger Population of Grade One Students?
The group size (number of students) was chosen based on practical considerations, such as the available
resources (like time, teachers, and classroom space). It was large enough to provide meaningful results
but manageable within the scope of the study. The exact number was influenced by the size of the
classroom and the willingness of the students to participate.
As for the sampling method, we used a convenience sampling method, which means we selected the
students who were readily available and willing to participate (in this case, a class of Grade One
students). While this approach is practical and feasible for a classroom-based study, it may not fully
represent all Grade One students in the larger population. The study is specific to this group, so the
findings are most directly applicable to similar classrooms, but may not be generalizable to every Grade
One student in the country. However, this sampling method was chosen because it was the most
straightforward way to conduct the research given the resources and time constraints.
What Steps Did You Take to Ensure That the Intervention (Vernacular Songs) Was the Primary Factor
Influencing the Results?
To make sure that the vernacular songs were the main reason for any improvements in the students’
learning, we took several steps:
1. Focused Intervention: The only new teaching method used during the study was the
introduction of the vernacular songs. We ensured that the lessons were centered on these songs
to teach colors and shapes, so there were no other major changes in teaching methods during
the study.
2. Consistent Instruction: The same teacher delivered all the lessons, ensuring consistency in how
the intervention was presented. This helped control for other factors (like different teaching
styles) that could have influenced the results.
3. Pretest and Posttest: By measuring the students’ knowledge before and after the intervention,
we could clearly see the difference in their learning. If the students improved significantly after
the intervention, we could reasonably attribute that to the use of the vernacular songs, since no
other major changes were made during this period.
4. Monitoring External Factors: We made sure that no other major events or teaching methods
occurred during the intervention period that could have affected the students' learning. For
example, if there were tests or other activities that could distract the students, we ensured these
were minimal or not conflicting with the study.
By focusing on the songs as the core of the intervention and controlling other influences, we could
confidently say that any changes in learning outcomes were likely due to the use of vernacular songs.
1. Statistical Methods Used and Their Role in Interpreting the Findings
In analyzing the data, we used statistical methods like the t-test for dependent samples to compare the
pretest and posttest results. Here's an explanation of these methods:
• t-test for dependent samples (paired t-test): This test is used when we are comparing the same
group of students before and after the intervention (i.e., pretest vs. posttest). The t-test helps us
determine if the differences in the test scores are statistically significant, meaning the changes
we observed are unlikely to have occurred by chance.
o For example, if the students scored 60% on average before the intervention (pretest)
and 85% after the intervention (posttest), the t-test tells us if this 25% improvement is
significant enough to suggest that the vernacular songs had an effect on their learning.
o We calculate the mean difference between the two sets of scores (pretest and posttest)
and test if this difference is large enough to be considered meaningful, taking into
account the variability in the data.
• Independent samples t-test (if used, for example, when comparing two separate groups, such as
a group that used vernacular songs and another group that didn’t) is used to determine if there
is a statistically significant difference between the two groups. However, in this study, the focus
was on the same group before and after the intervention, so the paired t-test was more
appropriate.
These methods are important because they help us confidently say whether the intervention (vernacular
songs) led to significant changes in the students' understanding of colors and shapes, or if the observed
changes could be attributed to random chance.
2. Interpreting Statistical Significance Between Pretest and Posttest Results
After performing the statistical tests, we can interpret the significance of the differences between the
pretest and posttest results in the following way:
• If the p-value (the probability that the observed difference is due to chance) is less than 0.05,
we can conclude that there is a statistically significant difference between the pretest and
posttest scores. This means the improvement in students' performance is likely due to the
intervention (vernacular songs) rather than random variation.
• If the p-value is greater than 0.05, the difference between the pretest and posttest scores may
not be significant, suggesting that the intervention might not have had a noticeable effect.
For example, if the p-value is 0.01, this would indicate that there is a 1% chance that the observed
improvement in scores happened by chance, which is statistically significant. Therefore, we would
conclude that the intervention (vernacular songs) likely contributed to the improved learning of colors
and shapes.
3. Limitations of the Study in Measuring the Effectiveness of Vernacular Songs
While the study provides valuable insights, there are several limitations that should be considered when
measuring the effectiveness of vernacular songs:
1. Sample Size and Representativeness: The study used a specific group of Grade One students in a
single classroom, which might not represent the larger population of Grade One students. A
larger, more diverse sample would increase the generalizability of the findings.
2. Duration of Intervention: The study's duration might have been too short to fully assess the
long-term effects of vernacular songs on learning. More extended periods of exposure could
provide clearer insights into the sustained impact.
3. Other Influences: There may have been other factors (e.g., natural student progression, teacher
effectiveness, external support at home) that influenced the students’ improvement, making it
difficult to isolate the exact effect of the songs alone.
4. Measurement Tool Limitations: While the pretest and posttest are useful, they may not fully
capture the depth of learning or the different aspects of cognitive, emotional, or social
development influenced by the songs. More varied assessments could provide a more
comprehensive picture.
4. Impact and Significance of Vernacular Songs on Students' Development
The use of vernacular songs in teaching primary students can have a significant impact on their
cognitive, emotional, and social development in several ways:
1. Cognitive Development:
o Vernacular songs help students retain information better because they involve
repetition, rhythm, and melody, which make learning more engaging and memorable.
For example, when students learn colors and shapes through songs in their native
language, they are more likely to recall this information in everyday situations.
o The use of music and language enhances brain activity, particularly in areas related to
memory and language skills, making it easier for young learners to absorb new
vocabulary and concepts.
2. Emotional Development:
o Music has a positive emotional impact, helping students feel more motivated and
enthusiastic about learning. Songs can create a joyful and safe learning environment,
which encourages participation and reduces anxiety around learning new topics.
o By using familiar vernacular songs, students can feel a deeper connection to the
material, as it resonates with their cultural background and everyday experiences.
3. Social Development:
o Songs are often social and interactive, making them ideal for group activities. As
students sing and learn together, they engage in collaborative activities that promote
teamwork, communication, and social skills.
o The shared experience of singing songs allows students to bond with each other,
building friendships and developing social confidence.
In summary, the use of vernacular songs in teaching not only helps students master specific academic
content, such as colors and shapes, but also supports their broader cognitive, emotional, and social
development. These benefits highlight the value of integrating culturally relevant and engaging teaching
tools into early education.
1. Analysis of Table 3 - Performance of Control and Experimental Groups
The table presents the results comparing the control group (traditional teaching) and the experimental
group (integration of vernacular songs) in mastering vernacular terms related to colors and shapes.
Below is a detailed analysis of each row of the table:
Pretest and Posttest of the Control Group
• Computed t-value: -7.64
• p-value: <0.001
• Degrees of freedom (df): 19.0
• Interpretation: Significant difference
• Decision: Reject the null hypothesis
The significant difference between the pretest and posttest scores of the control group suggests that
traditional teaching methods led to improvement in students' understanding of vernacular terms for
colors and shapes. This implies that even with conventional teaching methods, there was effective
learning. The rejection of the null hypothesis means that the performance improvement was not due to
random chance, but rather the result of the teaching method used.
Pretest and Posttest of the Experimental Group
• Computed t-value: -15.33
• p-value: <0.001
• Degrees of freedom (df): 19.0
• Interpretation: Significant difference
• Decision: Reject the null hypothesis
Similarly, the significant difference between the pretest and posttest scores in the experimental group
(who were taught using vernacular songs) shows that this teaching method was effective in improving
the students' ability to learn the vernacular terms for colors and shapes. The greater computed t-value
for the experimental group (-15.33) compared to the control group (-7.64) suggests that vernacular
songs had a stronger positive effect on learning. This supports the idea that active engagement in
learning (through singing and listening) enhances retention, as noted in Dale’s Cone of Experience,
which states that learners retain more when they are actively involved.
Pretests of the Control and Experimental Groups
• Computed t-value: 0.0698
• p-value: 0.945
• Degrees of freedom (df): 38.0
• Interpretation: Insignificant difference
• Decision: Accept the null hypothesis
This row shows that there was no significant difference between the pretest scores of the control and
experimental groups, meaning that both groups had similar levels of knowledge before the intervention.
The very high p-value of 0.945 suggests that any observed difference in pretest scores was due to
chance. Therefore, the study effectively started with comparable groups.
Posttests of the Control and Experimental Groups
• Computed t-value: -3.80
• p-value: <0.001
• Degrees of freedom (df): 38.0
• Interpretation: Significant difference
• Decision: Reject the null hypothesis
This row indicates a significant difference between the posttest scores of the control and experimental
groups. The experimental group, which used vernacular songs, outperformed the control group. This
suggests that the integration of vernacular songs made a more substantial impact on students’ learning
compared to traditional teaching methods. This is consistent with Neil Fleming’s VARK Model, which
highlights the importance of catering to different learning styles (visual, auditory, and kinesthetic), all of
which are addressed in the use of vernacular songs.
2. Interpretation of Statistical Results
The results from Table 3 demonstrate the effectiveness of both the traditional teaching methods
(control group) and the integration of vernacular songs (experimental group) in improving students'
understanding of vernacular terms for colors and shapes. However, the experimental group showed a
greater improvement, emphasizing the effectiveness of engaging students through songs.
• Control Group: Although the traditional approach was effective, the improvement was smaller
compared to the experimental group. This suggests that while traditional teaching methods are
beneficial, they may not engage students as deeply as music and songs, which are inherently
interactive and stimulating.
• Experimental Group: The use of vernacular songs led to a larger improvement, indicating that
active participation (such as singing and listening) contributes significantly to learning. This
aligns with Dale’s Cone of Experience, which suggests that learning by doing—especially
through auditory and kinesthetic activities—helps increase retention.
• Significant Results in Posttests: The significant difference in posttest results between the two
groups suggests that the vernacular songs intervention was more effective in helping students
retain and apply the vernacular terms for colors and shapes. The stronger performance in the
experimental group shows that the songs likely played a key role in the students' improved
learning outcomes.
3. Conclusion
Based on the data and the statistical analysis:
• Both teaching methods (traditional and vernacular songs) were effective in improving students'
understanding of colors and shapes.
• Vernacular songs, however, proved to be a more engaging and effective method for improving
learning outcomes, especially in terms of retention and application of vernacular terms. This
supports theories like Dale’s Cone of Experience and Fleming’s VARK Model, which suggest that
active, multi-sensory learning is more effective for retention and engagement.
These findings highlight the importance of incorporating engaging, interactive teaching methods like
vernacular songs to better cater to students' diverse learning needs and enhance their cognitive and
academic development.
