Filipino as a Linguistic Resource in Science Learning: Perspectives of Secondary Students in the Philippines

Jesica Paterno; Aldrin Boocan; Jose L. Lu-ib; Justine Grace R. Mendoza; Jennievie P. Mariano; Jodie P. Ewic

doi:10.70376/jerp.v4i2.449

Authors

Jesica Paterno Ifugao State University Potia Campus, Philippines
Aldrin Boocan Mayoyao National High School, Philippines https://orcid.org/0009-0002-4450-4158
Jose L. Lu-ib Ifugao State University Potia Campus, Philippines
Justine Grace R. Mendoza Ifugao State University Potia Campus, Philippines
Jennievie P. Mariano Ifugao State University Potia Campus, Philippines
Jodie P. Ewic Ifugao State University Potia Campus, Philippines

DOI:

https://doi.org/10.70376/jerp.v4i2.449

Keywords:

culturally responsive pedagogy, Filipino language, linguistic resources, multilingual science education, secondary education

Abstract

Language plays an important role in shaping students’ access to scientific meaning, particularly in multilingual classrooms, where the language of formal instruction may differ from the language students use most comfortably in everyday communication. In the Philippine context, English remains prominent in science education, whereas Filipino continues to function as a familiar linguistic resource for many learners. However, limited evidence exists on how secondary students perceive the use and importance of Filipino in science classroom discussions in the Philippines. This study examined the frequency of Filipino language use, its perceived importance in science learning, and the differences in these perceptions across grade levels. A quantitative descriptive–comparative design was employed involving 100 students from Grades 7 to 10 at Potia National High School, with 25 students representing each grade level. Data were collected using a structured questionnaire and analysed using median, mode, Kruskal–Wallis H test, and post hoc comparison. The findings showed that Filipino was used occasionally in science discussions and was perceived as moderately important in supporting students’ understanding of lessons and the expression of ideas. No significant differences were found in the frequency of Filipino use across grade levels, whereas a significant difference emerged in its perceived importance, with Grade 7 students assigning greater value to Filipino than students in higher grades. These findings suggest that Filipino functions as a supplementary but meaningful linguistic resource in an English-dominant science-learning environment. This study highlights the value of strategic linguistic flexibility in supporting more linguistically and culturally responsive science pedagogy.

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