The Impact of Using Mother Tongue as a Medium of Instruction in School

A Quantitative Research presented to the SHS Department of AMA Computer

Learning Center, Naga City

In partial fulfillment of the requirements for Practical Research II School

Year 2022-2023 a research project was submitted.

ADAY, ROSELYN

ALDE, MARIEL

ARINGO, ANGELINE S.

ARINGO, RICHELLE ANN M.

BARTOLATA, MICO

LABRADOR, RYALIE T.

ZUELA, JECEL MAE R.

GAS 12-B

November 2022
 TABLE of CONTENTS

CHAPTER 1......................................................................................................................................................................... 3
INTRODUCTION.................................................................................................................................................................. 3
BACKGROUND OF THE STUDY....................................................................................................................................3
STATEMENT OF THE PROBLEM..................................................................................................................................4
RESEARCH OBJECTIVES..............................................................................................................................................5
SCOPE AND DELIMITATION.......................................................................................................................................5
SIGNIFICANCE OF THE STUDY................................................................................................................................6
CONCEPTUAL FRAMEWORK............................................................................................................................................7
THEORETICAL FRAMEWORK.........................................................................................................................................8
HYPOTHESIS................................................................................................................................................................... 9
DEFINITION OF TERMS............................................................................................................................................10
Chapter II.....................................................................................................................................................................11
Review of Related Literature and Related Studies...........................................................................11
Related Local Literature................................................................................................................................11
Foreign Literature..............................................................................................................................................15
Local Studies..........................................................................................................................................................18
Foreign Studies.....................................................................................................................................................24
Chapter III...................................................................................................................................................................29
RESEARCH METHODOLOGY.............................................................................................................................................29
Research Design.....................................................................................................................................................29
Respondents of the Study................................................................................................................................29
Research Locale.....................................................................................................................................................30
Data Gathering Procedures..............................................................................................................................30
Research Instruments..........................................................................................................................................31
Statistical Treatment of the Data...........................................................................................................31
References.....................................................................................................................................................................32
 CHAPTER 1

INTRODUCTION

BACKGROUND OF THE STUDY 

Mother Tongue is the first language that a child uses to identify as a

native language use. It is the one that they are most comfortable with and

use the most. It also enables students and teachers to naturally interact

and share meanings and concepts, fostering a participatory learning

environment. The primary spoken language (Mother Tongue) of the learner is

used both within and outside of the school.

The importance of language in the development of education in school

has long been stressed by linguists. Language plays a vital role in the

learning process of the grade 1 and 2 elementary learners that is why

teachers must ensure that the language to be use in the different subject

areas are the language first heard at home (Benson 2004).

The use of indigenous language as a means of instruction in all

subjects alongside with English language at any level of education,

immensely strengthen the status of indigenous language across by providing

positive results in the performance of every learner (Sumbalan et Al 2017).

It provides an opportunity for the children to exercise their right to

learn in their first language. It has also been found out that when

students use and master their first language used in their immediate

environment, pupils are able to develop critical reasoning and problem-

solving skills that they can use for lifelong learning (Nolasco 2012). As

emphasized by Malone (2010), indigenous language is language education

program that helps build a strong educational foundation then bridge

successfully into one or more school language, and then use both or all

their language for lifelong learning. 

With the effects of Mother tongue proved by older studies, this study

is being conceived to determine the impact of using Mother tongue as the

medium of instruction in school towards the students, while focusing on

their literacy skills, adoption of better understating of the curriculum,

and critical thinking. This study will also cover the challenges in the

implementation of Mother tongue as the medium of instruction in order to

provide and recommend solutions to the problems encountered.

STATEMENT OF THE PROBLEM 

The general problem of this study is to determine the impact of using

Mother tongue as a medium of instruction in school.

This study will specifically answer the following questions:

1) What is the impact of using mother tongue as a medium of instruction

in school to students in terms of? 

A. literacy skills 

B. Adoption of better understanding of the curriculum. 

C. Critical thinking 

2) What are the challenges encountered in implementing mother tongue-

based instruction in school?

3) What are the coping mechanisms used to overcome the problems

encountered with the implementation of using mother tongue as a medium

of instruction in school? 

 
RESEARCH OBJECTIVES  

The main objective of the study is to determine the impact of using

Mother tongue as the medium of instruction in school. This study also aims

to meet the following objectives:

1. Identify the effects of using Mother tongue as the medium of

instruction in school in terms of students’ academic performance by

looking into their literacy skills, adoption of better understanding

to the curriculum, and critical thinking skills.

2. Determine the challenges encountered with the implementation of mother

tongue as the medium of instruction in school.

3. Identify the coping mechanisms used in overcoming the existing

problems of using mother tongue as the medium of instruction in

school.

SCOPE AND DELIMITATION 

This study focuses on the impact of using mother tongue as a medium of

instruction in school.

The work is limited to the selected parents and teachers of Don Manuel

I. Abella Elementary School SY 2022-2023, under the grade levels 1 and 2.

The parents and teachers of the said setting of the study will serve as the

main respondents of this research. There will be selected 20 parents and 6

teachers from the said grade levels who will answer the survey

questionnaires and participate in informal interviews conducted by the

researchers to determine the impact of Mother tongue as a medium of

instruction in school.

There was an exclusion of students because learners in grade 1 and 2

are unlikely to give necessary data for this study as well as other

teachers, parents, and students from higher grade levels were excluded

because the researchers want to look at the current impact and challenges

of mother tongue which data can only be collected from the current teachers

and parents of Grades 1 and 2.

SIGNIFICANCE OF THE STUDY 

This research focused on the impact of using mother tongue as the

medium of instruction in school.

The study will be significant and beneficial to the following persons:

To Students. This study will serve as a guide and give possible

solutions to existing problems with mother tongue which will benefit the

students because they will be able to experience learning in school using

mother tongue in a more effective way, they will have teachers to teach

them in a more proper way, and they will have parents who know how to

efficiently guide them all throughout their learning journey.

To Parents. This study will give ideas that will help parents to

better guide their children in learning in school while using mother

tongue. It will also serve as an evaluation and with this, parents will be

able to know how can they improve their children’s literacy skills,
understanding of the curriculum, and critical thinking skills while at

home.

To Teachers. They will be able to know how they are going to manage

their students’ behavior especially when they have a student that can’t

speak on English language or any language during presentation or recitation

in class. It is much better if you allow to speak their mother tongue to

avoid bullying. 

To Future Researchers. This study will serve as a strong framework for

future studies and future researchers can gain ideas from this current

research regarding the use of mother tongue as the medium of instruction.

CONCEPTUAL FRAMEWORK 

The researcher used the IPO Model (Input, Process, Output) to show and

explain the conceptual framework of the study.

Figure 1 shows the Input which are the questions from the statement of

the problem. The study will use survey questionnaires and informal

interviews as the process while the output will be the impact of using

mother tongue as a medium of instruction in school.

INPUT PROCESS OUTPUT

 
- Effects of Mother
  tongue as the medium of
instruction in school Survey The Impact of Using
Questionnaires and Mother Tongue as a
- Problems encountered
Informal Interviews Medium of
- Coping Mechanisms Instruction in
School.

Figure 1. Conceptual Framework

THEORETICAL FRAMEWORK 

Cummins' Linguistic Interdependence Theory: Proposed by Jim Cummins,

this theory suggests that the development of literacy skills and academic

achievement is strongly influenced by a student's proficiency in their

first language or mother tongue. According to this theory, when students

receive education in their mother tongue, they can transfer their existing

language and literacy skills to the second language, leading to better

academic performance in both languages. This theory emphasizes the

importance of building a strong foundation in the mother tongue to support

second language acquisition and academic success.

Socio-cultural Theory: Derived from the work of Lev Vygotsky, socio-

cultural theory posits that learning is a social and cultural process. When

students are educated in their mother tongue, it allows for a better

alignment between the cultural context and the learning environment,

promoting engagement and meaningful participation. This theory suggests

that using the mother tongue as the medium of instruction can enhance

student motivation, engagement, and overall learning outcomes by providing

a familiar and culturally relevant educational experience.

Linguistic Human Rights Theory: The Linguistic Human Rights Theory

argues that every individual has the right to receive education in their

mother tongue. It emphasizes the importance of preserving linguistic

diversity and acknowledges the positive impact of using the mother tongue

as the medium of instruction on educational access, equity, and quality.

This theory highlights the potential benefits of mother tongue-based

education in terms of promoting inclusive education, addressing educational

inequalities, and supporting the rights of linguistic minority groups.

 The Impact of Using Mother tongue as a meidu
Linguistic Interdependence

of I nstrcution in School
Theory

Socio-Cultural Theory

Linguistic Human Rights

Theory

Figure 2. Theoretical Framework

HYPOTHESIS 
(H0): There is no significant impact of using mother tongue as the medium

of instruction in school.

(HA): There is a significant impact of using mother tongue as the medium

of instruction in school.

 
DEFINITION OF TERMS

EMPHASIZED-Give special importance or prominence to something in speaking

or writing. 

IMMENSELY -Adverb that means vastly or very or hugely. 

INDIGENOUS LANGUAGE -A language that is native to a region and spoken by

indigenous people. 

LINGUISTS -Someone who studies language. 

MORHER TONGUE-The language which a person has grown up speaking from early

childhood. 

VITAL ROLE -Very important, necessary or essential 

 
 Chapter II

Review of Related Literature and Related Studies

This section contains the review of related local and foreign

literature, and review of related local and foreign studies.

Related Local Literature

Aperocho, M. (2023). By involving all stakeholders in the Filipino

education community, the aim of Aperocho(2023) is to ensure effective

implementation of mother tongue-based instruction, leading to enhanced

basic education. The policy paper draws on the Rational Choice Theory,

which emphasizes individualism, optimality, structures, self-regarding

interests, and rationality, to provide a framework for the Department of

Education to evaluate the current policy and make feasible decisions for

improving basic education instruction. Additionally, Aperocho (2023) takes

inspiration from the successful Bilingual Education Act in the United

States, highlighting the importance of multicultural and multilingual

classrooms.

Arnilla, A. (2022). According to Arnilla (2022), existing literature

has demonstrated the value of storybooks in educating young children on

important health, safety, and nutrition topics. This project aimed to

develop a storybook in the Akeanon mother tongue, specifically addressing

COVID-19 prevention for young children. The Analysis-Design-Development-

Implementation-Evaluation (ADDIE) model was used as a framework for

creating the storybook. hile English health literacy materials are welcomed

in the Philippines, this project's results affirm the high acceptance of

mother tongue-based instructional materials for COVID-19, particularly when

validated resources are perceived as valuable for raising awareness and

promoting appropriate attitudes and behaviors related to prevention

(Arnilla, 2022).

Cruz, P., & Mahboob, A. (2013). In this article, Cruz and Mahboob

(2013) critically analyze the proposed implementation of mother-tongue-

based instruction in the Philippines. The survey focused on respondents'

perceptions of the roles of English and other Philippine languages in

education. Cruz and Mahboob (2013) argue that while mother-tongue

initiatives are commendable, they must be critically examined in light of

prevailing attitudes towards language, which may or may not value mother

tongues. Furthermore, they proposed that for mother-tongue-based education

to succeed, it is crucial to consider the potential for changing these

language attitudes through a principled approach to language policy.

Silverio, P. et al, (2023). The purpose of this study was to identify

the key motivational factors that have a significant impact on the

pedagogical competence of mother tongue teachers in Cateel District 1 and

II, Davao Oriental, Philippines. The findings indicated that the motivation

level of mother tongue teachers was high, and their pedagogical competence

level was very high. Additionally, the data revealed a significant

correlation between the motivation and pedagogical competence of mother

tongue teachers, suggesting that the overall motivation of these teachers

plays a crucial role in influencing their pedagogical competence (Silverio,

P. et al, 2023).

Bueno, C., & Bueno, E. (2015). The culture-based multidisciplinary

analysis plays a crucial role in developing appropriate instructional

materials for primary education subjects in line with the implementation of

the Mother Tongue-Based program, which is a key component of the

government's K to 12 Basic Education Program. According to Bueno, C. and

Bueno, E., this educational model focuses on the use of the learners' first

language and incorporates social research to validate and interpret various

terms and concepts that are specific to the learners' ethnographic and

cultural experiences. It aims to provide relevant and meaningful

educational content for both learners and teachers.

Parba, J. (2018). The study found that elementary teachers initially

held negative views towards MTB-MLE, but their perspective gradually

changed as they recognized the educational benefits of using the mother

tongue in their specific context. The research also revealed that both

teachers and students often use translanguaging as a strategy to negotiate

and resist language standardization, particularly in relation to the

idealization of Cebuano native speakers resulting from the implementation

of MTB-MLE (Parba, 2018). Additionally, the English-only ideology continues

to pose challenges to the acceptance and value of MTB-MLE, as some teachers

view learning English as essential for global participation. Parba (2018)

suggested that engaging both pre-service and in-service teachers in MTB-MLE

training and workshops, along with ideological discussions on multilingual

education, is crucial to address the inequalities and obstacles associated

with MTB-MLE in the Philippines.

Quintero, G. (2018). This article investigates the educational

possibilities of oral traditions in the context of basic education.

Folklorists have made significant efforts to gather and document various

forms of traditional narratives, including folk epics, myths, legends, and

tales. According to Quintero (2018), these texts hold great potential as

valuable resources for classroom instruction. Making these indigenous

literary works available through publication allows learners in basic

education, as well as the wider public, to access knowledge about

indigenous languages and cultures. Moreover, the publication of reading

materials in mother tongues contributes to the promotion of language

proficiency, appreciation, and understanding (Quintero, 2018).

Metila, R. et al, (2016). This research examines the application of

mother tongue education in linguistically diverse areas, where multiple

mother tongues are spoken. The findings highlight specific areas where

schools require further assistance, particularly in organizing and

instructing classes that involve various mother tongues. According to

Metila (2016), these strategies employed reflect the adaptation of a

national policy to local contexts, offering policymakers and implementers

insights into classroom dynamics and potential approaches to enhance

educational achievements in complex and ever-changing multilingual

environments.

Pamittan, F. (2019). The study revealed that all participants in the

three classes exhibited a moderate level of proficiency in listening and

speaking skills during the pre-test (Pamittan, 2019). However, in the

post-test, the group using the All English immersion approach demonstrated

a high level of performance in listening and a moderate level in speaking.

The Tagalog-English group showed a high level of performance in speaking,

while the Iloko-English group showed a moderate level. These findings

suggest that incorporating the first language into instruction not only

enhances the quality of education but also serves as a valuable tool for

learning and improving English proficiency. This research emphasizes the

significance of sociolinguistics, mother tongue, mother tongue-based

multilingual education, macro skills, factorial design, and the Philippines

(Pamittan, 2019).

Dealagdon, T. (2021). As per Dealogdon (2021), modular learning, the

current primary education approach in the Philippines, has shifted the

traditional teacher-student dynamic to a mother-child model, where mothers

now serve as immediate assistants to their children in the learning

process. This study aims to explore the challenges faced by mothers who do

not speak the mother tongue (MT) in assisting their children with the MT

subject. Through interviews, the research identified several struggles and

coping mechanisms among these mothers. Challenges included difficulty

understanding Chavacano words in the module, comprehending module

instructions, lack of educational visuals, translating to the child's

mother tongue, facilitating effective learning, managing the child's

behavior, and struggling with time management. These findings shed light on

the specific obstacles encountered by mothers in supporting their

children's learning of the MT subject in the modular learning context

(Dealogdon, 2021).

Foreign Literature
Cruickshank, K., & Tsung, L. (2013). This research paper investigates

the underlying reasons for a particular policy change and assesses whether

the implementation of mixed schools can effectively address the subpar

educational achievements of minority students. The study analyzes data from

case studies conducted in two schools located in XUAR, namely a rural

primary school predominantly consisting of minority students and an urban

school that combines both minority and Chinese students. The findings

indicate that the adoption of mixed schooling fails to bridge the gap in
educational outcomes for minority students. Accroding to Cruickshank and

Tsung (2013), In both schools, minority children face challenges in

accessing quality education delivered in their mother tongue, the national

language, and English as a third language. The paper raises doubts about

the authenticity of bilingual education in either school but highlights how

one of the schools exemplifies how bilingual education can potentially

improve educational outcomes.

Owoo, M. (2022). This chapter examines the potential characteristics

of a critical theory of Language Planning and Policy (LPP) from a Southern

perspective, using the case of Mother Tongue-based Bilingual Education

(MTBE) policy in Ghana as a focal point. It argues that LPP as a subfield

of applied linguistics, along with Critical LPP theories, have not

adequately addressed the epistemological perspectives of the Global South.

In contrast, the chapter explores how research on educational language

policy, influenced by Eurocentric notions of bilingual education and

disconnected from Southern epistemologies, has contributed to the

misinterpretation of bilingual reforms in multilingual classrooms in the

Global South.

Ozfidan, B. (2014). Ozfidan (2014) employed content analysis

techniques to examine and evaluate the participants' responses to the open-

ended questions. The study's findings suggest that there is an urgent need

for educational reforms in Turkey regarding the instruction of native

languages. Specifically, programs and specialized approaches should be

developed to address the language gaps experienced by students who speak

Kurdish as their mother tongue or have limited proficiency in Kurdish.

Additionally, the study highlights the importance of implementing a

multicultural curriculum that fosters awareness and understanding among

students, faculty, and staff. This awareness should shape the training of

teachers, counselors, and administrators to better serve the needs of all

students.

Bobk, M. (2022). Sweden's experience in mother tongue teaching

encompasses several valuable educational practices that can be applicable

to Ukraine. These practices include recognizing a single state language at

the national level, creating an environment that fosters multilingualism,

conducting regular monitoring studies to address issues related to mother

tongue teaching and support for multilingualism in education. It is also

crucial to enhance the quality of bilingual teacher training by emphasizing

a deep understanding of the linguistic resources available in the mother

tongue and languages of national minorities. Furthermore, the development

of informal mother tongue education for both children and adults should be

prioritized. Overall, these practices contribute to the advancement of

mother tongue education and multilingualism.

Benson, C. (2004). This publication by UNESCO explores the

implementation of mother tongue-based multilingual education programs in

various countries. It provides insights into the benefits, challenges, and

best practices of using the mother tongue as a medium of instruction.

Skutnabb-Kangas, T. (2008). This book focuses on the importance of mother

tongue education for indigenous populations worldwide. It examines the

relationship between language, culture, and education, advocating for the

use of the mother tongue in educational contexts.

UNESCO (2011). This report presents the findings of a review conducted

by UNESCO on mother tongue-based education initiatives worldwide. It

highlights the positive impact of using the mother tongue as a medium of

instruction on learning outcomes and emphasizes the need for inclusive

language policies.

Piper, B. (2011). This publication focuses on the significance of the

mother tongue in education. It discusses how using the mother tongue as a

medium of instruction improves children's learning outcomes, facilitates

cognitive development, and promotes cultural identity.

Brock-Utne, B. (2012). This article reviews empirical studies on

mother tongue instruction in African countries. It examines the

relationship between mother tongue instruction and educational achievement,

highlighting the positive effects on literacy and academic performance.

Alidou, H., et al. (2013). This research paper investigates the impact

of the language of instruction on learning outcomes in Eastern and Southern

African countries. It discusses the benefits of mother tongue instruction

in improving educational quality and promoting inclusive education.

Local Studies
Santiago, J. & Dagdag, J. (2021). The academic accomplishment,

metacognition, self-efficacy, and science learning processes between the

MTB-MLE and MSL groups did not significantly differ, according to the

findings. Additionally, the MSL group's learning processes did not show a

discernible improvement. Based on these conclusions, the study suggests

that MTB-MLE be implemented at the primary school level and offers

recommendations for policy and practice to improve learning outcomes.

Overall, this study adds to the current conversation about the success of

MTB-MLE in the Philippines and highlights the need for more research in
this area, particularly with science education and its effects on groups of

children who speak certain languages, like Ilocano.

Catalbas & Namanya (2017). The effect of mother tongue-based

multilingual education (MTB-MLE) on the growth of English literacy in

Filipino children is examined in this essay. Pre- and post-tests were

administered to two groups of 68 pupils from a public elementary school in

Silang, the Philippines, as part of the study. While one group received

instruction in the mother tongue, the other received instruction in

English. T-tests were used to examine the test results. The results

revealed a deterioration in English literacy among students who were taught

in their mother tongue, validating theories about how children learn

languages and concerns voiced by academics. The paper finishes with

recommendations for additional study as well as advice for decision-makers.

Monjoe, JD. (2021). The Department of Education (DepEd)'s policymakers

and subject-matter experts are urged to regard mother-tongue-based

multilingual education (MTB-MLE) as a separate subject rather than the mode

of instruction for some subjects from kindergarten through third grade.

With this method, pupils might study their original tongue without having

any trouble picking up English or Filipino. Policymakers are asked to take

into account the long-term effects of using MTB-MLE as a teaching strategy.

For the MTB-MLE to be implemented successfully, additional training,

activities, and continuing resource support are also required.

Orbeta, A. et al, (2021). The goal of the Mother Tongue-Based

Multilingual Education (MTB-MLE) program is to expand on the information

that children already have while using a learner-centered approach to

education. This study assesses the program's performance since its 2009
launch, concentrating on the program's theory, service delivery and

utilization, and organizational structure. A focus group discussion with

teachers and parents, interviews with DepEd officials, and an online poll

of schools are all included in the review. The results show that

conceptualization and implementation are difficult. According to the online

survey, even though most schools are using the program, its quality needs

improvement. The program's operational tasks are hampered by financial

shortages and procurement problems. The MTB-MLE curriculum has a solid

pedagogical base and incorporates learner-centered instruction despite

these difficulties. The study emphasizes the need for better implementation

and offers suggestions for program organization, service delivery, and

theory. To ensure successful and efficient implementation, it asks for the

cooperation of stakeholders and a better understanding of the conceptual

problems with the program.

Constantino, C. (2018. This study focuses on ten instructors who

participate in mother tongue-based multilingual education (MTB-MLE) in

Southern Leyte, Philippines. The study attempts to comprehend the

significance of teaching in MTB-MLE from the instructors' perspective and

to pinpoint the implementation's accomplishments and difficulties.

Hermeneutic phenomenology is the method of research employed in this

investigation. To learn more about the 10 teachers' experiences teaching

the MTB-MLE, questionnaires, in-person interviews, and text messaging were

used for the interviews. Five themes emerged from the data that was

gathered, including the commitment to global competitiveness, the use of

several vernacular languages for communication development, the difficulty

of teaching in the vernacular due to the predominance of English and a lack

of resources, and an upbeat acceptance of the responsibility. The study

comes to the conclusion that the MTB-MLE curriculum is viewed as a valuable

addition to the instructors' duties, and the teachers have acknowledged

their responsibility and accepted the MTB-MLE challenges. On the basis of

the findings, the report also makes recommendations.

Dagalea, J. et al, (2013). This study assesses the Mother Tongue-Based

Multilingual Education (MTB-MLE) program's execution at the elementary

education level in the Philippines severely. The study analyzes the

program's implementation's strengths and flaws using a content assessment

and analysis approach. According to the results, the program has fostered

cultural and linguistic identification and improved native language

comprehension, among other things. There are obstacles, too, notably in

public schools where there is a lack of preparation and sufficient

financing for instructional and developmental resources. In summary, the

initiative has had a good impact on students, instructors, and the

neighborhood. The authors advise adjusting MTB-MLE goals and techniques to

suit local language, financial, and cultural circumstances.

Saavedra, A. (2019) 33 early-grade instructors freely participated in

the study, which adopts a mixed-methods approach. As research tools for

quantitative and qualitative data, a survey questionnaire with a Likert

scale and a Focus Group Discussion (FGD) are used, respectively. The

results show that the majority of teachers firmly support teaching the

Mother Tongue topic in the local Chabacano language with the provision of

translating some words into Filipino as needed.

Tupas, R. (2016) primary language of instruction outside of mathematics and

science, are explored in this chapter. Mother Tongue-Based Multilingual

Education (MTB-MLE), a program that was recently implemented for the early
primary years, indicates a battle in the nation's linguistic and

educational environment. The chapter looks at the historical background of

the language-in-education disputes, assesses the benefits and drawbacks of

bilingual education, and dissects the defense and criticism of mother

tongues in the classroom. While MTB-MLE seeks to solve social injustices,

there are several ideological and structural obstacles in its way. In the

end, language-in-education policies contain more significant power battles

and conflicting national ideals.

Melchor, J. (2020). The Mother Tongue-Based Multilingual Education

(MTB-MLE) program, which aims to maintain indigenous history and encourage

language learning in students' mother languages, is examined in this

essay's implementation in the Philippines. However, the absence of relevant

learning resources makes it difficult to apply the policy. The adequacy of

the Ilocano learning resources offered on the Department of Education's

online platform, DepEd Tambayan, is the subject of the study. It highlights

the department's insufficient attention to the creation of suitable

learning materials by pointing out linguistic and sociocultural errors in

the Ilocano short stories that are offered. This failure in material

advancement is a reflection of larger problems with the mother-tongue

framework's implementation and the hurried character of the K–12 education

reform effort in the Philippines.

Metila, R. (2022). Government agencies should develop a complete MTB-

MLE program policy evaluation that combines existing evaluation information

and program evaluation findings. the like Various scales, including macro

(national) and the latter being at the micro (school and division) level

letting the former know. Evaluation information must be distributed both

domestically and abroad tocontribute to MTB-MLE on a local and global level

study and application.

Avel, J. et al, (2022). This study looks at how Mother Tongue-Based

Multilingual Education (MTB-MLE) is used in classrooms with indigenous

students. The purpose of the study is to comprehend instructors' opinions

and worries about the implementation of the MTB-MLE. Semi-structured

interviews with six elementary school teachers were conducted. The results

show that although teachers agree with the goals of the program, in

practice they run into a number of difficulties. Because the program

repeats the Filipino subject, which is not the students' native language,

it is viewed as being irrelevant. Challenges are also presented by the

linguistic diversity in the classroom. MTB-MLE training is provided to

teachers, but it has little application to the lessons they teach on a

regular basis. The study comes to the conclusion that the deployment of

MTB-MLE did not achieve its intended goal and urges further thought and

investigation.

Villaruz, M. & Perez, D. (2020). The efficiency of mother tongue-based

multilingual education (MTB-MLE) for indigenous students in Palawan is

evaluated in this study. Indigenous students and their teachers are the

study's respondents. Analysis was conducted using statistical techniques

such mean, frequency counts, percentages, Pearson moment correlation, t-

test, and ANOVA. According to the results, the majority of grade three

students were male, of the proper age, from large families, spoke Palaw'an

at home, belonged to the Palaw'an ethnic tribe, resided in highland areas,

had core family members in large households, and were less privileged.
Across all instructional modalities, the students' academic performance in

core areas fell short of expectations.

Foreign Studies
Noormoharnadi, R. (2008). The process of reflection, coordination, and

social interaction that leads to the emergence of increasingly complex

forms or levels of understanding, reasoning, and rationality is known as

intellectual (cognitive) development. It starts in early childhood and

lasts, at least in some cases, well into adulthood. Language is a key

instrument throughout life in this process. But that doesn't mean that

thinking (as a capacity for intellect) cannot be exercised. Language serves

as a medium through which thinking occurs more often than not, allowing for

the development of thought to a far higher level of sophistication. The

central theme of this article is how language and cognitive development are

closely related. It focuses on the crucial role that mother language plays

in cognitive development.

Sei & Yared (2017). This study investigates the impact of first

learning in the student's mother tongue on their academic performance

following switching to English instruction. Ethiopia has mandated mother

tongue instruction in elementary schools, but its states are free to decide

whether kids go on to English classes. As a result, each language group

experiences the impact of the switch to English instruction in a different

way. The study provides empirical evidence on the causal effect of learning

in mother tongue first on students' academic achievement later after they

transition to English instruction by estimating triple-differences model

and utilizing these two plausibly exogenous sources of variations (across

state and language group). The estimates from the preferred specification

imply that kids who learn in their mother tongue prior to switching to
English instruction in grade 5 will perform better on math and literacy

tests later on. These increases are estimated to be 0.269 and 0.089

standard deviations, respectively

Daby, P. (2015). The goal of the current study is to raise awareness

of current language practices and choices made in class by teachers and

students as part of the learning and communication process by focusing on

the literature review as a basic component of a research project carried

out in primary schools of Zone 31. In this situation, the attitudes,

opinions, and experiences of 62 teachers were assessed by an online survey.

Findings indicate that a hindrance to pupils' academic success at the

primary level is the school language. The majority of them do not speak

English; they receive the least exposure to it at home and even in the

media, where French predominates. In class, most students appear to

continue speaking Mauritian Creole as their primary language.

Herrera, S. et al, (2021). According to the study, training that is

tailored to a given domain tends to improve performance in that area.

Small-group or one-on-one language education seemed to be more effective

than instruction in larger groups. Teaching phonological awareness along

with print knowledge may also help students' print knowledge. Furthermore,

research indicated that imparting both print knowledge and phonological

awareness could enhance early writing and decoding skills.

These findings emphasize the significance of evidence-based methods in

boosting children's language and literacy development before they attend

kindergarten and offer useful information for early childhood educators and

policymakers.
 Burton, L. (2013). The study used a case study methodology to gather

data during a three-week period following the start of MTB-MLE in the

schools through focus groups, surveys, classroom observations, and

interviews. The results show that although voicing worries about the

policy's long-term effects on learning in the Bikol language vs English,

instructors and parents concentrated on the policy's short-term advantages.

They appeared to be in open support of the policy to follow regulations,

but their words and actions revealed covert opposition.

According to the report, language policy should communicate with key

decision-makers and stakeholders while taking into account the regional

context. The findings highlight the need to abandon a top-down strategy and

put in place language rules that are considerate to local circumstances and

viewpoints.

Herrera, S. (2021). According to the study, instruction that is

targeted at particular domains tends to boost performance there. Small-

group or one-on-one language education seemed to be more effective than

instruction in larger groups. Teaching phonological awareness and print

knowledge together also demonstrated potential benefits for enhancing print

knowledge, and there was evidence pointing to the possibility that teaching

both domains could enhance decoding and early writing performance.

These results emphasize the value of evidence-based methods for early

childhood educators and policymakers, who are crucial in fostering

children's language and literacy development as they approach kindergarten.

Ovekola, F. et al, (2020). The results showed a substantial difference

between the literacy and numeracy skills of students who were taught

utilizing mother tongue instruction and those who were taught using
traditional methodologies. The highest post-mean reading and numerical

competence scores (70.47) were seen among students exposed to the mother

tongue technique. Regardless of gender, Osun State primary school students'

literacy and numeracy skills were significantly improved by the mother

tongue education strategy.

These findings support the study's recommendation that teachers

implement mother language instructional methodologies to raise students'

achievement in literacy and numeracy.

Ozoemena, J. et al, (2021). This essay investigates the possibility

for mother tongue instruction in Nigeria's primary schools. Due to

Nigeria's multilingualism, some academics support the use of indigenous

languages in primary schools; however, this paper focuses on the

difficulties and constraints that make mother tongue education impractical,

especially in light of the important place that the English language plays

in Nigeria. Purposive sampling was used to gather information from 150

primary school teachers in the Gwagwalada Area Council of the Federal

Capital Territory in response to two study questions.

Information on demographics and barriers to using mother tongue as a

medium of instruction was gathered using a questionnaire with two

components. The mean, standard deviation, and Crombatch Alpha were used to

assess the obtained data. According to the report, the multilingualism of

Nigeria and the absence of science textbooks and equipment in indigenous

languages are barriers to implementing mother tongue education in Nigerian

primary schools.

Santiago, J. & Dagdag, J. (2021). The academic accomplishment,

metacognition, self-efficacy, and science learning processes between the

MTB-MLE and MSL groups did not significantly differ, according to the

findings. Additionally, the MSL group's learning processes did not show a

discernible improvement. Based on these conclusions, the study suggests

that MTB-MLE be implemented at the primary school level and offers

recommendations for policy and practice to improve learning outcomes.

Overall, this study adds to the current conversation about the success

of MTB-MLE in the Philippines and highlights the need for more research in

this area, particularly with science education and its effects on groups of

children who speak certain languages, like Ilocano.

 Chapter III

RESEARCH METHODOLOGY

This chapter presents and discusses the method that will be used in

the study, the respondents of the study, population and sampling technique,

the research locale, data gathering procedures, the research instrument,

and the statistical tools.

Research Design

This study is Experimental in design for it aims to determine the

impact of mother tongue as the medium of instruction in school through the

use of numerical data and statistical methods.

The study used the survey approach of conducting research.

Specifically, this utilized structured questionnaires in order to initiate

a formal inquiry, data supplementation, and validate the hypothesis.

Respondents of the Study

The respondents of this study are the selected parents and teachers

from the grade levels 1 and 2 of Don Manuel I. Abella Elementary school,

under the academic year 2022-2023.

The participants of this study are chosen using purposive sampling

technique because the researchers believe that the parents and teachers

from the said grade levels are the population who are likely to possess

certain experiences regarding the use of mother tongue as medium of

instruction in school.

Table 1 below shows the distribution of the population used in this

study.
 Table 1. Respondents of the Study
Grade Level No. of Teachers No. of Parents

Grade 1 3 10

Grade 2 3 10

Total: 6 20

The total participants for this study is 26 that is composed of 3

teachers from grade 1, 3 teachers from grade 2, 10 parents from grade 1,

and 10 parents from grade 2 which were purposively selected by the

researchers.

Research Locale

The main subjects of this study are the teachers and parents from two

different grade levels which are; Grade 1 and Grade 2. This study will be

conducted inside Don Manuel I. Abella Elementary School located at Naga

City, Camarines Sur.

Data Gathering Procedures

The researchers will follow a process in order to systematically

conduct this research. At first, the researchers would initially design

their own questionnaires and communicate with the school head of Don Manuel

I. Abella Elementary School through a letter that had been approved and

confirmed by the research consultant. Following the approval of the letter,

the researchers will request permission from the school head, teachers, and

parents to conduct the survey questionnaire approaches for the study. In

order to understand the data collected, the researcher lastly extracted and

totaled the respondents' responses.

Research Instruments 

There are two data-gathering tools to be used. These were

questionnaire, and informal interview.

Questionnaire. It contains questions that will help in determining and

identifying the impact of using mother tongue as the medium of instruction

in school. It will be composed of 3 parts. The first part is the profile of

the respondents, followed by part 2 that will answer questions regarding

the effects of mother tongue, while part 3 will identify the problems and

encountered and the coping mechanisms used.

Informal interviews. Interviews will be utilized to determine

different perspectives in an oral manner and to better understand the

phenomenon that this study aims to focus on.

Statistical Treatment of the Data

To treat the data gathered, the following statistical method is to be

employed.

PERCENTAGE. This was used to determine the percentage of responses and

obtain the quantitative meaning of the data.

F
Percentage (%)=
Nx 100

Where: F= number of responses

N= number of participants

The researchers will use a pie graph to graph to graphically present

the data.
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