31

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Adediran, A., Atanda, J.,and Sobola, I (2020). PUPLS’ PERCEPTIONS OF

MOTHER TONGUE AS MEDIUM OF INSTRUCTION FOR EFFECTIVE
TEACHING AND LEARNING OF SOCIAL STUDIES IN PRIMARY
SCHOOLS IN ABEOKUTAA METROPOLIS, OGUN STATE. . Journal of
African Studies. January 2020

Alieto, E. (2018). LANGUAGE SHIFT FROM ENGLISH TO MOTHER-TONGUE:

EXPLORING LANGUAGE ATTITUDE AND WILLINGNESS TO TEACH
AMONG PRE-SERVICE TEACHERS. TESOL International Journal 134.

Cariaga, J. N. (2015). PROBLEMS ENCOUNTERED BY GRADES 1 AND 2

TEACHERS USING MOTHER TONGUE BASED INSTRUCTION OF ALL
SOUTH DISTRICT SCHOOLS IN ALICIA. Asia Pacific Journal of
Research, Vol: I. (Issue XXIX).

Fakeye, D. O. (2011). Primary School Pupils’ Perception of the Efficacy of Mother

Tongue Education in Ibadan Metropolis. Asian Social Science, 7(12).
https://doi.org/10.5539/ass.v7n12p72

Gorio, D., Galino, A.,Morales, J., Palileng,J. (2014). FACTORS AFFECTING THE
IMPLEMENTATION OF THE MOTHER TONGUE-BASED
MULTILINGUAL EDUCATION AS PERCEIVED BY TEACHERS IN
BAGUIO AND BENGUET. Research on MTB-MLE Implementation.
https://sites.google.com/site/languageandmothertongue/home/research-on-
mtb-mle-implementation

Ingles, M. (2017, February 1). Effectiveness of Mother-Tongue-Based Education in

K-3 Curriculum in Enhancing the Reading Comprehension of Grade 3
Students of Don Bosco Technical Institute – Makati City.
https://www.academia.edu/31077721/Effectiveness_of_Mother_Tongue_Base
d_Education_in_K_3_Curriculum_in_Enhancing_the_Reading_Comprehensio
n_of_Grade_3_Students_of_Don_Bosco_Technical_Institute_Makati_City

Lan, O. S., & Tan, M. L. (2008). MATHEMATICS AND SCIENCE IN ENGLISH:

TEACHERS EXPERIENCE INSIDE THE CLASSROOM. Jurnal Pendidik
Dan Pendidikan, Jil. 23(141–150, 2008).
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%20SCIENCE%20IN%20ENGLISH.pdf

Maramag-Manalastas, A. K. E., & Batang, B. L. (2018). Medium of Instruction on

Student Achievement and Confidence in English. TESOL International
Journal, 13(3), 88–99. http://files.eric.ed.gov/fulltext/EJ1247328.pdf
 32

Metila, R. A., Pradilla, L. A. S., & Williams, A. B. (2016). The Challenge of

Implementing Mother Tongue Education in Linguistically Diverse Contexts:
The Case of the Philippines. The Asia-Pacific Education Researcher, 25(5–6),
781–789. https://doi.org/10.1007/s40299-016-0310-5

Mufanechiya, A., & Mufanechiya, T. (2011b). Using mother tongue as a medium of

instruction in the teaching of mathematics in the Zimbabwean junior primary
schools: Desirable or feasible? Journal of Asian Scientific Research, 1(4),
194–203. https://EconPapers.repec.org/RePEc:asi:joasrj:2011:p:194-203

Mulligan, D., & Kirkpatrick, A. (2000). How Much Do They Understand? Lectures,
students and comprehension. Higher Education Research &Amp;
Development, 19(3), 311–335. https://doi.org/10.1080/758484352

Nishanthi, R. (2020). Understanding of the Importance of Mother Tongue Learning.

International Journal of Trend in Scientific Research and Development.
https://www.ijtsrd.com/papers/ijtsrd35846.pdf

Tonio, Jimmylen & Ella, Jennibelle. (2019). Pre-service Teachers' Attitudes towards
the Use of Mother Tongue as Medium of Instruction. Asian EFL Journal. 21. 231

University of Alberta. (2010, February 22). Reading to kids a crucial tool in English
language development. ScienceDaily. Retrieved January 16, 2023 from
www.sciencedaily.com/releases/2010/02/100216142334.htm

Valerio, T. (2015). CURRENT PERSPECTIVES ON THE MOTHER TONGUE

BASED INSTRUCTION IN THE NEWLY IPLEMENTED K TO12
CURRICULUM OF THE PHILIPPINES.. British Journal of Education.
September 2015.

Wa-Mbalek, Safary (2014). ENGLISH TEACHERS’ PERCEPTIONS OF THE

MOTHER TONGUE- BASED EDUCATION POLICY IN THE
PHILIPPINES. European Journal of Research and Reflection in Educational
Sciences. Vol. 2 No. 4, 2014. https://www.idpublications.org/wp-
content/uploads/2014/09/ENGLISH-TEACHERS%E2%80%99-
PERCEPTIONS-OF-THE-MOTHER-TONGUE-BASED-EDUCATION-
POLICY-IN-THE-PHILIPPINES-Full-Paper.pdf
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APPENDIX A
 Perceptions of the Grade 3 Learners on the efficacy of Mother Tongue
as Medium of Instruction in Iligan City Central School 

September 2022

ROY ANGELO E. GAZO, Ph.D.

Schools Division Superintendent
Iligan City Division
Poblacion, Iligan City

Dear Dr. Gazo:

The undersigned are 4th year BEED Language Education students of
Mindanao State University – Iligan Institute of Technology, undertaking an
undergraduate thesis entitled, “Perceptions of the Grade 3 Learners on the
efficacy of Mother Tongue as Medium of Instruction in Iligan City Central
School”.
In view of this, we humbly ask permission to please allow us to gather data
from your Grade 3 pupils, in line with the above-mentioned study, with
purpose partially mentioned in the title. Rest assured that ethical
considerations will be strictly observed and all data will be treated with strict
confidentiality.
Your approval is deeply appreciated. Thank you very much.
Respectfully yours,

JAMIN BULALACAO
SWITZEL MAE DAPAT
Researchers

Noted by:
FELIX GAVIOLA JR. CIEDELLE N. GRAGEDA, Ed.D
Thesis Adviser Chairperson, Dept. of Professional Education

Approved:
ROY ANGELO E. GAZO, Ph.D.
Schools Division Superintendent
Iligan City Division
 34

APPENDIX B

 Perceptions of the Grade 3 Learners on the efficacy of Mother Tongue

as Medium of Instruction in Iligan City Central School 

October 2022

Ana Maria S. Timogan, PhD. 

School Principal IV
Iligan City Central School

Dear Ma’am:

Greetings of peace! 

We, the fourth year students of Mindanao State University-Iligan Institute of

Technology and are currently conducting a research study entitled
“PERCEPTIONS OF THE GRADE 3 PUPILS ON THE EFFICACY OF
MOTHER TONGUE AS MEDIUM OF INSTRUCTION IN ILIGAN CITY” which
is the City Central- your school is one of the a partial fulfillment of the
requirements for the degree of Bachelor of Elementary Education major in
Language Education.
In this regard, we are humbly asking for your approval to conduct a study in
your school. We are seeking your consent to request your Grade 3 Learners
to participate, in line with the above-mentioned in the title. Rest, in line with
the above-mentioned study, with purpose partially mentioned in the title
assured that all information derived herein will be treated with utmost
confidentiality.
Thank you for your consideration and we hope you will be able to fulfil our
request.

Respectfully yours, 

 JAMIN BULALACAO         SWITZEL MAE DAPAT

Researcher                      Researcher

Noted by:
FELIX GAVIOLA JR.                                      CIEDELLE N. GRAGEDA, Ed.D
    Research Adviser                    Chairperson, Dept. of Professional
Education
  
Conforme:
 35

ANA MARIA S. TIMOGAN Ph.D. 

School Principal

APPENDIX C

 Perceptions of the Grade 3 Learners on the efficacy of Mother Tongue

as Medium of Instruction in Iligan City Central School 

Informed Consent Statement

I, ______________________, give permission for my child,

_________________________

to participate in the research project entitled “Perceptions of the Grade 3

Learners on the Efficacy of Mother Tongue as Medium of Instruction in Iligan
City Central School.” The study has been explained to me and my questions
answered to my satisfaction. I understand that my child’s right to withdraw
from participating or refuse to participate will be respected and that his/her
responses and identity will be kept confidential. I give this consent voluntarily.

Parent/Guardian Signature:

_____________________

Researchers Signature:
 36

Perceptions of the Grade 3 Learners on the efficacy of Mother Tongue

as Medium of Instruction in Iligan City Central School 

Assent Form

Research Title: Perceptions and Preference on the use of Mother Tongue among
Elementary Male and Female Learners

Researchers: Jamin Bulalacao and Switzel Mae Dapat

We are doing a research study about the Perceptions of the Grade 3 Learners on the
efficacy of Mother Tongue as Medium of Instruction in Iligan City Central School. A
research study is a way to learn more about people. If you decide that you want to be
part of this study, you will be asked to answer series of statements from an adapted
research questions to supplement the study.
There are some things about this study you should know.  These are every after class
or your preferred time we will conduct our study. You will be asked to have a one-on-
one survey with us. We will be on-hand to provide explanations and translations of
the items in Sinugbuanong Binisaya to ensure that the statements were correctly
completed and understood. The completed sheets will be collected on the spot.
When we are finished with this study, we will write a report about what was learned. 
This report will not include your name or that you were in the study. The information
you will provide will be kept confidential and outcomes will not have any adverse
effect on you.

You do not have to be in this study if you do not want to be.  If you decide to stop
after we begin, that’s okay too.  Your parents know about the study too.

If you decide you want to be in this study, please sign your name.

I, _________________________________, want to be in this research study.

 37

___________________________________              _________
               (Sign your name here)                                    (Date)

APPENDIX D

Perceptions of the Grade 3 Learners on the efficacy of Mother Tongue as

Medium of Instruction in Iligan City Central School

Name (optional):__________________________
Age: ______

Language used at home: (Please put a checkmark that corresponds to your answer)

Gender: F M

Bisaya

English

Tagalog

Maranao

Higaonon
1.1 Perceptions of the Grade 3 Learners on the efficacy of Mother Tongue as
Medium of Instruction

STRONGLY AGREE AGREE STRONGLY

Statements ( UYON KAAYO) (UYON) DISAGREE

(DILI UYON)
DISAGREE

(DILI UYON
KAAYO)

1. The use of mother tongue

makes learning easier and
more interesting.
2. It is very hard for me to
understand Mathematics and
Science when taught in my
mother tongue.

3. The use of mother tongue

allows active classroom
participation.

4. It is easier to remember
 38

information obtained from

the lesson taught using
mother tongue.

5. It is easier to use mother

tongue in learning a subject.

6. Sharing ideas with my

classmates is easy in my
mother tongue.

7. Lessons are easier to read

and understand with the use
of mother tongue.

8. It is difficult to understand
the teacher's discussion
when Mother Tongue is
used as Medium of
Instruction.

9. I don't really understand the

words used in my mother
tongue.

10. I don't immediately

understand my assignment
when using my mother
tongue.

11. I can’t express my ideas and

thoughts if my mother
tongue is used.

12. I can’t speak fluently in my

mother tongue.

13. I am confident to answer my

teacher's question when my
mother tongue is used.

14. It is easy for me to

understand the story when
mother tongue is used.

15. I find it very frustrating

when the lesson uses the
mother tongue as a medium
of instruction.
 39

1.2 Preference between Mother Tongue as Medium of Instruction and English as

Medium of Instruction

Statements STRONGLY AGREE AGREE STRONGLY

( UYON KAAYO) (UYON) DISAGREE DISAGREE
(DILI UYON) (DILI UYON

KAAYO)

1. I prefer Mother Tongue

as Medium of Instruction
to English as Medium of
Instruction.

2. Mother Tongue medium

of Instruction enhances
learning better than
English Medium.

3. Learning is more difficult

through the English
Medium than Mother
Tongue Medium of
Instruction.

4. I prefer mother tongue as

a Medium of Instruction
in reading books than
English as Medium of
Instruction.

5. I prefer to use English in

learning the subject/s
rather than using the
Mother Tongue.