RESEARCH TITTLE
The Philippines' bilingual status
EXAMINING THE EFFECTIVENESS
OF THE MOTHER TONGUE-BASED
INSTRUCTION IN TEACHING
SCIENCE AT THE PRIMARY LEVEL
AUTHOR: Sophomore Talle Vacalares ,
Elmar Gamana , Maria Christina Ramos ,
Shan Ray Yugto
PUBLICATION: March 2023
URL:
https://ijariie.com/AdminUploadPdf/Examining_the_Effectiveness_
of_the_Mother_Tongue_Based_Instruction_in_Teaching_Science_at
_the_Primary_Level_ijariie20761.pdf
ABSTRACT METHODOLOGY
3.1 Research Design This study utilized a The study findings suggest that
offers a unique opportunity for the
adoption of the Mother Tongue
Based Multilingual Education (MTB-
MLE) policy in elementary schools.
This research aims to evaluate the
effectiveness of using MTB in
teaching Science to grade 3
students in Opol, Misamis Oriental.
Thus, the study determines the
level of proficiency of students in
using non-MTB and MTB as
teaching-learning strategies. The
study involved 120 grade 3
students, and a standardized test
questionnaire was used to assess
the level of competency in MTB
instruction than non-MTB. A
quantitative experimental research
design was employed to compare
the test scores in non-MTB with
MTB. The study found that the use
of MTB instructions significantly
improved students' comprehension
of Science concepts, as evidenced
by higher test scores compared to
test scores in non-MTB classes. The
research recommends the
integration of MTBI into the
classroom setting as a crucial
medium of instruction to enhance
learners’ prior knowledge and skills
RESULTS/FINDINGS
Based on the study's findings, it
quantitative approach for both data
collection and analysis. This approach
emphasizes objectivity, precision, and
generalizability, as it aims to provide
objective and reliable results that can be
applied to a larger population. In this
study, quantitative research involves
experiments, and statistical analyses to
generate numerical data that can be
statistically analyzed to draw conclusions
and make inferences about a population.
3.2 Respondents In this study, the research
participants were third-grade learners
from Opol, Misamis Oriental. The
researchers collected data from three
sections of students with diverse
backgrounds and abilities. The science
teachers involved in the study were
provided with a comprehensive lesson
plan that included detailed instructions for
the teacher's activities. The lesson plan
was designed to be accessible to both
English and mother tongue-based (MTB)
instruction, ensuring that the teachers
could effectively deliver the lessons using
either language.
3.3 Research Instrument The survey
questionnaire in this study was conducted
using post-test methods. In the post-test,
the standardized test questionnaire from
the pre-elementary Science modules of
RECOMMENDATIONS
the use of mother tongue-based
instruction yielded positive
results, with the majority of the
students achieving scores ranging
from "Approaching Effective" to
"Effective". The students' test
scores showed a higher level of
similarity and improvement in
competence levels was observed
after the interventions were
administered by the teacher prior
to the post-test. Additionally, the
implementation of DepEd's new
curriculum was found to have a
positive impact on the student's
performance, as evidenced by
their higher scores. The study's
results are in line with UNESCO's
(2022) research, which highlights
the importance of education in
one's mother tongue for inclusive
and quality learning, leading to
improved academic performance
and learning outcomes. Similarly,
in the study of Kadtong (2017) on
the non-MTB and MTB
instruction it was found that
upon comparing the test
assessment results between the
Non-Mother Tongue-Based (Non-
MTB) class and the Mother
can be concluded that mother
tongue-based instruction is an
effective and enjoyable approach
for students to learn and retain
lessons. The use of standardized
test questionnaires allowed for
assessing students' proficiency
and monitoring their progress.
The study's outcomes support
the concept of anchored
teaching, emphasizing the
importance of learning in one's
mother tongue to acquire
essential concepts and
intellectual abilities that are
valuable throughout life. This
approach proved effective across
different proficiency levels among
grade 3 students. Overall, the
study's findings provide clear
evidence of the success of
mother tongue-based instruction
in enhancing proficiency and
deepening students'
understanding of their mother
tongue, making it a valuable tool
for classroom instruction. Based
on the findings and conclusions
of the study, it is recommended
that teachers continue to utilize
the mother tongue as an effective
at the primary level. The results of
this study support the effectiveness
of MTBI in teaching Science to
grade 3 students and highlight the
importance of using MTBI in
primary education.
the Department of Education (DepEd),
Division of Misamis Oriental, specifically
on the topic of Position and Reference
Points, was utilized as the research
instrument. The same questionnaire was
administered again to the same
participants after a week of teacher
intervention in the post-test as the
learners’ received mother-tongue
instructions. The tests were conducted
twice within a 1-week interval. The test
was conducted to assess student
achievement after administering the non-
MTB instructions, and the same test was
employed to assess student achievement
after administering the MTB. The
assessment consisted of six tests, each
containing a different number and type of
questions. Test 1 consisted of 5 multiple-
choice questions with 4 illustrations to
choose from. Test 2 comprised 3 questions
for identifying illustrations. Test 3
contained an illustration to analyze a
situation with 2 questions. Test 4 had 3
multiple-choice questions with 4 choices
of picture descriptions. Test 5 included 4
questions to determine the object's
placement, while Test 6 had 3 questions
for identifying the location. Each item was
assigned 1 point, and the total score was
20 points. 3.4 Data Collection The
researchers-initiated communication with
the school administrator/principal by
means of a formal letter to request
Tongue-Based (MTB) class, it was
observed that the MTB class
achieved higher academic
performance in the five subject
areas, namely Reading,
Mathematics, Filipino, English,
and Social Studies. However, the
improvement in the MTB class
was relatively smaller compared
to what is typically observed in
MTB programs. Possible reasons
for the smaller gain in academic
performance in the MTB class
compared to the Non-MTB class
could include the program's
newness and teachers' learning
curve in teaching in the first
language (L1), inadequate
teacher training and preparation,
limited reading practice and
material availability, confusion
caused by code-switching
between languages, difficulties in
accurately measuring progress,
and higher levels of bilingualism
among students.
tool for instruction. Persistence in
incorporating the mother tongue
in teaching practices is
encouraged. Additionally, it is
suggested that students develop
familiarity with their home
language to enhance their
academic success, particularly
considering the inclusion of
mother tongue-based education
in the new curriculum. For future
researchers, it is advised to
explore similar studies across
multiple grade levels and
different subjects to assess the
competency levels in various
academic areas. Furthermore,
conducting the study with a
larger sample size of
students/respondents is also
recommended.
permission to conduct the research study
within the institution. Additionally, a
consent letter was provided to the
cooperating teacher and the students,
enclosed with detailed terms and
conditions that govern their participation
in the study. The data collection of the
participants, who were grade three
learners, was arranged to coincide with
their class hours. An orientation was
conducted for the respondents regarding
the research study, and the consent letters
were collected after they had been signed.
Only those who had agreed to the terms
and conditions stated in the letter were
given the orientation and included as
respondents in the study.
3.5 Statistical Treatment The study
employed various statistical tools to
analyze and interpret the data, which
included mean and standard deviation
used to determine the effectiveness of the
MTB, while the T-test was utilized to
determine the statistical significance of
students' proficiency level in Mother
Tongue-Based instruction. The categorical
responses used in the study were based
on DepEd order no. 73, s. 2012, which is
commonly known as 'General Guidelines
for the Assessment and Rating of Learning
Outcomes'.
 RESEARCH TITTLE ABSTRACT
MOTHER TONGUE AS A MEDIUM OF The medium of communication is
COMMUNICATION AND AS AN INSTRUMENT FOR the language used by the teacher to
DEVELOPMENT AMONG LEARNERS IN THE teach. Teaching the language, or
educational content, through the
EARLY CHILDHOOD EDUCATION target language increases the amount
of exposure the learner gets to it, and
the opportunities they have to
PUBLICATION: JUNE 2022 communicate in it, and therefore to
develop their control of it. Hence,
AUTHORS: JENNY ROSE NATIVIDAD , EDILYN JAINAL, CHERYL the Government of the Philippines
BARREDO, ANALYN SAAVEDRA has placed high priority on
improving literacy and is currently
URL: undertaking comprehensive reform
initiatives including curricular
https://www.researchgate.net/publication/361658616_MOTHER_TONGUE_AS_A_MEDIUM_OF_COMMUNICATION_AND_AS_AN_INSTRUMENT_FOR_DEVELOPMENT_AMONG_LEARNERS_IN_THE_EARLY_CHILDHOOD_EDUCATION?fbclid=IwAR06fsJPgcutyTHXzmoXlsz_08NEBJ8lsQZLEEWuHfbideMFFYkI5uYD6pk
reforms and implementation of a
Mother-tongue Based Multilingual
Education (MTB-MLE).This study
was conducted to determine the
perception of the early grade
teachers on the Mother Tongue
(Chabacano) as a medium of
communication and as an instrument
for development among learners in
the early childhood education. This
study adopted the descriptive -
quantitative method of research
using the survey questionnaire as the
main tool in gathering data. It was
deemed appropriate for this study
because it primarily aims to find out
the perceptions of the 109 K to 12
implementers who are early
childhood education teachers in one
of the districts in Zamboanga City,
Philippines. The total enumeration
system was used in the selection of
the respondents. To answer the
research question, the study
employed a 5-point Likert type
questionnaire – checklist which
comprises of two parts which are
validated by experts. The data
revealed that the early childhood
education teachers perceived that the
Mother Tongue (Chabacano) was
used to clearly express their ideas
and that it is a good tool for
communication. However, they are
METHODOLOGY RESULTS/FINDINGS
This study adopted the Table 1 indicates that
descriptive - quantitative teachers gave themselves
method of research using the highest weighted mean
the survey questionnaire as (3.53) in understanding
the main tool in gathering pupils who talked in
data. It was deemed Chabacano in the
appropriate for this study classroom. This implies that
because it primarily aims to they agreed that using the
find out the perceptions of Mother Tongue can make
the 109 K to 12 them easily understand their
implementers who are early pupils. Similarly, they
childhood education agreed that they can express
teachers in one of the clearly their ideas to the
districts in Zamboanga pupils when they use the
City, Philippines. The total Mother Tongue
enumeration system was (Chabacano). They also
used in the selection of the agreed that they can
respondents. To answer the simplify concepts when
research question, the study they use the Mother Tongue
employed a 5-point Likert because they have the
type questionnaire – facility of the language
checklist which comprises (Chabacano).The average
of two parts which are weighted mean on the
validated by experts. Part 1 perceptions of teachers in
solicited personal data of using Mother Tongue as a
the respondent, such as: medium of instruction as
educational attainment, first communication tool is 3.40
language and length of described as agree. This
service. The second part suggests that
was on the perceptions of teachersgenerally agreed
teachers on mother tongue that mother tongue as a
used as a medium of medium of communication
instruction in K to 3 in can facilitateeasy
Multilingual Education. communication, both oral
Each indicator has five to 7 and preparation. LLaneta
statements with five (5) (2010) revealed in her study
options in each numbered that pupils participated
and described as: 5 – more actively in classes that
strongly agree, 4 – agree, 3 use the Mother Tongue as a
– undecided, 2 – disagree medium of instruction.
and 1 – strongly disagree. Moreso, in the study of
Permission was sought Nishanthi (2020), mother
from the Schools Division tongue is appreciated due to
Superintendent to conduct numerous reasons. Mother
RECOMMENDATIONS
Protection of the children
in terms of their needs
including proper care and
nutrition, special
protection from all forms
of neglect, abuse, and
exploitation has been the
ultimate goal of
Department of Education
in the Philippines. It also
aims to fully recognize the
nature of childhood and its
special needs, promotes the
rights of all children to
survival, development and
special protection, and
supports parents in their
roles as primary caregivers
and their children’s first
teachers. That is why, the
implementation of the
MTB-MLE was one of the
programs that educational
sector believed to meet
aforementioned goals. In
this study, The early
childhood education
teachers perceived that the
Mother Tongue
(Chabacano) was used to
clearly express their ideas
and that it is a good tool
for communication.
However, they are
undecided as to
effectiveness of Mother
Tongue to the reading
skills, understanding of
grammar and the pupils’
language skills in general.
Perhaps, these results were
due to fact that not all early
grade pupils in Zamboanga
City speak the Mother
 RESEARCH TITLE ABSTRACT Methodology RESULTS/FINDINGS RECOMMENDATIONS
MOTIVATION AND PEDAGOGICAL COMPETENCE OF MOTHER TONGUE This study was The quantitative, Shown in Table 1 are Moreover, this present
TEACHERS AMONG PUBLIC SCHOOLS IN THE PHILIPPINES conducted to non-experimental the data on the level of study has determined
determine what design of research motivation of mother the importance of
domains in motivation using correlational tongue teachers. The pedagogical competence
that significantly technique was used level of motivation of of mother
influence the in this study. The mother tongue teachers.Pedagogical
PUBLICATION: February 2023 pedagogical study was teachers gets an overall competence among
competence of conducted in the mean of 3.83 or high mother tongue teachers
mother tongue Cateel, one of with a standard is indeed very essential
AUTHORS: Perfil P.Silverio*, Eugenio S. Guhao Jr., Erick T. Baloran, Raymunda L. Apostol teachers in Cateel municipality of deviation of0.518. This in implementing the
District 1 and II, Davao Davao Oriental, means that the mother tongue-based
URL: Oriental, Philippines. Region XI, motivation of instruction. Mother
https://www. .net/publication/
researchgate

368282036_Motivation_and_Pedagogical_Competence_of_Mother_Tongue_Teachers_among_Public_Schools_in_the_Philippines
The study used Philippines mothertongue teachers tongue teachers need to
quantitative, non- particularly among was oftentimes have pedagogical
experimental research Public Elementary manifested. Datameans competence in delivering
design using Schools in Cateel that mother tongue mother tongue
correlational District I and II. The teachers oftentimes felt instruction which
technique. The 103 respondents of the motivated towards requires them to have
Grade 1 to 3 teachers study were the 103 mother tongue set of abilities, skills,
handling Mother mother tongue language-based knowledge, and positive
tongue- based teachers teaching in instruction. This further attitudes that are very
multilingual education Grades 1 -3 levels. implies that teachers important to effectively
(MTB-MLE) subject Cluster sampling feel the pleasure and affect pupils’ learning
were the respondents was used in satisfaction when outcomes.
of the study. Pearson r determining the performing their
and Regression respondents of the rolesas MTB The result which
Analysis were used as study. The teacher instructors. Mother underscores that in their
statistical tools. motivation tongue teachers are singular capacities
Moreover, adapted questionnaire was highly driven and suggest that introjected
survey questionnaires adapted from interested to do their and identified regulation
were used for Fernet et al. (2008) job effectively. This is in of motivation of mother
motivation and while the parallel with the result tongue teachers
pedagogical pedagogical of the findings of the significantly influences
competence of competence of study of Lartec et al. their pedagogical
mother tongue mother tongue (2014) who pointed out competence. The
teachers. The result teachers was that mother tongue researcher therefore
showed that the level adapted from Mata teachers need to be recommends that the
of motivation of (2014). Mean was motivated in Department of Education
mother tongue used to describe implementing MTB may formulate programs
teachers was high, and the level of instruction. Mother that may further increase
their level of motivation and tongue teachers should the motivation of mother
pedagogical pedagogical be emotionally tongue teachers towards
competence was very competence of prepared which means the implementation of
high. Further, data mother tongue they have to be mother tongue-based
showed that there was teacher. Also, motivated for them to curriculum particularly in
a significant Pearson Product effectively teach their terms of introjected and
relationship between Moment learners with the use of identified regulation of
the motivation and Correlation of mother tongue as the motivation to develop
pedagogical Coefficient was medium of instruction. their pedagogical
competence of used to determine Also, this substantiates competence. This implies
mother tongue the significance of the contention of that the DepEd officials
teachers and that the the relationship various authors (Bieg et may reorient teachers
overall motivation of between al., 2011; Kim & Cho, aboutthe purpose and
mother tongue motivationand 2014; Recepoglu, 2013) value of mother tongue
teachers significantly pedagogical who revealed that curriculum to the
influences their competence of teachers should be learners to facilitate
pedagogical mother tongue motivated to teach teachers’ motivation
competence. In their teachers and lastly, effectively to resulting to the
singular capacities, the multiple accomplish its objective enhancement of
identified regulation regression of giving quality instructional abilities.
and introjected analysiswas used to learning and training to
regulation as determine the the pupils. The teachers
constructs of domains of the are more committed
motivation motivation that and involved in their
significantly significantly work if they are highly
influenced influence the satisfied and
thepedagogical pedagogical motivated.
competence of competence of
mother tongue mother tongue
teachers. However, teachers.
the rest like intrinsic
motivation, external
motivation, and
amotivation can also
influence the
pedagogical
competence of
mother tongue
teachers but with the
support of the other
indicators. Likewise,
between the two
domains identified
regulation and
introjected regulation,
the identified
regulation is the best
predictor of the
pedagogical
competence of
mother tongue
teachers in its singular
capacity.
RESEARCH TITTLE ABSTRACT METHODOLOGY RESULTS/FINDINGS RECOMMENDATIONS

Mother Tongue and Mathematics Instruction in In the realization of the This study employed a Respondents’ Cognition In the wake of having researched the
teaching and learning descriptive-quantitative- towards the use of MT cognition towards the utilization of
Multilingual Contexts: An Quantitative Analysis of process, the Language correlational research design. as MOI For the Mother Tongue as Medium of
Teacher Cognition among Elementary-grade Teachers of Instruction plays a The current investigation is identification of the Instruction in Teaching Mathematics
crucial and vital role. acknowledged as quantitative respondents’ Cognition, of in-service educators who were at
Thus, determining what for two reasons. One is that it the data solicited from that point in active service and have
language to use remains intended to quantify the the research been presented and used to the
PUBLICATION: DECEMBER 2022 a debate among Cognition of the respondents questionnaires. usage of English as language of
scholars, and a concern towards the use of Mother instruction, it was discovered that
Moreover, the data set
among educators. Along Tongue as language of they showed negative cognition
AUTHOR: Warrelen D. Caspillo was analyzed utilizing
this line, it is worth to instruction in the delivery of towards the utilization of MT as MoI
descriptive statistics [i.e.
note that teachers’ instruction for the subject in the teaching of mathematics. This
Mean (M), and Standard
cognition towards a Mathematics. Second is that proposes that respondents harbor a
Deviation
URL: language used the investigation utilized somewhat less certainty towards the
inferential statistics to analyze (SD)]. expectations that the makeshift
file:///C:/Users/Mark%20Villegas%20Bael/Downloads/ for instruction is an
the data to answer From Table 1, it could language learning
118-125_JETT1301014-ID753.pdf important aspect to
be noted that the
consider, because developed hypotheses of the methodology to in any case convey
respondents, in general,
cognition influences study. Moreover, the research education's core reason to its
hold a ‘Negative
behavior. Hence, this is noted to be descriptive customer. These backings the
Cognition’ towards the
study investigated the because it characterize the findings of WaMbaleka (2014) which
use of MT as MOI in the
perceptions of teachers respondents’ cognition through uncovered that members had
teaching of
towards the use of the gathering, collection and negative discernment towards
mathematics. This
Mother Tongue as analysis of data through the mother tongue based education in
means that there is a
medium of use of simple statistics such as the Philippines.
preponderance of
mean, standard deviation and
instruction in the negative beliefs towards Additionally, with regards to gender,
percentage (Calderon, 2006
teaching of Mathematics. using MTs as a both male and female gave similar
cited in Rillo & Alieto, 2018;
The study employed a substitute for the reactions and was really settled to be
Johnson, 2010).
quantitative research English Language. This not statistically significant. In
design tilizing an Further, the empirical study suggests that the determining the significant
adapted research tool aimed to determine whether a teachers remain to favor relationship between the
administered to a total of significant association could respondents' cognition towards the
teaching the subject
102 elementary-grade be determined between utilization of MT and their age, the
mathematics in the
mathematics teachers. information showed that there is a
studied variables in the study; English language. This
Interesting results are significant relationship with
hence, the research is specific finding does not
discussed herein.
identified to be correlational echo the finding of inverse correlation. There is a need
(Kendra, 2020 in De La Rama Alieto (2018). In the said to develop interest and consistency
et al., 2020). Additionally, the study conducted among to all instructors paying little mind to
study is acknowledged as non- prospective language age or long stretches of educating.
experimental as there was no teachers, it was found Instructors should be uncovered into
establishment of that the respondents various trainings, courses and
were ‘positive’ towards workshops on
 RESEARCH TITTLE ABSTRACT
THE EFFECTS OF MOTHER TONGUE-BASED Education is vital for success
MULTILINGUAL EDUCATION ON THE in life. Globalization, however,
ENGLISH LITERACY OF CHILDREN has changed the trend so that
IN SILANG, PHILIPPINES mere education is becoming
insufficient. English proficiency
PUBLICATION: December 2017 has become equally vital for
success in the global arena.
AUTHOR: Sheri Joy C. Namanya With the implementation of
Mother Tongue-Based
URL: Multilingual Education (MTB-
https://www.researchgate.net/publication/337855312_THE_EFFECTS_OF_MOTHER_TONGUE-
BASED_MULTILINGUAL_EDUCATION_ON_THE_ENGLISH_LITERACY_OF_CHILDREN_IN_SILANG_PHILIPPINE
MLE) in the Philippines, the
S English literacy development of
Filipinos may be adversely
affected. This paper,
therefore, examined the
effects of MTB-MLE on the
English literacy development
of Filipino children. In this
experimental study, the same
pre-tests and post-tests were
administered to two groups of
68 students from a public
elementary school in Silang,
Philippines. One group was
taught in the mother tongue
while the other group in
English. Test results were
analyzed using t-test through
the Statistical Package for
Social Sciences (SPSS) package.
Results showed that children
taught in the mother tongue
demonstrated a decline in
English literacy level,
confirming certain language
acquisition theories and fears
of some scholars. This paper
ends with recommendations
for further study and
recommendations to
policymakers.
METHODOLOGY
English language is taking the
center stage in the global arena.
Many countries are implementing
English language policies in their
belief that English will solve
national problems (Hillman, 2015;
Kirkpatrick, 2014). In fact, English
language has afforded the
Philippines some privileges in the
areas of business, education, and
tourism as in many other areas
(IBP, 2015; Regalado & Calica,
2013; Wa-Mbaleka, 2014a). The
problem is that; the English
literacy development of the
country may be threatened by
the implementation of the MTB-
MLE. Based on Krashen’s (1982)
input hypothesis, MTB-MLE can
reduce the English input students
receive (Li & Majhanovich, 2010).
Additionally, in the light of the
critical period hypothesis, students
may lose the chance of learning
English during the best years of
learning it. Further, Parents and
teachers are expressing their
concerns that although MTB-MLE
promises benefits in many areas of
learning (Burton, 2013; Ricablanca,
2014; Wa-Mbaleka, 2014b), it will
adversely affect students’ English
literacy development (Burton,
2013; Wa-Mbaleka, 2014b). The
purpose of this study was to shed
light on the effects of MTB-MLE
on the English literacy of Filipinos.
The results of this study may
help parents, teachers, and
policymakers make informed
decisions on which educational path
to take. This study may be especially
helpful to policymakers. Before
RESULTS/FINDINGS
After performing independent
t-test analysis in SPSS, it was
found that there is no
statistically significant
difference (p = .064) between
the pre-test scores of the
experimental group and the
comparison group. This finding
is shown in Tables 1 and 2. In
other words, both groups
began the experiment at
approximately the same level
of English proficiency. This fact
establishes the
grounds for comparison.
The result of the independent
t-test performed on the post-
test scores reveal that there is
a significant difference (p
RECOMMENDATIONS
MTB-MLE has always been a
highly debated policy from the
time of its conception. Those
who propose it claim that it is
the best way to give all
children equal chance for
education. Those who oppose
it do not altogether disagree
with the argument of the
proponents. They are,
however, concerned about its
long-term effect on children,
especially in this globalized
world where English is the
lingua franca. The findings of
this experimental study reveal
that MTB-MLE may indeed
adversely affect children’s
English literacy and, therefore,
jeopardize their fighting
chance in the global arena.
The experimental and the
comparison groups’ average
pre-test scores confirmed that
students in both groups
started the experiment with
nearly the same English
literacy level. After about two
weeks of treatment, the
average scores of the group
taught in the mother tongue
went significantly low, while
the average scores of the
group taught in English went
significantly high.