The Impact of Mother Tongue in Demo-Lesso

Delivery Among Second-Year Bachelor

of Elementary Education of Cebu
Eastern College, Incorporated

Researchers:
Armamento, Julianna D.
Pongtan, Ivy Mae D.
Banate, Chritian T.

Academic Year 2024-2025; First Semester

 APPROVAL SHEET

This research paper entitled “The Impact of Mother Tongue in Demo-Lesso

Delivery Among Second-Year Bachelor of Elementary Education of Cebu Eastern
College, Incorporated”, prepared and submitted by Armamento, Julianna D., Pongtan, Ivy
Mae D., Banate, Chritian T. in partial fulfillment for the requirements of Thesis writing
proposal (TWP 100), School Year 2024-2025 is hereby recommended for acceptance and
approval for the Thesis Proposal after being examined.

Ms. Jasmin T. Abadingo

Research Instructor

PANEL OF EXAMINERS

Dr. Arlene C. Okora

Academic Head (Chair Panelist)

Prof. Charmaine Candia Ms. Russell Honey K. Bascug

CTE DEAN Panelist Member

Ms. Mariell Quintero Ms. Kristian Claire Ajon

Panelist Member Panelist Member

Approved by the Committee for Thesis Writing Proposal __________________

 Rating Sheet for the Thesis Proposal

The submitted manuscript shall be scored according to the following:

RUBRICS Rate 12 14 16 18 20 Remarks

Introduction (The introduction 20
presents the problem, significance,
supporting theories, scope and
delimitation.)

Review of Related Literature (The 20

RRL includes the literature's and related
studies.)

Methods (The design, environment, 20

participants, instrument, procedure,
analysis and ethics are comprehensively
included.)

References (References are written 20

following the APA format.)

Formatting Elements and 20

Spelling/Grammar (The paper is
written in a Small Size, with a margin of
1.5 on the left side and 1.0” on the right
side, and with correct spacing.)
(Sentence(s) and Paragraph spacing,
following proper indention and
justification.)

TOTAL 100
 Rating Sheet for the Thesis Proposal

Researcher: Armamento, Julianna D.

The oral presentation shall be scored according to the following:

RUBRICS Rate 2 4 6 8 10 REMARKS

Mastery (Researchers 20
demonstrate mastery in presenting
the paper.)

Delivery (Presentation is delivered 10

with clarity, comprehensiveness,
and confidence.)

Accuracy of Answers 10
(Researchers respond to the panel
with accurate answers.)

Attitude (The researchers possess 10

formal and composed attitude
during the proposal)

TOTAL 50
 Rating Sheet for the Thesis Proposal

Researcher: Pongtan, Ivy Mae D.

The oral presentation shall be scored according to the following:

RUBRICS Rate 2 4 6 8 10 REMARKS

Mastery (Researchers 20
demonstrate mastery in presenting
the paper.)

Delivery (Presentation is delivered 10

with clarity, comprehensiveness,
and confidence.)

Accuracy of Answers 10
(Researchers respond to the panel
with accurate answers.)

Attitude (The researchers possess 10

formal and composed attitude
during the proposal)

TOTAL 50
 Rating Sheet for the Thesis Proposal

Researcher: Banate, Chritian T.

The oral presentation shall be scored according to the following:

RUBRICS Rate 2 4 6 8 10 REMARKS

Mastery (Researchers 20
demonstrate mastery in presenting
the paper.)

Delivery (Presentation is delivered 10

with clarity, comprehensiveness,
and confidence.)

Accuracy of Answers 10
(Researchers respond to the panel
with accurate answers.)

Attitude (The researchers possess 10

formal and composed attitude
during the proposal)

TOTAL 50
 TABLE OF CONTENTS

INTRODUCTION

Rationale…….………….………….………….………….…………………….…………….….1

Statement of the Problem………….………….…………………………..………………..3

Significance of the Study ……….………………………………………..……………….…4

Theoretical and Conceptual Framework……….…………….…………...…………….6

Theoretical Background ………………………………………………………………………7

Scope and Delimitation………….…….………….……..…….………..…………………..9

Definition of Terms……………………………………………………………………….…..10

REVIEW OF RELATED LITERATURE

Language Clarity……………………………………………………………………………….12

Less Mental Effort……………………………………………………………………………..12

Cultural Relevance…………………………………………………………………………….13

Personal Connection………………………………………………………………………....14

Enhanced Comprehension……………………………………………………………….…14

Easier Review of Lesson Material…………………………………………………………15

Immediate Understanding of Instruction………………………………………………15

Clear Guidance of Instruction………………………………………………………………16

METHODOLOGY

Research Design….……….……….……….……….…….…….…….…….……………...18

Research Environment….……….……….……….……….…….…….…….…………….18
 Research Participants….……….……….……….……….….….…….……………………19

Recruitment and Sampling Design ….……….……….……….……….….……….….19

Research Instrument….……….……….………..…….…….………….…….……………20

Data Gathering Procedure….……….……….……….….…….…….…….…………....21

Data Analysis ….................….……….……….……….……….……..……………..….22

Ethical Consideration.……….…….……….……….……..……………….…………….…23

REFERENCES …………………………………………………………………………………..……. 24

SURVEY QUESTIONNAIRES…………………………………………………………………….
 1

Chapter I
THE PROBLEM AND ITS SCOPE
Rationale
(García and Wei 2022) define "mother tongue" as "the first language that a
person learns from birth, typically spoken within their family or immediate
community. It is the primary language through which individuals acquire their
initial linguistic skills, cognitive abilities, and cultural identity." This definition
underscores the foundational role of the mother tongue in shaping individuals'
linguistic and cognitive growth, as well as their sense of cultural belonging.
According to (Kroskrity 2020), "the mother tongue serves as a fundamental
medium for early cognitive development and plays a key role in shaping cultural
identity and social interactions" (p. 58). This connection to cultural identity is
crucial for personal development and can influence educational experiences and
outcomes. The mother tongue is crucial for acquiring foundational language skills
such as vocabulary, grammar, and pronunciation. According to Hiemstra (2022),
"parents play a vital role in facilitating early language development by providing
consistent linguistic input and creating an environment rich in language
interactions" (p. 22). This statement highlights the essential functions that parents
perform in nurturing a child's language skills from infancy.

The integration of mother tongue in educational settings has gain

increasing attention for its potential to enhance teaching and learning processes.
This examines the impact of mother tongue on demo-lesson delivery. By focusing
on how the mother tongue influences communication, cultural relevance, teacher
and student confidence, and pedagogical effectiveness, this discussion highlights
both the advantages and challenges associated with its use. On the positive side,
teaching in the mother tongue improves communication clarity. When lessons are
delivered in a language familiar to students, they are more likely to understand
complex concepts and instructions, reducing misunderstandings and enhancing
comprehension. Additionally, students tend to be more engaged and participative
 2

when taught in their native language. However, using the mother tongue in demo-
lesson delivery presents several negative effects. One significant issue is the
limited exposure students might have to the official languages of the Philippines—
Filipino and English. By focusing on the mother tongue, students may not receive
enough practice in Filipino and English, which are essential for standardized testing
and future academic or professional pursuits. This limited exposure can affect their
proficiency and readiness for assessments conducted in these official languages.
Understanding these impacts helps in designing supportive educational practices
while addressing potential challenges. Demo-lesson delivery is a critical component
of teacher training, the effectiveness of demo-lesson delivery can significantly
influence development of educators and future teaching success.

The researcher found a related study in a local setting. Dominga, T., 2023)
The study on the implementation of Mother Tongue-Based Multilingual Education
(MTB-MLE) in the province of Benguet found both positive and negative effects.
On the positive side, using the mother tongue helps students understand lessons
better, promotes active participation, and aids in reading. However, some negative
impacts include difficulties in learning and using a second language, challenges in
understanding concepts in higher grades, and reduced confidence in using the
second language. The research highlights areas needing improvement for the
program.

The researcher also found a related study in a global setting. Ekeh, G.,
(2020). The study examined the use of mother tongue as a medium of instruction
to enhance the education of African children. It highlighted that language choices
are influenced by educational, political, social, and economic factors. The study
discussed both the pros and cons of using mother tongue in early education and
concluded that it is beneficial for African children's learning. It was recommended,
among others, that Government should sponsor in-service training for pre-primary
and primary school teachers on use of mother-tongue as a language of instruction.
 3

Statement of the Problem

The purpose of this qualitative study is to investigate the impact of Mother

Tongue in Demo-Lesson Delivery among second-year Bachelor of Elementary
Education of Cebu Eastern College, Incorporated. This study will use a qualitative
approach to identify the influence of Mother Tongue in demo-lesson delivery.
Specifically, the study seeks to answer the following questions:

1. Demographic Profile of the respondents:

1.1 Age:

1.2 Gender:

1.3 Year and Section:

2. How do Bachelor of Elementary Education students use their mother tongue

during demo-lessons

delivery?

3. What influential factors of using the Mother Tongue Language in Demo-

Lesson Delivery affect the students' comprehension in terms of:

3.1 Understanding Complex Concepts

3.2 Interest in the Lesson Content

3.3 Retention of the Material

3.4 Direct Feedback

4. What are the limitations of using the Mother Tongue in Demo-Lesson

Delivery?

5. What recommendations can be developed to resolve challenges related to

the use of Mother Tongue in demo-lesson delivery?

 4

Significance of the Study

This study on the "Impact of Mother Tongue in Demo-Lesson Delivery" is
important for several reasons. It offers valuable insights into how using the mother
tongue affects teaching, particularly in terms of clarity, student engagement, and
overall lesson effectiveness. Understanding these effects can help improve
teaching practices and better prepare future educators by providing them with
effective strategies for incorporating the mother tongue into their lessons.

Students, it provides them with evidence-based insights into how the

mother tongue can influence teaching effectiveness. By learning about the impact
of mother tongue instruction, students can develop more effective demo-lessons
and become more adaptable educators. The study helps them learn how to use
mother tongue-based strategies in their future classrooms.

Teachers, it provides practical ideas on how using the mother tongue in

lessons can improve communication and make lessons more engaging. This can
help them connect better with their students and teach more effectively. If the
research finds that using the mother tongue enhances communication clarity and
student engagement, teacher can come up with various strategies to improve their
instructional methods.

Researchers, the study will provide valuable data and insights into how
the mother tongue affects teaching and learning. It offers new perspectives and
can help them explore additional questions about language and education, such
as its long-term impact on student performance and teacher effectiveness.

Future Researchers, the study sets the stage for more research on the
role of the mother tongue in education. It helps identify new questions and areas
to explore, contributing to a better understanding of how to use language
effectively in teaching. The findings can help identify gaps in existing research and
provide a basis for developing innovative educational practices.
 5

Theoretical and Conceptual Framework

SOCIAL LEARNING COGNITIVE ACADEMIC INTERACTIONIST

THEORY LANGUAGE THEORY
(Albert Bandura) PROFICIENCY (Jerome Bruner)
1973 (Cummins, J.) 1983
(1981)

The Impact of Mother Tongue in Demo-Lesson Delivery

A. Understanding B. Interest in the C. Retention of D. Direct

complex content lesson content material Feedback

•Culture Relevance •Enhanced •Immediate

•Language Clarity Understanding
•Personal Comprehension
•Less Mental Effort • Clear Guidance
Connection •Easier Review

Second- year Bachelor of Elementary Education in

Cebu Eastern College, Incorporated.

•Interview (Semi- Structured Interview)

•Thematic Analysis
•Qualitative Interpretation

Identified the Impact of Mother Tongue in

Demo-Lesson Delivery

Figure 1. Theoretical and Conceptual Framework

 6

Theoretical Background

The figure above shows the theoretical and conceptual framework that
supports the study. Using the mother tongue in demo-lesson delivery enhances
learning by improving comprehension and engagement. Social Learning Theory,
emphasizes that individuals learn behaviors and attitudes through observation and
imitation of others, highlighting the role of modeling, attention, retention,
reproduction, and motivation in the learning process. Interactionist Theory,
focuses on how individuals develop and understand their identities and behaviors
through social interactions. It emphasizes the importance of context,
communication, and the meanings individuals attach to their experiences,
suggesting that reality is constructed through these social interactions. Cognitive
Language Proficiency, refers to the ability to use language for complex cognitive
tasks, such as reasoning, problem-solving, and understanding abstract concepts.
It encompasses skills needed for academic and intellectual engagement, enabling
learners to process information, analyze texts, and articulate thoughts clearly.

Social Learning Theory (Bandura, 1973), provides a comprehensive

framework for understanding how individuals learn through social interaction. This
theory posits that learning occurs not only through direct experience but also
through observing and imitating the behaviors of others. In the context of demo-
lesson delivery, when lessons are taught in a language they know well, students
can better observe, understand, and replicate teaching methods.

Interactionist theory (Bruner J. S. 1983) revolves around his ideas on

cognitive development and learning. He emphasized that knowledge is constructed
through social interactions and cultural tools. Bruner introduced the concept of
"scaffolding," where learners receive support from more knowledgeable individuals
to achieve higher levels of understanding. His work highlights the importance of
dialogue and interaction in learning processes, reflecting the interactionist view
 7

that cognitive development is deeply rooted in social contexts and interactions.

Overall, using the mother tongue leads to more effective teaching and improved
learning outcomes.

Cognitive Language Proficiency (CLP) is essential for academic success,

particularly in multilingual environments, as it involves using language for complex
tasks like analyzing arguments and evaluating evidence. A strong foundation in
the mother tongue enhances CLP, allowing skills such as critical thinking to transfer
to a second language. Additionally, the cultural context of the mother tongue
enriches understanding of abstract concepts. Effective educational strategies
should focus on teaching academic language and valuing students' first languages
to support their cognitive growth.
 8

Scopes and Delimitation

Outlining the scope of the study defines which aspects of demo-lesson

delivery using the mother tongue will be examined among second-year Bachelor
of Elementary Education students at Cebu Eastern College, Incorporated. This
keeps the research focused and manageable. Identifying limitations clarifies what
the study won’t cover, like other student groups or settings, and helps understand
the context and relevance of the findings.

This study examines the impact of using the mother tongue on demo-
lesson delivery among second-year Bachelor of Elementary Education students at
Cebu Eastern College, Incorporated. It will explore how the use of the mother
tongue influences the effectiveness and clarity of demo-lessons, focusing on
student engagement, comprehension, and instructional delivery. The research will
involve conducting interviews with students, and collecting feedback on the use of
mother tongue in lesson delivery.

The study is limited to second-year Bachelor of Elementary Education

students at Cebu Eastern College, Incorporated and will not include other students
or programs. It will focus only on demo-lesson delivery and will not examine other
teaching methods or educational settings. The research will not assess the broader
impact of mother tongue use on overall student performance or other educational
outcomes.
 9

Definition of Terms

The following terms used in the study are defined to ensure clarity and
better understanding.

Cognitive Development: The process of acquiring and improving mental skills,

including thinking, problem-solving, and understanding, typically through
interaction and learning.
Cultural Identity: The sense of belonging to a particular culture, influenced by
language, traditions, and social practices.
Demo-Lesson: A practice teaching session where teacher candidates present a
lesson to demonstrate their teaching skills and receive feedback.
Differentiated Instruction: Adapting teaching methods to meet the diverse
needs and learning styles of students.
Dynamic and participatory learning. Learning that is active and involves
students interacting and engaging with the material.
Formative Assessment: Ongoing evaluations used to monitor students’ learning
and provide feedback during instruction.
Instructional Strategies: Techniques and methods used by teachers to facilitate
learning and enhance student outcomes.
Mother Tongue: The first language a person learns from birth, typically
Pedagogy: The method and practice of teaching, including various strategies and
approaches used to facilitate learning.
Retention of Material: The ability to remember and use information that has
been learned over time.
Scaffolding: Support provided by teachers to help students achieve higher levels
of understanding and skill.
 10

CHAPTER II
REVIEW OF RELATED LITERATURE

Mother Tongue during demo-lessons delivery

During demo-lessons, the mother tongue might be used to explain complex

concepts or instructions, especially in multilingual classrooms where it aids in
better comprehension for students. Using the mother tongue, it can facilitate
clearer communication and ensure that all students grasp the material effectively,
bridging any gaps that might arise from language barriers. Overall, it enhances
communication and learning effectiveness.

(Guerrero and Cruz, 2021) found that students understood and participated
more effectively when lessons were delivered in their native language. Their
research showed that teaching lessons in students' native languages greatly
improved their understanding and participation. Similarly, (Rojas and Díaz, 2022)
observed improved academic performance among students who received
instruction in their mother tongue, attributing this to clearer explanations and
better communication. When lessons are taught in students' mother tongue,
explanations are clearer and easier for them to understand. This reduces
misunderstandings and helps them grasp complex ideas more quickly.

However, there are gaps in the current research. Many studies focus on
short-term impacts rather than the long-term effects of mother tongue instruction,
as highlighted by (Barros, 2023), who calls for more longitudinal studies to assess
sustained academic outcomes. These studies could reveal how mother tongue
instruction affects long-term academic achievement, cognitive development, and
language proficiency as students advance through their educational journey.
Furthermore, there is a lack of research on teacher preparedness for using the
mother tongue effectively in lessons, with (Malala, 2022) emphasizing the need
for more studies on teacher training and support in this area.
 11

Influential factors of using the Mother Tongue Language in Demo-

Lesson Delivery

Language Clarity
Using the mother tongue in demo-lesson delivery significantly enhances
language clarity, making explanations more precise and easier for students to
understand. This familiarity with the language reduces misunderstandings and
helps students grasp complex concepts more quickly. As a result, students can
follow lessons more effectively, leading to better overall comprehension.

Teachers can explain concepts more precisely and answer questions more
effectively in the language that students are most comfortable with. This reduction
in language barriers can lead to fewer misunderstandings and confusion (Smith &
Johnson, 2023).

While Mother Tongue enhances comprehension and clarity, there is concern

that excessive reliance on the mother tongue might impede students' proficiency
in the second language, which is often crucial for academic and professional
success. Research has shown mixed results on how MTL use affects second
language acquisition, indicating a need for a balanced approach (Peters & Rao,
2024).

Less Mental Effort

Using the mother tongue in demo-lesson delivery can significantly reduce
mental effort for students. When lessons are conducted in language students are
fluent in, they can process information more efficiently, as they do not need to
translate or decode terms from a second language. This direct access to content
allows students to focus more on understanding the material rather than grappling
with language barriers.
 12

The study of Zhang and Wang (2023) investigated how using the mother
tongue in instruction affects students' cognitive load and comprehension. They
discovered that students taught in their native language experienced less mental
effort and demonstrated better understanding compared to those taught in a
second language. This reduction in cognitive load was due to the ease of
processing information in a familiar language, allowing students to focus more on
the content rather than translating it.

However, there are gaps in the current research. Peters and Rao (2024)
pointed out that while mother tongue instruction reduces cognitive load in the
short term, it might hinder the development of second language proficiency, which
is essential for academic and professional success.

Cultural Relevance
Cultural relevance in mother tongue language during demo-lesson delivery
means using teaching methods and materials that reflect the students' cultural
backgrounds. This includes using familiar examples and language that connect
with their experiences, making the lesson more engaging and meaningful. By
incorporating elements of students' own culture, teachers help them feel more
involved and improve their understanding of the lesson.

A study by Garcia and Lee (2023) found that integrating cultural relevance
into lessons delivered in the mother tongue significantly enhances student
engagement and comprehension. Students are more likely to connect with the
material and participate actively when the content reflects their cultural
backgrounds and experiences, leading to improved learning outcomes and
increased motivation.

However, gaps remain in the consistent application of these practices.

According to Thompson and Nguyen (2022), many teachers struggle to effectively
incorporate cultural relevance, particularly in relation to students' mother tongues,
 13

due to limited resources, insufficient training, and a lack of understanding of how

to connect the curriculum with students' cultural contexts. This variability can lead
to missed opportunities for fully engaging students and addressing their diverse
linguistic and cultural needs. Research shows that leveraging students' mother
tongues can enhance learning outcomes and foster a more inclusive classroom
environment (Cummins, 2000).

Personal Connection

In demo-lesson delivery, "personal connection" means making lessons

relevant to students' own experiences and backgrounds. When teaching in their
mother tongue, this involves using familiar language and examples that reflect
students' lives. This approach makes the lesson more engaging and helps students
understand and relate to the material better.

Research by Rivera and Thompson (2023) shows that when lessons are
delivered in the mother tongue and are personally relevant to students, there is a
marked increase in student engagement and comprehension. Students are more
likely to connect with the material and participate actively when it resonates with
their personal experiences and cultural backgrounds, leading to better learning
outcomes.

However, gaps exist in the effective implementation of this practice. Many

educators lack the training to integrate mother tongues into their teaching, which
limits opportunities for personal connection (Smith & Lee, 2020). Additionally,
insufficient resources can hinder teachers from designing lessons that resonate
with diverse linguistic backgrounds, underscoring the need for targeted
professional development (Garcia & Freire, 2021).

Enhanced Comprehension

Enhanced comprehension means that students understand the lesson

better when it is taught in their mother tongue. Using familiar language and
 14

examples helps them grasp and remember the material more easily, making the
lessons clearer and more meaningful.

Research by Kumar and Singh (2023) highlights that teaching in the mother
tongue significantly improves students' understanding of the material. Students
are able to better grasp and retain concepts when lessons are delivered in their
native language, leading to more effective learning outcomes and clearer
comprehension.

Moreover, there is a need to investigate how the integration of culturally

relevant content in assessments affects students' performance and
comprehension. If assessments do not reflect the cultural and linguistic contexts
of the students, they might not effectively gauge their true understanding of the
material (Hollins, 2020).

Easier Review of Lesson Material

Easier review means that students can more comfortably and effectively go
over and understand lesson material. When lessons are taught in their native
language, students find it simpler to recall and reinforce what they have learned.

Research by Chen and Wong (2023) found that teaching in the mother
tongue makes it easier for students to revisit and strengthen their understanding
of the material. Students are able to review content more effectively and retain
information longer when it is presented in their native language, leading to better
learning outcomes and improved academic performance.

However, few studies compare the effectiveness of mother tongue

instruction for easier review with other instructional approaches, such as second
language instruction. Comparative studies could highlight the relative advantages
and limitations of using the mother tongue for review purposes (Garcia & Lee,
2023).
 15

Immediate Understanding of Instruction

In mother tongue instruction, "immediate understanding" means students

quickly understand new information because it’s in their native language. This
makes it easier for them to connect with and grasp the lesson. Consequently, they
are more engaged and remember the material better.

Using the mother tongue during lessons facilitates better cognitive access
to new information. Students can process and integrate information more
effectively when it is communicated in their primary language, which helps them
immediately connect new knowledge with existing understanding (Johnson &
Wang, 2023). This improved accessibility supports a more intuitive learning
experience.

Despite evidence suggesting that using the mother tongue facilitates better
cognitive access to new information and enhances immediate understanding, there
is a gap in research regarding how this cognitive processing varies among different
student demographics. Specifically, there is a lack of studies exploring how factors
such as students’ prior knowledge, language proficiency levels, and individual
cognitive differences influence the effectiveness of mother tongue instruction in
facilitating immediate comprehension. Nguyen, T., & Baker, P. (2024).

Clear Guidance of Instruction

Clear guidance means providing easy-to-understand instructions,

explanations, and support in the students' native language. This includes giving
step-by-step directions, and using relevant examples.

Research shows that clear guidance in mother tongue instruction greatly

improves students' understanding and engagement. When teachers use the
students' native language for instructions, explanations, and feedback, it helps
make lesson goals clearer and reduces language barriers. This approach makes it
easier for students to follow along, connect new information with what they
 16

already know, and participate actively. Using culturally relevant examples and
providing feedback in the mother tongue also makes the content more relatable
and easier to understand, leading to better comprehension and retention (Nguyen
& Baker, 2023).

While research highlights that clear guidance in the mother tongue

improves understanding and engagement, there is a lack of detailed studies on
how this guidance affects students with different learning needs and cognitive
abilities. The effectiveness of clear guidance might vary among students with
diverse needs, such as those with learning disabilities or varying levels of prior
knowledge. Johnson, E., & Wang, L. (2023).

Limitations of using the Mother Tongue in Demo-Lesson Delivery

One significant limitation of using the mother tongue in demo-lesson

delivery is the variability in teacher proficiency. Teachers who are not fully fluent
in the mother tongue may struggle to communicate instructions and explanations
clearly, which can lead to misunderstandings or inaccuracies in the lesson (Garcia
& Lopez, 2024).

Additionally, in multilingual classrooms, relying on one mother tongue might

not address the needs of all students, particularly in diverse settings where
students speak different languages. This can create disparities in learning
experiences and limit the effectiveness of instruction for non-native speakers
(Kumar & Singh, 2023).

One key gap in research is the lack of studies on how to balance mother
tongue instruction with learning a second language. Although the benefits of
teaching in the mother tongue are clear, there’s limited information on how to
combine this with second language learning effectively. Finding this balance is
important because being skilled in both languages can greatly improve students'
academic and career prospects. Johnson, E., & Wang, L. (2023).
 17

CHAPTER III

METHODOLOGY

Research Design

In this study, qualitative design was used to investigate how the use of the
mother tongue impacts the effectiveness of demo-lesson delivery. This method
involves interviews, allowing participants to share their insights on engagement
and comprehension in their native language. Emphasizing participants'
perspectives allows the study to capture nuances and subtleties that quantitative
methods often overlook, such as emotional responses, cultural factors, and
personal anecdotes (Creswell, 2019). Classroom observations will provide
immediate insights into interactions and teaching methods used during lessons;
by focusing on real experiences, qualitative research provides a clearer
understanding of how mother tongue use influences education and help to
improve teaching practices.

Research Environment

This study was conducted at Cebu Eastern College, Incorporated, a Chinese

Filipino school at the corner of Dimalasang and Leon Kilat in Cebu City, Philippines.
The institution provides a wide array of bachelor courses in the College of Teacher
Education, including Bachelor of Elementary Education (BEED), Bachelor of
Secondary Education Major in English (BSED-English), Bachelor of Secondary
Education Major in Math (BSED-Math), Bachelor of Science and information
Technology (BSIT), Bachelor of Science in Hospitality Management (BSTM), and
Bachelor of Science in Tourism Management (BSTM). This setting allows for a
deeper exploration of how mother tongue instruction enhances comprehension
and engagement, especially in the College of Teacher Education programs. By
focusing on this specific environment, the researcher can better understand how
local factors influence teaching effectiveness and student learning outcomes,
 18

helping to develop relevant strategies for teaching practices.

Figure 2. Map of Cebu Eastern College, Incorporated.

Research Participants

This study included a total of (20) Second-Year Bachelor of Elementary

Education students of Cebu Eastern College, Inc. These participants are involved
because they directly experience the use of mother tongue in instructional
settings, making their insights important for understanding its effects on
engagement and comprehension. They can share their feelings about lessons
taught in their mother tongue compared to a second language. providing
perspectives on how their native language influences their learning. Their
involvement is crucial as it allows the study to capture a comprehensive view of
how mother tongue impacts educational practices and outcomes in a specific
context, ultimately offering improvements in teaching methods.

Recruitment and Sampling Design

In this study, purposive sampling will be employed as the recruitment

method, a non-probability sampling technique where participants are selected
based on characteristics that align with the research objectives. Purposive
sampling is particularly suitable for this study because it allows researchers to
 19

focus on individuals who have specific knowledge and experiences relevant to the
educational context being studied (Palinkas et al., 2022). Purposive sampling is
essential for studying the impact of mother tongue on demo-lesson delivery
because it allows researchers to choose participants with specific experiences in
language use in education. This approach ensures that insights come from those
directly involved, helping to better understand how the mother tongue affects
teaching effectiveness, student engagement, and comprehension in different
classroom settings. A sample size of twenty (20) participants will be selected to
enable a thorough exploration of their experiences and perspectives. These
participants are the selected second year Bachelor of Elementary Education.

Research Instrument

This study will use a semi-structured interview, designed to gather in-depth

insights on the impact of mother tongue in demo-lesson delivery among second-
year Bachelor of Elementary Education students. A semi-structured interview is a
qualitative research method that combines fixed questions with the flexibility to
explore topics in greater depth based on participants' responses. This approach
facilitates a focused yet adaptable dialogue, resulting in richer insights (Cohen et
al., 2019). This will include open-ended questions that encourage participants to
share their experiences and perspectives, focusing on areas such as participants
use of mother tongue in teaching, its effects on student engagement and
comprehension, and the challenges they face (Gonzalez et al., 2023). Researcher
will also use survey questionnaires that features questions on participants comfort
levels and understanding related to mother tongue use. Specifically, the questions
will focus on the factors that affect the students' comprehension in terms of;
Understanding Complex Concepts, Interest in the Lesson Content, Retention of
the Material, and Direct Feedback. This approach will facilitate a comprehensive
exploration of how mother tongue influences educational practices.
 20

Data Gathering Procedure

Preliminary Data Gathering

The researcher will concentrate on examining how mother tongue is

utilized in demo-lesson delivery. The researcher will formulate an open-ended
questionnaire that will be use in the interview with regards to the student’s
experiences, specifically in using mother tongue in demo-lesson delivery among
Second-Year Bachelor of Elementary Education of Cebu Eastern College,
Incorporated. The researcher selected twenty (20) Bachelor of Elementary
Education Second-year students through a purposive sampling. In conducting
interview, the researcher provides a consent, assuring that the privacy of the
respondents will be confidential. The respondent’s experiences and exposure to
mother tongue in demo-lesson delivery will provide reliable information that would
help researcher to reach a conclusion in regards to the impact of mother tongue
in demo-lesson delivery.

Actual Data Gathering

The process will be conducted through interviews in a comfortable

environment, where open-ended questions will encourage participants to share
their experiences regarding the use of mother tongue. Additionally, the purpose,
nature, goal, and expectations will be discussed and explained. Moreover, the
respondents were given assurance that all their answers will be confidential.
During the survey, participants will be encouraged to share their thoughts,
creating a rich dialogue that captures their unique insights. To further enhance
the data collection process, follow-up questions may be posed based on
participants' responses, allowing for deeper exploration of key themes. Lastly, all
the answer will be written down for encoding purposes to ensure that all the
information is accurate.
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Post Data Gat

hering

After completing the interviews and surveys, responses will be compiled

and collected for analysis. Each participant's responses were recorded to
accurately reflect their experiences using their mother tongue in demo-lessons.
This process included not just writing down what was said but also noting
important details that could offer deeper insights into their viewpoints. The
researcher will then review the data for any incomplete responses, noting
instances where participants did not answer certain questions, and decide how to
address these gaps. They then ensure that all recorded responses are accurately
documented, capturing both verbal feedback and important contextual details.
Overall, this thorough data collection has laid a strong foundation for
understanding the important role of mother tongue in teaching and learning.

Data analysis

The researcher will use a thematic approach to gain a deeper

understanding of the experiences of the participants. Thematic analysis lies in its
ability to uncover and interpret the nuanced experiences and perspectives of
participants. By systematically identifying patterns within qualitative data,
thematic analysis allows researchers to reveal how the use of mother tongue
influences key factors such as student engagement, comprehension, and the
overall effectiveness of teaching practices (Mok, 2020). Thematic analysis begins
with familiarization, where researchers read the data several times to understand
it fully. Next, they code the responses by identifying specific words, phrases, or
concepts that stand out as relevant to the research question. After coding,
researchers look for themes by grouping related codes into broader categories
that highlight significant patterns (Braun & Clarke, 2019). These themes are then
reviewed and clarified to ensure they accurately reflect the data. Once finalized,
 22

each theme is defined and given a clear name. The final step involves writing up
the analysis, where researchers weave the themes into a cohesive narrative, using
direct quotes from respondents to support their findings and discussing the
implications of these themes while noting any limitations. Insights gained from
the data will inform the study's conclusions and recommendations for effective
teaching strategies and professional preparedness of the Bachelor of Elementary
Education students.

Ethical Consideration

Ethical considerations are vital in conducting research, particularly when it

involves human participants. In this study, informed consent will be gathered from
all participants, making sure they fully understand the study's purpose,
procedures, potential risks, and their right to withdraw at any time without facing
any consequences (Cohen et al., 2019). The privacy of the respondents will be
protected by keeping their personal information anonymous. (Smith, 2020).
Additionally, the researcher will create a supportive environment that encourages
open and honest sharing, while being sensitive to the cultural and linguistic
backgrounds of participants (Gonzalez et al., 2023). By prioritizing these ethical
principles, the study aims to respect participants' rights and contribute valuable
insights to the field of education.
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“The Impact of Mother Tongue in Demo-Lesson Delivery Among Second-

Year Bachelor of Elementary Education of Cebu Eastern College,
Incorporated”

SOP 1. How do Bachelor of Elementary Education students use their

mother tongue during demo-lessons delivery?
1. What strategies do you employ to effectively incorporate mother tongue during
demo-lessons to enhance understanding and engagement?
SOP 2. Influential factors of using the Mother Tongue Language in
Demo-Lesson Delivery affect the students' comprehension in terms of:
2.1 Understanding Complex Concepts
2. What challenges do you face when complex concepts are explained in a second
language instead of your mother tongue?
3. What specific complex concepts do you find easier to understand when taught
in your mother tongue?
2.2 Interest in the Lesson Content
4. Do you find lesson content more relatable and engaging when it’s delivered in
your mother tongue? Why or why not?
5. How do you think your interest in a lesson change when it's taught in a second
language compared to your mother tongue?
2.3 Retention of the Material
6. Do you think that explaining concepts in your mother tongue helps you retain
them longer? Why or why not?
7. How does using your mother tongue in lessons influence your ability to recall
information during tests or discussions?
2.4 Direct Feedback
8. How does feedback delivered in your mother tongue influence your
understanding of complex subjects compared to feedback in a second language?
 28

9. How does direct feedback in your mother tongue influence your willingness to
share your thoughts during lessons?
SOP 3. limitations of using the Mother Tongue in Demo-Lesson Delivery
10. Do you feel that some concepts are harder to explain or understand in your
mother tongue? In what way?
11. Do you think using the mother tongue might cause you to become less
motivated to learn a second language? Why or why not?

References

SOP 1
Lartec, J. K., et al. (2014). Strategies and Problems Encountered by Teachers in
Implementing Mother Tongue - Based Instruction in a Multilingual
Classroom. 1(1):47-62. doi: 10.22492/IJLL.1.1.04
SOP 2
Understanding complex concepts
Dominga, T., (2023). Assessment of the Implementation of Mother Tongue
Based-Multilingual Education in the Province of Benguet. 3(1) doi:
10.56901/fkae5866
Interest in the Lesson Content
Kana, F., Kaynak, U. S. & Yılmaz, C. (2023). The Effect of Foreign Language
Learning on the Use of Mother Tongue. Base for Electronic Educational
Sciences, 4(2), 60-69.
Retention of the Material
Daly, K., (2023) Silenced by an Unknown Language? Exploring Language
Matching during Transitions from Complementary Education to Government
Schools in Ghana. VOL. 53, NO. 4, 585–602
Direct Feedback
Daly, K., (2023) Silenced by an Unknown Language? Exploring Language
Matching during Transitions from Complementary Education to Government
 29

Schools in Ghana. VOL. 53, NO. 4, 585–602

limitations of using the Mother Tongue in Demo-Lesson Delivery
Kana, F., Kaynak, U. S. & Yılmaz, C. (2023). The Effect of Foreign Language
Learning on the Use of Mother Tongue. Base for Electronic Educational
Sciences, 4(2), 60-69.
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