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Chapter 1

THE PROBLEM

Introduction

Language is not merely a means of communication but a fundamental aspect of

identity, culture, and learning. Matthew (2019) asserts the role of language in navigating
the complexities of human interaction. Central to this is the concept of the mother
tongue, the language a person grows up speaking from early childhood. Nishanti (2020)
emphasizes the value of the mother tongue in shaping thought processes and emotions
which is crucial for comprehensive development in children.

UNESCO (2023) underscores the importance of mother tongue-based education,

citing research indicating its positive impact on learning quality, particularly in primary
education, where it prevents knowledge gaps and enhances learning efficiency. This
promotes the language as a primary factor in the learning process. Japan, renowned for
its high PISA scores, exemplifies this approach by incorporating Japanese language
instruction predominantly in primary education, where learners only use English as a
second language when it is necessary to use it but prioritizes the mother tongue to be
utilized for the learners to understand the lesson and learn effectively (Japan-NCEE,
2024). This strategy aligns with Mother Tongue-Based Multilingual Education (MTB-
MLE) principles, outlined in Department Order No. 16, series 2012, which prioritizes
proficiency in the primary language before introducing second and third languages.

However, beyond policy and pedagogy lies a critical factor: the attitudes of
learners and teachers toward language use. Psychological, cultural, and social dynamics
influence these attitudes, which, in turn, impact academic performance. Additionally,
exploring the influence of language policy and implementation on attitudes towards
mother tongue-based approaches provides insight into the broader educational context.
Examining the role of language attitudes in shaping classroom dynamics, teacher-
student interactions, and peer influences can elucidate the complexities of language
learning environments.
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According to Obiols 2002, as cited by Cahapay (2020), the mentalist theory of

language posits that language acquisition is primarily driven by cognitive processes and
mental representations offer a theoretical framework for understanding how attitudes
toward language use influence learning outcomes, therefore language attitude is the
predictor of behavior. The same study on attitudes towards mother tongue and academic
performance evidence from a monolingual context in a rural public school in southern
Philippines, concludes that there is a direct positive association between the mother
tongue and academic performance in a monolingual context. There is a need to
empirically explore how learners feel about their mother tongue and its association with
their academic performance which is an immediate practical concern of most education
stakeholders. Turning the situation multifaceted is the possible role of the linguistic
environment, either multilingual or monolingual, where the mother tongue is being
examined (Cholakova, 2015 as cited by Chung-Fat-Yim, A. 2022 ).

With the presentations above, this study will assess on the teachers' and learners'
attitudes and the problems encountered in using the mother tongue-based approach,
identifying how these attitudes and issues affect the learners’ academic performance.
Understanding these challenges is crucial for assessing the mother tongue-based
approach in the teaching-learning process. The respondents for this study are grade 3
learners and teachers at Esperanza Elementary School. The researchers selected the
respondents for this study because, in relation to the school, it is among those where the
majority of learners predominantly speak Sinugbuanong Bisaya as their native
language, as determined through observations and interviews. Additionally, in terms of
grade level, this corresponds to the stage where the final phase of MTB-MLE (Mother
Tongue-Based Multilingual Education) is implemented, spanning from kindergarten to
grade 3. As Bachelor of Elementary Education students, the researchers are interested in
knowing how language affects the teaching-learning process and its implication for
educational practice within the classroom setting for the reason that the researchers
believe that language plays a crucial role in learning a particular topic regardless of
grade level, age, and educational experience.
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This study has a dual focus: first, to assess the mother tongue-based approach by
knowing the learners' and teachers' attitudes towards it. The assessment delves into
identified gaps such as learners' attitudes toward language use in the classroom setting
can affect the learners' academic performance. Second, to consider knowing the
problems encountered by the teacher in using the mother tongue-based approach and
how these problems affect their attitudes towards the mother tongue-based approach.

By addressing these gaps, this study seeks to contribute valuable insights to

optimize the use of a mother tongue-based approach. The goal is to provide actionable
recommendations for educators and schools to improve the use of a mother tongue-
based approach fostering a more inclusive and supportive learning environment for
learners to feel that they can use language in the learning process where they are more
comfortable.
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Theoretical Framework

This study is anchored on the following theories:

This study is underpinned by the Constructivism Theory by John Dewey as

cited by McLeod (2024). This theory emphasizes the active role of learners in building
their understanding. Rather than passively receiving information, learners reflect on
their experiences, create mental representations, and incorporate new knowledge into
their schemas. This promotes deeper learning and understanding. Constructivism is ‘an
approach to learning that holds that people actively construct or make their own
knowledge and that reality is determined by the experiences of the learners. This aligns
with our study by emphasizing that learners and teachers play active roles in
constructing knowledge and fostering deeper understanding through engagement with
the Mother Tongue Based Approach.

The Theory of Planned Behavior by Icek Ajzen 1987 as cited by Gyula

Kasza (2024), this theory identifies predictors of behavior as attitudes towards the
behavior (referring to the positive or negative evaluation of executing a behavior),
social factors such as subjective norms about the behavior (referring to the perception of
other people's expectations) and perceived behavioral control (referring to the
perception of how implementing the behavior is easy or not), which influence the so-
called behavioral intention (referring to the motivational aspects that influence behavior
to be performed. This theory aligns with the study goal to assess how specific behavior,
such as academic performance, is influenced by attitude.

Another theory that further supports this study is Nativism by Chomsky

(1951), as cited by Salwa Saeed Al-Harbi, 2020 claims that all children from birth
possess the ability to learn all possible languages in the world. Chomsky referred to it as
the ‘language acquisition device’. He contends that humans are inherently equipped
with cognitive abilities that facilitate learning and skill acquisition. This theory
challenges prior notions that language acquisition is solely based on experiential
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learning, suggesting instead that human brain structures naturally facilitate the capacity
to learn and use languages.

Understanding the biological underpinnings of language acquisition can

deepen our comprehension of how the use of the mother tongue approaches affects the
learner's academic performance.

By integrating these theories and legal frameworks, this study seeks to explore
the significance of Assessing the Mother Tongue Approach and Learner's Academic
Performance and oversee many factors that affect the learning process, especially
among the Grade 3 respondents in the selected Elementary Schools.

Conceptual Framework

Figure 1 shows the schema of the study. The concepts focus on assessing the
mother tongue-based approach in learners' academic performance. The independent
variable is assessing the mother tongue-based approach which comprises teachers'
attitudes towards the mother tongue-based approach, learners' attitudes towards the
mother tongue-based approach, and problems encountered in using the mother tongue-
based approach. On the other hand, the dependent variable is academic performance
among the grade 3 learners at Esperanza Elementary School.
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Independent Variable Dependent Variable

Assessing Mother Tongue Based Learners Academic

Approach Performance

Teacher’s Attitude Towards

Mother Tongue Based General Average Grade
Approach
School Year 2023-2024

Learner’s Attitude Towards

Mother Tongue Based Approach

Problems encountered in using

the mother tongue-based
approach

Figure 1. Schema of the study

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Statement of the problem

This study aims to assess Mother tongue-based Approach in Learner's Academic

Performance among Grade 3 Teachers and Learners at Esperanza Elementary School.

Specifically, it seeks to answer the following questions:

1. What is the level of assessing the mother tongue-based approach of teachers

in terms of ;

1.1 teachers attitude; and

1.2 problems encountered?

2. What is the level of assessing the mother tongue-based approach of learners in

terms of learners attitude?

3. What is the level of the learners academic performance in terms of school

year 2023-2024 general average grades?

4. Is there a significant relationship between the level of assessing the mother

tongue-based approach and the learners academic performance?

Null Hypothesis

The null hypothesis will be tested at a 0.05 level of significance:

HO1: There is no significant relationship between the level of assessing the mother
tongue-based approach and learners' academic performance.
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Significance of the Study

The study is beneficial to the following:

Learners. The learners may acquire and gain more understanding of their
mother tongue in the learning process and develop a sense of understanding about the
role of mother tongue-based approach in their learning development. This offers the
opportunity to learn in a language that the learners are most comfortable and familiar
with, potentially leading to greater understanding and mastery of concepts. By
incorporating mother tongue-based approaches into the classroom, the learners may feel
more confident to ask questions, participate actively, and express their ideas, fostering a
supportive and inclusive learning environment.

Teachers. The teachers may enhance teaching methods by understanding the

effect of using a mother tongue-based approach in the teaching and learning process.
Also addressing the challenges they have encountered to better deliver the lessons. This
study will provide teachers the opportunity to explore innovative approaches to teaching
that leverage learners’ academic performance. By understanding the role of the mother
tongue-based approach in learners' learning development, teachers can tailor their
instructional strategies to better meet the diverse needs of their learners.

Schools. The schools can utilize this study to overcome the challenges faced by
teachers and learners in the teaching-learning process and further improve their learning
resources to achieve better academic outcomes. This study also allows the adoption of
inclusive and culturally responsive practices that address the diverse linguistic
backgrounds of students. By recognizing and leveraging the mother tongue-based
approach as a valuable resource in education, the school can create a more equitable
learning environment where all students have the opportunity to succeed.

Future Researchers. This study will be an anchor for future researchers to

further discuss the role of the mother tongue-based approach in the teaching-learning
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process and will serve as a basis for their future studies. Researchers can build upon the
findings of this study by exploring different linguistic and cultural contexts, as well as
considering diverse student populations.

Scope and Limitation of the Study

This study assesses the mother tongue-based approach in learner's academic

performance. The respondents for this study will be the elementary teachers teaching
mother tongue-based-multilingual education and grade three learners of Esperanza
Elementary School. The independent variable in the study includes assessing the mother
tongue-based approach and the sub-variables are learners' attitudes towards the mother
tongue-based approach, teachers' attitudes towards the mother tongue-based approach,
and problems encountered using the mother tongue-based approach. The dependent
variable in the study includes the learner's academic performance in terms of general
average grades from the school year 2023-2024.
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Definition of Terms

The following terms are herein defined conceptually and/or operationally for
better understanding.

Mother Tongue-Based Approach. This refers to the use of the mother tongue as
a language of instruction in the classroom. In this study, it is defined by assessing this
approach to the learners and teachers attitudes and problems encountered.

Learner’s Attitude. This can be defined as a collection of feelings regarding

language and its status in society. Operationally, it is defined as how the learners would
like to communicate and express ideas using mother tongue.

Teacher’s Attitude. This refers to the teacher's reflection on the language that
they use in teaching. As used in this study, it is defined as how the teacher sees the
mother tongue as an enabling tool that will make the lessons interesting for learners.

Problems Encountered in Mother Tongue-Based Approach. These problems

represent the practical and contextual barriers that can affect the successful
implementation of the MTB-MLE approach. Operationally, this refers to the challenges
faced by teachers in using a Mother Tongue approach in the teaching process like
difficulty in translation, lack of teachers’ training in teaching the mother tongue, etc.

Academic Performance. This term refers to the student’s achievement after

completing a subject from an institution. In this study, it refers to the general average
grade of grade three learners school year 2023-2024.
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CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents related studies that deal with the effectiveness of MTB-
MLE about performance of primary pupils in all subjects. The information obtained
from the various studies are used to strengthen and back up the results of this study .

Related Literature
Mother Tongue Based Approach is used in this study as a foundational framework
for how the learners' and teachers' attitudes towards MTB-MLE and the challenges
faced in its implementation affect the learners’ academic performance.

Mother tongue-based education refers to the use of a learner's first language as the
medium of instruction in the early years of schooling. Mother tongue-based education
has been advocated by various educational scholars and organizations, including
UNESCO, as it is believed to improve learning outcomes by facilitating comprehension,
cognitive development, and cultural identity (UNESCO, 2022).

In 2009, the Department of Education released DepEd Order No. 74 s. 2009 titled
“Institutionalizing Mother Tongue Based Multilingual Education which has been fully
implemented since 2012. This policy states that the primary rationale of MTB-MLE is
for teachers to use the language understood by learners. Further, this policy underscores
that the MTB-MLE is designed to implement a learner-centered education from the
beginning of the education ladder. It also mandates the use of the mother tongue as the
MOI during the first four years of primary education in schools while learners are
learning Filipino and English as subject areas.
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A new order was issued in 2012 stating the specific guidelines for MTB-MLE,
such reform was embedded in the newly adopted K to 12 Basic Education Program
(Philippines Department of Education, 2012). Twelve major languages were identified
as languages of instruction (LOI) thereby prompting the shift to mother tongue
instruction. The order also emphasized the four areas of development that the new
policy has a direct influence: (1) language development which serves as the foundation
of a strong education that will lead to success both in school and in lifelong learning; (2)
cognitive development which centers on students’ Higher Order Thinking Skills
(HOTS); (3) academic development which equips learners to take a full-on grasp and
mastery of the competencies in different learning areas; and (4) socio-cultural
awareness which evokes and enhances a sense of nationalism as well as pride of the
student’s heritage, language, and culture (Department of Education, 2012).

As a response to UNESCO enjoining countries to preserve national identity and

make education available to all, the Philippines passed Republic Act No. 10533
otherwise known as the Enhanced Basic Education Act of 2013. Aside from the addition
of two years to basic education, this act requires instruction, instructional materials, and
assessment to be in the learners’ mother tongue from kindergarten through the first 3
years of elementary education (Official Gazette of the Philippines, 2016).

Accordingly, Nishanthi (2020) asserts that mother tongue is vital in framing the
thinking and emotions of people. Learning to speak in the mother tongue is very
necessary for a child’s comprehensive development. Being fluent in the mother tongue,
which is also known as the native language, benefits the child in numerous ways. It
associates him with his culture, ensures enhanced cognitive development, and supports
the learning of other languages. A child first comprehends what is around them through
the language they hear their mother communicating in from before they are born and
thought about their lives. Many children across the developing world are learning very
little in school, a reality that can be linked to teaching that is in a language they do not
fully understand. It is a practice that leads to limited or non-existent learning and
acquisition of knowledge and skills, alienating experiences, and high drop-out and
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repetition rates. To improve the quality of education, language policies need to take
account of mother-tongue learning. Models of education which ignore the mother
tongue in the early years can be unproductive, ineffective and have a negative effect on
children’s learning. Mother-tongue education at least in early years can enable teachers
to teach, and learners to learn more effectively.

Moreover, Diba and Priyadarshini (2023) reveals that the literature review of
various studies thus shows that the mother tongue-based education is the most
appropriate method for better understanding of the concepts and for development of
cognitive capacities through education. Studying through the use of a mother tongue
improves learning abilities and builds social and emotional strength. Thus, it is an
effective medium for learning. On the other hand, when education is not provided in the
mother tongue, the native language students face many difficulties. This is not only in
comprehension and expression but they also face lack of resources and pedagogical
issues while learning a second language. This results in academic and emotional
challenges amongst learners.

On the other hand, Mendez (2021), revealed the discrepancies, misalignment, and
deficiencies in the implementation of the program especially in the constructive
placement of Mother Tongue as part of the curriculum to be taught. Multiple concerns
affected the development of the learner’s needed language skills which then disrupted
the direction of the teaching of MTB MLE as a subject. As the implementation of the
MTB MLE program’s goals were to hone language skills in learners, cognitive, and
academic endeavors, as well as sociocultural awareness, teachers must be competent
with the first language used by learners to better facilitate learning as teachers were
expected to demonstrate high-quality teaching to be deemed competent in the field most
especially for neophyte teachers.

Needless to say, teachers, in any educational policy, play an enormously vital role
because they are the front-liners of its implementation. Perez (2019) has noted that
teachers have an important role in determining the extent to which linguistic policies are
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applied. As a result, they must be trained and qualified to instruct. The selection of
teachers to teach MTB-MLE should be given importance as teachers greatly affect the
success of the implementation. In most Southeast Asian Countries, a degree in teaching
is one of the major requirements for qualification training and seminars are essential for
instructors who teach multilingual students since they must be orientated and instructed
on how to deal with students who speak multiple languages. Seminars and training
sessions also provided opportunities for instructors to learn from and connect with
various participants (Lartec, 2014). In countries like the Philippines, Singapore, and
Thailand pre-service programs include training in Mother Tongue-Based instruction in
some teacher education.

As cited by Khanh (2024) in his theoretical review, it reveals that Keiler (2018)
states that teachers play a pivotal role in shaping the learning experiences of students,
with their instructional strategies and approaches significantly influencing the degree of
learner - centeredness within a classroom. Learner - centered learning is characterized
by its emphasis on active student participation and engagement Tzenios (2022).
Teachers who adopt facilitative roles rather than traditional authoritative roles have
been shown to contribute positively to the establishment of learner-centered
environments Darsih (2018). In a study conducted by Singh and Singh (2021), it was
found that teachers who empower students to take ownership of their learning foster a
sense of autonomy and intrinsic motivation. Furthermore, the importance of teacher-
student relationships in learner-centered learning cannot be overstated. According to
Rasuli et al. (2023), positive teacher - student relationships contribute to a supportive
learning atmosphere, enhancing students' confidence and willingness to engage
actively in the learning process. This sentiment is echoed by To (2021), who
emphasizes the role of teacher encouragement and feedback in promoting a
learner-centric classroom culture.

Furthermore, Mangila (2019) points out that a common problem encountered by

teachers who are teaching the mother tongue subject is their lack of training on MTB-
MLE. Lack of teacher training includes the unpreparedness of the teachers to teach their
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learners with the use of the mother tongue as their medium of instruction considering
that their pupils have different mother tongues. In an interview, a primary teacher states
“We were sent to few training sessions and seminars on MTB-MLE and immediately
we were required to teach the subject among our pupils. This then makes the situation
more complicated. This gives us a reason not to be confident enough in delivering our
lessons in MTB-MLE.” (para. 8) Another teacher shares that, “We had only undergone a
few training sessions. These training sessions only lasted for a few days. We failed to
learn more.” (para. 8) From their responses, it becomes evident that these teachers are
not prepared because they have only undergone less training on MTB-MLE. Having a
limited background in using the mother tongue as a medium of instruction can hinder
one in becoming an effective teacher. Training and seminars are important for teachers
who are teaching multilingual learners because they need to be oriented and guided on
how to handle learners with different languages. Also, through training and seminars,
teachers’ knowledge about the program is enriched because they are being involved in
the different workshops or activities conducted during the seminars. Furthermore,
seminars and training also serve as an opportunity for the teachers to learn from and
interact with the different participants.

Hence, the teachers must have the skills and knowledge in MTB-MLE, Meredie
(2018) stated that according to a Teacher from Davao City, Region XI, who uses the
regional Language Sinugbuanong Binisaya or Cebuano as a medium of instruction, it
makes the teachers comfortable in the thorough explanation of their lessons. It also
helped both teachers and students in a broader understanding of the lessons since it is
exemplified using MTB-MLE. She also mentioned that children are allowed to be more
oriented in their native dialect, they can share and express their thoughts at an early age
during a discussion of the lesson. Also, the reading level of pupils developed now that
MTB-MLE is used compared to days when it was not yet implemented.

Moreover, learners' attitudes towards their language greatly influence learning

outcomes. Llaneta (2018) local and international research has found that children learn
to speak, read, and write more quickly in their first language, and can pick up a second
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and third language quickly if taught in their first language. Swedish Education Act
states that all students with a legal guardian who speaks a mother tongue other than
Swedish are entitled to instruction in this language, if they have basic knowledge and if
language is used daily at home (Ganuza&Hedman, 2017). Moreover, the child’s local
language or mother tongue is used as the foundation language of education and children
will learn language in Filipino and English while they learn literacy in their dominant
language. (Ocampo, 2017).

As per Kirkpatrick (2007) as cited by Ratri et. al (2024) adds that the use of
localized materials serves the purpose of training students to speak in English
about their own cultures. Subsequently, the use of localized materials helps students
activate their relevant background knowledge, connecting their personal experiences to
vicarious experiences (Kanoksilapatham & Suranakkharin 2018). Learners acquire
better when the materials given are close to the context of the community they live
in; therefore, inserting local culture into English materials offers more comfortable
learning and seems effective to gain successful learning.

McCaffrey and Jhingran (2024) asserts that learning begins at home, where we
absorb our first language from our family, shaping our identity and sense of belonging.
This mother tongue is a source of comfort and cultural connection for all children.
However, when children step into preschool or school at the age of 3 or 4, they may
face a daunting challenge. They are suddenly immersed in a new language environment,
struggling to comprehend words they’ve never heard, spoken or written before. Their
parents, often unfamiliar with this language, struggle to support them, leading to a
higher risk of children dropping out of school within a few years. The importance
cannot be overstated by inclusive policies and practices for multilingual education
linked to achieving Sustainable Development Goal 4 of quality education and lifelong
learning for all. UNESCO calls on all member countries to implement mother language-
based education and pursue a policy of multilingual education. India’s National
Education Policy (NEP) 2020 recognizes the significance of learning in one’s mother
tongue. Most children are enrolled in school, yet many aren’t learning effectively. The
National Achievement Survey 2021 and Foundational Learning Study 2022, conducted
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by the Ministry of Education, for example, show that children from Tribal communities
perform poorly in school compared to others.

In a similar vein, Laghaei (2021) Learning a second language can be quite

challenging. Factors such as learners’ culture, hesitation to embrace a new language,
and even the lack of time or motivation to practice often inhibit the ability of students to
acquire a second language. However, capitalizing on their mother tongue can be quite
effective at bolstering their understanding of second languages. The literacy and critical
skills acquired using the mother tongue do not need to be re-taught again since the
student can transfer them to the new language (Sopio, 2018). If Children are forced to
switch abruptly from their mother tongue to a second language, they tend to lose self-
confidence and lack motivation. This will allow the teachers to use the target language
where possible and the mother tongue where necessary depending on their level of
understanding. Education is meant to improve the students’ knowledge based on
cultural and social ties. Therefore mother tongue is important as it speeds up the
adoption of a second language such as English.

The implementation of Mother Tongue-Based Multilingual Education (MTB-

MLE) is not without challenges. Omer (2019) asserts that despite the many benefits
outlined for Mother Tongue Based Education, it also presents some drawbacks (S.
Malone & Paraide, 2011; Oyzon & Fullmer, 2014; Wa-Mbaleka, 2014) that cannot be
ignored. First, instructional materials are not readily available in the majority of local
languages. Second, teachers are not trained in the local languages used for instruction
where they teach. Third, primary school teachers may not have solid training on L1 or
L2 learning research and theories. Fourth, some local languages may not be perceived
as important for formal education. Last, parents may see MTBE as a disadvantage for
future employability where English is highly valued. All these are major issues that any
government promoting an MTBE policy must take into consideration. Ignoring any of
them can certainly lead to certain failure.
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Furthermore, Rosales (2022) also reveals that a problem in the implementation of a

multilingual program has to do with the development and production of learning
materials in the language that is nominated as the language of instruction. This requires
collaboration among educators and other members in the community. In the Philippines,
teachers have experienced the shortage of learning materials in mother-tongue, which
really made their teaching experience very difficult. Another problem has to do with
teacher training. Multilingualism requires not only a teacher who is able to use the LOI
both in writing and speaking, but also one who is able to effectively use the LOI in
delivering the lessons because this might have been the case that teachers, before the
multilingual education was introduced, were used to teaching on one language only.

Additionally, Tuller (2022) revealed another implication in the implementation of

MTB-MLE is translating lesson content into the local languages and even the dialects as
a way of addressing the use of the mother tongue for non-speakers of Tagalog is a big
challenge to teachers. Moreover, the academic language is that lessons create
impractically long terminologies, such as counting numbers and place value charts
spoken in the Mother Tongue.

Nevertheless, there is very limited data on the documentation of the lived

experiences of the teachers in MTB-MLE. A survey, which was conducted by Wa-
Mbaleka (2014), provided many insights on what the teachers feel about the
implementation of this new policy in education. However, a deeper understanding of
what meaning the teachers put to their experiences at the frontlines of mother tongue
education is of utmost importance because this will provide a better view of what can be
done especially in terms of policy amendments and additions.

Many Teachers are in favor of the policy since they see improvement in the
student’s class performance. That is to say, the children have become more active in
answering the teachers’ questions as compared to before. They have also become more
enthusiastic and lively as they participate, speak up, and contribute to class discussions.
According to the teachers, it cannot be denied that the students have become more
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insightful and receptive to the class lessons, resulting in higher grades. On the other
hand, there are a lot of students who struggle with language when they reach a higher
grade level (Elli et al. 2017).

In the mandate of MTB-MLE, UNESCO (2022) posits that children studying in an

unfamiliar language face a double burden. Not only must they learn new academic
concepts and skills, they must do so using words they do not understand (Bühmann and
Trudell, 2007; Pinnock, 2009b). There is strong evidence that use of the mother tongue
in the initial years of schooling helps reach socially and educationally marginalized
populations, improving their enrolment, attendance, and achievement (Pinnock, 2009b).
Marginalization of indigenous communities in high-income countries is also visible in
student assessments.

In the wake of the MTB-MLE mandate, Boateng (2019) claims that there is
significant research evidence that children learn best when the first language of
instruction and examinations is their mother tongue. The rewards of schooling in local
language outweigh the costs , with gain in education quality and inclusion leading to
reduced school-year repetition and drop-outs. When vocabulary and literacy skills are
built in the mother tongue, along with building oral fluency in the second language,
learners can more easily access and master learning in the second language.

The report, “Language and Education: The Missing Link” by Pinnock (2009) as
cited by Reilly (2019) considers how the language of instruction can at best, deliver
quality education and improve the performance of students and at worst undermine all
efforts to educate. The report defines MTB-MLE as “Learner-centered, active basic
education which starts in the mother tongue and gradually introduces one or more other
languages in a structured manner, linked to children’s existing understanding in their
first language or mother tongue.” Pinnock advocates teaching predominantly in the
mother-tongue for at least six years as other language skills are developed to “deliver
high-quality learning outcomes.” In the foreword, Nobel Laureate Dr. Rigoberta
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Menchú writes, “Many people know what it is like to struggle in school. Others know
what it is like to be forced to drop out. For many children, this deep frustration and
disappointment is not caused by physical or monetary barriers, but by the decision to
teach in a language which they do not understand.” Without skills in the mother tongue,
schooling in a foreign tongue is nearly impossible. The report attributes lower-than-
expected student performance in many countries to the language of instruction.

An article from Language Magazine in “Mother Tongue Key to World Education

Growth” reveals that assessment in a language that the child is learning as an L2
typically results in lower scores than those of children taught in their mother tongue.
Similarly, learning to read in an L2 is more demanding than becoming literate in the
mother tongue. As schoolwork becomes more challenging and abstract, it becomes all
the more daunting to a student taught in an L2. More often than not, this results in
dropouts, and for those who remain in school, academic achievement is low. While
teaching in the mother tongue for the first six years makes children better language
learners, introducing other languages also improves the student’s skills in the mother
tongue. Pinnock cites cases in Guatemala and Zambia in which students from bilingual
programs outperformed students in monolingual programs, even when the monolingual
programs were instructed in the mother tongue. Furthermore, studies show that students
who receive instruction in their mother tongues become more successful second
language learners. Therefore, the fact that many parents want their children to learn
prestigious languages should not be seen as an argument against MTBMLE, but rather
in favor of it.

In a recent statement from UNICEF (2024), the agency stated that when children
learn in their mother tongue, they navigate knowledge with confidence and ease.
Concepts become clearer, ideas flow freely, and the joy of discovery amplifies. Imagine
a tribal child understanding math through their language, promoting a sense of
belonging and active participation. Studies have consistently shown that children who
receive education in their mother tongue develop stronger cognitive skills, particularly
in critical thinking, problem-solving, and creativity. This solid foundation lays the
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groundwork for future academic success, allowing them to not only grasp complex
subjects but also excel in other languages they may encounter later. Beyond academic
benefits, mother tongue education fosters a sense of self-worth and cultural identity.
When a child expresses themselves confidently in their native language, they radiate
self-assurance and a deep connection to their heritage. This intrinsic motivation fuels
their desire to learn, propelling them forward on their educational journey. India's
linguistic landscape, with over 22 official languages and countless dialects, is rich and
diverse. Embracing this diversity through mother tongue education celebrates each
language's cultural heritage, creating an equitable and inclusive system that values all
children's unique identities.

Supporting the statement above, another statement from UNESCO (2024),

affirmed that the choice of a language of instruction that the learners understand and
speak is well recognized as one determiner of inclusive and equitable education, and as
a key component of accomplishing both Sustainable Development Goal 4 and the
Global Education 2030 Agenda. For minority populations in particular, the use of their
language as the medium of instruction can mean the difference between success and
failure in education. UNESCO advocates for the use of mother tongue education for as
long as possible. Evidence clearly shows that a child learns best in their mother tongue.
To maintain the positive effects of teaching and learning in the early years, the mother
tongue language needs to be sufficiently developed before any transition to second
language instruction.

Moreover, a blog from Languages Unlimited posits that learning in the mother
tongue has several benefits that cannot be overlooked. Firstly, it is much easier to
comprehend and understand concepts when they are presented in your native language.
This is because you already have a good understanding of the vocabulary and structure
of the language, allowing you to focus on the topic being taught rather than trying to
translate words or phrases in your head.
Furthermore, using the mother tongue as a medium of instruction promotes critical
thinking, creativity and better memory retention. It enables students to express
 22

themselves freely, ask questions, and engage in discussions without the fear of making
mistakes. This in turn leads to better classroom participation and improved academic
performance.
Hence, learning in the mother tongue helps preserve your cultural identity and
heritage. It allows understanding and appreciating the language, history, and traditions
while also giving a better understanding of other cultures and languages. The benefits of
learning in the mother tongue cannot be overstated. It promotes effective learning,
critical thinking, and cultural preservation, among other things. It is important for
educators and policymakers to recognize this and ensure that students have access to
quality education delivered in their mother tongue.
Mother Tongue-Based Multilingual Education (MTB-MLE) has positively
impacted learners' academic performance by enhancing comprehension, engagement,
and overall learning outcomes. Despite challenges like the need for teacher training and
concerns about limiting proficiency in dominant languages, the benefits of MTB-MLE
in preserving cultural identity and improving learning outweigh these negatives,
emphasizing the need for ongoing support and program refinement.

Related Studies

The adoption of Mother Tongue-Based Multilingual Education (MTB-MLE) in

educational settings faces challenges, particularly in provincial regions. Vacalares
(2023) cites Akinnaso (1991), who argues that MTB-MLE programs in developing
nations effectively promote second language literacy through the mother tongue.
However, Burton (2013), as cited by Vacalares (2023), notes that the Philippines, being
a bilingual nation, presents a unique scenario in implementing MTB-MLE as a national
policy during elementary school years. Hence, the MTB-MLE subject is crucial as a
foundation for learning across all subjects during grades 1 to 3.

Ricablanca (2016), as cited by Mangotara (2019), emphasizes that MTB-MLE aims to

develop competent individuals by starting with students' existing knowledge and
building upon it. When students are taught in their mother tongue, they think more
effectively and perform better, as highlighted by Malone (2016). The Department of
 23

Education (2012), cited by Mangotara (2019), underscores the importance of English,

Filipino, and the mother tongue, as they connect individuals to the world, each other,
and their heritage, respectively.

MTB-MLE provides literacy, cognitive development, and higher-order thinking skills,

according to the Department of Education (2016), cited by Villaruz (2020). It also offers
opportunities for indigenous pupils to actively participate in the learning process
(Villaruz, 2020).

Ong’uti (2016), cited by Arabala (2023), found unfavorable attitudes towards tutoring
and literacy skills acquisition in native languages among both instructors and students.
However, Arabala (2023) highlights the significance of the instructor's teaching
methods and the students' disposition towards the subject matter.

Sumalinog (2018) observes that teachers face difficulty due to the lack of locally
translated teaching aids, while Dumetz (2021) notes challenges faced by those with
concurrent languages. Velez (2019) found that despite the mandatory implementation of
MTB-MLE, teachers still encounter difficulties, leading to English remaining the
primary language of instruction.

Anudin (2018) concludes that while there are potential advantages to using the mother
tongue, it may not be suitable as the language of instruction for all learners. Gaylo
(2020) points out vocabulary limitations and resource deficiencies, hindering MTB-
MLE implementation.

Vacalares (2023) highlights reservations regarding MTB-MLE's impact on students'

English language skills, while Villaruz (2020) notes subpar academic performance due
to the linguistic disparity between home and school environments. Villaruz (2020) also
identifies challenges faced by teachers in addressing learners' differences and
integrating MTB-MLE into various subjects.

Anudin (2018) and Gaylo (2020) emphasize the challenges of teacher attitudes and
resource scarcity in MTB-MLE implementation. Consequently, addressing these
challenges requires comprehensive training and support for educators, culturally
relevant instructional materials, and collaboration between communities and educational
 24

institutions. Ultimately, MTB-MLE presents both opportunities and challenges in

promoting inclusive learning environments and enhancing education quality in
developing nations like the Philippines.

Chapter 3

RESEARCH METHODOLOGY

This chapter focuses on the research design, research locale, research

respondents, research instrument and validation, data-gathering procedures, ethical
considerations, and the statistical tools that will be used in the study.

Research Design

This study will employ the descriptive-correlational method. This research

design is appropriate for this study because it aims to answer the question of how things
are related. This design will help this study accomplish its purpose of determining the
relationship between the attitudes towards the mother-tongue-based approach, the
problems encountered in using the mother-tongue-based approach, and the learners’
academic performance.

The researchers will also use open-ended questions through conducting

interviews with teachers. According to Bhandari (2023), this research strategy will help
enhance the validity and credibility of findings and mitigate the presence of any
research biases.

Research Locale

This study will be conducted in Esperanza Elementary School during the school
year 2024-2025. Esperanza Elementary School, situated in Esperanza Bacolod, Lanao
del Norte, is likely to embody the cultural and linguistic traits of its surrounding area.
Lanao del Norte is known for its rich cultural heritage and diverse linguistic landscape,
 25

with many communities primarily using Bisaya or Cebuano as their mother tongue.
Esperanza Bacolod, being a part of this region, is likely to share similar linguistic and
cultural traits. The researchers chose this locale because though minimally exposed to
second languages through media, the community where the school is located is
considered monolingual. The large majority of the population speaks common mother
tongue proven through observation and interviews.

Research Respondents and Sampling Procedure

The respondents of this study will be 60 grade 3 learners and 10 teachers

teaching mother tongue-based - multilingual education in Esperanza Elementary School
during the school year 2023-2024. They will be selected through a purposive sampling
procedure.

Research Instrument and Validation

This study will use a survey questionnaire that deals with assessing the attitude
of learners and teachers towards the mother tongue-based approach and the problems
encountered.

The teachers’ attitude is adapted and modified from the study of Tonio and
Reyes (2019). The learners’ attitude and problems encountered are adapted and
modified from Cahapay (2020). The teachers will answer the questionnaires for the
teacher’s attitude and problems encountered, on the other hand, the learners will only
answer the questionnaire about the learner’s attitude. Adjustments were made to all
question numbers to ensure alignment with the modified content.

On the other hand, the grade point average will be collected from the class
advisers to serve as data for the academic performance variable of this research.
Consent from the teachers and parents will be obtained as part of the ethical
considerations of the research process.
 26

The data on teachers' and learners' attitudes towards the mother tongue-based
approach and problems encountered using mother tongue-based approach will be
analyzed and interpreted using the scale below.

Scale Range Description

5 4.50-5.00 Very Strongly Agree

4 4.00-4.49 Strongly Agree
3 3.00-3.49 Agree
2 2.00-2.49 Disagree
1 1.00-1.49 Very Strongly Disagree

Data on the academic performance of the respondents will be based on their grade point
average (GPA) for the school year 2023-2024. The date will be obtained from the
adviser. The data on the academic performance of students will be analyzed and
interpreted using the following scale:

Grading Scale Description

90-100 Advanced
85-89 Proficient
81-85 Approaching
75-80 Developing
74 and below Beginning

Data Gathering Procedures

The gathering of data used in this study will begin with a letter of request sent to
the office of the Department of Humanities Education and Social Sciences (DHESS)
Chairperson allowing the researchers to administer the research instrument to the
respondents. The researchers will also send a letter of request to the school principal
 27

seeking permission for the researchers to conduct the study in the respective grade 3
learners in Esperanza Elementary School. After permission is granted, the researcher
will then distribute the questionnaires and conduct interview with the selected
respondents. Upon completion of data collection, the information will be transferred to
the statistician for tabulation and statistical treatment and analysis.

Ethical Considerations

Variety of ethical issues will be taken into account while conducting this study.
The researchers have always been open and honest while maintaining thorough and
detailed records of the study. Safety practices will be observed to ensure that the
respondents will not be subject to any form of harm. Hence, the respondents will be
informed first that whenever they have second thoughts about continuing the survey,
they will be given the right to withdraw from the study at any time. The participants will
be also given sufficient information before their participation to be clear of any
misleading information in this study.

Another important consideration will be the voluntary involvement of the

respondents in their will to participate in the study to ensure the efficacy and accuracy
of data. The researchers have also assured confidentiality and anonymity in protecting
the statements and identity of the participants. Furthermore, the researchers ensured the
validity of results to avoid research misconduct and maintain academic integrity.
Moreover, RA 10173 of R012- DPA also known as the Data Privacy Act of 2012
(DPA), aims to protect personal data in information and communications systems both
in the government and the private sector.

Statistical Tools
 28

The following statistical tools will be used in the presentation, analysis, and
interpretation of the gathered data.

Frequency and Percentage. This will be used in determining the learners’

academic performance.

Average-Weighted Mean. This will measure the learners’ and teachers’

attitudes toward the mother tongue-based approach. Mean will also be used to measure
the problems encountered by the teachers in using a mother tongue-based approach.

Pearson Product-Moment Correlation. This will be used to determine how

strong the relationship between the independent and dependent variables.

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