CHAPTER 4

DISCUSSION

This chapter provides a comprehensive overview of the study's findings,

conclusions drawn from these findings, and practical recommendations derived from the

analysis. It serves to encapsulate the essence of the research journey undertaken, offering

insights into the significance of the study's outcomes.

Summary of Findings

Based on the results these are the following findings, from the respondents

demographic profile, it shows that majority of the respondents were female, additionally it

also shows that the majority of the respondents were aged between 8-9 years old with 92

percent from the total respondents and results also shows that that the majority of the

respondent’s tribe are Te'durays and Ilonggo with 32 percent rating and lastly, majority of

the respondents are using Tagalog as their dialect at home and even in school.

The findings emphasize the beneficial role of using the mother tongue language in

enhancing communication, comprehension, and academic performance. Utilizing students'

native linguistic skills not only improves their ability to express ideas but also aids in

better understanding academic content and creates a supportive learning environment.

These insights highlight the importance of implementing culturally and linguistically

responsive teaching methods to support diverse student populations and maximize

educational success.

The results emphasize the advantages of Mother Tongue Language instruction. The

highest mean demonstrates the greatest benefit in understanding the teacher, while the

37
lowest mean, although still positive, highlights areas where additional support in concept

comprehension might be needed. Overall, the mean underscores the value of linguistic

alignment in education, fostering better engagement and academic success.

Conclusion

Based on the survey results, several conclusions can be drawn about the impact of

Mother Tongue Language instruction on students' learning experiences. First and

foremost, the high mean score of 3.91 indicates that students can easily understand the

question being asked by the teacher if it is constructed through their Mother Tongue

Language. This suggests that linguistic familiarity plays a crucial role in effective teaching

and learning, enabling students to grasp instructional content more clearly and accurately.

Additionally, the survey highlights that students' academic performance benefits

from native language instruction, with a mean score of 3.88 our class in interactive. This

implies that comprehension and retention of academic content are greatly enhanced when

students learn in a language, they are most comfortable with while interactive.

Furthermore, the mean score of 3.66 shows that students find it easier to engage in

classroom discussions, indicating that native language instruction fosters active

participation and confidence among students.

Moreover, the overall weighted mean of 3.69 reveals strong support for Mother

Tongue-based instruction across all surveyed items. This indicates that using students'

native languages in the educational process positively affects their learning experience,

promoting better understanding, engagement, and academic performance. However, the

lowest mean score of 3.44 suggests that there are potential areas for improvement,

particularly in comprehending complex concepts. This highlights the need for further

38
refinement of instructional methods to ensure all students fully benefit from Mother

Tongue Language instruction.

Recommendation

Based on the survey results and conclusions, several recommendations can be

made to optimize the use of Mother Tongue Language in education. First, it is crucial to

continue and expand the practice of teaching in students' native languages. This approach

has clearly demonstrated its effectiveness in enhancing understanding and academic

performance, as evidenced by the high mean scores in these areas. Schools should ensure

that teachers are proficient in both the subject matter and the students' native language to

maximize the benefits of this instructional method.

Second, to address the lower mean score related to comprehending complex

concepts, additional resources and support should be provided. This could include

developing specialized training programs for teachers to enhance their ability to explain

difficult topics in the Mother Tongue Language. Additionally, incorporating visual aids,

interactive activities, and supplementary materials can help clarify complex subjects and

make them more accessible to students.

Lastly, fostering a supportive and inclusive classroom environment that values and

respects cultural and linguistic diversity is essential. Encouraging students to actively use

their Mother Tongue Language in discussions and activities can boost their confidence and

engagement. Schools should also involve parents and communities in the educational

process to reinforce the use of the native language outside the classroom. By

implementing these recommendations, educational institutions can further enhance the

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positive impacts of Mother Tongue Language instruction on students' learning

experiences.

A. Books

Trammel, et. Al. (2016). Mother Tongue Based- Multilingual Education (MTB-MLE)

History, (December 2018, Vol.20, No.2)

Alcazaren, et. Al (2016). Goals of Mother Tongue Based-Multilingual Education (MTB-

MLE). (Stone, 2012; UNESCO).

Alberto, et. Al (2010). Impact on the Nation of Mother Tongue Based-Multilingual

Education (MTB-MLE). (December 2017, Vol.20, No.2)

Garbes, et. AL. (2012). The Use of Mother Tongue Based Education (MTB-MLE). (Vol.3,

No9, pp.51-66, September 2015)

Barron, et. Al. (2012). The policy of Mother Tongue Based- Multilingual Education

(MTB-MLE), (An International Peer-reviewed Journal, Vol. 40,2017)

B. Websites from the Internet

www.ijtsrd.com e-ISSN:2456 – 6470sssss

Mane P. N. (2017) Language-in-education policy in Kenya: Intention, interpertation,

implementation. Nordic

Journal of African Studies, 26(3), 16-16

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Mueller, 1. 1. & File, N. (Eds.). (2019) Curriculum in early childhood education. Re-

examined, reclaimed

renewed. Routledge Ndangiza, D., & Cheng, A. (2021) Bridging Language and

Knowledge Gaps

through Translation in Mother Tongue-Based Multilingual Education International Journal

of Multilingualism, 18(2), 136-150. Namanya, S. I. C. (2017). The effects of mother

tongue-based multilingual education on the English literacy

of children in Silang, Philippines. In International Forum Journal (Vol. 20, No. 2, pp. 160-

177) Nawzad, L., Rahim, D., & Said, K. (2018) The effectiveness of technology for

improving the teaching of natural science subjects. Indonesian Journal of Curriculum and

Educational Technology Studies, 6(1).15-21.

Ngugi, M. W. (2018). The rise of the African novel: Polities of language, identity, and

ownership. University of Michigan Presa

Njoroge, M. C., & Gathigia, M. G. (2017). The treatment of Indigenous Languages in

Kenya's Pre-and Post- independent Education Commissions and in the Constitution of

2010. Advances in Language and Literary Studies, 8(6), 76-82.

Ocampo, D. (2017). Mother Tongue-Based Multilingual Education (MTB-MLE) in the

Philippines Department of Education.

Opiniano, G. A., Jackson, L., Cortez, F. G. F, de los Reyes, E. J., Maneenido-Bolaños, M.

A. V., Altez Albela, F. R., & Azada-Palacios, R. (2022) Philosophy of education in a new

key: A collective writing project on the state of Filipino philosophy of education.

Educational Philosophy and Theory, 54(8), 1256-1270.

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Peters, M. A., Arndt, S., Tesar, M., Jackson, L. , Hung, R., Mika, C., & Gibbons,

A (2022). Philosophy of education in a new key: A collective project of

the PESA executive Educational Philosophy and Theory, 54(8), 1061-1082 Perez, N. B.

(2019). A comparative study of the MTB-MLE programs in southeast Asian countries.

Journal of

Humanities and Social Sciences Research (AJHSSR), 3(6), 47-55, Ramscar, M. (2021).

How children learn to communicate discriminatively. Journal of Child Language,

48(5)984-1022

Rihter, 1, & Potočnik, R. (2022) Preservice teachers' beliefs about teaching pupils with

special educational needs in visual art education. European Journal of Special Needs

Education, 37(2), 235-248 Rodriguez, K. F. R., & Abocejo, F. T. (2018) Competence vis-

à-vis performance of special education pre-

service teachers. European Academic Research. 6(7), 3474-3498 RTI International (2016).

Early Grade Reading Assessment (EGRA) Toolkit, Second Edition Reading for All

project. https://shared.rti.org/content/carly-grade-reading-assessment-egra-toolkit-second-

edition

Saneka, N. E., & de Witt, M. (2019) Barriers and bridges between mother tongue and

English as a second language in young children. South African Journal of Childhood

Education, 9(1), 1-8 Schmid, M. S., & Köpke, B. (2017). The relevance of first language

atrition to theories of bilingual

development. Linguistic Approaches to Bilingualism, 7(6), 637-667 Seidenberg, M. S, &

MacDonald, M. C. (2018). The impact of langstage experience on language and reading.

42
Topics in Language Disorders, 38(1), 66-83. Seidenberg, M. S, & MacDonald, M. C.

(2018). The impact of language experience on language and reading:

APPENDIX A
Communication Letter

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 APPENDIX B
Survey Questionnaires

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Coland Systems Technology, Inc
Peña’s Building Sinsuat Avenue, Cotabato City
COLLEGE OF EDUCATION
Survey Questionnaire
The Impact of Mother Tongue language as a Medium of Instruction in Science
Subject at Nuro Central Elementary School
Part I. Demographic Profile Of The Respondents. (Grade 3)

Direction:Put check (✓) on the box provided. ( Paki sagutan lamang po ang mga
sumusunod na katanungan. Maglagay ng (✓) sa box na naglalaman ng inyong sagot).
Name (Pangalan): ____________________________________(Optional)
Grade(antas)_________________________
Gender (kasarian) Age (Edad)
Male (Lalaki) 8-9years old
Female (Babae) 10-11 years old
11-12 years old
Others, please Specify_________

Tribe(tribu) Dialect(Dialecto)

Cebuano Cebuano
Te'duray Te'duray
Maguindanaon Maguindanaon
Ilonggo Ilonggo
Tagalog Tagalog
Ilocano Ilocano
Others, please Specify_________ Others, please Specify_________

45
Part II
Table 2: The impact of using mother tongue language as a medium of instruction in
science subject.
Direction: Check the box that’s correspond your answer on the following questions
Legends:
4 Strongly Agree 2 Strongly Disagree
3 Agree 1 Disagree

Items 4 3 21 1 1

1. I understand the teacher every time he/she teaches

Us using Mother tongue language
2.Learning science is easy when I understand the
language
being use by the teacher.
3.It is easy for me to understand the instruction.
4.I got higher grade in science because I already
understand our lesson very well
5.Using my Mother Tongue Language, I can now
engage myself in a classroom discussion,
6.It helps me preserve cultural identity and heritage.
7.It is easy for us to answer our quarterly exam
because of
I can understand the instruction very well
8.Our teacher gives more example and uses mother
tongue language during teaching
9.It is easy for me to comprehend and understand
concept especially when it is presented using my
Language 1.
10. I can express my thoughts and ideas clearly using my

46
Mother Tongue Language.

47
Part III: The possible outcomes of using mother tongue language as a medium of
instruction in science subject

48
Direction: Check the box that’s correspond your answer on the following questions
Legends:
4 Strongly Agree
3 Agree
II Items: 4 3 2 1
1 1.We can easily understand the questions being asked by
our teacher.
2 . 2. We can express my thoughts and ideas about the lesson.
3. We can be able to answer our bring home assignments
and
asked help to our parents for they can understand
the instruction.
4. Our class is interactive
5. It is easy for us to understand the instructions in
science subject experiment.
6.I understand each other’s word during classroom
discussion
7.Using my mother tongue, we can have the courage to
recite
and share our ideas without any hesitation.

8.I already understand my classmates every time we share

our own ideas.
9 .I am now confident in answering my quarterly exam for I
can understand and comprehend the questions properly.
10. I am not afraid anymore to ask my teacher on the
lessons that I don’t really understand.

49
50
51
 CURRICULUM VITAE

PERSONAL DATA

Name : Cherry Mae T. Amando

Address : Lomboy Awang D. O. S
Maguindanao
Birth Date : December 22, 2002
Birth Place : Lomboy Awang D. O. S
Maguindanao

EDUCATIONAL ATTAINMENT
Tertiary
Course : Bachelor In Elementary Education
School : Coland Systems Technology College INC
Address : Penas Building, Sinsuat Avenue Cotabato City

Secondary
School : Camp Siongco National High School
Address : Awang D.O.S Maguindanao Del Norte
Year Graduated : 2018-2019

Elementary
School : Lomboy Awang D. O. S Maguindanao
Address : Lomboy Awang D. O. S Maguindanao
Year Graduated : 2014-2015

SEMINARS/TRAININGS ATTENDED
(NONE)

WORK EXPERIENCE
(NONE)

52
 CURRICULUM VITAE

PERSONAL DATA
Name : Merry Grace B. Dordas
Address : Timanan South Upi
Maguindanao
Birth Date : June 22 2003
Birth Place : Isulan Sultan Kudarat
EDUCATIONAL BACKGROUND
Tertiary
Course : Bachelor of Elementary Education
School : Coland System Technology college INC
Address : Peñas Building Sinsuat Avenue Cotabato City
Secondary
School : South Upi national Highschool
Address : Brgy. Romongaob, Timanan, South
Year Graduated : 2020-2021
Elementary
School : Timanan Central Elementary School
Address : Timanan, South Upi maguindanao
Year graduated : 2014-2015
Seminar : NONE
work experience : Crew at Kaffeh tom Timanan South Upi

53
 CURRICULUM VITAE

PERSONAL DATA

Name : Chris Mark M. Bajar

Address : Rempes, Upi Maguindanao
Birth Date : December 23 1997
Birth Place : Datu Blah Sisuat hospital

EDUCATIONAL BACKGROUND
Tertiary
Course : Bachelor of Elementary Education
School : Coland System Technology college INC
Address : Peña’s Building Sinsuat Avenue Cotabato City
Secondary
School : Notre Dame Of Upi INC
Address : Nuro Upi Maguindanao
Year Graduated : 2014-2015
Elementary
School : Tinindanan Central Elementary School
Address : Rempes Upi Maguindanao
Year graduated : 2008-2009
Seminar : National Training on Establishing and Managing
School Publication (SBMA year 2014)

54
work experience : Service Crew Jollibee Cotabato Plaze
(year 2016)
: Store In charge BUM lebak branch sultan Kudarat

55