Mother Tongue-Based Instruction on Teachers' Instructional Delivery: An Assessment

Abstract

This study was conducted to provide a point of reference to language educators in establishing an improved mother tongue-based instruction through assessing its effectivity in language learning and classroom instruction particularly in class participation, pen and paper tests and individual subjects. The respondents were nine hundred fifty six (956) grades 1-3 and one hundred seventeen (117) teachers of selected elementary schools and central schools in the municipality of Lingayen, Pangasinan selected via random stratified sampling. Questionnaires were used to gather the data and statistically treated with the use of frequency counts and percentage, mean, standard deviation and chi square test. It was revealed in the study that the mother tongue Pangasinan was favored and found useful by both teachers and students in Lingayen, Pangasinan in the grade levels 1, 2 and 3. The students' class participation, paper and pen test results, and general performance in the individual subjects were self-assessed to be better when the language used in instruction was Pangasinan. On the part of the students, their school district, age, grade level and their preferred language of instruction which is Pangasinan were significant in relation to their assessment of the MTB instructional delivery. On the part of the teachers. the variables of type of school (either central school or elementary school), school district, and their preferred language of instruction were found to have statistically significant relation with their assessment of the MTB instructional delivery.