Republic of the Philippines

COMMISSION ON HIGHER EDUCATION

Region V (Bicol)
BAAO COMMUNITY COLLEGE
San Juan, Baao Camarines Sur
COLLEGE OF EDUCATION

THE EFFECTS OF MOTHER TONGUE BASED MULTILINGUAL

EDUCATION TO THE LANGUAGE DEVELOPMENT OF
BAAO WEST CENTRAL SCHOOL

An Undergraduate Research Presented to the

Faculty of College of Education
Baao Community College
Baao, Camarines Sur

In Partial Fulfillment for the Degree Program

Bachelor of Elementary Education

NIKKA B. BAJADO
KIMBERLY B. BOLIVAR
LIEZEL B. BRUTAS
GLAIZANY C. DULFO
VIDA C. EVANGELISTA
NICHO T. LOZANO
ERICA A. MEJARO
JOEWARD F. MINA
ANDRIAN R. ORO
GENELIE S. SEPTIMO
 Republic of the Philippines
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COLLEGE OF EDUCATION

CHAPTER IV

THE EFFECTS OF MOTHER TONGUE BASED MULTILINGUAL

EDUCATION TO THE DEVELOPMENT OF BAAO
WEST CENTRAL SCHOOL

This chapter presents the analysis and interpretation of the data which

were taken from the results of the survey administered to the research

subjects and respondents. Results of the investigation were tallied, tabulated,

computed, and statistically analyzed to come up with logical analysis and

interpretation.

Students Profile

The profile of respondents in the study was briefly analyzed in this

chapter. Results of the surveyed data revealed the respondents’ profile,

which includes the age, gender and 1st, 2nd, and 3rd quarter grades of the

Grade 1-3 pupils. In this part of these personal and educational attributes was

described accordingly.

Table 4
Age of the Respondents

AGE f % R
6 14 10.29 5
7 32 23.52 2
8 31 22.79 3
9 44 32.35 1
10 & above 15 11.02 4
TOTAL: 136 100
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Table 2 shows the age of the respondents of grade 1 to 3. It can be gleaned

that majority of the students, consisting 14 or 10.29 percent belong to the age of

6, while 32 or 23.52 percent belongs to the age of 7, and 31 or 22.79 percent

belongs to age of 8, 44 or 32.35 percent belongs to 9 and lastly 15 or 11.02 percent

belongs to 10 and above.

Table 5
Age of the Teachers

AGE f % R
30-35 2 5.71% 5
36-40 5 14.3% 4
41-45 8 22.85% 2
46-50 13 37.14% 1
51-55 7 20% 3
TOTAL: 35 100%

Table 3 shows the age of teachers as respondents. It can be gleaned that

majority of the teachers, consisting 13 or 37.14 percent belong to the age of 46-

50, while 8 or 22.85 percent belongs to the age of 41-45, 7 or 20 percent belongs

to 51-55 of age, 5 or 14.3 percent is 36-40 of age and 2 or 5.71 percent belongs

to age of 30-35.

Table 6
Gender of the Respondents

GENDER f % R
Male 58 35.58 2
Female 78 57.35 1
TOTAL: 136 100
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Table 4 represent the gender of the respondents. According to the survey

result, there were 58 male respondents and 78 female respondents. It can be seen

here the proportion of each gender category out of the total respondents. The male

category accounts are 35.58 percent of the total of respondents while the female

category accounts 57.35 percent.

Table 7
Gender of the Teachers

GENDER f % R
Male 7 20 2
Female 28 80 1
TOTAL: 35 100

Table 5 represent the gender of the Teachers. According to the survey

result, there were 7 male respondents and 28 female respondents. It can be seen

here the proportion of each gender category out of the total respondents. The male

category accounts are 20 percent of the total of respondents while the female

category accounts 80 percent

Table 8
Grade level of the Respondents

GRADE F % R
LEVEL
Grade 1 40 29.41 3
Grade 2 52 38.23 1
Grade 3 44 31.35 2
Total 136 100
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Table 6 shows the Grade level of the respondents. There were 40 or 29.41

percent of respondents in Grade 1, 52 or 38.23 percent of respondents in Grade

2 and 44 or 31.35 percent of respondent in Grade 3.

Table 9
Academic performance of Grade 1

F %
GRADES 1st 2nd 3rd 1st 2nd 3rd Ave R
Quarter Quarter Quarter
95-100 3 3 3 7.5 7.5 7.5 7.5 3
90-94 15 12 17 37.5 30 42.5 36.6 2
85-89 19 24 18 47.5 60 45 50.83 1
80-84 3 1 2 7.5 2.5 5 4.9 4
75-79
Below 75
TOTAL: 40 40 40 100 100 100 100

Table 7 show the quarter grades of Grade 1 Respondents, according to the

result there are 3 respondents with 95-100 grade to the first, second and third

Quarter with 7.5 percent average. 15 respondents for first quarter with 90-94

grades with a percentage of 37.5 and 12 respondents with 90-94 grade of second

quarter with a 30 percent, 17 respondents of third quarter with 90-94 grades, with

a percentage of 42.5. There are 19 respondents with 85-89 or 47.5 percent during

the first quarter, while in second quarter there are 24 respondents with 85-89

grades with a percentage of 60 and for the third quarter there are 18 respondents

with 85-89 grades with a 45 percent. Lastly there are 3 respondents have 80-84
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average grade with a 7.5 percent in first quarter, 1 respondent for 80-84 grade with

2.5 percent and 2 respondents for 80-84 of grades with a 5 percent in third quarter.

Table 10
Academic Performance of Grade 2

F %
GRADES 1st 2 nd 3 rd 1 st 2nd 3rd Ave R
Quarter Quarter Quarter
95-100 3 6 8 5.8 11.53 15.4 10.91 1
90-94 19 10 17 36.53 19.23 32.69 29.48 2
85-89 25 21 15 48.07 40.04 28.84 39.10 3
80-84 5 15 12 9.6 28.84 23.07 61.51 4
75-79
Below 75
TOTAL: 52 52 52 100 100 100 100

Table 8 show the quarter grades of Grade 2 Respondents, according to the

result there are 3 respondents with 95-100 grade in first quarter with 5.8 percent

average. 6 respondents for second quarter with 11.53 percent and 8 respondents

with 15.4 percent in third quarter. While 19 respondents for first quarter with 90-94

grades with a percentage of 36.53 and 10 respondents with 90-94 grade of second

quarter with a 19.23 percent, 17 respondents of third quarter with 90-94 grades,

with a percentage of 32.69. There are 25 respondents with 85-89 or 48.07 percent

during the first quarter, while in second quarter there are 21 respondents with 85-

89 grades with a percentage of 40.04 and for the third quarter there are 15

respondents with 85-89 grades with a 28.84 percent. Lastly there are 5

respondents have 80-84 average grade with a 9.6 percent in first quarter, 15
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respondents for 80-84 grade with 28.84 percent and 12 respondents for 80-84 of

grades with 23.07 percent in third quarter.

Table 11
Academic Performance of Grade 3

F %
GRADES 1st 2 nd 3 rd 1 st 2nd 3rd Ave R
Quarter Quarter Quarter
95-100 0 0 0
90-94 17 14 20 38.64 31.82 45.45 38.63 2
85-89 21 26 15 47.72 59.09 34.09 46.96 1
80-84 6 4 9 13.64 9.09 20.45 35.51 3
75-79
Below 75
TOTAL: 44 44 44 100 100 100 100

Table 9 show the quarter grades of Grade 3 Respondents, according to the

result there are 0 respondent with 95-100 grade in first quarter. 0 respondent for

second quarter. and 0 respondents for third quarter. While 17 respondents for first

quarter with 90-94 grades with a percentage of 38.64 and 14 respondents with 90-

94 grade of second quarter with a 31.82 percent, 20 respondents of third quarter

with 90-94 grades with a percentage of 45.45. There are 21 respondents with 85-

89 or 47.72 percent during the first quarter, while in second quarter there are 26

respondents with 85-89 grades with a percentage of 59.09 and for the third quarter

there are 15 respondents with 85-89 grades with a 34.09 percent. And lastly there

are 6 respondents with 80-84 grades with 13.64 percent in first quarter, while in

second quarter there are 4 respondents with 80-84 grades or with a 9.09 percent
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and on the third quarter there are 9 respondents with 80-84 grades or with 20.45

percent.

Table 12
Academic Performance of Grade 1 Respondents

Statement WM VI R
1. Paborito ko an asignaturang MTB-MLE o 4.7 A 2
mother tongue.
2. Mas nauugma ako pag MTB-MLE na an 4.17 A 1
itinutukdo.
3. Mas napapadali ko an pag-intindi pag mother 4.6 A 4
tongue an ginagamit sa pagtukdo kan
maestro o maestra.
4. Mas nakakapagtao ko nin ideya sa subject 4.17 A 5
na MTB-MLE.
5. Eksayted ako magklase permi sa MTB-MLE 4.9 A 3
subject.
Average Weighted Mean 4.44 SA

LEGEND:
4.50-5.00 Strongly Agree (SA)
3.50-4.49 Agree (A)
2.50-3.49 Neutral (N)
1.50-2.49 Disagree (D)
1.00-1.49 Strongly Disagree (SD)

Table 10 shows the academic performance in Mother Tongue Based

Multilingual Education (MTB-MLE) of the Grade 1 pupils. The students are agree

that the MTB-MLE or Mother Tongue is their favorite subject with a weighted mean

of 4.7; agree that they are really happy when the MTB-MLE or mother tongue is

their subject, with a weighted mean of 4.17; agree that they easily understand what

the teacher is teaching when the mother tongue is used, with a weighted mean of

4.6; agree that they can give more idea in the mother tongue subject, with a
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weighted mean of 4.17, and agree that they are excited to go to class when the

subject is MTB-MLE or mother tongue, with a weighted mean of 4.9.

Table 13
Academic Performance of Grade 2 Respondents

Statement WM VI R
1. Paborito ko an asignaturang MTB-MLE o 4.52 SA 1
mother tongue.
2. Mas nauugma ako pag MTB-MLE na an 3.71 A 5
itinutukdo.
3. Mas napapadali ko an pag-intindi pag 4.32 A 2
mother tongue an ginagamit sa pagtukdo
kan maestro o maestra.
4. Mas nakakapagtao ko nin ideya sa subject 3.90 A 4
na MTB-MLE.
5. Eksayted ako magklase permi sa MTB- 3.94 A 3
MLE subject.
Average Weighted Mean 4. 09 A
LEGEND:
4.50-5.00 Strongly Agree (SA)
3.50-4.49 Agree (A)
2.50-3.49 Neutral (N)
1.50-2.49 Disagree (D)
1.00-1.49 Strongly Disagree (SD)

Table 11 shows the academic performance in Mother Tongue Based

Multilingual Education (MTB-MLE) of the Grade 2 pupils. The students are strongly

agree that the MTB-MLE or Mother Tongue is their favorite subject with a weighted

mean of 4.52; agree that they are really happy when the MTB-MLE or mother

tongue is their subject, with a weighted mean of 3.71; agree that they easily

understand what the teacher is teaching when the mother tongue is used, with a

weighted mean of 4.32; agree that they can give more idea in the mother tongue
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subject, with a weighted mean of 3.90 and agree that they are excited to go to

class when the subject is MTB-MLE or mother tongue, with a weighted mean of

3.94.

Table 14
Academic Performance of Grade 3 Learners

Statement WM VI R

1. Paborito ko an asignaturang MTB-MLE o 4.54 SA 2

mother tongue.
2. Mas nauugma ako pag MTB-MLE na an 5.06 SA 1
itinutukdo.
3. Mas napapadali ko an pag-intindi pag 4.20 A 4
mother tongue an ginagamit sa pagtukdo
kan maestro o maestra.
4. Mas nakakapagtao ko nin ideya sa 4.15 A 5
subject na MTB-MLE.
5. Eksayted ako magklase permi sa MTB- 4.25 A 3
MLE subject.
Average Weighted Mean 4.44 SA

LEGEND:
4.50-5.00 Strongly Agree (SA)
3.50-4.49 Agree (A)
2.50-3.49 Neutral (N)
1.50-2.49 Disagree (D)
1.00-1.49 Strongly Disagree (SD)

Table 12 shows the academic performance in Mother Tongue Based

Multilingual Education (MTB-MLE) of the Grade 3 pupils. The students are

strongly Agree that the MTB-MLE or Mother Tongue is their favorite subject with

a weighted mean of 4.54; strongly agree that they are really happy when the MTB-

MLE or mother tongue is their subject, with a weighted mean of 5.06; agree that
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they easily understand what the teacher is teaching when the mother tongue is

used, with a weighted mean of 4.20; agree that they can give more idea in the

mother tongue subject, with a weighted mean of 4.15 and agree that they are.

Table 15
Effects of mother tongue education in terms of Listening

Listening WM VI R
1. Sometimes the learners cannot 4.4 A 2
understand the words using MTB-
MLE language
2. The learners do not misinterpret the 4.28 A 1
pronunciation of the teacher when
using mother tongue language.
3. The learners use the other sources 3.57 A 3
(English, Filipino) to understand
every word of the teacher
Average Weighted Mean 2.45 D
LEGEND:
4.50-5.00 Strongly Agree (SA)
3.50-4.49 Agree (A)
2.50-3.49 Neutral (N)
1.50-2.49 Disagree (D)
1.00-1.49 Strongly Disagree (SD)

The Effects of Mother Tongue Education on the Learning of Primary Learners

in Terms of Listening

Table 13 shows the effects of Mother Tongue Education on the learning of

primary learners in terms of listening. The teachers agree that the effect of MTB-

MLE or Mother Tongue is sometimes the learners cannot understand the words

using MTB-MLE language with a weighted mean of 4.4 which is agree, a weighted

mean of 4.28 which is agree, that the learners do not misinterpret the pronunciation

of the teacher when using mother tongue language, and lastly with a weighted
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mean of 3.57; a teacher agree that the learners use the other sources (English,

Filipino) to understand every word of the teacher

Table 16
Effects of mother tongue education in terms of speaking

Speaking WM VI R
1. Learners always excited to recite mother 3.8 N 2
tongue dialect used
2. The learners express their ideas, opinions 4.31 A 1
and feeling more freely.
3. The learners are confident in sharing their 3.97 A 2
ideas during MTB-MLE subject.
4. The learners speak fluently when they use 3.91 A 3
MTB-MLE language
5. The learners enjoy to make conversations 3.27 A 4
with their groupmates during activity time
in MTB-MLE subject.
Average Weighted Mean 3.99 A
LEGEND:
4.50-5.00 Strongly Agree (SA)
3.50-4.49 Agree (A)
2.50-3.49 Neutral (N)
1.50-2.49 Disagree (D)
1.00-1.49 Strongly Disagree (SD)

The Effects of Mother Tongue Education on the Learning of Primary Learners

in Terms of Speaking

Table 14 shows the effects of Mother Tongue Education on the learning of

primary learners in terms of speaking. A learner always excited to recite mother

tongue dialect used, with a weighted mean of 3.8 which is neutral, a weighted

mean of 4.31, a teachers agree, that the learners can express their ideas, opinions

and feeling more freely. With a weighted mean of 3.97; a teacher agree that the

learners are confident in sharing their ideas during MTB-MLE subject. With a 3.91
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weighted mean agree that the learners speak fluently when they use MTB-MLE

language and on the learners enjoy to make conversations with their groupmates

during activity time in MTB-MLE subject a teachers agree with this, with the

weighted mean of 3.27

Table 17
Effects of mother tongue education in terms of Reading

Reading WM VI R
1. The learners read fluently the words 3.97 A 3
in MTB-MLE.
2. The learners easily understand the 4.14 A 2
sentence in MTB-MLE while reading
it.
3. The learners are confused in reading 4.31 A 1
mother tongue language.
4. The learners enjoy reading in mother 3.14 N 4
tongue language.
5. The learners participate reading in 3.8 N 5
mother tongue.
Average Weighted Mean 3.87 A
LEGEND:
4.50-5.00 Strongly Agree (SA)
3.50-4.49 Agree (A)
2.50-3.49 Neutral (N)
1.50-2.49 Disagree (D)
1.00-1.49 Strongly Disagree (SD)

The Effects of Mother Tongue Education on the Learning of Primary

Learners in Terms of Reading

Table 15 shows the effects of Mother Tongue Education on the learning of

primary learners in terms Reading. The teachers answered agree with a weighted

mean of 3.97 that a learner can read fluently the words in MTB-MLE, with a

weighted mean of 4.14 a teachers agree that the learners easily understand the
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sentence in MTB-MLE while reading it. With weighted mean of 4.31, a teachers

agree, that the learners are confuse in reading mother tongue language, with a

weighted mean of 3.14; a teacher agree that the learners are enjoy reading in

mother tongue language. With a 3.8 weighted mean, a teachers agree that the

learners participate reading in mother tongue.

Table 18
Effects of mother tongue education in terms of Writing

Writing WM VI R
1. The learners write correct spelling of the 4.14 A 1
words using MTB-MLE language.

2. The learners construct sentences using 3.85 A 4

MTB-MLE language
3. The learners improve their writing skills 3.94 A 3
using MTB-MLE language.
4. The learners write easily using MTB- 4.11 A 2
MLE language compare to other
subjects.
5. The learners simplify what they want to 3.65 A 5
write if they know how to express
themselves.
Average Weighted Mean 3.94 A
LEGEND:
4.50-5.00 Strongly Agree (SA)
3.50-4.49 Agree (A)
2.50-3.49 Neutral (N)
1.50-2.49 Disagree (D)
1.00-1.49 Strongly Disagree (SD)
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The Effects of Mother Tongue Education on the Learning of Primary Learners

in Terms of Writing

Table 16 shows the effects of Mother Tongue Education on the learning of

primary learners in terms of writing. The teachers answered agree with a weighted

mean of 4.14 that a learner can write correct spelling of the words in MTB-MLE

language, with a weighted mean of 3.85 The teachers agree and believe that the

learners easily to construct sentences in MTB-MLE. While, with weighted mean of

3.94, a teachers agree, that the learners improve their writing skills language, And

the next one, with a weighted mean of 4.11 a teacher agree that the learners are

easily using the MTB-MLE language compare to others subject. With a weighted

mean of 3.65 a teachers agree that the learners express what they want to write

and shows how to express themselves.

Table 19
Effects of mother tongue education in terms of Counting/Arithmetic

Counting/Arithmetic WM VI R
1. The learners count easily using 4.2 A 2
mother tongue language
2. It is difficult for the learners to use 3.94 A 3
MTB-MLE language in counting
3. It is effective for the learners to 4.11 A 1
improve their counting skills using
MTB-MLE language.
Average Weighted Mean 2. 45 D
LEGEND:
4.50-5.00 Strongly Agree (SA)
3.50-4.49 Agree (A)
2.50-3.49 Neutral (N)
1.50-2.49 Disagree (D)
1.00-1.49 Strongly Disagree (SD)
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The Effects of Mother Tongue Education on the Learning of Primary

Learners in Terms of Counting/Arithmetic

Table 17 shows the effects of Mother Tongue Education on the learning of

primary learners in terms of counting/arithmetic. The teachers answered agree

with a weighted mean of 4.2 that a learner count easily by the use of Mother tongue

language. And, with a weighted mean of 3.94 The teachers agree and believe that

the learners express their feelings in terms of difficulties in counting. While, with

weighted mean of 4.11 a teachers agree, that the learners in counting basic skills

the teachers know the improvement of their young learners in counting skills using

MTB-MLE language.
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CHAPTER V

SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter present the summary of the preceding chapters and its

findings on the Effects of Mother Tongue Based Multilingual Education to

the Language Development of Baao West Central School, let to the

formulation of the conclusions. Recommendations were likewise offered as

reference.

Summary

This study aims to determine the effects of Mother Tongue Based

Multilingual Education to the language development of Baao West Central

School.

Specifically, this study sought answers to the following questions:

1. What is the profile of the primary learners of Baao West Central School

in terms of:

1.1 Age

1.2 Gender

1.3 Grade Level

1.4 1st, 2nd, 3rd Quarter Grades

2. What is the academic performance of Grade 1 to 3 learner of Baao West

Central School?
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3. What is the effect of mother tongue education on learning of primary

learners?

3.a Listening

3.b Speaking

3.c Reading

3.d Writing

3.e Counting/Arithmetic

The study was guided of the following assumption: 1. Through the

use of mother tongue it can help the pupils develop to enhance or boost the

language of the respondents,

This study utilized the descriptive evaluation survey method with

validated questionnaire as the primary data gathering instrument, the

respondents of the study were one hundred thirty-six (136) pupils, and thirty-

five (35) teachers in Baao West Central School. The statistical tools used

were the following weighted mean, percentage, and Likert scale.

Findings

From the statistical treatment of the data with the corresponding

analysis and interpretation thereto, the following findings have surfaced.

1.1 In terms of the age of the respondent, from Grade 1 to 3, 14 or 10.29

percent were 6 years old; 32 or 23.52 percent were 7 years old; 31 or 22.79 percent
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were 8 years old; 44 or 32.35 percent were 9 years old and 15 or 11.02 percent

were 10 years old and above. The age of teachers as respondents, 13 or 37.14

percent were 46-50 years old, 8 or 22.85 percent were 41-45 years old; 7 or 20

percent were 51-55 of age, 5 or 14.3 percent is 36-40 of age and 2 or 5.71 percent

were 30-35 years old.

1.2 In terms of the gender of the respondents, from Grade 1 to 3 most of

the respondents are female with 78 or 57.35 percent; and male are 58 or 35.58

percent. In terms of the gender of the Teachers, most of the respondents are

female with 28 or 80 percent; and male are 7 or 20 percent.

1.3 In terms of the Grade level of the respondents. There were 40 or 29.41

percent of respondents in Grade 1; 52 or 38.23 percent of respondents in Grade 2

and 44 or 31.35 percent of respondent in Grade 3.

1.4 In terms of 1st, 2nd, and 3rd Quarter Grades of Grade 1, with an average

of 7.5 percent with a grades of 95-100; 36.6 percent with a grades of 90-94; 50.83

percent with a grades of 85-89; and 4.9 percent with a grades of 80-84. In terms

of 1st, 2nd, and 3rd Quarter Grades of Grade 2, with an average of 10.91 percent

with a grades of 95-100; 29.48 percent with a grades of 90-94; 39.10 percent with

a grades of 85-89; and 61.51 percent with a grades of 80-84. In terms of 1st, 2nd,

and 3rd Quarter Grades of Grade 3, with an average of 38.63 percent with a grades
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of 90-94; 46.96 percent with a grades of 85-89; and 35.51 percent with a grades

of 80-84.

2.1 Along with the academic performance in Mother Tongue Based

Multilingual Education (MTB-MLE) of the Grade 1 pupils, all of the indicators were

qualitatively rated as “Agree” they were: that the MTB-MLE or Mother Tongue is

their favorite, 4.7; they are really happy when the MTB-MLE or mother tongue is

their subject, 4.17; they easily understand what the teacher is teaching when the

mother tongue is used, 4.6; they can give more idea in the mother tongue subject,

4.17; and they are excited to go to class when the subject is MTB-MLE or mother

tongue, 4.9. In Grade 2 pupils, all of the indicators were qualitatively rated as

“Agree” they were: that the MTB-MLE or Mother Tongue is their favorite subject,

4.52; they are really happy when the MTB-MLE or mother tongue is their subject,

3.71; they easily understand what the teacher is teaching when the mother tongue

is used, 4.32; they can give more idea in the mother tongue subject, 3.90; and they

are excited to go to class when the subject is MTB-MLE or mother tongue, 3.94.

For Grade 3 pupils, all of the indicators were qualitatively rated as “ Strongly Agree”

they were: the MTB-MLE or Mother Tongue is their favorite subject, 4.54; they are

really happy when the MTB-MLE or mother tongue is their subject, 5.06; they easily

understand what the teacher is teaching when the mother tongue is used, 5.06;

and that they can give more idea in the mother tongue subject, 4.20.
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BAAO COMMUNITY COLLEGE
San Juan, Baao Camarines Sur
COLLEGE OF EDUCATION

3.a Along with the effects of mother tongue education on the learning of

primary learners in terms of listening, most of the indicators were qualitatively rated

as “Agree” they were: The effect of MTB-MLE or Mother Tongue is sometimes the

learners cannot understand the words using MTB-MLE language, 4.4; the learners

do not misinterpret the pronunciation of the teacher when using mother tongue

language, 4.28; and the learners use the other sources (English, Filipino) to

understand every word of the teacher, 3.57.

3.b Along with the effects of mother tongue education on the learning of

primary learners in terms of speaking, most of the indicators were qualitatively

rated as “Agree” they were: the learners can express their ideas, opinions and

feeling more freely, 4.31; the learners are confident in sharing their ideas during

MTB-MLE subject, 3.97; weighted mean agree that the learners speak fluently

when they use MTB-MLE language, 3.91; and the learners enjoy to make

conversations with their groupmates during activity time in MTB-MLE subject a

teachers agree with this, 3.27. There is an indicator that is “neutral” that a learner

is always excited to recite mother tongue dialect used, 3.8.

3.c Along with the effects of mother tongue education on the learning of

primary learners in terms of reading, most of the indicators were qualitatively rated

as “Agree” they were: a learner can read fluently the words in MTB-MLE, 3.97; the

learners easily understand the sentence in MTB-MLE while reading it, 4.14; the
 Republic of the Philippines
COMMISSION ON HIGHER EDUCATION
Region V (Bicol)
BAAO COMMUNITY COLLEGE
San Juan, Baao Camarines Sur
COLLEGE OF EDUCATION

learners are confuse in reading mother tongue language,4.31; that the learners

are enjoy reading in mother tongue language, 3.14; and a teachers agree that the

learners participate reading in mother tongue, 3.8.

3.d Along with the effects of mother tongue education on the learning of

primary learners in terms of writing, all of the indicators were qualitatively rated as

“Agree” they were: that a learner can write correct spelling of the words in MTB-

MLE language,4.14; that the learners easily to construct sentences in MTB-MLE,

3.85; the learners improve their writing skills language, 3.94; the learners are easily

using the MTB-MLE language compare to others subject,4.11; and a teachers

agree that the learners express what they want to write and shows how to express

themselves, 3.65.

3.e Along with the effects of mother tongue education on the learning of

primary learners in terms of writing, all of the indicators were qualitatively rated as

“Agree” they were: a learner count easily by the use of Mother tongue language,

4.2; the learners express their feelings in terms of difficulties in counting, 3.94; and

the learners in counting basic skills the teachers know the improvement of their

young learners in counting skills using MTB-MLE language, 4.11.

Conclusions

In the light of the findings, the following conclusions were drawn:

 Republic of the Philippines
COMMISSION ON HIGHER EDUCATION
Region V (Bicol)
BAAO COMMUNITY COLLEGE
San Juan, Baao Camarines Sur
COLLEGE OF EDUCATION

1. The majority of the respondents from grade 1 are 7 years old; most of the

respondents are female; and most of the grades from first, second and third quarter

is 85-89. The majority of the respondents from grade 2 are 8 years old; most of

the respondents are female; and most of the grades from first, second and third

quarter is 85-89. The majority of the respondents from grade 3 are 9 years old;

most of the respondents are female; and most of the grades from first, second and

third quarter is 85-89.

2. Most of the pupils agrees that the MTB-MLE help them to develop their

language in mother tongue.

3. Most of the teachers agrees on the effects of Mother Tongue Education on the

learning of primary learners given in terms of listening, speaking, reading, writing,

and counting of the respondents.

Recommendations

In the light of the findings and conclusions, the following recommendations

were formulated:

1. The school must provide a program in a form of Brigada Pagbasa that

continuous learning about MTB-MLE subject.

2. The school must provide a books or printed materials to continuous growing

about MTB-MLE subject.

3. The school should implement additional subject of MTB-MLE during secondary

level to continuous learning of this course or subject.