Examining the Effectiveness of the Mother Tongue-Based Instruction in Teaching Science at the Primary Level

Education

The Philippines' bilingual status offers a unique opportunity for the adoption of the Mother Tongue Based-Multilingual Education (MTB-MLE) policy in elementary schools. This research aims to evaluate the effectiveness of using MTB in teaching Science to grade 3 students in Opol, Misamis Oriental. Thus, the study determines the level of proficiency of students in using non-MTB and MTB as teaching-learning strategies. The study involved 120 grade 3 students, and a standardized test questionnaire was used to assess the level of competency in MTB instruction than non-MTB. A quantitative experimental research design was employed to compare the test scores in non-MTB with MTB. The study found that the use of MTB instructions significantly improved students' comprehension of Science concepts, as evidenced by higher test scores compared to test scores in non-MTB classes. The research recommends the integration of MTBI into the classroom setting as a crucial medium of instruction to enhance learners’ prior knowledge and skills at the primary level. The results of this study support the effectiveness of MTBI in teaching Science to grade 3 students and highlight the importance of using MTBI in primary education.

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.