403

Challenges in Mother Tongue-Based Multilingual Education

and Pupils’ Academic Performance
Aiza Mae D. Cabactulana, Nick C. Pañaresb
a
aizamae.cabactulan@deped.gov.ph, bnick.pañares@deped.gov.ph
Southern de Oro Philippines College – Graduate School, Cagayan de Oro City, Philippines

Abstract

The study aimed to determine the relationship between teachers’ challenges in mother tongue-based multilingual
education and pupils’ academic performance and its relationship. The study utilized a descriptive-correlational research
design analyzed through mean and standard deviation and Pearson r correlation. A self-made questionnaire was used to
gather data, which was validated and inspected through a reliability test with the use of Cronbach's alpha. Average
quarterly grades for the School Year 2022–2023 were used to determine the academic performance of the pupils. A total
of one hundred teachers from the four (4) schools in the West II district division of Cagayan de Oro City took part in the
study. The study revealed that the teaching and learning process and the preparation of learning resources are not
significant to the pupils’ academic performance. It was also found that teachers’ training and development have a
significant relationship with the pupils’ academic performance. Thus, this study proves that teachers are resilient in
dealing with challenges, and this does not hinder them from performing their tasks to provide the quality education that
the pupils need.

Keywords: multilingual, mother’s tongue, pupils’ academic performance

1. Introduction

Language plays a critical role in educational practice, particularly in the classroom. The teacher uses
language to impart knowledge and provide instructions to the students. It is assumed that the students are
either familiar with or can quickly learn the language of instruction to achieve the desired educational
objectives. One of the most critical decisions made by education ministries is the choice of language(s) to be
used in the classroom. The language(s) used in the classroom has a significant impact on the ability of
students to learn and achieve their educational goals (Brock-Utne, 2018).
However, the decision to use a particular language as the medium of instruction is often made
without considering its potential impact on learning outcomes. Moreover, educational program planners
seldom take into account the influence of the language of instruction on education enhancement. The use of
mother tongue or familiar language in instruction is frequently regarded as a political or national issue, which
is deemed too intricate to resolve within a project's boundaries. Consequently, language's critical role in
promoting educational access and academic achievement is not acknowledged, and the issue is often
overlooked.
Mother-tongue-based education is a form of instruction where children are taught in their first
language (L1) and gradually transition to a second language (L2) or foreign language at a specified time
during primary school (UNESCO, n.d.). This type of education is typically provided as part of a bilingual or
multilingual education program. In mother-tongue-based programs, children learn core concepts primarily in a
language they are familiar with before learning the labels or vocabulary for those concepts in a new language.
This approach is especially beneficial in early childhood programs, preschool, and early grades up to Grade 6,
as children are still learning to read and gaining new concepts. When curriculum content is presented in an

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404

unfamiliar language, it can take time for children to learn how to understand, speak, read, and write in the new
language, which can be difficult and wasteful, taking away from valuable time that could be spent on learning
to read and gaining academic concepts in their first language (L1) (UNESCO, n.d.).
Furthermore, children who do not understand the language used in the classroom may have difficulty
demonstrating what they know, asking questions, and participating in classroom activities. In contrast,
providing children with an opportunity to learn in a language they understand starting on the first day of
school has significant advantages for the education system, teachers, parents, and students. Children who
understand the language of instruction are more likely to enter school at age-appropriate times and attend
school regularly, and they are less likely to drop out than those who receive instruction in a foreign language
(UNESCO, n.d.).
According to UNESCO, a child's language and the way they use it reflects their perception of the
world and their attitude towards it. The mother tongue is the language that a child learns in their mother's lap,
almost effortlessly, as part of their social group, and is typically the language spoken at home by their parents
(UNESCO, n.d.).
In order to address the challenges that can arise when a child's mother tongue is not the language of
instruction in school, it is important to assess and evaluate their performance. This feedback can be used to
establish concrete and practical educational theories to improve their performance level. The school must
provide quality education through a sound academic program, and the teachers must be prepared and oriented
to bring about the desired changes to improve student learning. By doing so, pupils can be helped to function
at an academic level that is most suitable for them and avoid struggling with concepts or facts that are
inappropriate for their ability (UNESCO, n.d.).
This study examines the challenges that teachers face in implementing mother-tongue-based
multilingual education (MTB-MLE) policies in public elementary schools, particularly in the West II District
of Cagayan de Oro City, during the School Year 2022-2023. Specifically, the study aims to identify the
challenges associated with MTB-MLE and its impact on pupils' academic performance in the primary grades.
By exploring the difficulties that teachers face in implementing the MTB-MLE policy, the study seeks to
provide insights into the factors that contribute to the effectiveness of this approach and to identify potential
areas for improvement in order to enhance its impact on student learning.
The present study is based on the guidelines set out in Department Order No. 16, s. 2012, which
focus on the implementation of Mother Tongue-Based Multi-Lingual Education (MTB-MLE). These
guidelines require that MTB-MLE be implemented in all public schools, specifically in Kindergarten, Grades
1, 2, and 3, as a part of the K to 12 Basic Education Program. The primary goal of MTB-MLE is to ensure
that every child is able to read and write by Grade 1, as stated by the Department of Education (2012). The
guidelines cover a range of areas including objectives, areas of focus, teaching and learning processes,
teachers' training and development, and preparation of learning resources.
The program aims to provide teachers with the guidance and motivation needed to enable learners to
effectively apply their literacy skills in their daily lives. The guidelines and objectives for the successful
implementation of Mother Tongue-Based Multi-Lingual Education (MTB-MLE) in the new K-12 Basic
Education Program are intended to support the broader purpose of the language policy. MTB-MLE should
impact four areas of child development, namely language development, cognitive development, academic
development, and sociocultural awareness.
Language development refers to the cognitive skill of auditory and oral abilities that enable
individuals to communicate verbally. According to Seidenberg and MacDonald (2018), language
development is essential for success in school and lifelong learning as it allows individuals to effectively
communicate with others. Language is a complex system with structures and rules based on probabilistic
relationships between multiple levels of correlated features, such as sounds, words, and grammar. These
relationships enable individuals to understand and use language efficiently, making it a crucial aspect of
human development. Ramscar (2021) proposes that language development is the result of general learning

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mechanisms operating across rich input. In this view, the transition to adult-like language comprehension and
production is gradual, reflecting the accumulation of experience with sounds, words, sentences, and their
contexts over several years.
Education places a significant emphasis on cognitive development, which involves the cultivation of
Higher Order Thinking Skills (HOTS) through different learning taxonomies, such as Bloom's taxonomy.
Critical thinking is a fundamental skill in this area, which is distinguished from low-order learning outcomes
like rote memorization. Critical thinking involves synthesizing, analyzing, reasoning, comprehending,
applying, and evaluating, among other HOTS (Watson, 2019). Furthermore, academic development plays a
crucial role in enabling students to acquire proficiency in all learning areas. Therefore, it is important to
ensure that students have sufficient opportunities to master essential skills and knowledge before progressing
to the next level.
In conclusion, sociocultural awareness is crucial in language learning as it encompasses the
understanding of social and cultural aspects related to the target language's societies and cultures, including
the language's context of use. Teachers play a significant role in transmitting cultural and societal information
to students through their interactions and behaviors, which can help foster a greater appreciation and respect
for students' heritage, language, and culture (British Council, 2019; Vitalaru, 2020). Furthermore,
sociocultural awareness can aid students in navigating and adapting to new cultural contexts, facilitate
communication, and promote intercultural understanding, which are essential skills in today's interconnected
world.

2. Methodology

To better understand the relationships between naturally occurring variables in Mother Tongue-
Based Multilingual Education and pupils' academic performance, the study employed a descriptive
correlational design. This type of research design allows researchers to identify and comprehend the
correlations between variables without manipulating them (Bhandari, 2022). The study utilized a quantitative
approach to describe and analyze the challenges in Mother Tongue-Based Multilingual Education and pupils'
academic performance, as outlined in the conceptual framework. The research utilized survey questions to
collect data and analyze the correlations between the variables. The use of a quantitative approach was
considered relevant for this study because it aimed to determine whether there is a substantial relationship
between the challenges in Mother Tongue-Based Multilingual Education and pupils' academic performance.
For descriptive statistics, data analysis, and interpretation, mean and standard deviation were
employed. Using this method, the challenges in Mother Tongue-Based Multilingual Education and pupils’
academic performance will be summarized. The challenges in Mother Tongue-Based Multilingual Education
and pupils’ academic performance of West II district public elementary schools in the Division of Cagayan de
Oro City were examined using the Pearson correlation to determine whether there is a relationship between
the variables.

3. Results and Discussion

Problem 1.What is the perceived level of challenges in MTB - MLE in terms of:
1.1 Teaching and Learning Process;
1.2. Teacher’s Training and Development; and
1.3. Preparation of Learning Resources?

Table 1 illustrates the summary results of the Perceived Level of Challenges in MTB-MLE. It has an
Overall Mean of 4.09 with SD=0.59, which is described as and interpreted as Highly Observed. This means
that when implemented and assisted properly, participants recognize the benefits of the MTB-MLE

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curriculum and its high probability of success if the language used is appropriate for the subject area and as a
mode of communication within the school.

Table 1
Overall Results of the Perceived Level of Challenges in MTB - MLEof the Public Elementary School Teachers
Indicators Mean SD Description Interpretation
Teaching and Learning 4.15 0.56 Agree Highy Observed
Process
Teachers’ Training and 3.89 0.66 Agree Highly Observed
Development
Preparation of Learning 4.24 0.56 Strongly Very Highly Observed
Resources Agree
Overall Mean 4.09 0.59 Agree Highly Observed
Note: 4.21 - 5.00 Strongly Agree Very Highly Observed; 3.41 – 4.20 Agree Highly Observed; 2.61 – 3.40 Moderate Neutral; 1.81-2.60
Disagree Lowly Observed; 1.00-1.80 Strongly Disagree Very Lowly Observed

Among the challenge in MTB-MLE, the indicator, preparation of learning resources, got the highest
Mean of 4.24 with SD=0.56, which is described as Strongly Agree and interpreted as Very Highly Observed.
It means that teachers’ preparedness serves as a shield against any challenges encountered while teaching
MTB.MLE. Cabardo (2017) pointed out that for instruction to be effective, teachers must take into account
their role in furthering the objectives of enhancing teaching and learning, the student performance process,
and all efforts toward academic excellence and greater academic results. Including educational resources in
the MTB-MLE curriculum is another successful tactic. Instructors make use of the MTB-MLE storybooks
that pupils can use.
Furthermore, this implies that students exhibit an appreciation for literature as well as competence in
and understanding of the subject matter. A familiar language also makes learning much more approachable.
As a result, since pupils, as well as educators, rely on these resources to learn, any flaws in instructional
materials must be addressed and fixed. Teachers of MTB-MLE have used storybooks to gauge the success of
their medium of instruction. (Balacano, 2020), using other books in the classroom or for exercises (Kolman,
2019) and using dictionaries and references (Trujillo, 2020).
While the lowest-rated indicator among the,challenges,teachers’ training and development, with a Mean
of3.89 with SD=0.66, which is described as Agree and interpreted as Highly Observed. It means that
teachers’ coaching has a significant impact on instruction and achievement. According to Kraft et al.( 2018),
teacher mentoring has emerged as a promising alternative to conventional professional learning designs, with
literacy coaching programs for preschool and elementary teachers providing a wealth of evidence that have a
significant impact on pupils' academic achievement.

Problem 2. What is the pupils' academic performance in S.Y. 2022 – 2023?

Table 2 presents the frequency and percentage distribution of pupils’ academic performance in the
First Quarter of the school year. It has anOverall Mean of86.31,which is described as Very Satisfactory.
Meanwhile, thirteen (13) learners (13%) earned a grade point average between 90-100, described as
Outstanding. The majority of the pupils got (77%), which is described as Very Satisfactory. On the other
hand, ten pupils (10%) on the record obtained a grade point average between 80-84,which is described as
Fairly Satisfactory. This connotes that the learners have average cognitive achievement.

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Table 2
Frequency and Percentage Distribution of Pupils’ Academic Performance Based on the Average of Quarterly
Grades in the First Quarter of S.Y. 2022-2023

Academic Performance F %
Outstanding 13 13
Very Satisfactory 77 77
Satisfactory 10 10
Fairly Satisfactory 0 0
Needs Improvement 0 0
Overall Mean 86.31 Very Satisfactory

Note:90-100 Outstanding; 85-89 – Very Satisfactory; 80-84 – Satisfactory; 75-79 – Fairly Satisfactory; Below 75- Did Not Meet
Expectation

Accordingly, as they were exposed to the integration of a familiar language, pupils reportedly
developed idea comprehension, mastery, intellectual skills, and familiarity with the topic. Additionally, as it
lays the groundwork for learning, a child's mother tongue aids in the development of early reading skills and
comprehension (Tunmer & Hoover, 2019). In light of this, the MTB-MLE fosters the learners' speaking and
critical thinking abilities in order to increase their knowledge and competence (Rodriguez &Abocejo, 2018).

Problem 3: Is there a significant relationship between the teachers’ perceived level of challenges in
mother tongue-based multilingual education and pupils’ academic performance?

Table 3
Correlation Analysis betweenChallenges in MTB-MLE and Pupils’ Academic Performance
Challenges in Mother Tongue-
R P
Based Multilingual Education
Teaching and Learning Process 0.00 0.976
Teachers’ Training and 0.21 0.040*
Development
Preparation of Learning 0.14 0.158
Resources
Note: = Pearson r correlation; P = probability value; Significant at 0.05 level.

Table 3 shows the correlation analysis between perceived level of challenges and pupils’ academic
performance. Pearson r Correlation Coefficient is used to determine whether a significant relationship exists
between the independent variables and dependent variables. The result of the analysis presented that
challenges in MTB-MLE were not significant to the pupils’ academic performance as indicated in the
computed r=0.00 (P=0.976) for teaching and learning process, r=0.14 (P=0.158) for preparation of learning
resources. Therefore, teachers were not significantly related to the pupils’ academic performance. Therefore,
there was no significant relationship between the challenges in MTB-MLE in terms of teaching learning
process, preparation of learning resources and the pupils’ academic performance. With the result, the null
hypothesis was accepted. The table showed that the challenges in MTB-MLE among the teachers did not
directly influence the pupils’ academic performance.
However, the previous table shows that among three (3) challenges in MTB-MLE, the teachers’

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training and development, was significantly related to the academic performance of the pupils, with a p-value
of 0.040. Standards for establishing qualifications and competencies are included in teacher training
programs. The MTB-MLE curricular standards should demonstrate that teachers are capable of successfully
educating students. This demands. The teachers are aware of and are able to put into practice, strategies for
employing the mother tongue as the main path for the students to develop their foundational literacy skills as
well as a bridge to oral and written literacy in the targeted second (L2) language. The success of the
curriculum is significantly influenced by the MTB-MLE program's effective teachers.
Furthermore, the teacher should utilize the provided workshops, in-service courses, and extension courses
to further their education in the area of pre-service training (Maina &Rosemary,2019). The components of
language teacher preparation ought to give the teacher subject-matter expertise. Second, he should be capable
of teaching languages, and third, the teacher needs to leave training with the right attitude toward language
use. This is true because the abilities of the implementers dictate how successfully an innovation is applied.

4. Conclusions and Recommendations

Based on the findings, the following conclusions have been made.

1. Preparation of learning resources has been considered as the Most Highly Observed practices in the
implementation of MTB-MLE.
2. The pupil’s academic performance suggests that they are proficient learners.
3. Challenges in MTB-MLE were not significantly related to the pupils’ academic performance except
for Teachers’ Training and Development. Thus, the teachers are innovative despite of the
challenges they encountered in the implementation of MTB-MLE policy.

Based on the findings and conclusions, the following recommendations are given:
1. Teachers must be exposed to different trainings, seminars and workshops on Mother Tongue-Based
Multilingual Education for them to be more expert in transferring knowledge to learners using
Mother Tongue.
2. A similar study maybe conducted to determine other related and intervening factors towards the
achievement of the pupils in their Mother Tongueas a medium of instruction.
3. School administrators should strengthen the supervision of the learning process while taking into
account the importance of the subject and the amount of information that needs to be conveyed to
ensure progress by employing differentiated instruction.

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