Mother Tongue Based Instruction and Grade 3 Pupils’ Performance in Mathematics

Abstract

The study aimed to determine the relationship between the teacher-respondents’ perceived implementation of mother tongue-based instruction and grade 3 pupils’ performance in Mathematics, school year 2021-2022. The respondents were all grade 3 teachers in the District of Masinloc totaling forty-one (41). The descriptive method of research was used. Checklist and pupils’ performance in Mathematics were the tools to gather data. Casual observations and interviews were also employed to validate data gathered. Statistical tools applied were the frequency count, percentage distribution, weighted mean. Pearson (r) Product Moment Coefficient and analysis of variance. Findings revealed that teacher-respondents agreed on the use of mother tongue-based instruction in Mathematics and grade 3 pupils’ performance in Mathematics was measured by their grade weighted average in Mathematics in grade 1, grade 2 and third quarter, school year 2021-2022 as reflected in their permanent records. Likewise, findings revealed the acceptance of the null hypothesis of no significant relationship between the teacher-respondents’ perceived implementation of mother tongue instruction in Mathematics and pupils’ performance, Likewise, significant difference was noted on teacher-respondents’ perceived implementation of mother tongue-based instruction in Mathematics, hence, the hypothesis was rejected. To support the mother tongue-based policy as one of the mandates of the K to 12 curriculum, the study recommends provision and continuous in service trainings of teachers in MTB-MLE and provision of instructional materials in Mathematics which have been transcribed to the mother tongue of the learners.