ANGADANAN NATIONAL HIGH SCHOOL

SENIOR HIGH SCHOOL DEPARTMENT

Centro 1, Angadanan, Isabela

ANALYSIS OF THE IFLUENCE OF MOTHER TONGUE ON STUDENTS’

PERFORMANCE IN ENGLISH AT ANGADANAN, ISABELA

Coloma Ethel Gillian1, Mercado Jhiemer2, Napat Yra Mariz3, Pastor, Patricia Laine4

Abstract
This study entitled “Analysis of the Influence of Mother Tongue on Students Performance in
English at Anagadanan Isabela” aims to identify the Influence of MTB on the performance of
Student in English. This study used correlational study as the research design. The researchers
used Random Sampling Procedure. 50 (fifty) students of Angadanan West Central School and
Angadanan East Central School were randomly chosen as respondents of the study. The main
instrument used to gather data in the study is a questionnaire. ANOVA were also used to analyse
the gathered data. The result of study shows that there is no significant difference between MTB-
MLE and Academic Performance in terms of their profile.

Key words: influence, performance, analysis.

1. INTRODUCTION

One of the changes in Basic Education Curriculum brought about by the new K-12
program is the introduction of Mother-Tongue –Based Multilingual Education (MTB-MLE)
Specifically in Kindergarten, Grade 1,2 and 3 to support the Goal of “Every Child – A- Reader
and A- writer” by grade 1. “MTB-MLE refers to first language” education that is, schooling
which begins in the mother tongue and transitions to additional languages particularly Filipino
and English. In 1948, the United Nations Universal Declaration on Human Rights was passed
with its Article 2 affirming that everyone is entitled to education without discrimination. Later,
Article 5 of the 1960 Convention and Recommendation against Discrimination in Education
reechoed the same sentiment that every citizen of a country should enjoy the right to education
even in their mother tongue (Ball, 2011). MTB-MLE is education through learners’ mother
tongue and other languages as they are gradually acquired (Trammel, 2016). In other words, this
policy lets children start formal education in their mother tongue and finish in a more dominant
language (Malone, 2016). As a response to the act of UNESCO enjoining countries to preserve
national identity and make education available to all, the Philippines passed Republic Act No.
10533 otherwise known as the Enhanced Basic Education Act of 2013. Aside from the addition
of years to basic education, this act requires instruction, instruction materials, and assessment to
be in learners’ mother tongue from kindergarten through the first 3 years of elementary education
(Official Gazette, 2013). It is meant to address the high functional illiteracy of Filipinos where
languages plays a significant factor. Since the child’s owns languages enables him\herself easily,
then there is no fear of making mistakes. It encourages active participation by children in the
learning process because they understand what is being discussed and what is being asked of
them. They can immediately use their mother tongue and to construct and explain their world,
articulate their thoughts and add new concepts to what they already know. [CITATION jua19 \l
13321 ]. Mother Tongue Instruction (MTI) is the first principle of Multilingual Education that in
turn supports the intergenerational language transfer, maintenance and or revitalization of any
languages. Mother tongue instruction should occur through language immersion for the first
three years of school, according to UNESCO principles, and ideally up to eight years. The
dominant languages are: Tagalog, Kapampangan, Pangasinese, Iloko, Bikol, Cebuano,
Hilgaynon, Waray, Tausug, Maguindanaoan, Maranao, Chabakano gradually introduced to
produced bilingualism. [ CITATION jua19 \l 13321 ]. Mother tongue is very important to used for
the language that person learned as a child at home. Being fluent of the mother tongue is also
known as the native language. It connects to their culture, ensures better cognitive development
and aids in the learning of other languages. And also children learn better and faster in a
language they can understand, which are important for the child’s development of personal,
social and cultural identity are also passed on through the mother tongue. With a strong
foundation in their first languages often display a deeper understanding of themselves and their
place within society, along with an increased sense of well-being and confidence. Mother tongue
is useful in communication especially with the children. There benefits are many associated with
an education that takes into account children’s, they learn better and faster in an languages they
can understand.
MTB-MLE, however, may cause adverse effects on people’s English literacy consequently
their lifelong learning and competiveness. (Alberto, Gabinete, & Ranola, 2016). MTB-MLE
reduces individuals’ amount of exposure to the English language, thus adversely affecting their
English proficiency (Li &Majhanovich, 2010). Yet, English is the language of the academic
world. Many scholars write in English. Most books and other sources of knowledge are written
in the English language (Hillman, 2015). Furthermore, in countries such as Indonesia and
Philippines, where the number of instructional materials written in the mother tongue is low due
to presence of multiple local languages, students’, listening, speaking, reading, and writing skills
are in danger of underdevelopment. (Alberto, Gabinete, & Ranola, 2016). Furthermore, many
concepts written in English do not have equivalents in the different mother tongues in the
Philippines so that the teachers still have to resort to English (Medilo, 2016). Teachers also lack
training in providing instruction in the mother tongue which may affect the quality of instruction
provided to students. In these cases, MTB-MLE may hamper individuals’ acquisition of skills
and information about themselves and around them. (Medilo, 2016).
This demonstrates a positive relation between bilingualism and cognitive performance or
metalinguistic ability, and results in strong abilities in both languages (Kamil, 2006). It leads to
greater overall educational achievement, demonstrating that is not necessary to sacrifice
languages thoughts subtractive monolingual education. This also demonstrates that it is false to
assume a need to introduce a lingua franca or dominant language at ever earlier ages, something
that also perpetuates the myth that formal education is English and that English is good
education necessary for success. Since self-esteem is grounded in the home culture. The Mother
tongue does not need to be left as a heritage languages [CITATION har13 \l 13321 ].
This study aims to investigate on the influence of Mother Tongue on performance of the
Students in English.
Specifically, this study seeks to answer the following question:
1. What is the profile of the respondents in terms of:
a. Age
b. Grade in English
c. Sex
2. What is the influence of MTB-MLE to the Academic Performance in English?
3. Is there a significant difference between MTB-MLE and Academic Performance in terms of
their profile?

2. METHODS AND MATERIALS

A. Respondents & Research Locale

The respondents of this study are the Grade 4 pupils of Angadanan West Central School and
Angadanan East Central School. 50 students were randomly chosen as respondents of the study.
This study is conducted at Angadanan West Central School and Angadanan East Central School
and their Grade 4 pupils. The place is the most appropriate data collection site for the
respondents of the said situation.

B. Measures
The researcher used qualitative approach as well as quantitative research approach. A
questionnaire selected grade 4 pupils in Angadanan West Central School and Angadanan East
Central School were used to study how and the extent to which the used of mother tongue
influences performance in English. Also, the correlational method of research was used in this
study. It is a design that involves collecting data in order to test hypothesis or answer questions
with regards to the Analysis of the influence of Mother Tongue on students’ performance in
English at Angadanan, Isabela. This method is believed to be the most appropriate for the
purpose of the study. Correlational method of research is a purposive process of gathering,
classifying, analysing and tabulating data gathered from the respondents.

3. Figure 1: Conceptual Framework

Input Process Output

4.
 Interview
 5.
Observation
 Survey Influence of Mother
 6.
Questionnaire Tongue in
Use of Mother Tongue  Data Gathering
Performance in
 7. Data
Tallying of
 Analysing and
English
Interpreting
Data

In views of literature presented, the figure above shows the use of Mother Tongue. The paradigm
of the study is the schematic paradigm of the research process. It represents the input process and
the expected outcomes. The input is the use of mother tongue. The process includes the use of
questionnaire and the analysis of the input. The expected outcomes are the external factors,
internal factors, and situational factors.

4. RESULTS

This chapter displays the analysis of data in connection to the questions that this
study seeks to answer. The following tables show the means and grand mean of different
factors affecting the buying behaviour of the respondents.

Statement of the Problem

1.What is the profile of the respondents in terms of:

Table 3.1 Profile of the respondents in terms of Age

AGE FREQUENCY PERCENTAGE

16 years old 18 36%

17 years old 30 60%

18 years old 2 4%

TOTAL 50 100%
The table above shows the profile of the respondents in terms of Age. The total of the
respondents were 50 pupils, 5 or 10% were 8 years old, 39 or 78% were 9 years old, 4 or 8%
were 10 years old and 2 or 4% were 11 years old. Almost majority of the respondents were 9
years old and only 2 respondent were 11 years old.

Table 3.2 Profile of the respondents in terms of Sex.

Sex Frequency Percentage

Male 21 42
Female 29 58
Total 50 100

Table 2 presents the profile of the respondents when in terms of sex. There are 50
respondents who participated in this study consists of 29 or 58% females and 21 or 42% males.

Table 3.3 Profile of the Respondent in terms of Grade in English.

Grade In English Frequency Percentage

90-100 21 42
85-89 14 28
80-84 9 18
75-79 6 12
Below 75 0 0
Total 50 100

The table above shows the profile of the respondents in terms of Grade in English. The
total of the respondents were 50 pupils, 21 or 42% were 90-100 , 14 or 28% were 85-89 , 9 or
18% were 80-84 and 6 or 12% were 75-79.

2. What is the influence of MTB to the Academic Performance in English?

Table 3.4 Mother Tongue on Students’ Performance In English

Indicators WAM DE

1. I can construct sentences in English using the knowledge I 2.66 A

acquired from my language.
2. The mistakes in my native language acquisition also 2.33 D
happens in my second language acquisition direct
translation.
3. I am proficient in using English Because I mastered my 2.98 A
MTB.
4. My mother tongue hinders my learning in English. 2.66 A
5. My mother tongue pronunciation affects my English 2.18 D
language learning.
6. Teachers switching of languages in classroom help in 2.86 A
understanding of concepts.
7. Mother can affect tongue my reading and writing and this 2.70 A
my performance in English.
8. I borrow and substitute words from mother tongue so that I 2.56 D
can construct sentence easily.
9. I am not interested when the medium of instruction is 2.64 A
English.
10. Mother tongue does not influence my performance in 2.26 D
English.
11. Having English conversation with my teacher influence 2.80 A
my performance in English.
12. Mother tongue and English language has the same concept. 2.78 A
13. I keep quiet when the medium of instruction is English 2.70 A
while others are enjoying.
14. My performance in English is improving when my teacher 3.1 A
speak in English fluently.
15. My teacher gets mad when I’m speaking in my native 2.08 D
language.
TOTAL 2.61 A
Legend:3.50- 4.00-Strongly Agree, 2.50-3.49.- Agree, 1.50-2.49- Disagree, 1.00-1.49- Strongly Disagree

Table 4 shows the highest mean from Mother Tongue on student in English was for the item
number 14 which is My performance in English is improving when my teacher speak in English
fluently with mean of 3.1 and the descriptive equivalence of “Agree”. The lowest value
computed was for item number 15 which is My teacher gets mad when I’m speaking in my
native language with the mean of 2.08 and the descriptive equivalence of “Disagree”.

3.Is there a significant difference between MTB-MLE and Academic Performance in terms of
their profile?

ANOVA
Age
Sum of Squares Df Mean Square F Sig.
Between Groups .115 3 .038 .370 .775
Within Groups 4.765 46 .104
Total 4.880 49
Table 3.5 Significant Difference between Mother Tongue on Students’ Performance In
English In terms of Age.
Table 5 exhibits the significance of the differences in the mother tongue on students’
performance in English in terms of age. The F-value was 0.370, with significance value of .775.
Since the significance value is more than .05, the null hypothesis is accepted. It implies that there
is no significant difference in the mother tongue on students’ performance in English in terms of
age.

Table 3.6. Significant Difference between Mother Tongue on Students’ Performance In

English In terms of Sex.

ANOVA
Sex
Sum of Squares Df Mean Square F Sig.
Between Groups .075 1 .075 .753 .390
Within Groups 4.805 48 .100
Total 4.880 49

Table 6 reveals the significance of the differences in the mother tongue on students’
performance in English in terms of sex. The F-value was 0.753, with significance value of 0.390.
Since the significance value is more than .05, the null hypothesis is accepted. It implies that there
is no significant difference in the mother tongue on students’ performance in English in terms of
sex.

Table 3.7.
ANOVA
Grade in English
Sum of Squares Df Mean Square F Sig.
Between Groups .217 3 .072 .713 .549
Within Groups 4.663 46 .101
Total 4.880 49

Significant Difference between Mother Tongue on Students’ Performance In English In

terms of Grade in English.
Table 7 shows the significance of the in the mother tongue on students’ performance in
English in terms of their grade in English. The F-value was 0.713, with significance value of .
549. Since the significance value is more than .05, the null hypothesis is accepted. It implies that
there is no significant difference in the mother tongue on students’ performance in English in
terms of their grade in English.

5. DISCUSSION

This chapter includes the summary of findings gathered from the respondents of this
study. It discussed also the implications and conclusions about the findings of the study.

Summary of Findings
1. What is the profile of the respondents in terms of:

a. Age

The total of the respondents were 50 pupils, 5 or 10% were 8 years old, 39 or 78% were 9 years
old, 4 or 8% were 10 years old and 2 or 4% were 11 years old. Almost majority of the
respondents were 9 years old and only 2 respondent were 11 years old.

b. Sex
There are 50 respondents who participated in this study consists of 29 or 58% females
and 21 or 42% males.

c. Grade in English
The total of the respondents were 50 pupils, 21 or 42% were 90-100 , 14 or 28% were
85-89 , 9 or 18% were 80-84 and 6 or 12% were 75-79.

2. What is the influence of MTB to the Academic Performance in English?

The highest mean from Mother Tongue on student in English was for the item number 14
which is my performance in English is improving when my teacher speak in English fluently
with mean of 3.1 and the descriptive equivalence of “Agree”. The lowest value computed was
for item number 15 which is my teacher gets mad when I’m speaking in my native language with
the mean of 2.08 and the descriptive equivalence of “Disagree”.

3. Is there a significant difference between MTB-MLE and Academic Performance in terms of

their profile?
There is no significant difference in the mother tongue on students’ performance in
English in terms of Age. The F-value was 0.370, with significance value of .775. Since the
significance value is more than .05, the null hypothesis is accepted. It implies that there is no
significant difference in the mother tongue on students’ performance in English in terms of age.
There is no significant difference in the mother tongue on students’ performance in
English in terms of sex. The F-value was 0.753, with significance value of 0.390. Since the
significance value is more than .05, the null hypothesis is accepted. It implies that there is no
significant in the mother tongue on students’ performance in English in terms of sex.
There is no significant difference in the Mother tongue on Students’ Performance in English in
terms of their grade in English. The F-value was 0.713, with significance value of .549. Since the
significance value is more than .05, the null hypothesis is accepted. It implies that there is no
significant difference the in the mother tongue on students’ performance in English in terms of
their grade in English.

Conclusion
As the number of respondents, there are 50 of them, were 31 are female and there are 29
males among the respondents.
The study indicates The Analysis of the Influence of Mother Tongue on Student
performance in English.
Based on the findings of the study the following conclusions are drawn;
There is no significant difference between MTB-MLE and Academic Performance in terms of
their profile?
The F-value according to their age, sex and grade in English were 0.370, 0.753 and 0.713,
with significance value of 0.775, 0.390 and 0.549, respectively. Since, the significance value is
more than .05, the null hypotheses were rejected. Therefore, there is no significance difference in
the mother tongue on students’ performance in English in terms of their profile.

Recommendations
From the findings and conclusions made, the researchers had the following
recommendations to the Grade 4 pupils of Angadanan West Central School and Angadanan East
Central School.
Regarding the Influence of Mother tongue students’ performance there is no relations in terms of
their profile
1. That the Grade 4 pupils of Angadanan West Central School and Angadanan East
Central School should continue to read English textbook for us to them to understand easily
when their teacher speak in English fluently.
2. Classroom teachers and instructors should be encouraged to design various teaching
interactive-materials, workbooks or modules based on the learning style preferences of the
learners to improve classroom instruction and the delivery of the lessons- particularly for the
Auditory learners such as one-to-one conferences, recorded books/audio books, lectures and
talks, oral surveys, speaking and listening games.
3. Parents should realize that they have an important role to play in the development of
their children’s skills and appreciation and application of their learning. They should try to be
equipped with information regarding on how to help the children in their human development.
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