Mother Tongue Instruction in The Laboratory Elementary Schools From the Pupils’ Viewpoint
Keywords:Explanatory, Iloko, Mother Tongue, Pupils
The present study assessed the implementation of Mother Tongue Instruction in the laboratory elementary schools of a university from the pupils’ lens and voices to elicit policy changes and recommendations that will address the persisting gap in the unsuccessful implementation of the Program in public and private schools. Explanatory Sequential Design was employed in the study where quantitative data on the extent of implementation of the Program were acquired through a survey questionnaire administered among the intermediate pupils and qualitative data were gathered through in-depth interviews for critical analysis and validation of findings. Findings revealed that the implementation of Mother Tongue Instruction in laboratory elementary schools is successful based on the pupils’ perspective and reasons. These findings is primarily attributed to the fact that Mother Tongue Instruction is implemented in these schools, not as a medium of instruction but as a subject. Through this study, policymakers will have a basis for implementing Mother Tongue Instruction and not jeopardizing its primary purpose of improving learning while enriching and revitalizing the community’s culture. Further, through this research, academic scholars will consider seeing the implementation and success of the Program in their respective schools from the pupils’ standpoint, which is often not emphasized.