@misc{10481/85942,
year = {2023},
month = {9},
url = {https://hdl.handle.net/10481/85942},
abstract = {The present study assessed the implementation of Mother Tongue Instruction in the laboratory
elementary schools of a university from the pupils’ lenses 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.},
publisher = {Universidad de Granada},
keywords = {Explanatory},
keywords = {Iloko},
keywords = {Mother tongue},
keywords = {Pupils},
title = {Mother Tongue Instruction In The Laboratory Elementary Schools From The Pupils’ Viewpoint},
author = {Ancheta, Oscar O. and Ochoco, Cedric Anthony E.},
}