Assessing the Implementation of Mother Tongue – Based Instruction Among Primary Schools at Jolo II District, Division of Sulu: Teachers’ Perspectives

Jhurmina Ibrahim; Masnona Asiri

doi:10.62596/rd9a0911

Authors

Jhurmina J. Ibrahim School of Graduate Studies, Sulu State Colllege, Jolo, Sulu, 4700, Philippines Author
Masnona S. Asiri School of Graduate Studies, Sulu State Colllege, Jolo, Sulu, 4700, Philippines Author

DOI:

https://doi.org/10.62596/rd9a0911

Keywords:

Mother Tongue–Based Instruction, Primary Education, Instructional Implementation, Teachers’ Perspectives, Language of Instruction

Abstract

Mother tongue–based instruction has been integrated into Philippine primary education to improve early literacy and comprehension among young learners. This study examined the implementation of Mother Tongue–Based Instruction (MTBI) in primary schools in Jolo II District, Division of Sulu, based on teachers’ perspectives. The research focused on three learning dimensions: linguistic development, academic learning, and learner confidence during classroom instruction conducted in the mother tongue. A quantitative descriptive–correlational design was applied. Data were collected from primary school teachers using a structured survey that assessed instructional practices and observed pupil responses. Descriptive statistics determined the level of MTBI implementation, while correlation analysis examined the relationships among the learning outcomes. Results show that MTBI is regularly practiced and contributes to clearer understanding of lessons. Teachers noted that the use of a familiar language encourages participation, strengthens communication of ideas, and builds learners’ confidence. Findings also revealed significant relationships among linguistic development, academic learning, and learner confidence, highlighting the value of sustaining MTBI and providing appropriate instructional support and contextualized learning materials.

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