PARENTS’ AND TEACHERS’ ATTITUDES AND GRADE 1 LEARNERS’ LISTENING COMPREHENSION IN MOTHER TONGUE AS MEDIUM OF INSTRUCTION

Registration ID: IJNRD_300185

Published ID: IJNRD2409089

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MARILYN P. POSADAS

Mother Tongue, medium of instruction, parents, teachers, learners

This study sought to establish the relationship between the attitude of teachers in Grade 1 towards the use of the mother tongue as a medium of instruction and the listening comprehension skills of their learners. The study also focused on the attitudes towards the mother tongue as medium of instruction of the parents of those learners from Grades 1. Questionnaires were distributed to 41 parents and 14 teachers from Grade 1 to determine their attitudes and language beliefs. Focus Group Discussions for the parent participants and individual interviews for the teacher participants were conducted for additional data. Three listening comprehension tests were administered to 30 grade 1 learners to measure their listening comprehension skills. The parents, in general had a positive attitude towards mother tongue as medium of instruction. They expressed pride in their own language heritage and most believed that the use of the Mother Tongue as Medium of Instruction in schools garnered positive results for their child’s literacy development. However, they also expressed apprehension regarding their child’s English proficiency since English continued to be perceived as the language of social, educational, and financial advancement. The teacher participants’ attitudes towards Mother Tongue, on the other hand, were neither positive nor negative. Like the parents, they observed the positive results in their learners’ grades and literacy development, but they experienced difficulties in the transition stage from mainly English Medium of Instruction to the mother tongue. They expressed their lack of guidance, training, materials, and preparation which resulted in the difficulty to implement the use of Mother Tongue as Medium of Instruction in the way they felt it should be implemented. The learners’ listening comprehension tests showed that were able to answer questions from the literal, inferential, and application level of comprehension but had difficulty answering questions from the critical level. It also showed that they had difficulty with some vocabulary words which may have affected their comprehension of the stories. Through the use of the Pearson Correlation Coefficient test, it was concluded that in this study, there was no statistically significant relationship between the parents’ attitude towards Mother Tongue as Medium of Instruction and the children’s listening comprehension skills. Through the use of the Mann-Whitney U-test, it was proven that, there was a significant difference between the test scores of the learners whose teachers have a positive attitude towards Mother Tongue as Medium of Instruction and the test scores of the learners whose teachers have a negative attitude towards Mother Tongue as Medium of Instruction. Through the use of the t-test, the results showed that there is no significant difference between the test scores of the grade 1 learners. The results of the study show that the teachers’ attitude towards Mother Tongue as Medium of Instruction had an effect on their learners listening comprehension development. It also shows that parents and teachers have specific attitudes towards the different languages used in school. It is recommended that training seminars be given to teachers to help them prepare for the change in the curriculum. Workshops on lesson planning in the new curriculum and construction of materials will also address some of the difficulties teachers encountered. This, in turn will help in improving their general attitude towards Mother Tongue as Medium of Instruction. Further, a strong partnership between the school and the parents is needed to address parents’ apprehensions regarding the changes in the curriculum. The learners need more literacy experiences to help develop their listening comprehension skills and vocabulary in the Mother Tongue. Regular story reading in the mother tongue at home and in school will be advantageous for them in this area.

Published Paper   E-Certificate

MARILYN P. POSADAS (September-2024). PARENTS’ AND TEACHERS’ ATTITUDES AND GRADE 1 LEARNERS’ LISTENING COMPREHENSION IN MOTHER TONGUE AS MEDIUM OF INSTRUCTION. INTERNATIONAL JOURNAL OF NOVEL RESEARCH AND DEVELOPMENT, 9(9), a784-a793. https://ijnrd.org/papers/IJNRD2409089.pdf

Volume 9 Issue 9, September-2024

Pages : a784-a793

Paper Reg. ID: IJNRD_300185

Published Paper Id: IJNRD2409089

Downloads: 000121976

Research Area: Others area

Country: LINGAYEN, PANGASINAN, Philippines

Published Paper PDF: https://ijnrd.org/papers/IJNRD2409089.pdf

Published Paper URL: https://ijnrd.org/viewpaperforall?paper=IJNRD2409089

Journal Name: INTERNATIONAL JOURNAL OF NOVEL RESEARCH AND DEVELOPMENT(IJNRD)

ISSN: 2456-4184 | IMPACT FACTOR: 8.76 Calculated By Google Scholar | ESTD YEAR: 2016

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