Chapter I

THE PROBLEM
Introduction
While there are factors involved in delivering quality basic education,
language is clearly the key communication and understanding in the classroom.
This, language is an integral feature of educational practices inside the
classroom. Moreover, teachers communicate content and instruction via
language and through this, learners listen and interact in the process of learning.
In the context of formal education, Mother Tongue is normally used to refer
to the language a child learned first and usually speaks best

(Walter, S.,

2004). Children build up a strong conceptual picture of the world and academic
concepts through language they understand first, and later on transfer that to a
second or third language (Webley, 2006).
This year, the Department of Education is implementing the use of Mother
Tongue as a medium of instruction in the Basic Education. The department also
identified the 12 major languages used in the different regions of the country to
serve as a subject and as a medium of instruction from Kindergarten to Grade III.
One out of those 12 languages, Cebuano was chosen to be used as medium of
instruction in different places and regions where Bisayas are present.

The use of Mother Tongue as the medium of instruction in early childhood

education has been noted by experts in various field of linguistics as strong
bridges for effective learning and high performance of students in Filipino and
English. Researches confirmed that mother tongue is important to all children.
According to UNESCO (2005), learning through the mother tongue helps children
learn about the nature of language, itself, as well as about how to use language
to make sense of the world.
However, despite the promising advantages that the Mother Tongue can
offer, some parents oppose to its usage for they believe that this will result to the
decrease in the competitive spirit of their children. Also, some teachers find it
difficult to adjust from the conventional use of English to the usage of the native
tongue as a medium of instruction.
Hence, the researcher found it significant to undertake this study to gain
more insights about the present development of mother tongue as medium of
instruction and its effect on the learning performance of the students that would
serve as a starting point for parents to accept Cebuano language in teaching
inside the classroom.

Statement of the Problem

This study is designed to find out the effects of Cebuano as medium of
instruction in Fidel V. Ramos Elementary School.

Specifically, this research will find answers to the following questions:

1. What are the benefits gained by using Cebuano as medium of
instruction?
2. What are the problems encountered by teachers using Cebuano as
medium of instruction?

Significance of the Study

This paper work will be pursued by the researcher with the hope that the
result of this will give a distinct view on how Cebuano is use as a medium of
instruction in the field of teaching- learning process. It will also provide a pertinent
information and reference to the administrators and educators for them to
formulate educational programs appropriate for the enhancement of the quality of
education.
Moreover, the result of this study will also provide some insights,
understanding and information on how teachers improve the different strategies,
techniques and approaches to ensure the quality of education that the students
have using mother tongue as a medium of instruction.
Lastly, the findings of the study may also serve as a starting point for
parents to accept the used of mother tongue specifically Cebuano language in
teaching- learning process ensuring them that their child will acquire knowledge
and increase learning performance.

Scope and Delimitation

This study is focused on Cebuano as a medium of instruction in Fidel V.
Ramos Elementary School. This will involve twenty (20) teachers teaching
mother tongue from Grade I to Grade III in Fidel V. Ramos Central Elementary
School, Brgy. Fatima, General Santos City.