Improving Professional Education Learning Outcomes Through L1- Mother Tongue-Based Instruction
[1]
Shirley D. Frigillano, Miagao Campus, Iloilo Science and Technology University, Miagao, Iloilo, Philippines.
[2]
Sandra T. Examen, Miagao Campus, Iloilo Science and Technology University, Miagao, Iloilo, Philippines.
[3]
Joel M. Ferolino, Miagao Campus, Iloilo Science and Technology University, Miagao, Iloilo, Philippines.
Language is the key to communication and understanding in the classroom. The use of language is undoubtedly important for it promotes learning. This action research investigated the influence of Mother Tongue based instruction on the students’ professional education performance. Using the quasi experimental design, thirty-two (32) education students who were purposively selected, participated in the study. Validated researcher-made instrument, a 45-item test on Professional Education was used to gather data. The experiment was done in two months where the students act as facilitators of learning in mother tongue or first language. Mean, standard deviation, and t-test were used as statistical tools. Findings revealed that the use of mother tongue bilingual instruction had improved their professional education performance. The use of mother tongue bilingual based instruction may be promoted in learning profession education concepts in the classroom.
Professional Education, Learning Outcomes, Mother Tongue
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