Behavioral Manifestation of Primary Pupils on the Use of Mother Tongue in Pinamukan Ibaba Elementary School

Abstract

INTRODUCTION

Mother Tongue is the primary tool for thought processing and knowledge acquisition and is considered as the best medium of instruction. Awareness to children's behavior usingthe mother tongue in the classroom enables the teachers to make the necessary adjustments in teaching. In this study, the researcher wants to find out the behavioral manifestations of primary pupils in Pinamukan Ibaba Elementary School on the use of mother tongue in the classroom under cognitive, affective, and psychomotor domains. She wanted to find out theindicators for pupils to learn best in their native tongue. Furthermore, it aimed to determine the extent they manifested these behaviors.

METHODS

The study applied the descriptive method of research. This method is vital and appropriate in descriptive investigations with the questionnaire as the main instrument used in gathering data. It purposes to present facts concerning behavioral manifestations of primary pupils on the use of mother tongue in Pinamukan Ibaba Elementary School. This was focused on the perceptions of teachers and parents on the behavior of children in the classroom when Mother Tongue (Tagalog) is used as a medium of instruction. Therespondents of the study were three primary teachers, and forty-five parents in Pinamukan Ibaba Elementary School.

RESULTS

The performances of the primary pupils using Mother Tongue are manifested in the cognitive, affective and psychomotor domains. Pupils manifested behavior shows great extent under cognitive and very great extent under an affective and psychomotor domain. There is no significant difference between the perceptions of the two groups of respondents.

DISCUSSIONS

The study shows that everychild has the right to have their talents recognized and promoted within the school by using their mother tongue. However, there is a need to address the development of the pupil's intellect to develop higher order thinking skills (HOTS) as cognitive behavior came last in the list. The use of mother in the classroom makes pupils more active, participative, and interactive because they have a common tool to express their ideas, feelings, opinions and the like. Pupils develop a foundation of mutual interest that leads to positive peer and teacher relations. Pupil's receptiveness is enhanced because lessons are built on their comprehensive knowledge of their own language.