Learning Status in a Multilingual Junior High School Setting: A Cross-sectional Study

Abstract

In examining the shifting paradigms within the education system, it becomes imperative to emphasize the critical assessment of student's learning progress.  This ensures the attainment of the overarching objective of education - to cultivate students with the essential knowledge, competencies, and values required for personal, familial, and societal advancement.  This necessitates exploring the learning dynamics at Union Christian College through a multilingual lens using a descriptive-correlational research design.

The study involved students from grades seven to ten as participants, and data collection predominantly relied on a questionnaire crafted by the researcher, drawing insights from diverse literature sources.  Furthermore, the questionnaire was scrutinized by seven research experts and multilingual education specialists—using descriptive and inferential statistics to address the research inquiries.

The study outcomes disclosed that students predominantly employ Ilokano, Tagalog, and English (sequentially) as their languages of choice at home.  Conversely, outside the household, they tend to use Tagalog or Ilokano, followed by English. Within the school environment, the order of language usage is English, Tagalog, and Ilokano.  Regarding linguistic alignment with practical learning, students perceive a smoother comprehension of their subjects when instructed in Tagalog, Ilokano, and English.  Beyond the conventional language of instruction, students assert that their learning experience improves when these three languages are skillfully interwoven as auxiliary mediums of comprehension.  The interplay of these variables highlights a significant connection between language use and the pace of learning, with students' grades correlating to teaching methods employing appropriate instructional languages.

As a result, the study underscores the potential of adopting a multilingual approach within the teaching process to enhance students' learning outcomes.  This broader implication resonates beyond the confines of Union Christian College.  It emphasizes the significance of integrating students' linguistic diversity into the teaching framework, not only for improved learning but also for fostering an inclusive educational environment that honors students' backgrounds and facilitates effective communication.  However, while these findings hold substantial implications, it is essential to acknowledge the limitations of this study's scope.  The research focused on a specific institution and grade level, possibly restricting the generalizability of the results to broader educational contexts.  Therefore, while the study emphasizes the need for multilingual instruction for improved learning outcomes, educators and policymakers must interpret and apply these findings judiciously, accounting for the unique characteristics of their respective institutions and student populations.

In sum, this study transcends its localized scope by highlighting the value of a multilingual teaching approach.  It underlines the importance of recognizing linguistic diversity as an asset and underscores its potential to contribute to a more effective and inclusive educational experience.