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ATOYAY NATIONAL HIGH SCHOOL

Atoyay, N. Sering, Socorro, Surigao del Norte

THE ADVANTAGES AND DISADVANTAGES OF USING MOTHER TONGUE AS MEDIUM

OF INSTRUCTIONS OF GRADES 1, 2 AND 3 OF NUEVA ESTRELLA

CENTRAL ELEMENTARY SCHOOL

A Research Presented to The Faculty of Atoyay National High School

Atoyay, N. Sering, Socorro, Surigao del Norte

In Partial Fulfillment of the Requirements for

PRACTICAL RESEARCH II

MARIA MARCH RICA GEN C. DIGAL

CHRISTIAN JOY E. JACOBE

RADEL DAVE D. ANCOG

BRIZALYN C. LIMATO

RIEZEL A. PAGALAN

JUNMARK M. ESPINO

JEMAR L. DELIMAN

OCTOBER 2018
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ATOYAY NATIONAL HIGH SCHOOL

Atoyay, N. Sering, Socorro, Surigao del Norte

Approval Sheet

This research entitled

THE ADVANTAGES AND DISADVANTAGES OF USING MOTHER TONGUE

AS MEDIUM OF INSTRUCTIONS OF GRADES 1, 2 AND 3
OF NUEVA ESTRELLA CENTRAL ELEMENTARY SCHOOL

Prepared and submitted by Christian Joy E. Jacobe, Radel Dave D.

Ancog, Brizalyn C. Limato, Junmark M. Espino, Riezel A. Pagalan, Jemar
L. Deliman and Maria March Rica Gen C. Digal, has been examined and is
recommended for approval and acceptance for ORAL EXAMINATION.

JEY ANN P. PAJA

Adviser

___________________________________________________

Panel of Examiners

APPROVED by the committee on Oral Examination with the grade of

On

JOVANIE B. ENAGO, MA
Chair

SHAREM C. DAÑAS JESREL T. RUDELA

Member Member
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ATOYAY NATIONAL HIGH SCHOOL

Atoyay, N. Sering, Socorro, Surigao del Norte

Acknowledgement

The understanding of this research study has been developed

fruitfully and it would not be made possible without the significant
support and encouragement of the members and rendered by various
individuals whom the researchers intended to acknowledge here.

This research would like to express deep gratitude to:

First, to our Almighty God who has been our source of good health,
wisdom, presence of mind, and strength throughout the study, enabling
the successful completion of this piece of hard work. Without Him the
research would have not been made it to this far.
To our beloved families who have been there along the way, who
have made the burden of their work lighter, and who have shared
laughter and joy with them.
To their understanding Practical Research II adviser Miss Jey Ann
P. Paja who provided the very much needed guidance and encouragement
throughout the conduct of the study.
To the Principal IV of Nueva Estrella Central Elementary School -
Mrs. Rhea Luz D. Sarong who gave us the permission to conduct our
study.
To the pupils in Grade 1 - Pechay, Grade 2 - Guava and Grade 3 -
Mabini of Nueva Estrella Central Elementary School who cooperated and
provided the necessary data for the study.
Lastly, to the panel of oral examiners who gave critique and
suggestions for the improvement of this study.
To everyone who contributed in any way, may you all receive God’s
blessing in abundance.
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ATOYAY NATIONAL HIGH SCHOOL

Atoyay, N. Sering, Socorro, Surigao del Norte

Abstract

This study aimed to determine the Advantages and Disadvantages of

Using Mother Tongue as Medium of Instructions of Grades 1, 2 and 3 of
Nueva Estrella Central Elementary School. The design was descriptive
study which uses sample of an investigation of a document, describe
and explain the existent or non-existent on the status of the
phenomenon being investigated. The respondents of the study are made
up of Nueva Estrella Central Elementary School pupils of Grades 1, 2
and 3 and their advisers of using Mother Tongue as medium of
instruction.

The researchers made questionnaire to the respondents in order to

answer them based on a rating scale. Frequency, Percentage and Mean
are the statistical tools were being used to analyze the data. The
total number of respondents is 32. Most of the respondents belong the
age 6-8. There are more males than female respondents. In terms of
their parents’ Financial Status, 17 or 53.125% have the annual salary
of ₱5,000.00, 12 or 37.5% have ₱10,000.00, 3 or 9.375% for ₱15,000.00
annually, and none of the pupils’ response in ₱20,000.00 of their
parents’ annual salary.
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ATOYAY NATIONAL HIGH SCHOOL

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Table of Contents

TITLE PAGE I

APPROVAL SHEET II

ACKNOWLEDGEMENT III

ABSTRACT IV

TABLE OF CONTENTS V

LIST OF TABLES VIII

LIST OF FIGURES VII

Chapter

1 PROBLEM AND REVIEW OF LITERATURE 1

Introduction 1

Review of Related Literature 4

Synthesis of the Review 5

Conceptual Framework of the Study 6

Statement of the Problem 9

Significance of the Study 10

Scope and Limitation of the Study 10

Definition of Terms 11

2 METHODS 14

Research Design 14
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ATOYAY NATIONAL HIGH SCHOOL

Atoyay, N. Sering, Socorro, Surigao del Norte

Respondents 14

Research Instrument 15

Data Gathering Procedure 17

Data Analysis 17

3 RESULTS AND DISCUSSION 18

Profile of the Pupils in terms of Age, Gender, 18

and Financial Status

Profile of the Pupils in terms of Gender 19

How did the interaction and being active in 20

class changed using Mother Tongue

Positive impacts on the use of Mother Tongue 23

as a medium of instruction

Negative impacts on the use of Mother Tongue 27

as a medium of instruction

Lecturing materials for the pupils of Grade I 32

- Pechay

Lecturing materials for the pupils of Grade II 33

- Guava

Lecturing materials for the pupils of Grade III 34

- Mabini

Advisers’ View of Grades 1, 2 and 3 on how did 35

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ATOYAY NATIONAL HIGH SCHOOL

Atoyay, N. Sering, Socorro, Surigao del Norte

the pupils’ interaction and being active in class

changed using Mother Tongue

Advisers’ View of Grades 1, 2 and 3 on positive 36

impacts on the use of Mother Tongue as a medium

of instruction

Advisers’ View of Grades 1, 2 and 3 on negative 37

impacts on the use of Mother Tongue as a medium

of instruction

Advisers’ View of their lecturing materials for 37

their pupils

4 SUMMARY, CONCLUSION AND RECOMMENDATIONS 39

Summary 39

Conclusion 42

Recommendations 44

REFERENCES 46

APPENDICES 45

A Survey Instrument 45

B Letter of Approval to the Principal of Atoyay 46

National High School

C Letter of Approval to the Principal of Nueva 47

Estrella Central Elementary School to conduct

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ATOYAY NATIONAL HIGH SCHOOL

Atoyay, N. Sering, Socorro, Surigao del Norte

the Survey Questionnaire

CURRICULUM VITAE 47

LIST OF TABLES

Table Page

1 Parameters and Qualitative Description 15

2 Profile of the Pupils in terms of 18

Age, Gender, and Financial Status

Profile of the Pupils in terms of 18

Age, Gender, and Financial Status

3 How did the interaction and being active 20

in class changed using Mother Tongue

4 Positive impacts on the use of Mother Tongue 23

as a medium of instruction

5 Negative impacts on the use of Mother Tongue 27

as a medium of instruction

6 Lecturing materials for the pupils of Grade I 32

- Pechay

7 Lecturing materials for the pupils of Grade II 33

- Guava

8 Lecturing materials for the pupils of Grade III 34

- Mabini
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ATOYAY NATIONAL HIGH SCHOOL

Atoyay, N. Sering, Socorro, Surigao del Norte

9 Advisers’ View of Grades 1, 2 and 3 on how did 35

The pupils’ interaction and being active in class

changed using Mother Tongue

10 Advisers’ View of Grades 1, 2 and 3 on positive 36

impacts on the use of Mother Tongue as a medium

of instruction

11 Advisers’ View of Grades 1, 2 and 3 on negative 37

impacts on the use of Mother Tongue as a medium

of instruction

12 Advisers’ View of their lecturing materials for 37

their pupils

LIST OF FIGURES

1 Research Paradigm 8
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ATOYAY NATIONAL HIGH SCHOOL

Atoyay, N. Sering, Socorro, Surigao del Norte

INTRODUCTION

This studies relevant considering that Philippines is left behind

among its Southeast Asia neighbours to impose first language as

medium of teaching in basic education much is still needed to know as

to the ramifications to the country's concern especially in the

grassroots sector. The researcher's evaluation of grassroots'

perspective on the implementation of MTB-MLE will be initial move in

understanding this gigantic reform in the country's language policy.

Pursuant to section 4 and 5 of Republic Act No. 10533, basic education

shall be delivered in languages understood by the learners as language

plays a strategic role in shaping their formative years of learners.

Great lessons will be extracted from this study considering that it is

evaluated after two years of its implementation.

One of the main purpose of Mother Tongue Based - Multilingual

Education is to develop appropriate cognitive and reasoning skills

enabling children to operate equally in different languages - starting

in the mother tongue with transition to Filipino and then English and

to preserve the Philippine cultural treasure well. The Philippines is

abundant of different languages. However, some of these languages are

fast declining and are about to disappear. And so, mother tongue
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education is important. For it will preserve our country’s cultural

treasure. It also provides learners with a strong educational

foundation in the first language in terms of instruction and a

stepping stone in achieving the aims of education as well as the goal

of functional literacy.

Mother Tongue is the home language of a person. Since the child’s

own language enables her/him to express her/himself easily, then,

there is no fear of making mistakes. The Department of Education

(DepEd) believes that the use of mother tongue in the early years of

elementary education will help the students with more effective and

fast learning. Mother Tongue Based - Multilingual Education (MTB-MLE)

refers to “first-language-first” education that is, schooling which

begins in the mother tongue and transitions to additional languages

particularly Filipino and English. It encourages active participation

by children in the learning process because they understand what is

being discussed and what is being asked.

The benefits underscored in these researches include enhanced

scholastic capability (Cummins, 200; Thomas & Collier, 1997; Walter &

Dekker, 2011); active involvement in the class (Benson, 2000; Dutcher,

1995); accessibility to instruction (Benson, 2004; Smits Huisman &

Kruijif, 2008); and improved creative and critical thinking abilities

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(Brock-Utne, 2006). Studies also strengthened the relevance of

multilingual education on the promotion and preservation of cultural

heritage (Cummins, 2000; Wright & Taylor, 1995); increased the active

involvement of parents (Cummins, 2000; Dutcher, 1995; D'Emilio,

1995); and enhanced academic performance of female learners (Benson,

2005; Hovens, 2002).

Further, the result of a long term observational research

conducted among first grade to third grade pupils in Labuagan, an

outskirt village in Cordillera Administrative Region in the

Philippines on Mother Tongue Based - Multilingual.

Education bolstered its inception and usage in its educational

system. This maiden study commenced in one school in 1991 and it was

successfully started in 2005 in three schools in the experimental and

three in the control group. Evaluation was made after three years and

it yielded consistent advantages in the learners in the mother tongue.

They performed better than the learners in the control group in

English, Filipino, Reading and Math (Walter & Dekker, 2011).

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ATOYAY NATIONAL HIGH SCHOOL

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REVIEW of RELATED LITERATURE

At present, many experts have learned about the effects of using

Mother Tongue as the medium of instruction since Mother Tongue Based -

Mulitilingual Education (MTB-MLE) 2012.

Mother Tongue Based - Multilingual Education (MTB-MLE) is a formal

or informal education, wherein children's first language is used in

the classroom as a bridge to Filipino and English learning. It aims to

develop appropriate cognitive and multi-lingual language skills -

starting with the first language to the second language, English.

The results of a research conducted on Grade 1 to Grade 3 students

in Lubuagan, an outskirt village of the Cordillera Administrative

Region in the Philippines, at Mother Tongue Based - Multilingual

Education (MTB-MLE) have been adopted to build and implement the use

of the education system.

The research started in a school in 1999 and successfully started

in 2005 with three experimental group schools and three in the control

group. The examination was conducted three years later and it appears

that only the mother tongue is the same. They are better than those

studying in control schools in English, Filipino and Math (Walter &

Dekker, 2011).
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ATOYAY NATIONAL HIGH SCHOOL

Atoyay, N. Sering, Socorro, Surigao del Norte

In summary, this timeline will serve as a knowledge and

information for all parents, students and even control schools or

schools where Mother Tongue is not used as teaching medium.

Synthesis of the Review

Mother Tongue is the home language of a person. Since the

child’s own language enables her/him to express her/himself easily,

then, there is no fear of making mistakes. The Department of Education

(DepEd) believes that the use of mother tongue in the early years of

elementary education will help the students with more effective and

fast learning. The researchers do believe that after the Department of

Education’s implementation of Mother Tongue Based - Multilingual

Education (MTB-MLE), research paper of the said implementation should

be followed in order to find out the Advantages and Disadvantages of

Mother Tongue as a medium of instruction in the academic performance.

The results of a research conducted on Grade 1 to Grade 3 students in

Lubuagan, an outskirt village of the Cordillera Administrative Region

in the Philippines, at Mother Tongue Based - Multilingual Education

(MTB-MLE) have been adopted to build and implement the use of the

education system. The research was very successful and found out that
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ATOYAY NATIONAL HIGH SCHOOL

Atoyay, N. Sering, Socorro, Surigao del Norte

they performed better than those in control schools in English,

Filipino and Mathematics.

Conceptual Framework of the Study

This studies relevant considering that Philippines is left behind

among its Southeast Asia neighbors to impose first language as medium

of teaching in basic education much is still needed to know as to the

ramifications to the country's concern especially in the grassroots

sector. The researcher's evaluation of grassroots' perspective on the

implementation of MTB-MLE will be initial move in understanding this

gigantic reform in the country's language policy. Pursuant to section

4 and 5 of Republic Act No. 10533, basic education shall be delivered

in languages understood by the learners as language plays a strategic

role in shaping their formative years of learners. Great lessons will

be extracted from this study considering that it is evaluated after

two years of its implementation.

Figure 1 presents the paradigm of the study. It shows three

frames contains the set of the pupils’ age - when their older

classmates has more knowledge than those younger, gender - girls are

more fast learners than boys, girls understand faster than boys, and

their financial status - it’s not easy for a rich kid enrolled to an
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ATOYAY NATIONAL HIGH SCHOOL

Atoyay, N. Sering, Socorro, Surigao del Norte

experimental school because a rich family, mostly are in private

schools. These factors are considered as they may have the influence

on the Advantages and Disadvantages of the use of Mother Tongue in

their academic performance.

The second frame in the Figure deals with the first set of

dependent data which is the title and the research topic of this

study.

The second sets of the dependent factors are placed in the third

frame. This frame covers the Advantages and Disadvantages of using

Mother Tongue as medium of instructions.

The interconnection of these frames displays the operation of the

study. The arrow from the factors of the first frame to the other

frames claims that they have the effects on the use of Mother Tongue

as medium of instruction. It links to the study of this research - The

Advantages and Disadvantages of Using Mother Tongue as Medium of

Instructions.

Notable of the paradigm is the double headed arrow connecting

between the second and the third frames. It denotes that there would
be no Advantages and Disadvantages if the Mother Tongue wasn’t
implemented to be the medium of instructions in Grades 1, 2, and 3. It
reflects that the Advantages and Disadvantages of the use of Mother
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ATOYAY NATIONAL HIGH SCHOOL

Atoyay, N. Sering, Socorro, Surigao del Norte

Tongue are reflections of the implementation of the Mother Tongue as

medium of instructions.

ADVANTAGES

*active participation in
class
PROFILE OF THE *able to exchange ideas
*they can easily
RESPONDENTS THE ADVANTAGES AND
understand the
discussion
DISADVANTAGES OF USING
*they can express their
MOTHER TONGUE thoughts, emotions,
and feelings
1. AGE AS MEDIUM OF
DISADVANTAGES
2. GENDER INSTRUCTIONS
*lack of English to
3. Financial Mother Tongue
translation words
status *envious in English
speaking of other pupils
*English speaking child
to transfer in
experimental school
might difficult to the
child understand and
adapt
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ATOYAY NATIONAL HIGH SCHOOL

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Statement of the Problem

This research illustrates why Mother Tongue needs to be

implemented as the medium of teaching in Grades 1, 2 and 3 in the

Elementary School. In this study, there will be knowledge of why

Mother Tongue needs to be at home and even in their studies. It also

aims to answer the following questions:

A. What are the effects of Mother Language, as teaching medium of

teachers to the students?

B. Will the use of Mother Tongue has a big help for students in

their study?

C. What are the positive and negative consequences for the

students using Mother Tongue?

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ATOYAY NATIONAL HIGH SCHOOL

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Significance of the Study

This study is very important for the researchers. This research

will give appreciation and love to their native language before the

second language.

All information will be provided on the Advantages and

Disadvantages that results in using Mother Tongue as the teaching

method. It also includes encouraging fellow Filipinos to enjoy its

teaching method and also relate the impact that can be used to

maintain and not forget the dialects in our country.

Through this research, the Advantages and Disadvantages of using

the Mother Tongue Based - Multilingual Education (MTB-MLE) strategy

that are catalyzed by the K-12 Department of Education (DepEd)

curriculum, to Filipino youth experiencing such a teaching strategy

will be determined.

Scope and Limitation of the Study

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ATOYAY NATIONAL HIGH SCHOOL

Atoyay, N. Sering, Socorro, Surigao del Norte

This study is limited to pupils and teachers in Grades 1, 2

and 3 in Nueva Estrella Central Elementary School. The researchers

believe that at present, especially Mother Tongue Based - Multilingual

Education (MTB-MLE) has been implemented and it is best to have this

study to express the Advantages and Disadvantages that affect the use

of Mother Tongue as the teaching medium.

Definition of Terms

In order to better understand the readership, researchers deserve

the definitions of the following terms based on how each researcher

use them in the research paper.

Academics

- relating to schools, esp. colleges and universities,

or connected with studying and thinking and not with useful skills.

Those that are being studied at school.

Discussion

- the activity in which people talk about something

and tell each other their ideas or opinions talking or teaching on a

topic in front of one to multiple people or groups

Filipino
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ATOYAY NATIONAL HIGH SCHOOL

Atoyay, N. Sering, Socorro, Surigao del Norte

- National Language of the Philippines. Wikang Filipino, in

this usage, refers to the national language(Wikang Pambansa/Pambansang

wika) of the Philippines. Filipino is also designated, along

with English, as an official language of the country. It is based on

the Tagalog language, an Austronesian, regional language that is

widely spoken in the Philippines.

Mother Tongue

- the home language of a person. The language or dialect

first spoken in the individual's home in his early childhood, although

not necessarily spoken by him at present. The first language that

you learn when you are a baby, rather than a

language learned at school or as an adult.

MTB - MLE

       - also known as "Mother Tongue Based - Multilingual

Education" is a means of teaching which first focuses on the skills of

a student, particularly in kindergarten and first three years in

Elementary using their Lingua Franca or first language. It is a formal

or non-formal education, in which the children’s mother tongue is used

in the classroom as a bridge in learning Filipino and English.

Multilingual
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ATOYAY NATIONAL HIGH SCHOOL

Atoyay, N. Sering, Socorro, Surigao del Norte

- able to use more than two languages for communication,

or written or spoken in more than two different languages. Knowing or

using several languages.

Education

- a field of study dealing with methods of teaching and

learning. The action or process of educating or being educated.

Education  is the process of facilitating learning, or the acquisition

of knowledge, skills, values, beliefs, and habits. Educational methods

include storytelling, discussion, teaching, training, and directed

research.
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CHAPTER II

Methods

Research Design

This research was conducted in the design of descriptive-

analytical research method. Researchers attempted to describe and

examine the views of teachers and pupils in Grades 1, 2 and 3 of the

Advantages and Disadvantages that impacted the use of Mother Tongue as

the medium of teaching to their academic performance.

Respondents

Selected respondents are pupils and teachers in Grades 1, 2 and 3

at the Nueva Estrella Central Elementary School of Brgy. Nueva

Estrella, Socorro, Surigao del Norte.

In Grade 1 - Pechay, the total population is 26 pupils. In Grade 2

- Guava is 20 and in Grade 3 - Mabini is 18 pupils. We selected our

respondents in each grade using Simple Random Sampling. At three

grades, 32 all the pupils as respondents.

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Research Instrument

This research was conducted by survey. Researchers prepared

survey-questionnaires, English and Mother Tongue Based language, to

find out the views of the teachers and students in grades 1, 2 and 3

of Nueva Estrella Central Elementary School on Advantages and

Disadvantages that impacted the use of Mother Tongue as the teaching

medium in academic performance.

Table 1: Parameters and Qualitative Description

VERBAL Qualitative
SCALE PARAMETERS
INTERPRETATION Descriptive
Pupils’ learning
in Mother Tongue
are very
1 1.0 – 1.66 Disagree limited, thus
implementation
of Mother Tongue
is very poor.
Pupils’ learning
in Mother Tongue
are enough, thus
2 1.67 – 2.33 Agree
implementation
of Mother Tongue
is extensive.
Pupils’ learning
in Mother Tongue
are very enough,
thus
3 2.34 – 3.0 Strongly Agree
implementation
of Mother Tongue
is very
extensive.
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RATE

POSITIVE NEGATIVE
Disagree - 1 Disagree - 3
Agree - 2 Agree - 2
Strongly Agree - 3 Strongly Agree - 1

VERBAL QUALITATIVE
SCALE PARAMETERS
INTERPRETATION DESCRIPTIVE
Pupils’ learning
in Mother Tongue
are very
1 1.0 – 1.66 Strongly Agree limited, thus
implementation
of Mother Tongue
is very poor.
Pupils’ learning
in Mother Tongue
are enough, thus
2 1.67 – 2.33 Agree
implementation
of Mother Tongue
is extensive.
Pupils’ learning
in Mother Tongue
are very enough,
thus
3 2.34 – 3.0 Disagree
implementation
of Mother Tongue
is very
extensive.
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Data Gathering Procedure

Approval was obtained from School of Social Work for the

researcher proposal. Then after, permission was obtained from the

school principal and the head adviser of the class to collect the

data. After the agreement has been reached, interview schedule was

prepared by taking convenient.

Data Analysis

The following statistical tools were employed in the treatment

of data: Frequency and Percentage Count were used the teachers and the

pupils’ profile variables. Mean was used in the interpretation of

the pupils’ answers in some part of the questionnaire.

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CHAPTER III

Results and Discussion

Table 2: Profile of the pupils in terms of Age, Gender and Financial

Status
PROFILE f %

AGE
6-8 26 81.25%
9-11 6 18.75%

TOTAL = 32 = 100%

GENDER
Male 19 59.375%
Female 13 40.625%

TOTAL = 32 = 100%

FINANCIAL STATUS
₱ 5,000.00 17 53.125%
₱10,000.00 12 37.5 %
₱15,000.00 3 9.375%
₱20,000.00+ 0 0

TOTAL = 32 = 100%

Table 2 showed the profile of the pupils. Age assessment revealed

that 26 or 81.25% of the pupils belonged to age 6-8 years and 6 or
18.75% were in ages between 9-11 years old. In terms of gender, 19 or
59.375% of the pupils were male and 13 or 40.625% were female. In
terms of their parents’ Financial Status, 17 or 53.125% have the
annual salary of ₱5,000.00, 12 or 37.5% have ₱10,000.00, 3 or 9.375%
for ₱15,000.00 annually, and none of the pupils’ response in
₱20,000.00 of their parents’ annual salary.

Profile of the teachers in terms of Gender

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ATOYAY NATIONAL HIGH SCHOOL

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PROFILE f %

GENDER
Male 1 33.333%
Female 2 66.663%

TOTAL = 3 = 100%

Table 2 showed the profile of the teachers. In terms of gender, 1

or 33.333% of the teachers were male and 2 or 66.666% were female.
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Table 3: How did my interaction and being active in class changed

using Mother Tongue?
Verbal
Statement MEAN
Interpretation
1. I’m no longer
shy to accompany 2.91 Strongly Agree
our class.
2. I’m no longer
ashamed of my
opinion every
2.81 Strongly Agree
time my teacher
wanted me to
answer.
3. I’m able to
exchange ideas
2.81 Strongly Agree
with my
classmates.
AVERAGE 2.843 Strongly Agree
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I'm no longer shy to accompany our class

35

30

25

20

15 30

10

0 1 1
Disagree Agree Strongly Agree

One (1) is Disagreeing that he/she is no longer shy to accompany

their class. One (1) also is Agree and thirty (30) Strongly Agree that
it is no longer shy to accompany the class. According to Cummins, 200;
Thomas & Collier, 1997; Walter & Dekker, 2011, “it enhanced the
pupils’ scholastic capability.

I’m no longer ashamed of my opinion every ti me my

teacher wanted me to answer.
30

25

20

15
27
10

5
4
0 1
Disagree Agree Strongly Agree
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One (1) is Disagreeing that he/she is I’m no longer ashamed of

his/her opinion every time his/her teacher wanted him/her to answer.
Four (4) Agree and twenty-seven (27) Strongly Agree that they’re no
longer ashamed of their opinion every time their teacher wanted them
to answer. “Active involvement in the class,” according to Benson,
2000; Dutcher, 1995.

I’m able to exchange ideas with my classmates

25

20

15

10 20

5
7
4
0
Disagree Agree Strongly Agree

Seven (7) are Disagreeing that he/she is able to exchange ideas

with his/her classmate. Four (4) Agree and twenty (20) Strongly Agree
that they are able to exchange ideas with their classmates. “Active
involvement in the class,” according to Benson, 2000; Dutcher, 1995.
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ATOYAY NATIONAL HIGH SCHOOL

Atoyay, N. Sering, Socorro, Surigao del Norte

Table 4: Positive impacts on the use of Mother Tongue as a medium of

instruction.
Verbal
Statement MEAN
Interpretation
1. I can easily
understand our 2.88 Strongly Agree
class.
2. My grades
increased using 2.66 Strongly Agree
Mother Tongue.
3. I’m more
interested in
2.75 Strongly Agree
listening to our
class.
4. Our class is
more meaning
2.53 Strongly Agree
full using
Mother Tongue.
5. I go to class
2.72 Strongly Agree
every day.
AVERAGE 2.708 Strongly Agree

I can easily understand our class

35

30

25

20

15 29

10

1 2
0
Disagree Agree Strongly Agree
 24

ATOYAY NATIONAL HIGH SCHOOL

Atoyay, N. Sering, Socorro, Surigao del Norte

One (1)
My grades increased using Mother Tongue is Disagreeing
that he/she can
30
easily
understand
25
their class.
Two (2) Agree
20
and twenty-nine
(29) Strongly
15 Agree that they
24 can easily
10 understand
their class.
5 According to
3
5 Benson, 2004;
0
Disagree Agree Strongly Agree
Smits Huisman &
Kruijif, 2008,
“in this system of teaching, it enhanced the pupils’ accessibility to
instruction
 25

ATOYAY NATIONAL HIGH SCHOOL

Atoyay, N. Sering, Socorro, Surigao del Norte

Three (3) are Disagreeing that their grades increased using

Mother Tongue. Five (5) Agree and twenty-four Strongly Agree that
their grades increased using Mother Tongue. “Enhanced scholastic
capability,” according to Cummins, 200; Thomas & Collier, 1997; Walter
& Dekker, 2011.
 26

ATOYAY NATIONAL HIGH SCHOOL

Atoyay, N. Sering, Socorro, Surigao del Norte

I’m more interested in listening to our class

30

25

20

15
26
10

5
4
2
0
Disagree Agree Strongly Agree

Two (2) are Disagreeing that they’re more interested in listening

to their class. Four (4) Agree and twenty-six (26) Strongly Agree that
they’re more interested in listening to their class. “Active
involvement in the class”, according to Benson, 2000; Dutcher, 1995.

Our class is more meaningful using Mother Tongue

30

25

20

15
24
10

5
7

0 1
Disagree Agree Strongly Agree
 27

ATOYAY NATIONAL HIGH SCHOOL

Atoyay, N. Sering, Socorro, Surigao del Norte

Seven (7) are Disagreeing that their class is more meaningful

using Mother Tongue. One (1) Agrees and twenty-four (24) Strongly
Agree that their class is more meaningful using Mother Tongue.

I go to class every day

25

5
2
Disagree Agree Strongly Agree

Two (2) are Disagreeing that they go to their class every day.
Five (5) Agree and twenty-five (25) Strongly Agree that they always go
to class every day. “Active involvement in the class” by Benson, 2000;
Dutcher, 1995 and “enhanced scholastic capability” by Cummins, 200;
Thomas & Collier, 1997; Walter & Dekker, 2011.
 28

ATOYAY NATIONAL HIGH SCHOOL

Atoyay, N. Sering, Socorro, Surigao del Norte

Table 5: Negative impacts on the use of Mother Tongue as a medium of

instruction.

Verbal
Statement MEAN
Interpretation
1. The more I
did not
understand what
was being 1.88 Agree
discussed in our
class using
Mother Tongue.
2. I’m more not
interested in
listening to our 2.69 Disagree
class using
Mother Tongue.
3. I was envious
to those of the
same age
2.78 Disagree
schoolmates who
knew how to
speak English.
4. My grades
dropped using 2.59 Disagree
Mother Tongue.
5. I have often
2.63 Disagree
been absent.
AVERAGE 2.514 Disagree
 29

ATOYAY NATIONAL HIGH SCHOOL

Atoyay, N. Sering, Socorro, Surigao del Norte

The more I did not understand what was being

discussed in our class using Mother Tongue
18

14

0
Disagree Agree Strongly Agree
Eighteen (18) are Disagreeing that the more they did not
understand what was being discussed in their class using Mother
Tongue. None (0) Agree and fourteen (14) Strongly Agree that the more
they did not understand what was being discussed in their class using
Mother Tongue.

I’m more not interested in listening to our class

using Mother Tongue

25

4
3

Disagree Agree Strongly Agree

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ATOYAY NATIONAL HIGH SCHOOL

Atoyay, N. Sering, Socorro, Surigao del Norte

Twenty-five (25) are Disagreeing that they’re more not interested

in listening to their class using Mother Tongue. Four (4) Agree and
three (3) Strongly Agree that they’re more not interested in listening
to their class using Mother Tongue.

I was envious to those of the same age schoolmates

who knew how to speak English

Disagree 28

Agree 1

Strongly Agree 3

0 5 10 15 20 25 30

Twenty-eight (28) are Disagreeing that they were envious to those

of the same age schoolmates who knew how to speak English. One (1)
Agrees and three (3) Strongly Agree that they were envious to thos of
the same age schoolmates who knew how to speak English.
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ATOYAY NATIONAL HIGH SCHOOL

Atoyay, N. Sering, Socorro, Surigao del Norte

My grades dropped using Mother Tongue

Disagree 25

Agree 1

Strongly Agree 6

0 5 10 15 20 25 30
Twenty-five (25) are Disagreeing that their grades dropped using
Mother Tongue. One (1) Agrees and six (6) Strongly Agree that their
grades dropped using Mother Tongue.

I have often been absent

Disagree 23

Agree 6

Strongly Agree 3

0 5 10 15 20 25
 32

ATOYAY NATIONAL HIGH SCHOOL

Atoyay, N. Sering, Socorro, Surigao del Norte

Twenty-three (23) are Disagreeing that they have often been

absent. Six (6) Agree and three (3) Strongly Agree that they have
often been absent.
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ATOYAY NATIONAL HIGH SCHOOL

Atoyay, N. Sering, Socorro, Surigao del Norte

Grade I - Pechay
Table 6: Lecturing materials for the pupils.

Only our teacher has a book every class.

Scale frequency Percentage (%)
Always 0 0
Sometimes 0 0
Often 0 0
Never 13 100%
TOTAL 13 100%

Our teacher let us copy our lecture on the blackboard.

Scale frequency Percentage (%)

Always 13 100%
Sometimes 0 0
Often 0 0
Never 0 0
TOTAL 13 100%

Our teacher used PowerPoint via projector.

Scale frequency Percentage (%)
Always 0 0
Sometimes 0 0
Often 0 0
Never 13 100%
TOTAL 13 100%

Grade II - Guava
Table 7: Lecturing materials for the pupils.

Only our teacher has a book every class.

Scale frequency Percentage (%)
Always 0 0
Sometimes 0 0
 34

ATOYAY NATIONAL HIGH SCHOOL

Atoyay, N. Sering, Socorro, Surigao del Norte

Often 0 0
Never 10 100%
TOTAL 10 100%

Our teacher let us copy our lecture on the blackboard.

Scale frequency Percentage (%)

Always 2 20%
Sometimes 1 10%
Often 7 70%
Never 0 0
TOTAL 10 100%
Our teacher used PowerPoint via projector.
Scale frequency Percentage (%)
Always 0 0
Sometimes 10 100%
Often 0 0
Never 0 0
TOTAL 10 100%

Grade III - Mabini

Table 8: Lecturing materials for the pupils.

Only our teacher has a book every class.

Scale frequency Percentage (%)
Always 0 0
Sometimes 0 0
Often 0 0
Never 9 100%
TOTAL 9 100%

Our teacher let us copy our lecture on the blackboard.

Scale frequency Percentage (%)

Always 6 66.67%
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ATOYAY NATIONAL HIGH SCHOOL

Atoyay, N. Sering, Socorro, Surigao del Norte

Sometimes 0 0
Often 0 0
Never 3 33.33%
TOTAL 9 100%

Our teacher used PowerPoint via projector.

Scale frequency Percentage (%)
Always 0 0
Sometimes 0 0
Often 0 0
Never 9 100%
TOTAL 9 100%

Grade I - Pechay, Grade II - Guava and Grade III - Mabini

Advisers View

Table 9: How did the pupils’ interaction and being active in class
changed using Mother Tongue?

Verbal
Statement MEAN
Interpretation
1. They are no
longer shy in 2 Agree
the class.
2. They are no
longer shame
their opinion
3 Strongly Agree
whenever they
answer on the
chalkboard.
3. They have
already been
2 Agree
able to exchange
ideas.
AVERAGE 2.33 Agree
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ATOYAY NATIONAL HIGH SCHOOL

Atoyay, N. Sering, Socorro, Surigao del Norte

Table 10: Positive impacts on the use of Mother Tongue as a medium of

instruction.

Verbal
Statement MEAN
Interpretation
1. They can
easily
understand the 2.33 Agree
class/discussion
.
2. Their grades
increased using
2.33 Agree
Mother Tongue in
discussion.
3. They’re more
interested in
listening to the 2.33 Agree
class/discussion
.
4. Our class is
more meaningful
2.33 Agree
using Mother
Tongue.
AVERAGE 2.33 Agree
 37

ATOYAY NATIONAL HIGH SCHOOL

Atoyay, N. Sering, Socorro, Surigao del Norte

Table 11: Negative impacts on the use of Mother Tongue as a medium of

instruction.

Verbal
Statement MEAN
Interpretation
1. The more they
did not
understand what
was being 2.7 Disagree
discussed in the
class using
Mother Tongue.
2. They’re more
not interested
in listening to 2 Agree
the class using
Mother Tongue.
3. Their grades
dropped using 2.33 Agree
Mother Tongue.
4. Their absence
2.33 Agree
is often over.
AVERAGE 2.34 Disagree
 38

ATOYAY NATIONAL HIGH SCHOOL

Atoyay, N. Sering, Socorro, Surigao del Norte

Table 12: Lecturing materials for the pupils.

Only me has a book every class.

Scale frequency Percentage (%)
Always 0 0
Sometimes 1 33.33%
Often 0 0
Never 2 66.67%
TOTAL 3 100%

I let them copy our lecture on the blackboard.

Scale frequency Percentage (%)
Always 0 0
Sometimes 1 33.33%
Often 0 0
Never 2 66.67%
TOTAL 3 100%

I used PowerPoint Presentation in class using the projector.

Scale frequency Percentage (%)
Always 0 0
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ATOYAY NATIONAL HIGH SCHOOL

Atoyay, N. Sering, Socorro, Surigao del Norte

Sometimes 3 100%
Often 0 0
Never 0 0
TOTAL 3 100%
 40

ATOYAY NATIONAL HIGH SCHOOL

Atoyay, N. Sering, Socorro, Surigao del Norte

CHAPTER IV

Summary, Conclusion and Recommendations

Summary

This research was conducted in the design of descriptive-

analytical research method. Researchers attempted to describe and

examine the views of teachers and pupils in Grades 1, 2 and 3 of the

Advantages and Disadvantages that impacted the use of Mother Tongue as

the medium of teaching to their academic performance. Selected

respondents are pupils and teachers in Grades 1, 2 and 3 at the Nueva

Estrella Central Elementary School of Brgy. Nueva Estrella, Socorro,

Surigao del Norte. This research was conducted by survey. Researchers

prepared survey-questionnaires, English and Mother Tongue language, to

find out the views of pupils and teachers in grades 1, 2 and 3 of

Nueva Estrella Central Elementary School on Advantages and

Disadvantages that impacted the use of Mother Tongue as the teaching

medium in academic performance.

Table 2 showed the profile of the pupil in terms of their age

gender and financial status. The number of male respondents (19 -

59.375%) is higher than female (13 - 40.625%). 81.25% of the total

respondents were aged 6-8 years old and 18.75% were aged 9-11. In
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ATOYAY NATIONAL HIGH SCHOOL

Atoyay, N. Sering, Socorro, Surigao del Norte

terms of their parents’ Financial Status, 17 - 53.125% have the annual

salary of ₱5,000.00, 12 or 37.5% have ₱10,000.00, 3 or 9.375% for

₱15,000.00 annually, and none of the pupils’ response in ₱20,000.00

of their parents’ annual salary. Profile of the teachers, 1 or 33.333%

was male and 2 or 66.666% were female.

Based on the results, using Mother Tongue as their medium of

teaching, pupils of Nueva Estrella Central Elementary School from

grades 1, 2 and 3, learning in Mother Tongue is very enough, thus the

implementation of Mother Tongue is very extensive.

Based on the results, in Grade 1 - Pechay, regarding to their

teachers’ lecturing materials, never their teacher only has a book

every class, their teacher let them copy their lecture on the board as

always and their teacher never used PowerPoint via projector.

In Grade II - Guava, never their teacher only has a book every

class, their teacher just often let them copy their lecture on the

board and sometimes their teacher used PowerPoint via projector.

In Grade III - Mabini, never their teacher only has a book every

class, their teacher let them copy their lecture on the board as

always and never their teacher used PowerPoint via projector.

Based on the results of the advisers’ view of Grade I - Pechay,

Grade II - Guava and grade III - Mabini, the results are enough that
 42

ATOYAY NATIONAL HIGH SCHOOL

Atoyay, N. Sering, Socorro, Surigao del Norte

they are no longer shy in the class, they are no longer shame their

opinion whenever they answer on the board and they have already been

able to exchange ideas with their classmates. Enough that they can

easily understand the class, their grades increased using Mother

Tongue in discussion, they’re more interested in listening to the

class and that the class is more meaningful using Mother Tongue.
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ATOYAY NATIONAL HIGH SCHOOL

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Conclusion

Based on the data presented, researchers have led to the

following conclusions:

A. The implementation of Mother Tongue Based - Multilingual

Education (MTB-MLE), the interaction and being active in class of

the pupils were changed. They are no longer shy to accompany their

class, they are no longer ashamed of their opinion every time their

teacher wanted them to answer, and they are able to exchange ideas

with their classmates. The positives impacts are they can easily

understand their class, their grades increased, they are more

interested in listening to their class, they go to class every day,

they are not envious to those the same age know how to speak

English, and their class is more meaningful using the Mother Tongue

as their teachers’ medium of teaching. There were big positive

impacts.

B. Based on the results regarding to the negative impacts, there

were no negatives based on the survey-questionnaire answered by our

respondents.
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ATOYAY NATIONAL HIGH SCHOOL

Atoyay, N. Sering, Socorro, Surigao del Norte

C. The implementation of Mother Tongue Based - Multilingual

Education (MTB-MLE) is effective and fast learning of the pupils

because of using the Mother Tongue as the medium of instruction. It

is easier for the pupils to understand the discussion in class

because their Mother Language is the medium of their teachers’

teaching.

D. The Department of Education’s implementation of Mother Tongue

Based - Multilingual Education (MTB-MLE) brings and delivers

positive impacts to the pupils of Grade I - Pechay, Grade II - Guava

and Grade III - Mabini in Nueva Estrella Central Elementary School.

Another research for the Advantages and Disadvantages of using

Mother Tongue as Medium of Instructions successfully revealed its

findings and results.

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ATOYAY NATIONAL HIGH SCHOOL

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Recommendations

Related with the conclusions, researchers humbly recommend the

following recommendations for this study:

1. To the schools that still have not been implemented the Mother

Tongue Based - Multilingual Education (MTB-MLE), even it’s not a big

absence, but big positive impacts and changed of interaction and

being active in class of the pupils will lead using Mother Tongue.

It enhanced and resulted to fast and effective learning of the

pupils because they understand the class discussion using their

wikang kinagisnan (Mother Tongue).

2. To the parents who have their children in the school that already

implemented the MTB-MLE, full support and love to your children

because their knowledge is getting higher. They are no longer felt

difficult to the class discussion because Mother Tongue is already

implemented in their school. Support your children and their future

will be successful.
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ATOYAY NATIONAL HIGH SCHOOL

Atoyay, N. Sering, Socorro, Surigao del Norte

3. To the pupils of elementary schools that have already implemented

the MTB-MLE, maintain, enhanced your knowledge and focus on your

study especially to the first graders because it will get higher and

higher for the reason that Mother Tongue is already the medium of

instruction - easy to understand.

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ATOYAY NATIONAL HIGH SCHOOL

Atoyay, N. Sering, Socorro, Surigao del Norte

References

The benefits underscored in these researches include enhanced

scholastic capability (Cummins, 200; Thomas & Collier, 1997; Walter &

Dekker, 2011); active involvement in the class (Benson, 2000; Dutcher,

1995); accessibility to instruction (Benson, 2004; Smits Huisman &

Kruijif, 2008); and improved creative and critical thinking abilities

(Brock-Utne, 2006) www.slideshare.net/sVcdALe/mother-tongue-based-of-

multilingual-education-mtbmle

Stephen L. Walter, Mother Tongue Instruction in Labuagan Dallas,

TX, USA, 2011

SpringerLink/International Review of Education, Volume 1/1955 –

Volume 57/2011

Dekker, D.E., & Dumatog, R. (2004) First Lanuage Education in

Labuagan, Kalinga, Northern Philippines

DepEd (Department of Education). (2009). Order No. 74 2009.

Institutionalizing Mother Tongue-Based Multilingual Education

Diane E. Dekker, Mother Tongue Instruction in Labuagan SIL,

International, Manila, Philippines, 2011

Ma. Leonora C. Balcos, Mother Tongue-Based Multi-lingual

Education, Limay, Bataan, 20123

1 Paradowski, M.B., The Benefits of Multilingualism, 2017

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ATOYAY NATIONAL HIGH SCHOOL

Atoyay, N. Sering, Socorro, Surigao del Norte

Curriculum Vitae
PERSONAL PROFILE
Name : CHRISTIAN JOY E. JACOBE
Nickname : KING-KING
Age : 18
Sex : MALE
Civil Status : SINGLE
Citizenship : FILIPINO
Birthday : JUNE 7, 2000
Birthplace : RIZAL, SOCORRO, SDN
Height : 5’2”
Weight : 42 kgs.
E-mail Address : [email protected]
Contact Number : 09271700454
Father’s Name : JONNIE B. JACOBE
Occupation : CARPENTRY, MASONRY, DRIVING
Mother’s Name : JEAN A. ELANDAG
Occupation : HOUSEWIFE

EDUCATION BACKGROUND
Elementary - SOCORRO CENTRAL ELEMENTARY SCHOOL
Navarro, Socorro, SDN
2007 - 2008
- SURIGAO CITY PILOT SCHOOL
Amat 10, Surigao City, SDN
2008 - 2011
- R.C. OANO MEMORIAL CENTRAL ELEMENTARY SCHOOL
P-8 Sitio Cayutan, Brgy. Cagniog, Surigao City
2011 - 2012
- NAVARRO MEMORIAL CENTRAL ELEMENTARY SCHOOL
Amat Street, Surigao City
2012 - 2013

Secondary - JUNIOR HIGH SCHOOL (Grade 7)

TAFT NATIONAL HIGH SCHOOL
Nueva Extension, Surigao City
2013 - 2014
- JUNIOR HIGH SCHOOL Grade 8-10 SENIOR HIGH SCHOOL
ATOYAY NATIONAL HIGH SCHOOL
Sitio Atoyay, N. Sering, Socorro, SDN
2014 - 2019
 49

ATOYAY NATIONAL HIGH SCHOOL

Atoyay, N. Sering, Socorro, Surigao del Norte

Curriculum Vitae

PERSONAL PROFILE

Name : MARIA MARCH RICA GEN

CONSIGNA DIGAL
Nickname : CHOLLYN
Age : 17
Sex : FEMALE
Civil Status : SINGLE
Citizenship : FILIPINO
Birthday : MARCH 1, 2001
Birthplace : SALOG, SOCORRO, SDN
Height : 5’
Weight : 35 kgs.
E-mail Address : NONE
Contact Number : 09057093627
Father’s Name : RICO O. DIGAL
Occupation : CARPENTY & MASONRY
Mother’s Name : GENALYN C. CONSIGNA
Occupation : HOUSEWIFE

EDUCATION BACKGROUND

Elementary - SALOG ELEMENTARY SCHOOL

Salog, Socorro, SDN
2007 - 2013

Secondary - SOCORRO NATIONAL HIGH SCHOOL

Taruc, Socorro, SDN
2013 - 2014
- ATOYAY NATIONAL HIGH SCHOOL
Sitio Atoyay, N. Sering, Socorro, SDN
2014 - 2019
 50

ATOYAY NATIONAL HIGH SCHOOL

Atoyay, N. Sering, Socorro, Surigao del Norte

Curriculum Vitae

PERSONAL PROFILE

Name : JUNMARK M. ESPINO

Nickname : DODOT
Age : 20
Sex : MALE
Civil Status : TAKEN
Citizenship : FILIPINO
Birthday : OCTOBER 28, 1998
Birthplace : RIZAL, SOCORRO, SDN
Height : 5’6”
Weight : 56 kgs.
E-mail Address : NONE
Contact Number : NONE
Father’s Name : DANY E. ESPINO
Occupation : CARPENTRY & MASONRY
Mother’s Name : GLENDA S. MIGULLAS
Occupation : HOUSEWIFE

EDUCATION BACKGROUND

Elementary - TAMBACAN ELEMENTARY SCHOOL

Brgy. Tambacan, San Isidro, SDN
2008 - 2011

Secondary - ATOYAY NATIONAL HIGH SCHOOL

Sitio Atoyay, N. Sering, Socorro, SDN
2013 - 2019
 51

ATOYAY NATIONAL HIGH SCHOOL

Atoyay, N. Sering, Socorro, Surigao del Norte

Curriculum Vitae

PERSONAL PROFILE

Name : RADEL DAVE D. ANCOG

Nickname : LONG-LONG
Age : 17
Sex : MALE
Civil Status : SINGLE
Citizenship : FILIPINO
Birthday : DECEMBER 19, 2000
Birthplace : SALOG, SOCORRO, SDN
Height : 5’2”
Weight : 49 kgs.
E-mail Address : NONE
Contact Number : 09353046424
Father’s Name : RODELIO U. ANCOG
Occupation : FARMING
Mother’s Name : RAYNERIA C. DELIMAN
Occupation : HOUSEWIFE

EDUCATION BACKGROUND

Elementary : SALOG ELEMENTARY SCHOOL

Salog, Socorro, SDN
2007 -2013

Secondary : ATOYAY NATIONAL HIGH SCHOOL

Sitio Atoyay, N. Sering, Socorro, SDN
2013 - 2019
 52

ATOYAY NATIONAL HIGH SCHOOL

Atoyay, N. Sering, Socorro, Surigao del Norte

Curriculum Vitae

PERSONAL PROFILE

Name : RIEZEL A. PAGALAN

Nickname : SOSAY
Age : 29
Sex : FEMALE
Civil Status : SINGLE
Citizenship : FILIPINO
Birthday : JULY 17, 1989
Birthplace : NUEVA ESTRELLA,
SOCORRO, SDN
Height : 4’10”
Weight : 53 kgs.
E-mail Address : NONE
Contact Number : NONE
Father’s Name : NOEL E. PAGALAN
Occupation : FISHING
Mother’s Name : MARILYN A. ADLAO
Occupation : HOUSEWIFE

EDUCATION BACKGROUND

Elementary - SONGKOY ELEMENTARY SCHOOL

Songkoy, Socorro, Surigao del Norte
1998 - 1999
- SOCORRO CENTRAL ELEMENTARY SCHOOL
Navarro, Socorro, SDN
1999 - 2004

Secondary - ALTERNATIVE LEARNING SYSTEM (ALS) PASSER

SENIOR HIGH SCHOOL
ATOYAY NATIONAL HIGH SCHOOL
2018 - 2019
 53

ATOYAY NATIONAL HIGH SCHOOL

Atoyay, N. Sering, Socorro, Surigao del Norte

Curriculum Vitae

PERSONAL PROFILE

Name : BRIZALYN C. LIMATO

Nickname : DAGA
Age : 19
Sex : FEMALE
Civil Status : SINGLE
Citizenship : FILIPINO
Birthday : AUGUST 26, 1999
Birthplace : SALOG, SOCORRO, SDN
Height : 5’
Weight : 54 kgs.
E-mail Address : NONE
Contact Number : 09268946732
Father’s Name : RICKY P. LIMATO
Occupation : MINING TIME KEEPING
Mother’s Name : GENALYN B. CABAHUG
Occupation : HOUSEWIFE

EDUCATION BACKGROUND

Elementary - SALOG ELEMENTARY SCHOOL

Salog, Socorro, SDN
2007 - 2013

Secondary - ATOYAY NATIONAL HIGH SCHOOL

Sitio Atoyay, N. Sering, Socorro, SDN
2013 - 2019
 54

ATOYAY NATIONAL HIGH SCHOOL

Atoyay, N. Sering, Socorro, Surigao del Norte

Curriculum Vitae

PERSONAL PROFILE

Name : JEMAR L. DELIMAN

Nickname : JEM-JEM
Age : 21
Sex : MALE
Civil Status : SINGLE
Citizenship : FILIPINO
Birthday : SEPTEMBER 17, 1997
Birthplace : SALOG, SOCORRO, SDN
Height : 5’4”
Weight : 53 kgs.
E-mail Address : NONE
Contact Number : 09759573743
Father’s Name : MENECIO A. DELIMAN
Occupation : FISHING
Mother’s Name : VANESSA B. LAUGO
Occupation : HOUSEWIFE

EDUCATION BACKGROUND

Elementary - SALOG ELEMENTARY SCHOOL

Salog, Socorro, SDN
2006 - 2008
- ATOYAY ELEMENTARY SCHOOL
Sitio Atoyay, N. Sering, Socorro, SDN
2009 - 2013

Secondary - ATOYAY NATIONAL HIGH SCHOOL

Sitio Atoyay, N. Sering, Socorro, SDN
2013 - 2019
 55

ATOYAY NATIONAL HIGH SCHOOL

Atoyay, N. Sering, Socorro, Surigao del Norte
 56

ATOYAY NATIONAL HIGH SCHOOL

Atoyay, N. Sering, Socorro, Surigao del Norte
 57

ATOYAY NATIONAL HIGH SCHOOL

Atoyay, N. Sering, Socorro, Surigao del Norte
 58

ATOYAY NATIONAL HIGH SCHOOL

Atoyay, N. Sering, Socorro, Surigao del Norte

THAN
K YOU PUPILS!
 59

ATOYAY NATIONAL HIGH SCHOOL

Atoyay, N. Sering, Socorro, Surigao del Norte

Duri
ng
our
Fina
l
Defe
nse
 60

ATOYAY NATIONAL HIGH SCHOOL

Atoyay, N. Sering, Socorro, Surigao del Norte

Our
Pan
elist
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ATOYAY NATIONAL HIGH SCHOOL

Atoyay, N. Sering, Socorro, Surigao del Norte