Multilingual Instruction And Learning Comprehension Among Pupils In Davao Central District Schools

Abstract

The study determined and evaluated the extent of using different languages as a medium of instruction and its association with the importance of learning comprehension among Schools in Davao Central District, Davao City Schools Division, Davao City Division. The study used non-experimental descriptive-correlational research design, utilizing an adapted survey instrument to gather responses from the randomly selected teacher-respondents. Data collected were treated using Mean scores with descriptive interpretation, Pearson r and Simple Linear Regression Analysis. Findings revealed that the extent of using multilingual instruction in terms of Bisaya or Vernacular, English, Filipino, and Multiple or Combination exhibits moderately extensive and the extent of learning comprehension in terms of cognitive, affective, and psychomotor exhibits enumerated indicators suggests moderately extensive in terms of cognitive, affective, and psychomotor in Davao Central District. A significant relationship exists between using multilingual instruction and learners’ learning comprehension in Davao Central District. All indicators of integrative strategies of teachers, such as Bisaya or Vernacular, Filipino, English, and collaboration, indicate statistically significant influence on learners’ learning comprehension.