Role of Mothers’ Language on the Conceptual Clarity of Students at Primary Level

Abstract

This study was undertaken to explore the role of mother tongue in promoting effective learning amongst primary school children. The key aim of the current study was to assess teacher's perspectives about the efficiency of mother tongue as a mode of instruction for making improvements in the levels of students' comprehension, participation, communication, cognitive developments and performance. A descriptive survey design with a quantitative research paradigm was applied in the study. Primary school teachers made up the target population, and a sample size of 320 teachers was identified using a convenient sampling method. In the process of collecting data, a researcher-constructed questionnaire with a five-point Likert scale was used. The data obtained from participants were subjected to analysis in terms of frequencies, percentages and mean scores. The results of the study showed that most of the participants had very positive views about the use of mother tongue as a mode of instruction for primary schools. Teacher's perception was that students can comprehend complex concepts better when instructed in a language they know well. It was further indicated that mother language enhances comprehension, communication and information retention of the students. It was evident from the teachers’ views that the students become more comfortable in asking questions, taking part in discussions, and learning in their mother tongue. Moreover, the results of this study revealed that teaching in mother tongue helps slow learners and avoids confusion in learning, enhances cognitive development, and increases students' confidence and performance levels. It can be concluded that mother language proves to be a useful teaching aid to increase meaningful learning and academic achievement. It was suggested in this study that there should be mother tongue-based multi-language educational policies and practices for primary level education.