DETERMINANTS OF READING ACHIEVEMENT IN MOTHER TONGUE-BASED MULTILINGUAL EDUCATION OF GRADE 2 STUDENTS

ABSTRACT : Despite widespread implementation of mother tongue-based multilingual education (MTBMLE) programs, achieving consistent reading success remains a challenge. This study explored the factors influencing reading achievement among Grade 2 students participating in the mother tongue-based multilingual education (MTB-MLE) program in Gandara, Schools Division of Samar, Philippines (School Year 2022-2023). A descriptive-correlational design with survey questionnaires was employed. The findings revealed a diverse sample regarding parental educational background and income. While a high level of parental support was observed, students expressed challenges with understanding MTB-MLE content and boredom with reading materials. There were no significant correlations between reading achievement and variables like age, sex, or parental occupation. However, parental follow-up and student attitude towards MTB-MLE were found to significantly influence reading achievement. These findings highlight the need for a more nuanced understanding of how socioeconomic background and student engagement interact with MTB-MLE implementation. The study recommends investigating the influence of parental educational background on student aspirations, developing strategies to address challenges with reading materials, and exploring ways to improve student engagement and address uncertainties regarding mother tongue instruction. Additionally, future research should consider a more comprehensive analysis of factors impacting reading success and explore the non-normal distribution of some data to refine interpretations and statistical approaches.

KEYWORDS : Reading achievement, MTB-MLE (mother tongue-based multilingual education), Grade 2 students, Determinants of reading, Socioeconomic factors, Parental involvement, Reading engagement, Mother tongue instruction