Perceived Impact of Mother Tongue-Based Instructions on the Reading Comprehension of Grade 3 Learners of Angel Villarica Central Elementary School

This study titled “Perceived Impact of Mother Tongue-Based Instruction on the Reading Comprehension of Grade 3 Learners of Angel Villarica Central Elementary School†was conducted to determine the significant relationship in perceived impact of mother tongue-based instruction on the reading comprehension of Grade 3 learners. The data for the study conducted with the participation of 128 Grade 3 students from Angel Villarica Central Elementary School was collected, evaluated, and organized by the researchers using the Random Sampling Technique. This study used a quantitative descriptive correlational research design to investigate the relationship between variables, employing mean and Pearson Product Moment Correlation statistical tools. The researchers found that the Mother Tongue-Based instruction had a high mean score regarding perceived effects. The reading comprehension of Grade 3 learners at AVCES generated a high mean score. Based on the data collected, the study also concluded a significant relationship between Mother Tongue-Based Instruction and Reading Comprehension of Grade 3 learners at Angel Villarica Central Elementary School. The descriptive method measured variables as they exist naturally and described them.