IMPACT OF MEDIUM OF INSTRUCTION ON STUDENT'S ACADEMIC ACHIEVEMENT AT PRIMARY SCHOOL LEVEL PJAEE, 19 (3) (2022) OF QUETTA CITY, BALOCHISTAN IMPACT OF MEDIUM OF INSTRUCTION ON STUDENT'S ACADEMIC ACHIEVEMENT AT PRIMARY SCHOOL LEVEL OF QUETTA CITY, BALOCHISTAN Tehseen Anjum, Mahnaz Aslam, Prof. Farida Azeem Lodhi, Sumaira Batool, Shahzad Haider. Impact Of Medium of Instruction on Student's Academic Achievement at Primary School Level of Quetta City,

Abstract

Teaching in child's first language is effective than the second or third language which improves the academic performance. The purpose of this study was to examine the effects of teaching students in their mother tongue at primary level and inspecting their achievement in academics at primary level at Quetta city. Pre-test was conducted in 5 and 4 Grade class of the two schools of Quetta city. Same classes were observed for thirty days, 15 days in each class, two sections of five and fourth Grades was selected. The teacher was asked to deliver the lecture in mother tongue (Pashto) and Urdu respectively. Check list was used by observer to check the daily progress. After the observation period the post test was conducted in the same classes and the results were compared. The

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IMPACT OF MEDIUM OF INSTRUCTION ON STUDENT’S ACADEMIC ACHIEVEMENT AT PRIMARY SCHOOL LEVEL PJAEE, 19 (3) (2022)
OF QUETTA CITY, BALOCHISTAN
117
IMPACT OF MEDIUM OF INSTRUCTION ON STUDENT’S ACADEMIC
ACHIEVEMENT AT PRIMARY SCHOOL LEVEL OF QUETTA CITY,
BALOCHISTAN
Tehseen Anjum1, Mahnaz Aslam2, Prof. Farida Azeem Lodhi3, Sumaira Batool4, Shahzad
Haider5
1 Lecturer, Department of Education Mir Chakar Khan Rind University, Sibi, Balochistan,
Pakistan
2 Assistant Professor, Department of Education University of Turbat, Kech, Balochistan,
Pakistan
3 Department of Education Jinnah University of Women, Karachi
4 Department of Education International Islamic University, Islamabad
5Faculty of Education LUAWMS, Uthal
Email: 1tehseen.anjum@mckru.edu.pk 2mahnazbaloch1313@gmail.com
3 dr.faridaazeem@juw.edu.pk 4 sumaira.batool@iiu.edu.pk 5shazibaloch17@gmail.com
Tehseen Anjum, Mahnaz Aslam, Prof. Farida Azeem Lodhi, Sumaira Batool, Shahzad
Haider. Impact Of Medium of Instruction on Student’s Academic Achievement at
Primary School Level of Quetta City, Balochistan -- Palarch’s Journal of Archaeology
of Egypt/Egyptology 19(3), 117-137. ISSN 1567-214x
Keywords: Language, Mother Tongue, Academic Performance, Primary Level.
ABSTRACT
Teaching in child’s first language is effective than the second or third language which improves
the academic performance. The purpose of this study was to examine the effects of teaching
students in their mother tongue at primary level and inspecting their achievement in academics
at primary level at Quetta city.
Pre-test was conducted in 5 and 4 Grade class of the two schools of Quetta city. Same classes
were observed for thirty days, 15 days in each class, two sections of five and fourth Grades was
selected. The teacher was asked to deliver the lecture in mother tongue (Pashto) and Urdu
respectively. Check list was used by observer to check the daily progress. After the observation
period the post test was conducted in the same classes and the results were compared. The

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questionnaire was filled by the teachers. Focused group interview was also conducted from the
selected classes. The data was analyzed statistically using SPSS 20.
Findings show that teachers agreed that child should be instructed at primary level in their first
language as it is much more effective for improving their academic performance. Concisely,
research findings indicate that child was satisfied when their native language was used and so
the teacher as it take less time for her to make child understand of what s/he was teaching.
INTRODUCTION
In Pakistani society where various systems of educations are followed, medium
of instruction is the crutch issue. The national language of Pakistan is Urdu and
it is a symbol of national unity. It also works as lingua Franca, while English is
used as an official language. But there are several languages in Pakistan, the
major native as well regional languages which are; Pashto (in Khyber-
Pukhtoonkhawa), Punjabi (in Punjab), Balochi (in Balochistan), Sindhi (in
Sindh), Saraiki and Kashmiri (Regional Language) and some minor languages
like Shia, Potwari, Khowar, Shina, Kalash, Wakhi, Bengali, Burushaski, Barhvi,
Khowar, Balti, Hindko, Farsi etc.
The International Journal of Social Sciences and Education states that Pakistan
has a rich heritage in Asia, but the difficulty arises when it comes to deciding
on what would be the medium of instruction at schools. Every educational
system uses a different medium for instructional purpose, so it gives birth to a
dilemma of dissimilar and a discrete social setup. So the national integrity and
uniformity are highly distressed and diminished (Ahmed, 2011).
In the Journal of research humanities it is articulated that, in the education
system of Pakistan, where the pupils belong to the multilingual backgrounds,
it’s difficult for them to attain the primary and secondary education in second
or third language. The grasping of the basic concepts is difficult for the pupil in
secondary or tertiary language, which slows down their processing speed of
grasping things, instead of comprehending them in their native language (Raja,
2010).
Policy For Medium of Instruction in Pakistan in Different Setups of
Government
For the personal development, the economic prosperity of the nation and
ideological promotion of the country education is the key factor. After
independence, Pakistan is facing the problem of a medium of instruction. Since
1947, every government has formulated the policy documents in this regard.
During the First Educational Conference, 1947, it was suggested that instruction
should be provided in the provincial language. The main purpose of the policy
was to introduce Urdu as lingua franca and it would be obligatory in institutions
(Ahmed, 2011). In Ayub Khan Regime 1958, a lawful and societal change in
the policies was introduced for the modernization and progress, argued by
Ansari (2011). Sheriff's commission policy calls for the establishment of the
English medium schools in order to raise educational quality, but Ahmed (2011)
in his report states that there wasn’t any execution of the policy. In the era from

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1956 till 1972, there is no such policy to adopt the mother tongue or provincial
language as a medium of instruction at primary level.
In 1973, a new constitution was introduced; there were some language
provisions such as:
1) Urdu would be used as the state language and similarly as official
linguistic.
2) Second official language will be English until it replaces Urdu.
3) Provincial languages can be used by teachers for the instructional
purpose without any prejudice.
Still, Urdu has not yet been announced as an official language after 40 years.
(Jan, 2013)
The Medium of Instruction is the most important issue in the education sector,
by keeping it in mind that Pakistan is a multilingual country and only 7% people
are Urdu speaking (their native language). The reform in the form of Medium
of Instruction in the Mother Tongue is promoted by United Nations Educational,
Scientific and Cultural Organization (UNESCO) and British Council. The
instruction in Mother Tongue is easily comprehended by the child rather than
second or third language. The expression of the ideas got way if the education
at an early stage is provided in the Mother Tongue.
Objectives
1. To find the effectiveness of mother tongue as the medium of instruction
at primary level.
2. To determine the level of satisfaction of learners with mother tongues as
the medium of instruction.
Research Questions
The study was an attempted to deliver answers to research questions namely:
1. Whether the mother tongue base medium of instructions has significant
effects on students’ achievement?
2. With which language as a medium of instruction the students are more
satisfied?
METHODOLOGY
Methodology for the study was as follows
Research Design
The basic objective of this study was to analyze the impact of mother tongue as
medium of instruction on students’ academic achievement at primary level. This
research design was descriptive cross sectional in nature. The information
collected through the tools was coded and analyzed through SPSSv20.

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Study Setting
This study was done in different government schools in Quetta city of Pakistan.
These include;
• Government Girls High School Railway Colony, Quetta city
• Government Islamia Girls High School, Quetta.
Study Duration
Duration of study was from March 2021 to December 2021.
Population
• All Government and elementary Schools involved girl student of Quetta
city were incorporated as populace.
• All the female educators at Primary level in Government schools of
Quetta city were chosen as the number of respondents in this study.
• All the understudies enlisted in Grade 4 and 5 of Government Schools
were considered as populace of this study.
Sample and Sampling Technique
For this investigation, three staged examining method was utilized. First stages
were drawn based on convenience sampling approach in which only two
Government schools of Quetta city were taken to collect the essential data. In
the another phase, to each school two elementary classes were selected on the
basis of their availability and agreement for observation and to conduct focused
group interview. In the third phase, from every school forty teachers were
selected on the basis of convenient sampling, who agreed to fill the
questionnaire.
Research Instruments
The research instruments for the study were as under:
• An observational tool (check list) has been developed by the researcher
to check the level of satisfaction of the students with Urdu and mother tongue.
• Structured interview has been developed in order to know the views of
the students about the use of mother tongue as medium of instruction at primary
level.
• Questionnaire has been developed for the teachers in order to know the
views of teachers about the use of mother tongue at primary level.
• A pre and posttest, prepared by the class teacher, has been conducted at
the start and end of the observational period.

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Data Analysis
The data was collected and then analyzed statistically that includes:
▪ Comparison of means of students pre and posttest using chi-square
▪ Description to analyze the focused group interview of the students
▪ Description of the teachers questionnaire
▪ Checklist was analyzed using chi-square
Language Acquisition in Childhood
There are two approaches for understanding the language acquisition one is a
behaviorist and other is nativist. Behaviorist believed that the child’s caregivers
and the members of the child’s circle reinforce the child to learn and produce
the properties of the language such as images, sounds, words etc. (Skinner,
1957). The believers of the behaviorist approach believed that the child early
years are important for speedy language learning and acquiring the meaning of
the terms. On the contrary the supporters of the nativist argued that language
grasping is the inborn capability of the child (Chomsky 1965, 1975). The child
is internally guided to learn language. Hart & Todd, ( 1995 )articulated that the child
learning of the language is affected by his exposure to the language .Recently, many coeval
theories have been applied by the developmental psychologist to explain how a
child gets the language and understand his language. Language is a human
ability, organic capacity and is an innate perspective which is based on the
language environment, especially in two distinct languages (Ball, 2011).
The Language in Educational Context
There are three languages spoken in Pakistan Since independence, Urdu; official
language: English and one language recognized for each province (Mahboob,
2003). British council report (2011) has some finding regarding the language
percentage in Pakistan. The results are - Language breakdown of Pakistanis by
mother-tongue are: (Punjabi) 49.3 %, Pashto 12.0 %, Sindhi 11.7%, Urdu 6.8%,
Balochi 3.6%, Brahvi 1.3 % and Farsi 0.6 %.
Table 1: Spoken languages in Pakistan
No
Language name
Speakers (Million)
Percentage of
population
1
Panjabi, Western
60.0
38.3
2
Sindhi
18.5
11.7
3
Sirakai
13.8
8.7
4
Urdu
10.7
6.8
5
Pashto, Northern
9.6
6.1
6
Pashto, Central
7.9
5.0
7
Balochi, Southern
2.8
1.8
8
Brahvi
2.0
1.3

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Source: Coleman Report, 2010
Some of the language in Table such as ‘Northern Hindko’ and ‘Central Pashto’
are familiar to the speaker only and there is sub division in the dialectal
languages also. It has been said that at every 20 km the native language changes
to some extent.
The British colonial era proposed Urdu for masses and English for the elite
class, as a medium of instruction. But it was criticized by the people (e.g.
Muslim and Hindu Panjabi) due to their socio-lingual background. So these
groups lost their literary sources (Andrabi, Das, Khawaja,Vishwanath, &
Zajonc, 2007).
Since independence Pakistan is developing policies for language but there is no
proper implementation of these policies. The upshot of this is that Urdu and
English remained in the lingual. It has been argued that in Pakistan Urdu and
English policy contributes to the cultural anomie. One of the interviewer said
that Pakistani don’t know who they are? So Urdu is used in government schools
and English in private schools. Out of the 72 languages only Pashto in Khyber
pakhtoonkhwa KPK and Sindh. Sindhi has recognized as official language for
medium of instruction at primary level with English from 1st year of schooling
(Coleman, 2010).
ANALYSIS OF DATA
Results for Research question no#1
The first research question deals with the effectiveness of the mother tongue on
the academic achievement of the child at primary level. The pretest and posttest
was made by their subject teacher. The subject chosen was Science. There were
two groups of the third Grade and fourth Grade. The results of the both were
compared. Following are the results.
9
Hindko, Northern
1.9
1.2
10
Balochi, Eastern
1.8
1.1
11
Pashto, Southern
1.4
0.9
12
Balochi, Western
1.1
0.7
13
Farsi Eastern
1.0
0.6
14
Panjabi, Mirpur
1.0
0.6
Sub-total
134.1
84.8
Minor languages (58)
24.0
15.5
Total
158.1
100.00

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Variables
N
Mean SD
SD Error
Mean
df
t
P value
Pre-Test
64
3.98 +
2.567
0.321
63
-1.785
0.079
Post-Test
64
4.45 +
2.834
0.354
Correlation =0.702 (p=0.001)
Paired-Samples T-Test to Assess Pretest and Posttest Correlation and
Significance among Class 5
T-Test (paired-samples t-test) was performed to compare the means between
two related groups on the same continuous, dependent variable that is pre-test
and post-test. The test initially showed mean of pretest 3.98 and posttest 4.45
that shows improvement in post-tests of respondents with positive correlation
of 0.72 which is statistically significant.
The test was further evaluated to -1.785(63), p =0.079. Due to the means of the
two groups i.e. pre-test and post-test and the direction of the t-value, we can
conclude that there was a statistically significant improvement in learning and
will lead to improved academic performance following the training program
from 3.98 ± 2.56 to 4.45 ±2.83, an improvement of test scores as shown in table.
4.1.
Variables
N
Mean SD
SD Error
Mean
df
t
P value
Pre-Test
64
7.77+5.029
0.629
63
-3.458
0.001
Post-Test
64
8.86+5.203
0.650
Correlation =0.878 (p=0.001)
Table No. 3: Paired-Samples T-Test to Assess Pretest and Posttest Correlation
and Significance among Class 4:
T-Test (paired-samples t-test) was performed to compare the means between
two related groups pre-test and post-test of Grade 4 on the same continuous,
dependent variable. The test initially showed mean of pretest 7.77 and posttest
8.86 that shows improvement in post-tests of respondents with positive
correlation of 0.87 which is statistically significant.
Table 2: Paired-Samples T-Test to Assess Pretest and Posttest Correlation and Significance
among Class 5
Table 3: Paired-Samples T-Test to Assess Pretest and Posttest Correlation and
Significance among Class 4

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The test was further evaluated to -3.458(63), p =0.001. Due to the means of the
two groups i.e. pre-test and post-test and the direction of the t-value, we can
conclude that there was a statistically significant improvement in academic
achievement, following the training program from 7.77 + 5.029 to 8.86 + 5.203,
an improvement of test scores as shown in table 4.2.
Results for Research question no#2:
In order to check the level of satisfaction of the learner with the medium of
instruction as Pashto or Urdu a checklist was developed and the both third and
fourth Grade had been observed for thirty days. The results are as following.
Class 5 (Urdu Pashtu) – RESULTS
Variables/Assessing
Parameters
Frequency
Percentage
Remarks
Level/class
5th Grade
30
100.0
Class. 5 was
selected for
observation.
Observational tool
(Check List)
Urdu
Pashtu
15
15
50.0
50.0
Pashto and urdu
checklist were used
for 5 Grade as
observation tool.
Class Strength
30-34
35-39
40-44
10
12
8
33
.3
40.0
26.7
The classroom
strength lies
between 30 to 44
Teacher language
(home language)
Pashtu
30
100.0
The native language
of teacher was
Pashto.
Student language
Pashtu
30
100.0
The native language
of students were
Pashto.
Instructional
language
Urdu
Pashtu
15
15
50.0
50.0
The teacher used
Pashto and urdu in
classroom
alternatively.
Subject
Science
30
100.0
Science subject was
selected for
observation.
Duration
30
Minutes
30
100.0
Observation period
consist of 30
minutes.
Institution
Govt Girls
High
School
Nasirabad
Quetta
15
15
50.0
50.0
Two institutions
were selected from
Quetta city.
Table 4: Demographic or language description

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Govt Girls
Middle
School
Quetta
City
Demographics
Table no.4 showed demographic characteristics. A total of 30 respondents were
recruited. Of these respondent's equal checklist 15 (50.0%) was assessed.
Fifteen (50.0%) were from 5th Grade and 15 (50.0%) were from 4th Grade. The
maximum of class strength 11 (36.7%) were ranges in between 40-44. Equal
groups of teacher's languages (Urdu 15 (50.0%) and Pashtu 15 (50.0%)) were
observed. All students 30 (100.0%) had Pashtu language. Instructional language
was given to all 30 (100.0%) respondents in Urdu in science subject with the
duration of 30 minutes. The institution for this assessment was Govt Girls High
School Quetta City and Govt Girls High School Nasirabad.
Scoring Description of Patients' Satisfaction
Satisfaction score calculated by using conversion factor. There are 15
questions, each response was assigned marks or values as; agree was given 3
marks, neutral was given 2 marks and disagree was given 1 marks. As there
were 15 questions so minimum score was 15 and highest was 45, cut off level
was taken as 30 which means respondent score equal and more than 30 was
considered as Adequate Satisfaction and less than 30 was considered as poor
satisfaction.
The result showed that maximum respondents 17 (56.7%) had poor or low
satisfaction with Urdu as medium of instruction.
Variables
Frequency
Mean
SD
P Value
Grade*
3rd Grade
30
28.63
3.95
Checklist
Urdu
Pashtu
15
15
32.133
25.133
1.92
1.55
0.001
Class Strength**
30-34
35-39
40-44
10
12
8
29.100
28.250
28.625
4.20
3.76
4.37
0.851
Teacher
language*
Pashtu
30
28.63
3.95
Table 1: Satisfaction levels of Grade 5
Satisfaction
Frequency
N=30
Percentage
%
Adequate Satisfaction
13
43.3
Poor Satisfaction
17
56.7
Table 2: Comparison of Means satisfaction scores of Urdu as Institutional Language

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Student
language*
Pashtu
30
28.63
3.95
Instructional
language*
Urdu
Pashtu
15
15
32.133
26.133
1.92
1.55
0.001
Subject*
Science
30
28.63
3.95
Duration*
30 Minutes
30
28.63
3.95
Institution *
Govt Girls
High School
Nasirabad
Quetta
Govt Girls
Middle
School Quetta
City
15
15
32.133
25.133
1.92
1.55
0.001
Sig <0.05
* Mann-Whitney U Test
** Kruskal Wallis Test
Comparison Of Mean Scores with Demographics
Comparison of mean satisfaction scores of Urdu were computed as dependent
variable and individual demographics characteristics were taken as independent
variable and mean comparison is calculated and determining of p-value have
been done which shows that the p-values are exceeding than 0.05 that show no
significance over study particularly there is no statistical significant difference
in the study variables of Grade, Class strength, teacher language, student
language, instructional language, subject, duration and institute (P>0.05) as
shown in table 4.6.
Variables
Satisfaction
N=30
P Value
Adequate
Poor (Low)
Level/Class*
3rd Grade
13
17
-----
Observational
tool
(Checklist )
Pashtu
Urdu
0
13
15
2
0.001
Class
Strength**
30-34
35-39
40-44
5
4
4
5
8
4
0.665
Teacher
language*
Pashtu
13
17
----
Student
language*
Pashtu
13
17
----
Table 3: Cross tabulation and significant association among dependent ad
independent variables

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Instructional
language*
Urdu
Pashtu
13
0
2
15
0.001
Subject*
Science
13
17
----
Duration*
30 Minutes
6
24
----
Institution *
Govt Girls High
School
Nasirabad
Quetta
Govt Girls
Middle School
Quetta City
13
2
0
15
0.001
Chi Square Test and Cross-Tabulation Among Satisfaction Groups
Among categorical data of respondent's satisfaction, which was dichotomized
as adequate and poor (low) satisfaction further tested on basis of chi-square test
as shown in table 4.7. The categorical data were compared and tested which
showed that p-value p-values which exceeding than 0.05 that show no
significance over study particularly there is no statistical significant difference
in the class strength (P>0.05). Only Instructional language and institution have
significant association among study variables (P=0.01).
Class 4 (Urdu Pashtu) – RESULTS
Variables/ Assessing
parameters
Frequency
Percentage
Remarks
Level/Class
4th Grade
30
100.0
Class 4 was
selected for
observation.
Observational
tool (Check List)
Urdu
Pashtu
15
15
50.0
50.0
Pashto and urdu
checklist were used
for 3 Grade as
observation tool.
Class Strength
30-34
35-39
40-44
45-49
2
4
13
11
6.7
13.3
43.3
36.7
The classroom
strength lies in
between 30 to 49.
Teacher language
Pashtu
30
100
The native
language of teacher
was Pashto.
Student language
Pashtu
30
100.0
The native
language of
students were
Pashto.
Instructional
language
Urdu
Pashtu
15
15
50.0
50.0
The teacher used
Pashto and urdu in
Table 4: Demographic or language description

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classroom
alternatively.
Subject
Science
30
100.0
Science subject
was selected for
observation.
Duration
30 Minutes
30
100.0
Observation period
consist of 30
minutes.
Institution
Govt Girls
High
School
Nasirabad
Quetta
Govt Girls
Middle
School
Quetta
City
15
15
50.0
50.0
Two institutions
were selected from
Quetta city.
Demographics
Table no.4.8 showed demographic characteristics. A total of 30 respondents
were recruited from 4th Grade. The maximum of class strength 13 (43.3%) were
ranges in between 40-44. All the teachers (100.0%) has Pashto as native
language. All students 30 (100.0%) had Pashtu language. Instructional language
was given in Urdu and Pashtu to equal proportions 15 (50.0%) among
respondents in science subject with the duration of 30 minutes. The institution
for this assessment were done in Govt Girls High School Nasirabad Quetta and
Govt Girls Middle School Quetta City.
Satisfaction
Frequency
N=30
Percentage
%
Adequate Satisfaction
14
46.7
Poor Satisfaction
16
53.3
Scoring Description of Patients' Satisfaction
Satisfaction score calculated by using conversion factor. There are 15 questions,
each response was assigned marks or values as; agree was given 3 marks,
neutral was given 2 marks and disagree was given 1 marks. As there were 15
questions so minimum score was 15 and highest was 45, cut off level was taken
as 30 which means respondent score equal and more than 30 was considered as
Adequate Satisfaction and less than 30 was considered as poor satisfaction.
The result showed that maximum respondents 16 (53.3%) had poor or low
satisfaction.
Table 9: Satisfaction levels of Grade 4

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Variables
Frequency
Percentage
Class
4th Class
30
100.0
Check List
Urdu
Pashtu
15
15
50.0
50.0
Class Strength
30-34
35-39
40-44
45-49
2
4
13
11
6.7
13.3
43.3
36.7
Teacher language
Pashtu
Urdu
15
15
50.0
50.0
Student language
Pashtu
30
100.0
Instructional language
Urdu
Pashtu
15
15
50.0
50.0
Subject
Science
30
100.0
Duration
30 Minutes
30
100.0
Institution
Govt Girls High
School Nasirabad
Quetta
Govt Girls Middle
School Quetta City
15
15
50.0
50.0
Sig <0.05
* Mann-Whitney U Test
** Kruskal Wallis Test
Comparison Of Mean Scores with Demographics
Comparison of mean satisfaction scores of Grade 4 were computed as dependent
variable and individual demographics characteristics were taken as independent
variable and mean comparison is calculated and determining of p-value have
been done which shows that the p-values are exceeding than 0.05 that show no
significance over study particularly there is no statistical significant difference
in the study variables of Grade, Class strength, student language,, subject and
duration (P>0.05) while check list, teacher language, instructional language and
institution has significant association among study variables (p<0.05)as shown
in table 4.11.
Table 10: Comparison of Means satisfaction scores of Urdu as Instructional
Language

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Variables
Satisfaction
N=30
P Value
Adequate
Poor
(Low)
Level/Class*
4th Grade
14
16
-----
Class Strength**
30-34
35-39
40-44
45-49
1
1
7
5
1
3
6
6
0.792
Teacher language*
Pashtu
Urdu
0
14
1
15
0.001
Student language*
Pashtu
14
16
----
Instructional
language*
Urdu
Pashtu
14
1
0
15
0.001
Subject*
Science
14
16
----
Duration*
30 Minutes
14
16
----
Institution *
Govt Girls
High School
Nasirabad
Quetta
Govt Girls
Middle School
Quetta City
14
0
1
15
0.001
Chi Square Test and Cross-Tabulation Among Satisfaction Groups
Among categorical data of respondent's satisfaction, which was dichotomized
as adequate and poor (low) satisfaction further tested on basis of chi-square test
as shown in table 4.12. The categorical data were compared and tested which
showed that p-value p-values which exceeding than 0.05 that show no
significance over study particularly there is no statistical significant difference
in the class strength (P>0.05). Teacher language, Instructional language and
institution have significant association among study variables (P=0.01).
FINDINGS, CONCLUSIONS AND REOMMENDATIONS
The basic objective of this study was to analyze the impact of medium of
instruction on student’s academic achievement at primary school level of
Quetta city, Balochistan. Questionnaires for the teachers, focused grouped
interview for the students and a teacher made test were used to collect the
required data. Therefore, this research was designed on the basis of mix
methods. The information collected through the tools was coded and analyzed
through SPSS20. Mainly correlation between the variables of the study was
used to conclude the results.
Table 11: Cross tabulation and significant association among dependent ad independent
variables

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This investigation was mainly started through brief literature review. Through
literature review the background of the mother tongue education system was
reviewed and especially in Balochistan scenario. In the light of literature the
instruments were designed and tested by experts. So the medium of instruction
was the independent variable whereas the academic achievement was the
dependent variable.
FINDINGS
The study research question number one aimed at finding out the effectiveness
of mother tongue on academic achievement at primary level in Quetta city.
Following are the study findings:
1. There was direct relationship between using mother tongue as a medium
of instruction and student academic achievement. As the medium of instruction
was changed to Urdu the marks of the students decreased and as medium of
instruction was changed to mother tongue (Pashto) the marks of students
increased. A research conducted by Ereson, Olanipekun, Sunday, Deborah, &
Andokari (2014), showed that there is no relationship between the mother
tongue (Yoruba language) and students’ performance in English language
among secondary schools. The tendency of improving or hindering students’
performance has no connection with their mother tongue (Yoruba language).
On the contrary there are studies showed that the mother tongue and students’
academic performance have positive correlation. The study of the Aladejana
and Odejobi (1999) revealed that by using mother tongue at early age of
education can improve and enhance the learning of the primary student. Hence
they both have positive correlation.
2. Mother tongue is best to be used at primary level. The results have been
seen in the research work of Cole (1998) who claims that first language is the
best language to be used in the bingeing of education and for lower level of
education. The level of understanding of the new terms were high then before.
3. The students actively participated in all the class activities and were
highly motivated towards learning. The study conducted by Assefa, (2002)
which shows that those students who had positive attitude towards mother
tongue (Sidama language) as medium of instruction were motivated to learn in
Sidama language.
4. Students spent less time on learning new concepts and require less time
for grasping the difficult words. Their proficiency increased by the use of
mother tongue as instructional medium. Similar results were found in the study
of Oribbor & Adesina, (2013) which shows the fact that the children acquire
facts and information easily and quickly interpret information, obtained
properly and correctly, acquire practical and manipulative skills easily and
develop desirable attitudes towards people when their mother tongue was used
for instructional purpose.
5. Students don’t need assistance for learning new terms again and again.
They learn things and terms at once when taught in their first language. Paker
& Karaağaç, (2015) in their research study showed that the instructor sometimes
uses first language for the explanation of the meaning of the new terms and
words. Thus it helps the students to have better understating of the terms and
they catches the terms at once. Zergani, (2016) articulated in his research
findings that participants appreciated the use of mother tongue for instructional

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purpose as it helps in translating terms, clearfying unknown concepts and
letivatin their understanding. They know whats haappning in the class and what
really the lecture is about. Khejeri, (2014) study showed the results that teachers
saw the first language make students able to participae in the lecture and tmake
it easier for students to grasp difficult words.
6. There was no communication gap between students and teacher for
communication. The use of same language made it easy for them to convey their
message to their teacher. The teacher could develop better relationships with
their students by having close contact with them using their mother tongue.
They can easily understand what student wanted to say. The same finding have
been seen in the research work of Paker & Karaağaç, (2015) which states that
using mother tongue in the classroom, the students’ help each other in studies
first language should be used to tell about the rules, for taking attendance and
giving administrative information. They could talk about their problems easily
and can communicate in the classroom for discussing various topics. Khejeri,
(2014) from his findings of the study, it was revealed that teachers recognized
that mother tongue helps to create a close relationship with learners. It enable
the learner to express their problems and easily communicate with the teacher
regarding their problems. It provides the learners the home environment in
schools and soothe their discomfort with the changed and new environment.
Práce (2010), revealed in his study findings that the teacher recur native
language to communicate with learners who don’t understand them. His said
that the learners don’t understand fast when a foreign language is used to
communicate with them in their first years of schools, but keeping in mind that
it’s a gradual process to adopt not to rush applying it.
7. The students’ were more comfortable with their mother tongue when
used in the classroom. Similarity with the results can be found with the Paker &
Karaağaç, (2015) study results. They claimed that they felt more comfortable
with their first language about some functions or topics rather than in English.
The students know the significance of their mother tongue in classroom
instruction and they strongly believed that their first language is better to
comprehend terms, learn new things and negotiation of their problems.
8. Students’ level of interest was high and were enjoying the instructional
procedure. They were more prepared for instruction. Villaneza, (2016) and
Zergani, (2016) have reported the findings that the use of mother tongue has
surprising effects on teaching and learning procedure. It was helpful in gaining
the students’ attention. The level of understanding was high and they were infact
enjoying the instruction in their mother tongue. Their response to the questions
were also surprising. They feel less lost durin the instruction.
9. They were satisfied with their native language instructional method.
Their confidence level was high and were actively participating in classroom.
Villaneza, (2016) the more active participation of the children were seen when
their first language was used for instructional purpose. Their confidence level
was raised and they were answering the asked questions. They were making less
mistakes while giving the answers. The children were conceiving and
explaining the content, expressing himself as the use of mother tongue was
there. The comparing the study results with the findings of Zergani, (2016)
which shows that students prefer the use of mother tongue for instructional
purpose as it aids in levitating their confidence level.

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10. Mother tongue as instructional medium helps in expressing themselves
easily. They convey their message easily without any hesitation. Alvarez,
(2004) the data of his study revealed that the first language plays an important
role in increasing the confidence of the child and it shows that the first language
has greater impact on the self-expression of the child. First language helps the
child to overcome his nervousness and be more expressive.
CONCLUSION
When reconsidering the purpose of the present study, the goal was to attain a
deeper understanding of the mother tongue as instructional medium and to
assess its effectiveness across the academic achievement of the students at
primary level. The study was descriptive cross sectional using mix methodology
(both qualitative and quantitative methods) to examine the effectiveness of
mother tongue as instructional medium with the assistance of a statistical
analysis for each of the instrument. A major finding was that, the mother tongue
based instruction method had a positive effect on the academic achievement of
the student. In order to determine if the medium of instruction is conducive to
learning, it was necessary to examine the different areas that have the most
impact on student performance. Numerous studies indicate the effects of mother
tongue as instructional medium, whether negative or positive for the
instructional purpose.
There is a lack of research and focus in this regard as Pakistan is the multi
lingual country where one native language cannot be used for primary schooling
of students. There are numerous of the languages used all over the country and
even if we look for the Balochistan case it can be seen that there are three major
languages Pashto, Balochi Brahvi, and in the Quetta district there is
multilingualism is practiced because of the mixture of all these languages is
found. So the major dilemma is which language to choose and how to
implement the policy. Books are in developing stages and some of the books
have been developed in the native languages but the matter is how, when and
where to implement these books. The lack of training is another dilemma.
Experts, teachers and parents are in favor of implementing the policy of the
mother tongue based education system and this study also showed that the
academics are being improved by teaching child in their native language.
The study revealed that the mother tongue based education system had
significant effects on the academic achievement of the students at primary level
and their understating level had also been improved in the rural setting. The
present study helped in gaining an initial understanding of mother tongue as
instructional medium and its outcomes on students’ performance, who were
being instructed in their mother tongue instead of the national language. Making
generalized statements about appropriateness of mother tongue based education
system and successful delivery formats, amongst other factors, is simply not
within the scope of this study. Student and teacher surveys were conducted to
gain a deeper understanding of the perceptions from the students and teachers
in regards to the mother tongue based education model. Further research is
needed to answer the multitude of questions that this primary study has
suggested for future exploration.

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