This study analyzed the effectiveness on pupils’ learning of Mother Tongue-Based Multilingual Education (MTB-MLE) Storybooks. The use of Cebuano, Minasbate, and Filipino versions, entitled “JUAN TAMA”, for Grade 1 pupils of School A in Claveria South District and School B in Cawayan East District, Division of Masbate for SY 2012-2013 were evaluated. Each school covered 20 Grade 1 Pupils (Social Group A) and another 20 Grade 1 Pupils (Social Group B). The demographic profile of respondents in terms of language they used at home and school, showed that majority used Minasbate dialect in School A while Cebuano in School B. The average achievement rating of Grade 1 pupils in Social Group A was 62.18% while Social Group B obtained 81.76%. The use of mother tongue in the teaching story “Juan Tama” appears to have significantly affected the academic achievement level of Social Group B when compared to Social Group A. This demonstrates that pupils develop literary appreciation, literacy, cognitive skills and master content material more easily when they are taught in a familiar language. Teachers teaching in the mother tongue using Juan Tama storybooks perceived this medium of instruction as effective. Their suggestions included: increasing information dissemination on importance of mother tongue-based instruction; recognition of mother tongue acquisition as first priority in judging children’s achievement; training teachers in creating storybooks; and provision of instructional materials and references in MTB-MLE.
Keywords: Mother Tongue Based-Multilingual Education, Storybooks, Pupils Learning