标题：Mother Tongue and Holistic Development: A Study Among Students Aged 3 - 18 Years to Assess the Effect of Different Determiners in Educational Settings
摘要：Background/Aims: The mother tongue has an impact on educational quality since it facilitates a child’s comprehension and communication. The use of a first language in the classroom enhances learning by boosting classroom engagement and integration. The study’s goal was to see how mother tongue affected rote learning, creativity, attention span, stress level, voluntary participation, studying at home, online education, and overall student development throughout Covid-19. Methods: A multistage stratified random sample approach was used to conduct cross-sectional research. The influence of the mother language was investigated through participatory observation and on-the-spot activities. The research involved 1000 schoolchildren ranging in age from three to eighteen years old. In various areas of the study, the students’ parents were also asked to participate. Results: When learning in another language was conducted, the rate of rote learning increased, whereas creativity, attention span and voluntary participation rate decreased, and stress increased while performing the teaching-learning process at home, by parents while teaching and students while learning. The level of stress also increased due to online classes when learning was conducted in another language. As a result, when total development was studied, it was shown that one’s mother language had a good impact on students’ development. Conclusions: The study concludes by demonstrating the importance of the mother tongue in the total holistic development in educational settings. When the mother language was employed as the vehicle of expression, both the students and their parents responded positively.
