Cebuano Music Videos for Mother Tongue Based Multi ......that these Cebuano music videos will become a very popular choice for an effective tool in learning Cebuano mother tongue

Peer Reviewed Journal

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Cebuano Music Videos for Mother Tongue Based Multi-Lingual Education:

An Instructional Material For Kindergarten, Grades I, II, and III

JAMES ANTHONY E. ACOPEhttps://orcid.org/0000-0002-7993-8160

[email protected] Michael College of Caraga, Nasipit

Agusan Del Norte, Philip

JELOU MAE L. ASIBALhttps://orcid.org/0000-0002-3788-4618


Agusan Del Norte, Philippines

PATRICK JAN S. MOÑIZAhttps://orcid.org/0000-0002-0472-414


Agusan Del Norte, Philippines

Gunning Fog Index: 14.53 Originality: 98% Grammar Check: 99%Flesch Reading Ease: 36.46 Plagiarism: 2%

ABSTRACT

The Philippine educational system is becoming gradually competitive for the institutions and its students. The Department of Education’s new trend K-12 implementation of Mother-Tongue-based Multilingual Education (MTB-MLE) wherein the kindergarten and grades one to three are required to have a subject that

SMCC Computing JournalISSN Print: 2508-0539 · ISSN Online: 2508-0547

Volume 1 · June 2018

SMCC Computing Journal

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uses the child’s mother tongue as the language, is one good example that best describes today’s improving educational system. Students must acquire learnings as much as they can, and acquire it effectively. With this new implementation, the proponents searched for problems that might serve as a hindrance in successfully putting into effect the said implementation. And out of the many problems that make it impossible for the implementation to be actualized listed in Section 5 of the Republic Act No. 10157, the proponents focused on the problem that when resources, in utilizing the mother tongue, are not yet accessible. The purpose of this paper is to eliminate the listed problem and to utilize information technology in formulating a solution to the said problem. The proponents came up with the idea of an interactive learning tool, so the proponents searched for available Cebuano music videos that consist of nursery rhymes that serve as a learning tool for the mother tongue. A limited number of Cebuano music videos were found, that led the proponents to proceed in making music videos using Cebuano language. The music videos will compose of animations and old and new Cebuano nursery rhymes. After successfully making the music videos they become more competitive that leads them to intensify their standards. The proponents believe that these Cebuano music videos will become a very popular choice for an effective tool in learning Cebuano mother tongue.

KEYWORDS

Cebuano, Multi-lingual, Instructional Material, Music Video, Mother-tongue, Agusan del Norte, Philippines, Asia

INTRODUCTION

One of the adjustments in the Basic Education Curriculum of the state brought about by the new K to 12 programs is the introduction of the Mother Tongue-Based Multilingual Education (MTB-MLE) for the Kindergarten, Grades 1, 2 and 3. As indicated in the Department of Education Order No. 16, s. 2012, the said order requires that beginning the School Year (SY) 2012-2013, the Mother Tongue-Based-Multilingual Education or “MTB-MLE” will be executed in every state-funded school, particularly in Kindergarten, Grades 1, 2 and 3 as a major aspect of the K to 12 Basic Education Program. The kindergarten will then be considered as a vital piece of basic education. MTB-MLE will serve as a child’s smooth transition tool in learning secondary languages such as Filipino and English language from their native language. There is no fear of committing errors since the student’s dialect empowers her/him to express himself/herself effortlessly. Because they comprehend what is being deliberated and what is being asked of them, it encourages dynamic cooperation by the students in the learning process. They can immediately use their mother tongue to construct and


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explain their word, articulate their thoughts and add new concepts to what they already know. It is during these stages that the student’s psyche is at its most keen that leads them to be dynamic in adopting new things.

Section 5 of the Republic Act No. 10157 asserts that the state shall adopt the mother tongue-based multilingual education (MTB-MLE) system. The primary dialect learned by the child will be the primary medium of instruction. However, special cases shall be made to the accompanying occasions:

• When the students in the kindergarten classroom talk diverse primary languages; • When the educator does not talk the primary language dialect utilized by the

students; • When resources, in utilizing the mother tongue, are not yet accessible; and • When educators are not yet legitimately prepared in utilizing the MTB-MLE

program.

The proponents are determined to obliterate one of the instances listed expressing that the MTB-MLE will not be actualized if resources are not yet accessible. Assets termed likewise as visual aids should not be insufficient since it plays a crucial part in instructing. Shabiralyani, Hasan, Hamad, & Iqbal (2015) cited that all through the visuals must be, well any of the aids that educators use must be important. As concerned citizens, there is a need that the proponents get to be responsible and participate in executing the duly constituted laws of the nation. By the proponent’s field of study, the advocates then decided to utilize multimedia in providing an effective tool for learning.

According to the research of Dalacosta, Kamariotaki-Paparrigopoulou, Palyvos, & Spyrellis, (2009) in Athens, Greece, the research results provided confirmation that the utilization of animated cartoons radically expanded the learners’ knowledge and comprehension of the subjects discussed. There are various types of multimedia. However, the advocates concentrated just on making Cebuano music videos. These recordings will contain old Cebuano melodies for children that were taught by the senior citizens quite a while and new tunes formed, recorded, and altered by the proponents. The overriding concept of the research is to give the students an ideal learning environment wherein the student sees, hears and feels the materials themselves.

FRAMEWORK

The K to 12 programs of the DepEd has acquainted another modification to the country’s education framework – utilizing the mother tongue language as the medium of teaching. The new framework expresses that the Mother Tongue-based Multilingual Education likewise termed as (MTB-MLE) will be enacted starting from the kindergarten to Grade 3 in all schools. Whether government funded schools or private schools. The 12 dialects that will be used as mediums of instruction are Kapampangan, Tagalog,


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Ilokano, Bicolano, Cebuano, Hiligaynon, Pangasinense, Waray, Maguindanaoan, Maranao, Tausug, and Chabacano. The local language initially learned by the child will be chosen as the language for their medium of instruction at school. Driven by the Cognitive Theory of Multimedia Learning (CTML) Mayer, Dow, & Mayer (2003) that states that multimedia supports the way that the human brain learns. It attests that individuals learn more profoundly from words and pictures than from words alone, which is indicated to as the multimedia principle. The proponents then proceeded to create Cebuano music videos.

In line with this, Butzkamm (2011) quoted that the mother tongue places the cognitive foundations for all subsequent learning. It has been part of the vision of the DepEd that the MTB-MLE will serve as the outset of the children to acquire new things. Romaine (2006) emphasizes the role of early childhood care and development programs in placing the groundwork for learning and setting the stage for successful employment in formal education. During childhood, information is of great accessibility since it is a period when his/her curiosity triggers a child regarding the things surrounding him/her. As what Carless (2007) stated, that the mother tongue enacts a key role in a child’s social and personal development, it may be in education and second-language learning. Using mother tongue language develops the social life of a child by being confident in engaging interaction with the others and by being confident in communicating with the others, he/she develops self-esteem. As assured by Ball (2010) with her report that calls for unfaltering political will to guarantee that education from early childhood onwards is to be considered as a priority of the national governments, civil society, and the private sector in order to safeguard educational inclusion of the 72 million children out of school and to diminish the number of juvenile learners who leave school without obtaining fundamental aptitudes and knowledge. Pflepson (2011) expressed that the language(s) utilized in the classroom melodramatically influences the children’s opportunity and ability to learn but an absence of comprehension of the focal role that language plays in facilitating access to schooling and academic accomplishment.

Although there are many personalities supporting the new MTB-MLE law, there are still some who question the effectiveness and accountability of it. Right from Gupta (1997) that conveyed in some language situations primary education in the mother tongue may not be desirable. Various factors may militate against education in the mother tongue: (1) struggle in determining the mother tongue to be used. This is particularly an issue in multilingual settings where children grow up with multiple primary languages; (2) explanation of ‘a language.’ Mother tongues may be deemed to be the standard assortment and (3) social and ethnic disagreement of mother tongue education. In multilingual settings, the preservation of social cohesiveness may be of more significance than the advantages of mother-tongue education. Where examples of language use are connected to social class, native language training could further devalue the access to power structures by underprivileged groups. There is no general rule that primary education should be in the mother tongue. According to Atkinson (1987),


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the capability of the mother tongue as a classroom asset is great to the point that its function should be justified with considerable attention and discussion in any endeavor to cultivate a ‘post- communicative’ approach.

Concurring to Diane Dekker and Walter Stephen (2007) of the Summer Institute of Linguistic International, MTB-MLE program is executed by starting each lesson with what is familiar to the students and related to the student’s everyday experiences. All the students’ reading materials consist of stories familiar to the learner so that the focus of the learner is in the process of reading rather than being distracted by new situations and unfamiliar people and places. Teachers integrate oral literature, local arts, local history, craft and music in the syllabus so to support the learner’s culture. This strategy stipulates a link between what the learner knows (his/her first language and culture) and the unknown (what they need to learn). They studied elementary students in Lubuagan, Kalinga to filter out how many students learn better using their native language or using Foreign (English) Language. The study succeeded and found out that many of the top 40 students of each level improved their performance after being taught using their native language. 32 of the top students in Grade 1, 30 students in Grade 2, and 32 in Grade 3. While the students performed poorly when taught in the foreign language. The result consisted of 36 students in Grade 1, 40 students in Grade 2 and 31 students in Grade 3.

Since there was a sudden adjustment to the country’s education system, there is a great need for improving the quality of education that a school can bestow to the students. With our advanced technology today, incorporating multimedia as a tool for teaching is one of the techniques that most teachers use to improve the process of teaching and learning in the classroom. According to the study of Dalacosta, Kamariotaki-Paparrigopoulou, Palyvos, Spyrellis (2009), the study was completed in different elementary schools of Athens, Greece, and 179 students aged 10-11 years took an interest in it. The research results provided evidence that the utilization of animated cartoons significantly expanded the students’ knowledge and comprehension regarding the specific science concepts, which are ordinarily difficult to comprehend and frequently cause misconceptions to them. In addition to that, Berk (2009) asserted that a video could have a strong impact on one’s mentality and senses. A few speculations of learning have assessed the dual coding of verbal communication, including visual, sound-related, or articulatory codes, and nonverbal communication, which may incorporate shapes, sounds, kinesthetic activities, and feelings. The mentioned speculations have been connected to multimedia, and the research has tested various classroom applications.

As discussed by Wells (2018), multimedia typically refers to the presentation of material in two forms: auditory/verbal and visual/pictorial Multimedia have various forms, it may be in the form of texts, spoken words, images, videos, animations, music and/or a combination of two or more. Multimedia does not only provide a substitution to the traditional read and write style of teaching but also makes the students raise their attention to the subject proper and engage interaction between the other students.


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Another study by Smith, Rafeek, Marchan, & Paryag (2012) it resulted that the group of dentistry students tested, video-clips were the preferred method of demonstration of tooth preparations in the preclinical environment.

Research by Friedl et al., (2006) wherein it compared the educational worth of a multimedia module regarding aortic valve alternative in the heady as a groundwork for the operating room of the hospital with a printed medium of analogous subject matter. Right after surveying and recording the results, it showed that in line with information, there is no contrast between multimedia-driven learning and a print medium-driven learning. Amid heart operations, when understanding of complex temporal and spatial events is essential, the students’ performance is extensively improved by multimedia-enhanced instructing. The latter further ended up being more proficient regarding the study time.

From the study of Chun, Dorothy & Plass (1996) testifying that research on second dialect vocabulary achievement has revealed that words accompanied with actual objects or imagery techniques are acquired more easily than those without. With multimedia applications, it is made probable to provide various forms of information such as images and videos. Hence, one important question regarding the use of the multimedia framework is its effectiveness. The study was a success and posed a higher rate for words acquired that were accompanied with multimedia.

Multimedia Documents (MMDs), according to Krstev & Trtovac (2014) are associated with education in two diverse approaches: future specialists have to be educated to execute the complicated task of multimedia creation, and multimedia is also successfully utilized in numerous stages of the educational process. The research is centered on education for multimedia from its four several aspects: technology, design, purpose, and content. The present standing of education for multimedia is exemplified by an exploration of the academic scenario in Serbia and neighboring countries, as well as through other graphic examples. The results of the study illustrated that the content regarding multimedia is enclosed mainly in the Library and Information Science (LIS) curricula. The researchers presented the place of the course Multimedia Document in the LIS curriculum at the Faculty of Philology, University of Belgrade. It is structured as a project of a team of a whole generation of students in the last year of their studies, where each generation has to tackle various topics vital for the perspective of preservation of cultural heritage and present it in the form of multimedia. With the research, the authors exemplified how successful the utilization of multimedia for teaching is, both from teachers’ and students’ view.

Conferring to Mayer & Moreno, (2002), Computer-based multimedia learning surroundings - composed of pictures (such as animation) and words (such as narration) - provide a powerful setting for improving the student’s comprehension. This paper stages the rational theory of multimedia learning which illustrates dual coding theory, cognitive load theory, and constructivist learning theory. According to the theory, principles of instructional design for adopting multimedia in learning are obtained


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and investigated. The multiple representation principles declare that it is better to present explanations in words and images than solely explaining it in words. The principle is that it is much better to express words and images simultaneously rather than utilizing it for explanations separately. The coherence principle stresses out that multimedia explanations are furthermore understood when they include little rather than lots of irrelevant words and sounds. The modality principle that states it is much better to express words as auditory narration than the usual visual plain on-screen text. The redundancy principle is that it is better to present a combination of animation and narration than to present animation, narration, and on-screen text separately. By starting with a cognitive theory of how learners administer multimedia information, the researchers have been able to manage research that generates preliminary principles of instructional style for multimedia messages.

Multimedia being used for visual aids provide the student’s chances to learn while having fun.

OBJECTIVES OF THE STUDY

The objectives of the study are as follows;1. Provide an interactive medium of teaching to the children;2. Help the kindergarten in furthermore understanding their mother tongue

language;3. Entertain students while learning;

TECHNICAL BACKGROUND

Audio An electric piano, an electrical device that produces sounds once a performing artist

presses the proponents used the keys of the piano-style musical keyboard in practicing, forming and recording the chosen old songs and newly formed songs of the proponents. In expanding the amplitude of electrical signals utilized mainly in producing sounds, an electronic device used called integrated amplifier. This device is useful in producing good quality of converted digital signals from the audio signal to be picked up by the computer and then be recorded. In recording the lyrics, a recording microphone, an instrument for altering sound waves into electrical energy variations producing high-quality audios which can then be transmitted, amplified and or recorded was then used.

A pop filter, an anti-pop noise defense filter for microphones mostly used in a recording studio helps in reducing or eliminating ‘popping’ sounds caused by the mechanical effect of fast moving air on the microphone during recording. Most importantly, laptop computers were needed in processing and forming the music videos.


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The different software was used in the formulation of the music videos, first Adobe Audition CS6, an audio editing and recording software that speeds up the production of video, radio, music, games, and more. It is the application used in recording, editing the converted digital signals from the electric piano and the recording microphone and in arranging the separately recorded tune and music with lyrics. Second, Animation, a free HTML5 animation web application that provides users with a simple and powerful way of creating animated and interactive animations. It is the application used in creating the animations of the music videos.

Video EditorAnd lastly, Wondershare Video Editor was used for combining, editing, adding

effects, sounds, and transitions to produce the final output.

Fig. 1 Wondershare Video Editor

METHODOLOGY

Music Selection PhaseThe proponents searched for Cebuano music videos on many websites specifically

on www.youtube.com so as to know what other nursery rhymes do not have Cebuano-translated music videos.


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After searching, the proponents then listed old nursery rhymes long taught by the elder people during childhood that is in Tagalog, English and Cebuano language. The chosen old nursery rhymes were as follows:

a. The Itsy Bitsy Spiderb. My Toes, My Kneesc. Bilang Isa Hanggang Labing Siyamd. Are you sleeping?e. Lubi-lubif. Beep Beep The Small Jeepg. Magtanim ay Di Biroh. Ako Malipayon

Lyrics Translation PhaseThe lyrics of the chosen songs were successfully translated in three ways:

Through surveyTo acquire the exact equivalent Cebuano term of a word, the proponents asked for

help from the older people.

Through booksThe proponents also used Cebuano books as references specifically the book entitled

Music, Art, Physical Education, and Health: Kagamitan ng Mag-aaral: Sinugbuanong Binisaya wherein the other chosen songs already have their translations in the book.

Through the internet There were also songs that contain lyrics which cannot be found in the reference

book and cannot be translated by the older people. The researchers then made use of the internet.

The lyrics of the songs were translated not only word-for-word but also sense-for-sense, and the other lyrics were removed and replaced with words that rhyme the lyrics before it. There were other songs that the proponents cut some parts and there were others that the tune is used only and replaced the original lyrics with other lyrics that also is in harmony with the tune. After thorough research for the title and lyrics translation, the proponents then finalized the titles of the songs and the lyrics to be used in recording.


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Table 1. Translated Lyrics

ORIGINAL TRANSLATED

“ The Itsy Bitsy Spider “The itsy-bitsy spider

Climbed the water spout Down came the rain

And washed the spider out Out came the sun

And dried up all the rain And the itsy-bitsy spider Climbed the spout again.

“ Gagmay Nga Lawa “Gagmay nga lawa,Mikatkat sa sanga

Nibundak ang uwanNangahumod silaPagsidlak sa uwan

Nangauga sila.Ang gagmay nga lawa

Malipayon sila.

“ Paa, Tuhod, Abaga, Ulo “Paa, tuhod, balikat, ulo Paa, tuhod, balikat, ulo Paa, tuhod, balikat, ulo Magpalakpakan tayo.

“ Tiil, Tuhod, Abaga, Ulo “Tiil, tuhod, abaga uloTiil, tuhod, abaga uloTiil, tuhod, abaga ulo

Ali! Magdungan kitang tanan!

“ Bilang Isa Hanggang Labing Siyam “Isa, Dalawa, Tatlo, Apat Lima, Anim, Pito, Walo

Siyam, Sampu, Labing isa,Labing dalawa, Labing tatlo,

Labing apat, Labing lima Labing anim, Labing pito, Labing walo

Labing siyam.La la la la la la la la la.

“ Ihap-Ihap “Isa, duha, tulo, upat

Lima, unom, pito, waloSiyam, napulo

La la la la la la la la la.

“ Are you sleeping? “Are you sleeping, are you sleeping?

Brother John, Brother John? Morning bells are ringing; morning bells are

ringing Ding ding dong, ding ding dong.

“ Asa Si Nanay? “Asa si nanay, asa si nanay?

Dia rako, dia rakoKumusta ka nanay?Kumusta ka nanay?

Maayo man. Maayo man.

“The Small Jeep “Beep! Beep! The small Jeep Is running down the street Stop! Look! And Listen! Stop! Look! And Listen!

Beep! Beep! The small jeep Is running down the street.

“ Beep-Beep “Beep beep! Ang gamay na dyip

Nagdagan sa dalan.Hunong, tan-aw, pamati.Hunong, tan-aw, pamati

(Repeat)


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“ Magtanim ay Di Biro “Magtanim ay di biro

Maghapong nakayuko Di naman makatayo Di naman makaupo

Magtanim. Magtanim. Magtanim ay di biro.Halina, halina, mga kaliyag, Tayo’y magsipag-unat-unat. Magpanibago tayo ng lakas

Para sa araw ng bukas.

“ Magtanom Dili Tiaw “Magtanom dili tiaw

Magduko tibuok adlawDili ka makatindogDili ka makalingkod

Magtanom. Magtanom. Magtanom dili tiaw.Dali na, dali na, mga kaubanAtong ituyhad ang kalawasan

Aron mabag-o ang atong kusogPara sa ugma nga panglimbasog.Para sa ugma nga panglimbasog.

“ Ako Malipayon “Ako malipayon.Ikaw malipayon.

Kitang tanan malipayon.Sayaw sayaw dyutay,Kamot ikaway kaway,

Hawak ikiay kiay, tuyok gamay! Sayaw sayaw dyutay.Kamot ikaway kaway,

Hawak ikiay kiay. Tuyok gamay!

“ Malipayon “Ako malipayon.Ikaw malipayon.

Kitang tanan malipayon.Sayaw sayaw dyutay,Kamot ikaway kaway,

Hawak ikiay kiay, tuyok gamay! Sayaw sayaw dyutay.Kamot ikaway kaway,

Hawak ikiay kiay. Tuyok gamay!

Music Grouping PhaseFlohr & Trollinger (2015) said that personal tempo was equally consistent for

individuals but highly variable among individuals and that Kindergarten up to third-grade students was found to have a personal tempo that ranged from 40 beats per minute (bpm) to 210 bpm. According to The Children’s Reading Foundation (2016), during kindergarten stage, the children are into rhyming words, the first-grader reads about 30 words per minute, the second-graders with approximately 60 words per minute and the third grader with more or less 90 words per minute which means that the higher the age, the higher the words per minute, and the longer the lyrics. Supported by the said statements, the proponents then grouped the chosen old songs according to the range of its tempo (beats per minute) and the length of the lyrics.

Kinder songs: “ Tiil, Tuhod, Abaga, Ulo’ and “ Ihap-Ihap “Grade 1 songs: “ Asa Si Nanay “ and “ Lubi-Lubi “Grade 2 songs: “ Beep-Beep “ and “Gagmay nga Lawa “Grade 3 songs: “ Magtanom Dili Tiaw” and “ Malipayon “


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New Music Creation PhaseThe proponents first thought what would be the possible theme for the four new

songs. The themes for the new music were about family, the stars and the moon, animals, and vegetables.

1. The newly composed music were:

Table 2. Newly Composed Lyrics

“ Pamilya “ (Kinder)Si mama, Si papaSi ate, ug si kuya

Ug ako, Ug ako, Ug ako ang kamanghuran(Repeat)

Ug ako, Ug ako ang manghod nga palangaa nila.

“ Gulay “ (Grade 1)Lami kayo ang gulayMaayo sa’tong lawas

Ang gulay (x2)Maka dugang ug kusog

Ang gulay (2x)Daghan ug bitamina

Og Masustansya Ang mga gulay.

“ Bulan ug Bitoon “ (Grade 2)Ang bulan sa kalangitan

Ang kahayag walay undangAng bitoon sa kalangitanNagasidlak-sidlak langAng bulan nagahayagAng bitoon nagasidlak

Ang bulan ug ang bitoon sa kagabion.

“ Mga Mananap “ (Grade 3)Aduna mi’y mga mananap

Nga nagpuyo sa among palibotNaay iring

Duna’y kandingDuna’y iro

Duna’y patoAng ingon sa iring meow meow meow

Ang ingon sa kanding mee mee meeAng ingon sa iro aw aw aw

Ang ingon sa pato quack quack quackMao nay mananap

Nga nagpuyo sa among palibot.


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RESULTS AND DISCUSSION

AnalysisTo identify whether the music videos met its goals, a survey was conducted.

The survey conducted used a Likert-type scale wherein the respondents will rate the music videos from 1(Bad) to 5(Excellent) based on its qualities. The respondents were professional teachers who were and are currently handling Mother tongue-based subject.

The survey focused on the characteristics of the video, music and of the lyrics. The proponent implemented the Weighted Mean as the statistical treatment of the data collected. Interpretation of these data was based on the validated scale as follows:

Table 3. Scale EvaluationScale Evaluation Qualitative Description

4 Excellent

Indicates excellent in animation, tune, lyrics arrangement and the quality of the music videos about mother tongue.

3 Very GoodPossess above average in animating, tune, lyrics arrangement and seldom needs assistance to improve the quality of the music videos.

2 GoodIndicates minimum level in animating some areas but frequently needs assistance to improve the quality of the music videos.

1 Poor

Possess a low profile or no significant experience and knowledge in animating, making tunes, and arranging of lyrics in making the music videos. Does rely on assistance all the time.

Table 4. Statistical Result

N Average Mean Qualitative Description

15 4.5 Excellent

Data show that most respondents voted it to be excellent with the overall average mean performance of the music videos of 4.5 Indicate excellent in animation, tune, lyrics arrangement and the quality of the music videos about mother tongue. This means that the videos are effective in helping to appreciate Furthermore and understand our mother tongue.


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CONCLUSIONS

In many fields, using multimedia in the learning has become the default way to conduct training or to provide education. It is part of redefining how the millennial generation transmits knowledge, skills, and values to younger generations.

The group strongly believes that with these music videos, strategies will generate a constructive and responsive environment where teachers will receive the support they need in nurturing students. Students will also participate in the learning environments that will prepare them not only for success as lifelong learners but also to become leaders shortly. The study provides a strong foundation for improving our learning environment in exploring the emerging technologies.

The researchers represent themselves as an additional aid in nurturing children’s minds by making use of multimedia. The videos are planned to be effective and ethical communicators by further educating the students in practicing verbal, nonverbal, and active listening skills and the videos were also destined to trigger the children’s patriotism to their language, their mother-tongue. The objectives were met, and the research was a success.

RECOMMENDATIONS

After seeing the results, the following recommendations are offered as possible ways to improve this study furthermore:

1. Given more time, the proponents suggest creating more Cebuano music videos so as to additionally help the teachers and the students, especially in learning mother tongue.

2. To use alternative software application that creates animations that are even more interactive.

3. To assign an experienced child singer so as to save time in the recording phase of the audio.

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