Teacher Trainees’ Perceptions towards Mother Tongue Instruction and Its Impact on Self-Efficacy, Academic Motivation, and Academic Achievement in selected Teachers’ Colleges of Education

Language is clearly the key to communication and understanding in the classroom and in the success rate of students’ achievement. Therefore, the prime purpose of this study is to see the impact of language with a special attention of students’ perceptions on mother tongue instruction and its influence on the self-efficacy, motivation and academic achievement. The data were collected from 120 students using Likert scale measurements for all psychological constructs. Quantitative analyses; Chi-Squared Test and One way ANOVA were employed to examine a statistically significant difference between the average scores across language groups and gender. The statistical analysis yielded that there were significant average scores across language groups and gender in the implementation of mother tongue instruction on students’ perceptions, academic self-efficacy, and academic motivation towards academic achievement. Based on the findings, conclusions have been drawn and recommendations forwarded to the concerned stakeholders.