ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
—— Effective communication is crucial for the social development of deaf and mute learners. This study employed a descriptive and inferential design, utilizing both quantitative and qualitative measures to examine the influence of Mother Tongue-Based Sign Language (MTBSL) in Cebuano on the social interaction skills of learners. Participants were children aged 8–12 with moderate to profound hearing loss and at least one year of school enrollment, ensuring sample homogeneity. A researcher-developed Social Interaction Skills Scale, validated by experts and yielding a Cronbach’s alpha of .87, was used to measure key domains such as initiating conversations, turn-taking, emotional expression, and cooperative behavior. The study emphasized Cebuano MTBSL as both a communication tool and an instructional strategy. Teachers facilitated its integration, parents provided feedback, and strict ethical safeguards—including informed consent, learner assent, confidentiality, and approval from ethics committees—were consistently observed. Findings revealed notable improvements in learners’ social interaction skills, particularly in familiar contexts such as home and school. Areas of growth included verbal and non-verbal communication, confidence, and adaptability. Teachers and parents expressed strong support for MTBSL, with only minimal reservations noted. Overall, results suggest that Cebuano MTBSL significantly enhances social engagement and emotional well-being among deaf learners. Parents and guardians are encouraged to acquire basic sign language proficiency to ensure consistent communication at home, while schools and local education units may implement structured training for caregivers. Further research with larger and more diverse samples is recommended to validate and expand the study’s findings. Keywords — Mother Tongue-Based Sign Language (MTBSL), deaf learners, social interaction skills, Special Education (SPED), inclusive education