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CHAPTER I
THE PROBLEM
Rationale
learner’s will not achieve quality Education unless children are provided with the
opportunity to learn in their mother tongue. The MTB-MLE path to school success is
based on providing children with equitable opportunity to access learning. The use of
the mother tongue, or home languages, is key to increasing access to school and
facilitating learning, including learning of second language. This is because the use of
child’s home language is one of the most important factors in helping children learn to
read and write, learning academic content (such as mathematics and history), and also
learning other languages. Primary education programs that begin in children’s mother
The case for mother tongue-based and multilingual education is therefore simple
and powerful. Children learn best in a language that is familiar to them. Although
children can learn a language other than their mother tongue, they learn best- especially
in the early years- in an environment in which the language used to teach is also one
they speak in their home, with their parents, siblings, and friends. This is especially
Moreover, since the school is a new social environment to children starting their
education, learning in mother tongue language also helps to ease this transition,
for MTB-MLE)
The use of mother tongue enables the young learners to immediately construct
and explain without fear of making mistakes, articulate their thoughts and add new
concepts to that which they already knew. In turn, teachers can more accurately assess
what has been learned and identify the areas where they need help (Nolasco, 2010)
and learning outcomes. The child’s home language can effectively be used as a
child speaks most at home and understands well enough to learn academic content
quality of education by building on the knowledge and experience of both learners and
teachers. UNESCO believes and supports findings of studies showing evidence that
mother tongue instruction is a key factor for literacy and learning. (UNESCO, 2006).
COLLEGE OF TEACHER EDUCATION
DIVINE WORD COLLEGE OF VIGAN
Vigan City, Ilocos Sur 3
starting the school year 2012-2013 the mother tongue based multilingual education
will be implemented in all public school. The pupils’ home language will be used to
teach all the learning areas for literacy and as a medium of instruction inside the
With the implementation of the MTB-MLE a lot of changes were made and every
educator has to face a lot of challenges. It is with this context that the researchers
became interested to conduct a study pertaining to the status of MTB-MLE in the private
primary schools in Vigan City. The study is intended to assess the program. The
researcher also believed that the result of the study will be the basis of the school
administrators and teachers in evaluating and fortifying the MTB-MLE program and be
able to formulate strategies and activities for the improvement of the program. Lastly,
the result of the study will also help the researchers understand better the nature and
This study anchored on the following concepts on language and education, and
One of the changes in Basic Education Curriculum brought about by the new K-
begins in the mother tongue and transitions to additional languages particularly Filipino
and English. It is meant to address the high functional literacy of Filipinos where
language plays a significant factor. Since the child’s own language enables her/him to
active participation by children in the learning process because they understand what is
being discussed and what is being asked of them. They can immediately use their mother
tongue to construct and explain their world, articulate their thoughts and add new
Currently, there are twelve (12) major languages or lingua franca that shall be the
multilingual education)
instruction, the mother tongue is used in all learning areas from Kindergarten to Grade
3, except in the teaching of Filipino and English subjects. Filipino is introduced in the
second quarter of Grade 1 for oral fluency (speaking). For reading and writing
purposes, it will be taught beginning in the third quarter of Grade 1. The four other
child.(https://businessmirror.com.ph/deped-implements-mother-tongue-based-
learning-to-make-lessons-more-interactive-easier-for-pupils/)
outcomes in most of the developing countries. A child‘s home language can effectively
learning. The positive reinforcement decreases rates of repetition, failure and dropouts,
and provides long-term benefits like higher self-esteem, greater self-confidence and
many minority language communities around the world. Most teachers, principals and
parents of children in that program have found that students who begin learning in their
home language: (a) Have more confidence in themselves as learners; (b) Participate
more actively in classroom discussions; (c) Ask more questions; (d) Demonstrate a
deeper understanding of the subjects; (e) Learn to read more easily and understand what
they read; (f) Learn to write more easily and express themselves better in written form;
and (g) Learn the school language-oral and written- more easily and with greater
comprehension.
COLLEGE OF TEACHER EDUCATION
DIVINE WORD COLLEGE OF VIGAN
Vigan City, Ilocos Sur 6
Through a familiar language, the child is able to access the power of education,
develop self-esteem and pride in his potentials. Likewise, children who read and write
in the mother tongue before learning another language are not only successful second
language learners but also excel more quickly than their peers who did not become
In the conduct of this study, the researchers were guided by the model below.
School Profile
Enrollment
Numbers of teachers
Sources of MTB-MLE
Instructional materials
The Paradigm shows that there is a relationship between the profile of the
administrator/teachers and school with the status of the Mother Tongue Based-
Multilingual Education (MTB-MLE) in the Private Primary Schools in Vigan City.
COLLEGE OF TEACHER EDUCATION
DIVINE WORD COLLEGE OF VIGAN
Vigan City, Ilocos Sur 8
Multilingual Education (MTB-MLE) in the private primary schools in Vigan City for
S.Y 2017-2018.
1. What is the profile of the school administrators and teachers in terms of:
a. age,
b.sex,
c.civil status,
a. enrollment,
b. number of teachers,
a. instructional materials,
b. teachers’ preparedness,
c. pupils’ preparedness?
COLLEGE OF TEACHER EDUCATION
DIVINE WORD COLLEGE OF VIGAN
Vigan City, Ilocos Sur 9
the school profile and the status of mother tongue based multilingual education?
1. The instruments used in gathering the data are valid and reliable.
2. The data gathered are the respondents’ honest assessments on the status of the MTB-
MLE.
Hypothesis
With the concepts and studies presented, this study is guided with the hypothesis
This study was delimited to determine the status of MTB- MLE in the private
primary school in Vigan City for the school year 2017-2018. The respondents were the
administrators and teachers from private primary schools in Vigan City Ilocos Sur S.Y
2017-2018 such as Divine Word College of Vigan, St. Thomas Aquinas, Vigan
Nanchong School, Inc., UCCP Christian Learning and Development Center, Inc.
The personal profile of the respondents were measured in terms of age, sex, civil status,
While the Status of Mother Tongue Based Multilingual Education were measured in
This study made use of questionnaires as the primary tool in gathering data. The
questionnaire were adopted from the work of Rosales (2016). This study made use of
the descriptive – survey method research. The respondents were the administrators and
teachers who are teaching MTB-MLE in the private primary school in Vigan City with
the total of seventeen (17). The data gathered in the study were analyzed through the
City showed the significant aspects of how this study influences the educational field.
School Community. This study will make the school community understand and
schools to support and strengthen the mother tongue based multilingual education. This
Teachers. Since the teacher is the primary instrument for instruction, it is a big
Researcher. Through this study the researchers will be fully aware of the
The terms used in this study were operationally defined for clarity and
understanding.
personal and professional attributes of the school administrators and teachers who are
included as respondents in this study. These attributes can serve as points of reference
as regards their capability to lead in the active implementation of the MTB- MLE.
Age. This refers to the length of time a person lived. In this study it is categorized
as 21-30 years old, 31-40 years old, 41-50 years old, 51-60 years old, 61 and above.
Sex. This refers to the two main categories whether male or female.
Civil Status. This refers to the status of the respondents whether single, married,
widow/er or separated.
Master’s Degree with doctorate units, Master’s Degree, Bachelor’s Degree with
institution which are participated in by the administrators and teachers. In this study it
of years the administrators implemented and teacher have been teaching using the
Profile of the School. This refers to the important aspects of the school, such as
the size of its enrolment, the number of its teachers and the availability of instructional
materials and supplies used as determinant factors in the assessment of the school to
implement MTB-MLE.
different grade levels. It is categorized as 50 or more, 40-49, 30-39, 20-29, 10-19, less
than 10.
the Department of Education that focuses on the use of the Mother Tongue to improved
learning and attain a higher degree of learning outcomes. (Rosales, 2016). In this study
COLLEGE OF TEACHER EDUCATION
DIVINE WORD COLLEGE OF VIGAN
Vigan City, Ilocos Sur 13
preparedness.
abilities, and skills to monitor their assimilation of information, and to contribute their
2016)
CHAPTER II
This chapter summarizes the related literature and studies which have direct and
Related Literature
Mother language or First Language (L1) refers to the language or languages first
learned by a child, which he/she identifies with, is identified as a native language user
of by other, which he/she knows best, or uses most. This includes Filipino sign
language refers to the traditional speech variety or variety of Filipino sign language
reflections. The mother tongue being the primary tool for thought processing and
creativity and which for social expressions, the mother language along with linguistic diversity
matter for the identity of individuals and vital for the health of societies. It opens opportunities
for dialogue necessary for understanding and cooperation. (Manila Bulletin, 2012).
COLLEGE OF TEACHER EDUCATION
DIVINE WORD COLLEGE OF VIGAN
Vigan City, Ilocos Sur 15
Moreover, Nolasco, (2010) wrote that one’s own language enables a child to
express himself easily, as there is no fear of making mistakes. MLE encourages lecture
participation by children in the learning process because they understand what is being
discussed and what is being ask of them. They can immediately use the mother tongue
to construct and explain their world, articulate their thoughts and add new concepts to
By using the child’s language for basic education, we start from what they already
know and build on this. Since the child is already familiar with language used, learning
to read and write becomes the focus and not learning the medium instruction. The child
can immediately use this language to add new concepts to what he/she has already
On Instructional Materials
Instructional materials refer to the human and non- human materials and
facilities that can be used to ease, encourage, improve and promote teaching and
learning activities. They are whatever materials used in the process of instruction. They
are a broad range of resource which can be used to facilitate effective instruction. They
indicate a systematic way of designing, carrying out and employing human and non-
human resources to bring out more meaningful and effective instruction. They are
human and non- human material that a teacher uses to pass information.
(http://www.igi-global.com>dictionary)
COLLEGE OF TEACHER EDUCATION
DIVINE WORD COLLEGE OF VIGAN
Vigan City, Ilocos Sur 16
Likewise, instructional materials as educational resource are used to improve
student knowledge, abilities, and skills to monitor their assimilation of information and
to contribute to their overall development and upbringing. There are three basic types
of instructional materials: (1) concrete objects, including objects from the world of
nature; (2) representations of concrete objects and phenomena and (3) descriptions of
such object and phenomena by means of the signs, words and sentences of natural and
learners by supporting concept through the use of multimedia, including sound clips,
video, images, hands- on experience and interactive games. Materials offer learners the
opportunity to practice concepts and develop a product that demonstrates their level of
knowledge. Instructional materials allow the instructor to support learners with varying
Nolasco (2012), on the other hand suggested that material preparation for MTB-
MLE requires a minimum of one year should be develop with the community not just
with DepEd teachers. If materials are insufficient, the program will not be implemented
On Teachers’ Preparedness
facilitated he was deluged with request from the participating teachers for a more
The teachers were particularly concerned with practical issues like how to produced
home grown teaching and reading materials, and how to actually develop greater
fluency in their own languages. His apprehension grew from the fact that teaching in
mother tongue based program requires a vastly different set of skills, many of which
apparently do not have at the moment. Since the Department of Education decided to
kindergarten and first grade, teaching education institutions have their work cut out for
them in revising curricula to be congruent with the new policy. It will required more
than three years before teachers could be equip with necessary competencies in the
required languages and in academic content. For teachers who are new in the service,
at least one year training program is needed to provide them with the pedagogical
knowledge and skills required as well the theories, principles and practical skills that
for experienced teachers for MTB-MLE must be provided to help them gain
On Pupils’ Preparedness
Learners should begin their education in the language they understand best their
mother tongue- and need to develop a strong foundation in their mother language before
reasoning skills, enabling children to operate equally in different languages starting the
Furthermore, students will learn and develop holistically. When learners are first
instructed in the language they know best, they are able to build a good “bridge” toward
learning another language. Multilingual also enjoy benefits that go beyond linguistic
knowledge. They are also able to learn with more flexibility. (www.deped.gov.ph)
19
Related Studies
COLLEGE OF TEACHER EDUCATION
DIVINE WORD COLLEGE OF VIGAN
Vigan City, Ilocos Sur
The Lubuagan Experience cited by Nolasco (2010) has shown that using the
Mother Tongue contributes to the performance of Pupils. The over-all results of the
tests showed that the experimental class scored nearly 80 percent mastery of the
curriculum, while the control class scored just over 50 percent mastery. The results
provide crucial evidence that mother tongue instruction strengthens the learning of
English and Filipino and does not hinder the learning of content, contrary to the fears
the Mother Tongue Based-Multilingual Education” she found out that MTB-MLE
materials are provided by the DepEd and the teachers themselves. Administrators and
teachers have attended various level of seminars related to MTB-MLE and mostly
regional training which leads to having a “high level” of preparedness among the
administrators and “average level “of preparedness for the teacher respondent.
Although teachers and administrators are prepared in teaching the MTB-MLE, still,
huge support from the community are sought for the full implementation of the
program. The researcher also found out that the lack of support/involvement by all
internal and external stakeholder was identified to be the biggest problem of the
20
CHAPTER III
COLLEGE OF TEACHER EDUCATION
DIVINE WORD COLLEGE OF VIGAN
Vigan City, Ilocos Sur
RESEARCH METHODOLOGY
This section discussed the research design the population and sample, the research
instrument, the data gathering procedure and the statistical treatment of data.
Research Design
This study used the descriptive correlation research designs. The descriptive
administrator/teacher profile and the school profile. The dependent variable was
On the other hand, the simple correlation analysis were used to determine the
Sources of Data
Population
This study was conducted in the private primary schools in Vigan city who
implemented MTB-MLE. There were four private primary schools considered in the
study namely, Divine Word College, St. Thomas Aquinas, Vigan Nan Chong School,
Inc., UCCP.
21
The respondents of this study were the total of 17 administrators and teachers
Table 1.
Total 4 13 17
This study was conducted from the different private primary schools in Vigan
This study made use of questionnaires as the primary tool for gathering data. The
questionnaires were adopted from the work of Rosales (2016). There are two parts of
the questionnaires that were use. Part I used to gather data on the profile of the
administrators/teachers, and the profile of the school in the private primary schools in
Vigan city. Part II was used to gather data on the status of MTB-MLE along:
This study involves the gathering of data through questionnaires in assessing the
The researchers wrote a letter to the administrators of the different primary school
in Vigan City to allow the researchers to float their questionnaires. After which, the
23
The following statistical tools were used to analyze the data gathered in this study.
COLLEGE OF TEACHER EDUCATION
DIVINE WORD COLLEGE OF VIGAN
Vigan City, Ilocos Sur
1. Frequency Count and Percentage to determine the profile of the respondents in terms
2. Mean to determine the level of adequacy of school facilities and resources, and the
3. Simple correlation Analysis to determine the relationship between the profile of the
administrators/teachers, the school profile and the status of Mother Tongue Based –
Multilingual Education.
24
CHAPTER IV
This chapter presents, analyze and interpret the data gathered relevant to the
The following are the findings pertinent to each of the problems and hypothesis.
Problem1. What is the personal profile of the administrator and teacher of the Private
a. age,
b. sex,
c. civil status,
25
Table 2a. Presents the personal and professional profile of the administrators in the
Table 2a
COLLEGE OF TEACHER EDUCATION
DIVINE WORD COLLEGE OF VIGAN
Vigan City, Ilocos Sur
Profile F %
Age
61 and above 1 25.00
51-60 years old 1 25.00
41-50 years old 1 25.00
21-30 years old 1 25.00
TOTAL 4 100.00
Sex
Male 1 25.00
Female 3 75.00
TOTAL 4 100.00
Civil Status
Married 4 100.00
TOTAL 4 100.00
Highest Educational Attainment
On Age
The tables showed that each one (1 or 25 %) of the administrators in the private
primary schools in Vigan City is within the age bracket of 61 and above, 50-60 years old,
On Sex
As shown in the table, majority of the administrator are female (3 or 75%), while
1 or 25% is male.
COLLEGE OF TEACHER EDUCATION
DIVINE WORD COLLEGE OF VIGAN
Vigan City, Ilocos Sur
On Civil Status
The table reveals that all of the private primary administrators in Vigan City are
married (4 or 100%).
holder, while 1 or 25% is Bachelor’s Degree with Masters units, and 1 or 25% is
primary schools in Vigan city attended training at the division level while 1 or 25%
attended training in regional level and 1or 25% attended school-based training.
Table 2b. Presents the personal and professional profile of the private primary school
27
Table 2b.
Profile F %
Age
COLLEGE OF TEACHER EDUCATION
DIVINE WORD COLLEGE OF VIGAN
Vigan City, Ilocos Sur
On Age
The table showed that most (9 or 69.23%) of the teacher are within the age bracket
of 21-30 years old, 2 or 15.38% are within 41-50 years old, 1 or 7.69%) are within 31-
28
On Sex
COLLEGE OF TEACHER EDUCATION
DIVINE WORD COLLEGE OF VIGAN
Vigan City, Ilocos Sur
The table revealed that most (12 or 92.31%) of the private primary school teachers
On Civil Status
Based on the figures shown in the table, majority (8 or 61.54%) of the teacher-
Bachelor’s Degree holder while 5 or 38.46% are Bachelor’s Degree with Master’s
Unit.
.
29
Problem 2. What is the profile of the school in terms of the following factor:
COLLEGE OF TEACHER EDUCATION
DIVINE WORD COLLEGE OF VIGAN
Vigan City, Ilocos Sur
a. Enrollment
b. Number of teachers
Table 3. Presents the profile of the school in terms of the number of enrollment,
Table 3
Profile of the School in terms of enrollment, number of teachers and sources of MTB-
MLE instructional materials
School Profile F %
Enrolment
400-499 1 25.00
200-299 1 25.00
Less than 99 2 50.00
TOTAL 4 100.00
Number of Teachers
20-29 1 25.00
10-19 2 50.00
Less than 10 1 25.00
TOTAL 4 100.00
Sources of MTB-MLE
Provided by DepEd 1 25.00
Provided by Teachers 2 50.00
Provided by Private Sectors 1 25.00
TOTAL 4 100.00
On Enrollment
Based on the table, most (2 or 50%) of the private primary school in Vigan City
have less than 99 enrollment, 1 or 25% have 100-199 enrollment and 1 or 25% have
400-499 enrollment.
30
On Number of Teachers
COLLEGE OF TEACHER EDUCATION
DIVINE WORD COLLEGE OF VIGAN
Vigan City, Ilocos Sur
As shown in the table most (2 or 50%) of the private primary schools have 10-19
teachers, 1 or 25% have 20-29 teachers and 1 or 25% have less than 10 teachers.
that materials were provided by DepEd and 1 or 25% also stated that materials were
Problem 3. What is the status of mother tongue Based –Multilingual Education in terms
of:
a. instructional materials
b. teachers’ preparedness
c. pupils’ preparedness
The table 4 presents the data gathered on the Status of Mother Tongue Based-
materials.
31
Table 4
COLLEGE OF TEACHER EDUCATION
DIVINE WORD COLLEGE OF VIGAN
Vigan City, Ilocos Sur
X DR X DR X DR
1. There are adequate supplies for making teaching- 3.54 MT 3.33 GT 3.50 MT
learning ideas.
3. Taped stories, songs, poems, and rhymes are 2.85 GT 3.33 GT 2.94 GT
available.
4. There are adequate supplies of up-to date MTB- 3.77 MT 3.00 GT 3.63 MT
MLE books for teaching and learning activities.
It can be gleaned from the table that the overall rating along instructional
materials is “high” (x= 3.45). This implies that both administrators and teachers
also noticeable that the two groups have different perceptions along this area.
level (x=3.30) while teachers believe that instructional materials are enough and were
Moreover, the table revealed that item #5, “Adequate supplies of workbook in
MTB-MLE in every subject are available for use” was rated highest (x=4.00, MT). On
the other hand, item # 3 “Taped stories, songs, poems and rhymes are available” was
rated the lowest (x= 2.49, GT). This implies that administrators and teachers recognize
that visual and audio materials are limited and have somehow felt the need to produce
Table 5 presents the data gathered on the status of MTB-MLE in the Primary
33
COLLEGE OF TEACHER EDUCATION
DIVINE WORD COLLEGE OF VIGAN
Vigan City, Ilocos Sur
Table 5
X DR X DR X DR
Legend: 4.21- 5.00 Completely True (CT) 3.41-4.20 Mostly True (MT)
It is figured from the table that the overall status of MTB-MLE in the private
primary schools in Vigan City along teachers’ preparedness is “High” with the overall
mean rating of 3.73. This means that both the administrators (x= 3.70, High) and
teachers (x=3.74, High) claimed that they are prepared to implement and teach MTB-
MLE. The data further showed that the administrator and teacher are equipped with the
at home and taken the responsibility of the preservation of the language” was rated
COLLEGE OF TEACHER EDUCATION
DIVINE WORD COLLEGE OF VIGAN
Vigan City, Ilocos Sur
highest which yielded a mean score of 4.38 described as “Completely true”. This
implies that teachers take pride and confident to teach the mother tongue not because
they are familiar with it since it is the language spoken at home but because they feel
that the language is part of their being and they had the responsibility to preserve and
transmit it.
However, item #2 “teachers regularly trained in new and effective teaching and
learning strategies on MTB-MLE” was rated the lowest with the mean score of 2.88
and described as “Generally true”. This means that though teachers were sent for MTB-
MLE seminars and trainings they still need continuous and advanced trainings for them
The table 6 presents the data gathered on the Status of Mother Tongue Based-
preparedness.
35
Table 6
COLLEGE OF TEACHER EDUCATION
DIVINE WORD COLLEGE OF VIGAN
Vigan City, Ilocos Sur
X DR X DR X DR
10. Pupils can recite poems and rhymes 4.08 MT 3.67 MT 4.00 MT
in iloco properly
36
It is figured from the table that the overall status of MTB-MLE in Private Primary
Schools in Vigan City along pupil’s preparedness is “High” as reflected by the overall
mean rating of 4.13. It is a noticeable that teachers (x=4.18, High) have higher
COLLEGE OF TEACHER EDUCATION
DIVINE WORD COLLEGE OF VIGAN
Vigan City, Ilocos Sur
evaluation with regards to pupil’s preparedness than administrators (x=3.90, High). The
high perception of teachers could be attributed to their day to day encounter with the
pupils. Teachers know their learners better than others involved in the curricular
process. Nevertheless, both group revealed that pupils are prepare for the
implementation of MTB-MLE.
The item “Pupils are able to use MTB-MLE for daily living” #4 was rated highest
which yielded a mean score of 4.44 which is describe as “Completely True”. This
implies that the pupils use the mother tongue most of the time. On the other hand, item
(#9) “Pupils can read Ilokano words correctly” was the lowest rated item with the mean
the score of 3.81, described as “Mostly True”. This means that although pupils fluently
speak the native language. They have experienced some difficulty in reading Ilocano
language or words.
37
Table 7 summarizes the data gathered on the Status of Mother Tongue Based-
Table 7
Summary of the Mean Rating of the Status of Mother Tongue Based- Multilingual
Education in Private Primary School in Vigan City
MTB-MLE Indicators X DR
Total 3.77 H
The table revealed that as a whole the status of the MTB-MLE in Private Primary
School in Vigan City is “high” (x=3.77). This generally implies that the MTB-MLE
program in the private primary school in Vigan city were highly implemented.
Moreover, pupils’ preparedness was the highest rated item (x=4.13, High). On
the other hand, among the three indicators instructional materials is lowest rated item
(x=345, High).
Problem 4. Is there a significant relationship between the personal profile and the
status of MTB-MLE:
38
The table 8 indicates the computed correlation of the profile of the respondents
Table 8
COLLEGE OF TEACHER EDUCATION
DIVINE WORD COLLEGE OF VIGAN
Vigan City, Ilocos Sur
*.Correlation is significant at the 0.05 level (2-tailed). **.Correlation is significant at the 0.01 level (2-tailed). c. Cannot be
It is observed from the table that there is no significant relationship between the
profile of the respondents, the school profile and the status of Mother Tongue Based-
Multilingual Education. This means that when these factors were taken together give
correlation coefficient of -.816 which was found significant at 0.05 levels. This implies
that administrators and teacher felt the need for continuous and more advance trainings
and seminars particularly in MTB-MLE for them to be fully equipped with knowledge,
CHAPTER V
This chapter summarizes the study with its findings, conclusions and
recommendations.
SUMMARY
This study primarily aimed to determine the status of Mother Tongue Based-
Multilingual Education (MTB-MLE) of the private primary school in Vigan City for
school year 2017-2018. The personal profile of the respondents were measured in terms
of age, sex, civil status, position, highest educational attainment, training attended
MLE and instructional materials, while the Status of Mother Tongue Based
The study employed the descriptive type of research. The researchers gathered
information through questionnaires. The data gathered were interpreted using the
following statistical tools. Frequency Count and Percentage were use to determine the
profile of the administrators/teachers, school- profile and the status of Mother Tongue
Based –Multilingual Education. The study was conducted in the private primary schools
in Vigan City. There were four (4) administrators and thirteen (13) teachers of MTB-
COLLEGE OF TEACHER EDUCATION
DIVINE WORD COLLEGE OF VIGAN
Vigan City, Ilocos Sur
MLE in the private primary school in Vigan city who served as respondents of the
study.
Findings
From the data gathered, the following were the significant findings of the study.
in Vigan City is within the age bracket of 61 and above, 50-60 years old, 41-50
years old, and 21-30 years old, while, most (9 or 69.23%) of the teacher-
female while most all the teachers (12 or 92.31%) are female.
On Civil Status. All (4 or 100%) the school administrators in the private primary
school in Vigan City are married, while majority (8 or 61.54%) of the teachers
are single.
are Master’s Degree holder, while most (8 or 61.54%) of the teachers are
administrators in the private primary school attended training in the division level,
On the overall status of MTB-MLE. The status of the MTB-MLE in the private
3. On the significant relationship between the profile of the respondents and the
of the respondents, and the school profile. However, when taken singly only the
teachers’ preparedness.
Conclusion
Each one of the administrator in the private primary schools in Vigan City is
within the age bracket of 61 and above, 50-60 years old, 41-50 year old, and 21-30
years old. Majority are female, married, master’s degree holder, attended MTB-MLE
trainings in the division level and have three years’ experience in implementing the
program. On the other hand, most of the teachers are within the age bracket of 21-30
years old, female, single, bachelor’s degree holder, attended MTB-MLE school-based
training and have only 1-year experience in implementing MTB-MLE program. Most
of the private primary school in Vigan City have less than 99 enrollees; have less than
The status of the MTB-MLE in the private primary school in Vigan City is
“High” (x=3.77). 43
and the profile of the respondents, but taken singly only training attended were found
Recommendations
COLLEGE OF TEACHER EDUCATION
DIVINE WORD COLLEGE OF VIGAN
Vigan City, Ilocos Sur
In view of the gathered findings and conclusions, the following are strongly
must keep abreast with new trends and innovations with regards to the MTB-MLE
program to maintain its high status. 2. Since most of MTB-MLE materials were greatly
instructional materials should be given to teachers at least once a year to provide them
with enough knowledge and skills and to ensure that there will be enough learning
materials in the classrooms. 3. Since pupils have difficulty reading the mother tongue
teachers must provide activities that will help the pupils read the mother tongue
fluently. Among these activities are word puzzle formation, analogues, singing of Iloco
songs and hymns and poem recitation . 4. Since teachers’ training were significantly
continuous trainings and seminars in the local, district and regional level for them also
44
COLLEGE OF TEACHER EDUCATION
DIVINE WORD COLLEGE OF VIGAN
Vigan City, Ilocos Sur
BIBLIOGRAPHY
45
A. Unpublished Thesis
Alonzo, Jannice V. (2015). “Preparedness of Elementary teachers using the
Mother Tongue Based-Multilingual Education”. University of Northern
Philippines.
COLLEGE OF TEACHER EDUCATION
DIVINE WORD COLLEGE OF VIGAN
Vigan City, Ilocos Sur
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DepEd(2011).MotherTongue-BasedMultilingual
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46