City of Malabon University

CITY OF MALABON UNIVERSITY Page | 1
COLLEGE OF TEACHER EDUCATION
Republic of the Philippines

CITY OF MALABON UNIVERSITY
Pampano street, corner Maya-maya street,
Barangay Longos, Malabon City
EFFECTIVENESS OF MOTHER TONGUE BASED — MULTILINGUAL

EDUCATION CURRICULUM IMPLEMENTATION ON STUDENTS’
VERNACULAR LITERACY IN TONSUYA ELEMENTARY SCHOOL: AN
ASSESSMENT
_____________________________________
A Research Presented to
The Faculty of College of Teacher Education
City of Malabon University
City of Malabon
____________________________________
In Partial Fulfillment of the Requirements for

Language Research
______________________
BY
Kyle A. Santiago
Kristine Jamie G. Austria
Jpril A. Salcedo
Camille Ann A. Sagad
JUNE 2021
RECOMMENDATION FOR ORAL EXAMINATION
This Language Research entitled ―THE EFFECTIVENESS OF MOTHER

TONGUE BASED — MULTILINGUAL EDUCATION CURRICULUM
IMPLEMENTATION ON STUDENTS’ VERNACULAR LITERACY IN TONSUYA
ELEMENTARY SCHOOL: AN ASSESSMENT‖ submitted by Kyle A. Santiago,
Kristine Jamie Austria, Jpril A. Salcedo, and Camille Ann A. Sagad, in partial
fulfillment of the requirements for the subject: Language Research, has been
examined and is hereby recommended for Oral Examination.
_________________________
MS. MARICRIS B. LEJARDE
Adviser
LEAF OF CERTIFICATION
As for the compliance in Language Research, this research entitled ―THE

EFFECTIVENESS OF MOTHER TONGUE BASED — MULTILINGUAL
EDUCATION CURRICULUM IMPLEMENTATION ON STUDENTS’
VERNACULAR LITERACY IN TONSUYA ELEMENTARY SCHOOL: AN
ASSESSMENT‖ was prepared and presented by a group of researchers from the
2nd Year – B, of Bachelor of Secondary Education major in English and it is hereby
comprised by the following students:
Kyle A. Santiago
Jpril A. Salcedo
Camille Ann A. Sagad
Received and certified by the following people as part of the requirement for the
subject Language Research.
________________________
MS. MARICRIS B. LEJARDE
Research Adviser
ACKNOWLEDGEMENT
Writing and conducting a research is not and has never became easy,
indeed. But the learning we got from this research were such a wonderful thing.
The experience and knowledge gained were really applicable to the future studies
in research.
In view of this, we would like to express our thanks and appreciation to the
following people:
 To our teacher respondent, Ms. Lorena Vargas for her continuous and
unwavering support in the research in spite of busy schedule in flexible
teaching method.
 To language research professor, Ms. Maricris Lejarde for her unstoppable
sharing of knowledge regarding the research topic, and the technicalities of
the research
 To our student respondents, who answered the survey questionnaires to
further conduct the study despite all odds amid pandemic.
 To all caring people, classmates, and especially to our families for their
deep understanding, motivation and moral support during our journey in
research.
To God be the Glory!
Kyle A. Santiago
Jpril A. Salcedo
Angelica Ann Sioson

DEDICATION
To our Lord Jesus Christ,
To our parents and siblings
For giving us encouragement and motivation
To persevere in spite of the many challenges we faced,
And for providing us the inspiration to move on
Towards the completion of this study.
-KAS-
-KJA-
-JAS-
-AAS-
TABLE OF CONTENTS
Page
TITLE PAGE i
RECOMMENDATION FOR ORAL EXAMINATION ii
ACKNOWLEDGMENT iii
DEDICATION iv
TABLE OF CONTENTS v
Chapter
1. THE PROBLEM AND ITS BACKGROUND
Introduction 9
Conceptual Framework 13
Statement of the Problem 14
Hypothesis 16
Significance of the Study 16
Scope and Delimitations of Study 17
Definition of Terms 18
2. REVIEW OF RELATED LITERATURE
Local Literature 21
Foreign Literature 25
3. METHODOLOGY OF RESEARCH AND PROCEDURES
Research Design 29
Respondents of the Study 29
Research Instrument 30
Data Gathering Procedure 30
Sampling Technique 31
Distribution and Retrieval of Questionnaire 31
Treatment of Data 32
4. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA 34
5. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary of Findings 62
Conclusions 69
Recommendations 70
APPENDICES 74
BIBLIOGRAPHY 77
Table LIST OF TABLES Page

1.1 Profile of Teacher Respondent 35
2.1 Students‘ Reading Comprehension in EL: What is asked? 51
2.2 Students‘ Reading Comprehension in EL: Self-Explanatory 52
2.3 Students‘ Reading Comprehension in EL: Elements of the Story 53
2.4 Students‘ Reading Comprehension in EL: Short Summary 54
3.1 Students‘ Reading Comprehension in FL: What is asked? 55
3.2 Students‘ Reading Comprehension in FL: Self-Explanatory 56
3.3 Students‘ Reading Comprehension in FL: Elements of the Story 57
3.4 Students‘ Reading Comprehension in FL: Short Summary 58
4.1 Students‘ Reading Comprehension in EL: OVERALL 59
4.2 Students‘ Reading Comprehension in FL: OVERALL 61
Theme LIST OF THEMES Page

The Effectiveness of MTB-MLE in relation to Curriculum
1.1 Implementation
36
1.2 The Effectiveness of MTB-MLE in relation to Learning Materials 41
1.3 The Effectiveness of MTB-MLE in relation to Teacher‘s Knowledge 46
CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
Introduction
Over a few decades, several changes in Philippines‘ education curriculum
were initiated to further improve the peoples‘ ―equal chance to succeed and have
quality education and profitable jobs‖, former President Benigno Aquino III
(2010). In line with the aforementioned, Aquino, then-senator, expressed the
desire to implement the K12 Basic Education cycle to increase the number of
years of compulsory education to thirteen years.
In Aquino‘s term is when the K12 Basic Education curriculum laid off,
altogether is the mother tongue-based multilingual education (MTB-MLE)
was imposed. Whereas, it purported that through its implementation – it will
provide (1) literacy, (2) prior knowledge, (3) cognitive development and higher
order thinking skills, (4) strong bridge, (5) scaffolding, (6) teaching for meaning
and accuracy and lastly, (7) confidence building and proficiency development for
two or more languages along the following macro-skills for both meaning and
accuracy.
The MTB-MLE curriculum also states that with the goal of making Filipino
children lifelong learners in their mother tongue, in Filipino (the national language)
and English (the universal language) – the learners will be more that prepared to
develop competencies in the different learning areas.
With the aforementioned statements, statistical data from international
agencies debunked the stipulated aimed deliveries. According to San Juan (2019),
among 79 participating countries and economies, the Philippines scored the lowest
in reading comprehension in the 2018 Programme for International Student
Assessment (PISA). ―Reading proficiency is essential for a wide variety of human
activities - from following instructions in a manual; to finding out the who, what,
when, where, and why of an event; to communicating with others for a specific
purpose or transaction,‖ the summary of the PISA 2018 results reads.
The lawmakers legislates the Republic Act No. 10533, which made
kindergarten and senior high school obligatory. It also abolished the bilingual
policy and introduced mother tongue-based multilingual education (MTB-MLE) to
address the language-in-education issue. The law states: ―Basic education shall be
delivered in languages understood by the learners as the language plays a
strategic role in shaping the formative years of learners.‖
For kindergarten and the first three (3) years of elementary education,
instruction, teaching materials and assessment shall be in the regional or native
language of the learners. The Department of Education (DepEd) shall formulate a
mother language transition program from Grade 4 to Grade 6 so that Filipino and
English shall be gradually introduced as languages of instruction until such time
when these two (2) languages can become the primary languages of instruction at
the secondary level. (Gunigundo, 2019)
In addition, Gunigundo (2019) strongly asserts that the incorrect
implementation of MTB-MLE is partly to blame. He asserted to the article that
aforementioned mandates are unequivocal – wherein (a) in basic education, the
use of languages incomprehensible to learners is disallowed; (b) for kindergarten
and Grades 1-3, the learners‘ first language or L1 is the language of instruction, of
materials and of assessment; (c) from Grades 4-6, L1 continues as primary LOI,
but Filipino and English (as L2s for most learners) are gradually phased in as
secondary LOI; and (d) in high school, Filipino and English become the primary
(but not exclusive) LOI, with L1 as auxiliary. Underlying all this is the idea of
comprehensible input.
However, the education agency officials misconstrued the provisions,
according to Gunigundo (2019), whereas the officials mean that (a) L1 may be
discarded as LOI at the end of Grade 3; (b) starting Grade 4, L2s (Filipino and
English) shall become the LOI in abrupt fashion and without any transition; and
(c) the LOI can be limited to 12 languages (later upped to 19) due to ―limited
resources.‖
Studies have concluded time and again that a learner needs at least six to
eight years of strong L2 instruction before that L2 can become a medium of
learning. These lapses are inexcusable given our more than five years‘ experience
in carrying out the new law. Such flawed implementation may partly explain why
learning outcomes have not improved.
This research aims to assess the effectiveness of mother tongue-based
multilingual education on students‘ vernacular literacy in Tonsuya Elementary
School.
CONCEPTUAL FRAMEWORK
INPUTS PROCESS OUTPUT
Teachers’ Data Gathering

Responses to through Survey
MTB-MLE Questionnaire The
effectiveness to Effectiveness of
Students’
MTB-MLE in
Vernacular Data Gathering
Literacy Students’
through Actual
Vernacular
Output
Literacy
Students’ Outputs Analysis and

with the provided Interpretation of
learning materials Data
Figure 1. Paradigm of the Study
Input, the first component of the paradigm contains the profile of teachers‘
respondents in course that the respondents taken when they were
undergraduate, their age, their years of service in teaching and the language they
teach. In addition, it also contains the respondents‘ assessment to the
effectiveness of mother tongue based – multilingual education curriculum on
students‘ vernacular literacy in Tonsuya Elementary School which we cross
validate in terms of the students‘ output.

Process, the second component of the evaluation process to know the
teacher respondents‘ assessment to the effectiveness of MTB-MLE to the students‘
vernacular literacy in Tonsuya Elementary School by distributing an online
questionnaire to the respondents to gather data needed by the study. These data
will be treated using the concurrent triangulation research design.
The output is the third component which contains the possible output plan on
which the identification of the problem and the challenges in the implementation
of MTB-MLE and its effect to students‘ vernacular literacy.
The three components are interrelated with each other and affect the
outcome of the entire process. The arrows in the paradigm represent the flow of
interaction among variables and components of the study.
STATEMENT OF THE PROBLEM
This study aims to determine the effectiveness of MTB-MLE in students‘
vernacular literacy in Tonsuya Elementary School. Specifically, this study sought to
answer the following questions:

 Profile of respondents in terms of their course they‘ve accomplished,
university where they graduated, age, years of service in teaching,
grade level of the students, and the language they teach.
 The factors that can influence the effectiveness of MTB-MLE to
students‘ vernacular literacy in Tonsuya Elementary School be
describe as to:
o the MTB-MLE‘s effectiveness in terms of:
 curriculum implementation
 learning materials
 teachers‘ knowledge
 The challenges faced by the implementation of mother
tongue-based multilingual education
o The significance of Mother Tongue-based Multilingual
Education (MTB-MLE) implementation in Tonsuya Elementary
School students‘ in terms of:
 Students‘ reading comprehension using L1 and L2
 Students‘ writing ability using L1 and L2

HYPOTHESIS
 There is a no significant difference on the respondent‘s
assessment on the effectiveness of the implementation of
MTB-MLE in Tonsuya Elementary School in the name of
students‘ vernacular literacy.
SIGNIFICANCE OF THE STUDY
This study aims to assess the effectiveness of the implementation of
MTB-MLE in Tonsuya Elementary School for students‘ vernacular literacy.
Specifically, this will be valuable to the following people:
The Students – to promote awareness about the MTB-MLE
implementation and how important it is for fighting illiteracy
The Schools – to help them identify what can be done on their part
such as improving ways to imply MTB-MLE in the name of students‘ literacy
The People – this will provide much knowledge and apply the terms
they don‘t know in the name of preserving the language and fighting
illiteracy
The Teachers – to help them realize what can be done on their
part to achieve the goals of MTB MLE in the name of students‘ vernacular
literacy
The Researchers – to provide realization and deeper
understanding about the contributing factors of MTB-MLE‘s significance in
attaining literacy
The Future Researchers – this study will be able to provide
valuable source of reference regarding research about MTB-MLE and how it
influences students‘ literacy
Department of Education – this study sought to know the reason
of MTB-MLE implementation lapses as well as its positive effect to
education status wherein it will be beneficial to the aforementioned agency
into the dissemination of information to develop and enrich this study.
SCOPE AND DELIMITATIONS OF THE STUDY
The study aims to know the effectiveness of mother tongue based
multilingual education to students' vernacular literacy. The respondents are
composed of 1 language teacher and 5 students, and are limited only
within Tonsuya Elementary School. The study is conducted during the
second semester of school year 2020-2021.

DEFINITION OF TERMS
 Mother Tongue Based Multilingual Education (MTB-
MLE) - refers to ―first-language-first‖ education that is,
schooling which begins in the mother tongue and transitions
to additional languages particularly Filipino and English. It is
meant to address the high functional illiteracy of Filipinos
where language plays significant factors.
 Vernacular Literacy – according to Kapur (2019), this type
of literacy refers as the set of tangible skills that includes
particularly the skills of reading and writing. These are
independent of the framework, in which they are attained.
The background of the individuals is regarded as critical,
when they are acquiring vernacular literacy skills. The
emphasis that has been put upon meaning has recently given
way to a scientific attention to phonetics, word recognition,
spelling and vocabulary. This approach has been put into
practice to conduct research in the cognitive sciences,
particularly in terms of the important feature of human

memory. Another vital aspect that is focused upon is, how the
brain processes reading patterns and techniques, such as,
phonological awareness, training and making provision of
reading tasks at a rapid pace.
 Curriculum – it embodies the the intentions of education, it
is the program of education that carries beliefs, values,
attitudes, skills, knowledge, and all that education is all about.
 Dual Iceberg Theory (DIBT) – this theory concluded that
as children are acquiring the knowledge of their mother
tongue this paved the way also for children on developing
their mental facets on independently learning a target
language.
 Bilingualism – defined as a speaker's ability to use two
languages for communication. Due to the complexity of its
nature, the study of bilingualism relies on several fields within
linguistics, anthropology, psychology, neuroscience, and
education.
CHAPTER 2
REVIEW OF RELATED LITERATURE
According to the DepEd K to 12 Curriculum Guide regarding Mother Tongue
for grades 1 to 3, MTB-MLE is a form of education, formal or non - formal; in
which the learner‘s mother tongue and additional languages are used in the
classroom. Learners begin their education in the language they understand best -
their mother tongue - and develop a strong foundation in their mother language
before adding additional languages.
Research stresses the fact that children with a solid foundation in their
mother tongue develop stronger literacy abilities in the school language. Their
knowledge and skills transfer across languages. This bridge enables the learners
to use both or all their languages for success in school and for lifelong learning.
In terms of cognitive development, the school activities will engage
learners to move well beyond the basic questions to cover all higher order thinking
skills in L1 which they can transfer to the other languages once enough Filipino or
English has been acquired to use these skills in thinking and articulating thoughts.
This Chapter presents a brief review of literature and studies, both local
and foreign that is related to these studies.
LOCAL LITERATURE
As described by the Capitol University College of Education, MTB-MLE refers
to ―first-language-first‖ education, that is, schooling which begins in the mother
tongue and transitions to additional languages, particularly Filipino and English. It
is meant to address the high functional illiteracy of Filipinos where language plays
a significant factor. Since the child‘s own language enables her/ him to express
him/herself easily, then, there is no fear of making mistakes.
It encourages 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 concepts to what they already
know. Currently, there are twelve (12) major languages or lingua franca that shall
be language of instruction.
The major languages are a) Tagalog b) Kapampangan c) Pangasinense
d) Iloko e) Bikol f) Cebuano g) Hiligaynon h) Waray i) Tausug j)
Maguindanaoan k) Maranao; l) Chabacano.
In Ruanni Tupas‘ Bilingual and Mother Tongue-Based Multilingual Education
in the Philippines, he ventured out that the Bilingual education in the Philippines –
where the use of English in mathematics and science and Filipino, the national
language, in all other subjects – is a complex story of postcolonial, neocolonial,
nationalist, and ethnolinguistic ideologies and relationships.
Thus, the recent law mandating the use of the mother tongues as media of
instruction (MOI) in early primary years did not come easy. Called Mother Tongue-
Based Multilingual Education (MTB-MLE), this recent linguistic structure of
educational provision had to navigate the intricate discursive terrains of language
policy-making in order to find a strategic space from which to articulate alternative
and marginalized visions of education and nation-building in the country.
This chapter provides a brief history of the language-in-education debates
in the country, assesses the hits and misses of bilingual education, and takes
stock of the arguments for and against the use of the mother tongues leading to
the promulgation of a comprehensive basic education law which includes MTB-
MLE.
In The Implementation Of The Mother Tongue-based Multilingual Education
In Grade I In The Public Elementary Schools In Pangasinan I, written by Nora T.
Cruz, Ed. D. of De La Salle University, Manila, Philippines: she has emphasized
that various studies (e.g. Benson, 2002; Dutcher, 2003) have identified that
children‘s overall educational attainment can be enhanced if they are taught in
their mother tongue in early grades.
In contrast to this, teaching in a dominant language, which is different from
children‘s mother tongue, in early grades invites serious challenges in education
e.g. high drop-out rates, low educational attainment and lack of classroom
interaction (UNESCO, 2003).
Due to these problems, as reported by Dutcher (2004), a large number of
indigenous children, who come from different linguistic groups, are still out of
school, and even if they have joined the school they are marred with the low
performance on the ground of their low competence in dominant language (s)

which is used as the medium of instruction in schools. With MTB-MLE comes the
growing apprehension from the teachers that teaching in a mother tongue-based
program requires a vastly different set of skills, many of which they apparently do
not have at the moment.
The teachers are particularly concerned with practical issues such as
producing home-grown and contextually sensitive teaching and reading materials,
and how to actually develop greater fluency in their own languages.
The broad categories of materials needed to implement an MTB-MLE
curriculum include early literacy materials in the mother tongue, a variety of on-
grade narrative reading materials using the mother tongue, possibly subject-area
materials in the mother tongue, materials to transition from the mother tongue
into the second language, and then, of course, materials as appropriate for the
educational system in the second language.
According to J. Aleta R. Villanueva and Ani Rosa S. in their Dual Language
Program Models In Philippine Progressive Schools, the bilingual education model
being utilized by both schools involved in this study is called two way immersion
(TWI). Howard and Christian (2002) refer to TWI as ―an educational approach
that integrates native English speakers and native speakers of another language
for content and literacy instruction in both languages.
It is two-way in two ways: two languages are used for instruction and two
groups of students are involved.‖
In immersion programs, ―all the usual curricular areas are taught in a
second language—this language being the medium, rather than the object, of
instruction‖ (Lessow-Hurley, 2000). A 2002 research 7 conducted by Thomas and
Collier in the United States showed definite findings in favour of two way
immersion for students in bilingual contexts (UNESCO, 2007).
FOREIGN LITERATURE
The Mother Tongue Based - Multilingual Education varies depending on
which country, it is worth taking note that both bilingualism and multilingualism
are two of the many salient factors in affecting student learning. According to
Jnanu Raj Paudel, in his Mother Tongue based Multilingual Education (MT- MLE):
Teachers' Language Ideologies, the Report of Education in Nepal (2011) intends

to promote single language (Nepali) mentioning; the medium of instruction should
be the national languages in primary, middle and higher educational institutional.
Despite this, the advantage of mother tongue instruction is printed claiming
that children can easily be made literate if they are taught in their mother tongue.
Similarly, All Round National Education Committee (2018) recommends
using Nepali as the language of instruction allowing the use of local language. The
body of the report favors the single language in education, however, the opinion
of the committee members also reveal the importance of using the local
languages.
Although the report emphasizes the use of English and some foreign
languages, it ignores the use of the local languages in education. This language
policy resulted in Nepali speaking people excelling over other ethnic and minority
languages in education because they could use Nepali ( their mother tongue) in all
domains, whereas the indigenous people faced difficulty in expressing their ideas
in Nepali since it was not their mother tongue (Phyak, 2013).
As per READ Alliance's online article published in 2018, many children
speak a home language that differs from the language of instruction in education
programs. It‘s a widely known fact that children learn best in their mother tongue
which prepares them to learn more languages in future. There are various factors
that determine a child‘s retention of their mother tongue while acquiring additional
languages. Studies show that six to eight years of education in the mother tongue
is necessary to develop the level of literacy and verbal proficiency required for
academic achievement in secondary school. Some of the most important factors to
retain their mother tongue, children whose first language is not the medium of
instruction are: (1) continued interaction with their family and community in their
first language on increasingly complex topics that go beyond household matters;
It‘s important to expose the child to more and more words in their first language
for their brain to grasp as many words as possible and make meaning out of the
interactions (2) ongoing formal instruction in their first language to develop
reading and writing skills; and (3) exposure to positive parental attitudes to
maintaining the mother tongue, both as a marker of cultural identity and for
certain instrumental purposes (e.g., success in the local economy or global trade).
In Lisa Ann Burton‘s Mother Tongue-Based Multilingual Education in the
Philippines: Studying Top-Down Policy Implementation from the Bottom Up, The
United Nations Universal Declaration on Human Rights (1948) affirmed the right to
education without discrimination. Article 2 of this document specifically addressed

discrimination on the grounds of language. Five years later, a well-cited UNESCO
(1953) report expanded upon this by suggesting that education in the mother
tongue serves multiple purposes: It is axiomatic that the best medium for teaching
a child is his mother tongue.
Psychologically, it is the system of meaningful signs that in his mind works
automatically for expression and understanding. Sociologically, it is a means of 26
identification among the members of the community to which he belongs.
Educationally, he learns more quickly through it than through an unfamiliar
linguistic medium. (UNESCO, 1953, p. 11)

CHAPTER 3
RESEARCH METHODOLOGY
This chapter presents methods of research to be used in the study,
selection of respondents, sampling procedures, research instrument, data
gathering procedure and statistical treatment of data.
RESEARCH DESIGN
This type of research is mixed method research, an integration of
qualitative and quantitative research. Specifically, we used concurrent
triangulation design whereas used to confirm, cross validate, or corroborate
findings to the study – to overcome a weakness in using the strength of one
another.
RESPONDENTS OF THE STUDY
The respondents are composed of one (1) teacher from Tonsuya
Elementary School where the qualitative form of research will come from, and five
(5) students where the quantitative form of research will come from to determine
their views and assessment in the effectiveness of mother tongue-based
multilingual education in students‘ literacy.
RESEARCH INSTRUMENT
For mixed method research, data was obtained using a survey
questionnaire that can be answered in three parts: a checklist, open-ended
questions by the respondents. The survey questionnaire was very useful in getting
information and responses to specific question in the investigation.
It is also obtained by using students‘ output to cross validate and
corroborate findings of the study basing on the answers in survey questionnaires.
DATA GATHERING PROCEDURE
Before administering the interview and questionnaire to target respondents,
the researchers secured permission in the interviewee and other participants of
this research through a letter of request.

SAMPLING TECHNIQUE
The researcher used purposive sampling. Purposive sampling is a form of
sampling in which choosing respondents in whom you judged as people with good
background knowledge or with great enthusiasm about the research.
In this case, the researchers choose people whom you are sure that could
correspond to the objectives of the effectiveness of MTB MLE in students‘
vernacular literacy.
DISTRIBUTION AND RETRIEVAL OF QUESTIONNAIRE
The questionnaires was distributed and retrieved personally by the
researchers. The distribution of research questionnaire started in the 13 th of May
2021 with the attached letter of request regarding their stance and perceptions on
the effectiveness of mother tongue-based multilingual education on students‘
literacy in Tonsuya Elementary School upon retrieval of questionnaires.
For the quantitative data, tally sheets were prepared and respond for each
statement were tabulated using the frequency count percentage.

Data were analysed and interpreted by subjective then to statistical
treatment. Meanwhile, the qualitative data – the narratives were used to have a
comparative analysis to the quantitative data provided to execute the concurrent
triangulation type of mixed method research.
TREATMENT OF DATA
The quantitative data that was obtained through the survey utilizing
questionnaire were consolidated, tallied, and tabulated on distribution tables. They
were analysed and interpreted using the required statistical measures.
Percentage was used as a display of data that specifies the percentage of
observations that exist for each data point. It is particularly useful method of
expressing the relative frequency of survey responses and other data.
Formula:
F
Percentage = X 100
N
Where:
% = percentage symbol F = frequency of respondents
N = total of member respondents
Meanwhile, the qualitative data that was obtained were used to
countercheck and triangulate data given in the quantitative part of the
research.
CHAPTER 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
The primary purpose of this study is to determine the effectiveness of
Mother Tongue-based Multilingual Education in Tonsuya Elementary School by
gathering the qualitative data from a teacher and triangulate the quantitative data
gained from the students who took reading comprehension examination.
This Chapter presents the research method population, sample size and
sampling technique, description of the respondents, the research instrument, data
gathering procedure and the treatment of data used in the study.
DEMOGRAPHICS OF THE PARTICIPANTS
The result of the qualitative study is based on interview to one of the
pioneer teacher of Mother Tongue-based Multilingual Education in Tonsuya
Elementary School. The teacher respondent wholeheartedly participated in the
study. Due to the nature of the research, researchers seek permission to the
school principal also.

Meanwhile, the quantitative study is based on the responses given by five
(5) students of teacher respondent in the subject: Mother Tongue-based
Multilingual Education (MTB-MLE) in Tonsuya Elementary School. The researchers
seek the permission of students‘ parents and wholeheartedly participated in the
study.
The teacher participant for qualitative part of the study, and the student
participants for the quantitative part of the study were both experienced the first
years of MTB-MLE implementation in Philippine Schools, specifically in Tonsuya
Elementary School. All participants provided their responses in a Google Form
created that can be answered online; physical meetings were avoided during the
COVID-19 protocols and safety of both researchers and respondents.
Table 1.1
PROFILE OF TEACHER RESPONDENT
NAME Lorena B. Vargas

AGE 40 years old
COURSE TAKEN IN Bachelor of Science in
COLLEGE Elementary Education
YEARS IN TEACHING 17 years
Theme 1.1
THE EFFECTIVENESS OF MTB-MLE IN RELATION TO CURRICULUM
IMPLEMENTATION
In this part, the respondent has specified the answer to the question:
"As a teacher, is the curriculum crafted for Mother Tongue-
based Multilingual Education is effective for the students’
improvement in vernacular literacy? Why do you say so?"
The response given is as follows,
"Yes, because it deepens their understanding on their first
language and enhance the usage of it."
In hindsight, the answer provided by the respondent have shown relation
to the literature described by the Capitol University College of Education; wherein
MTB-MLE refers to ―first-language-first‖ education, that is, schooling which begins
in the mother tongue and transitions to additional languages, particularly Filipino
and English. It is meant to address the high functional illiteracy of Filipinos where
language plays a significant factor.

As claimed by Lacson (2019), research stresses the fact that children with a
solid foundation in their mother tongue develop stronger literacy abilities in the
school language. Their knowledge and skills transfer across languages. This bridge
enables the learners to use both or all their languages for success in school and
for lifelong learning.
The response of the respondent certifies the effectiveness of the MTB-MLE
in relation to curriculum implementation; additionaly, the related literature that is
provided also credits the answer given by the respondent.
For this area, the question given is as stated below:
"According to research, the implementation of MTB-MLE is
ineffective and the reason why Philippines have the lowest
reading comprehension. If you answered yes in the above
question, why do you think Philippines are low in reading
comprehension? If no, what do you think are the needed
measures to get this effective?"
The answer provided by the respondent includes:

"It is not the system, but a lot of variables to consider, like
(1) demographic profile of the family, which greatly affects
the support given to the learners, (2) nutrition, (3) learning
status, and (4) School/Teacher support"
With that, this only simplifies that one of the given answers, such as the
demographic factor relates to the immediate use of the learner's mother tongue to
construct and explain their world, articulate their thoughts and add new concepts
to what they already know.
As maintained by the Capitol University College of Education, currently,
there are twelve (12) major languages or lingua franca that shall be language of
instruction. The major languages are a) Tagalog b) Kapampangan c)
Pangasinense d) Iloko e) Bikol f) Cebuano g) Hiligaynon h) Waray i) Tausug j)
Maguindanaoan k) Maranao; l) Chabacano.
These languages are mostly spoken in different parts of the Philippines,
where the language used is greatly affected by the demographic standing of each
area and its significance to the implementation of MTB-MLE's ineffectiveness

according to research; and the reason why Philippines have the lowest reading
comprehension. The different variables are visibly contigent on such findings.
On this particular part of the data analysis, the question formulated is as
seen below:
"According to a former lawmaker, the Department of
Education misinterpreted the aim of Mother Tongue-based
Multilingual Education (MTB-MLE) because it is only
implemented for Grade 1-3 instead of Grade 1-6. Do you
think it’s enough to teach MTB-MLE in Grade 1-3 or does it
need to be implemented from Grade 1-6? Why do you say
so?"
The respondent's response is given in this manner:
"From an experience I agree with the lawmakers. Teaching
MTB in the primary grades are enough for them to be well
equipped and develop their value of their own native
language and prepare them to deepen their knowledge for
the next level which is the LANGUAGE 2 (English) for the

intermediate level."
Republic Act No. 10533 states that, ―For kindergarten and the first three
(3) years of elementary education, instruction, teaching materials and assessment
shall be in the regional or native language of the learners. The Department of
Education (DepEd) shall formulate a mother language transition program from
Grade 4 to Grade 6 so that Filipino and English shall be gradually introduced as
languages of instruction until such time when these two (2) languages can
become the primary languages of instruction at the secondary level.‖
Gunigundo (2019), lawyer and former five-term representative of the
second district of Valenzuela City, have also given his stance based on the law
enacted in 2013, saying that: "This misconstrual virtually kills the original intent of
our lawmakers to establish a truly additive L1 + L2 educational system. What is
now in place is a subtractive ―short exit‖ scheme not dissimilar to the failed
bilingual policy that international and local research has shown to be injurious to
learners. Studies have concluded time and again that a learner needs at least six
to eight years of strong L2 instruction before that L2 can become a medium of
learning. These lapses are inexcusable given our more than five years‘ experience
in carrying out the new law."

Consequently, this statement is followed by, "Such flawed implementation
may partly explain why learning outcomes have not improved. Poor learning
results can also mean poorly prepared teachers."
In contrast to the answer provided by the respondent, it is worth taking
note of the apparent negation of a lawyer and present counsel for 170+
Talaytayan MLE Inc. regarding the additional 3 more years in effect to the current
duration of MTB-MLE implementation.
Theme 1.2
THE EFFECTIVENESS OF MTB-MLE IN RELATION TO LEARNING
MATERIALS
This part shows the response of the respondent regarding to the question:
―Before pandemic, are the materials provided in teaching
Mother Tongue-based Multilingual Education enough to
inculcate its aims to learners? Why?‖
Respondents asserted that :
―In our Division, yes. SDO-Malabon City is prepared well
from construction to production. Indeed I can say that the

division has been consistently proactive for the benefit of
our learners.‖
According to a study done by the Capitol University College of Education,
the broad categories of materials needed to implement MTB-MLE curriculum
include early literacy materials in the mother tongue, a variety of on-grade
narrative reading materials using the mother tongue, possibly subject-area
materials in the mother tongue, materials to transition from the mother tongue
into the second language, and then, of course, materials as appropriate for the
educational system in the second language.
This is to certify, that the respondent and the asserted literature both agree
that before pandemic, the materials provided in teaching Mother Tongue-based
Multilingual Education is enough to inculcate its aims to learners.
―Does materials matters in teaching Mother Tongue-based
Multilingual Education? Why do you say so?
Respondents asserted that:

―Yes, it serves as our guide in ensuring the quality delivery
of learning that our pupils rightfully deserve.‖
According to Ms. Rosalina Villaneza, Chief of Teaching and Learning
Division of Department of Education (DepEd).Learners begin their education in the
language they understand best—their mother tongue—and need to develop a
strong foundation in their mother language before effectively learning additional
languages.
This is where the Department of Education (DepEd) gets inspiration in its
inclusion of Mother Tongue-Based Multilingual Education (MTB-MLE) as a feature
of the Enhanced Basic Education Program. It mandates the use of the language
that students are familiar with (their first language) as medium of instruction to
allow them to grasp basic concepts more easily.
For reading and writing purposes, it will be taught beginning in the third
quarter of Grade 1. The four other macro skills which are listening, speaking,
reading, and writing in Filipino will continuously be developed from Grades 2 to 6.

The purpose of a multilingual education program is to develop appropriate
cognitive and reasoning skills, enabling children to operate equally in different
languages – starting with the first language of the child.
It was observed that the respondent and the asserted literature shows that
the materials matters in teaching Mother Tongue-based Multilingual Education.
―On a teacher’s point of view, do you think the materials
provided by the government is enough? Why do you say
so?‖
―In our division yes, we have 1:1 proportion of the learning
materials.‖
According to a study done by Nora T. Cruz, Ed.D of De La Salle University,
Manila, Philippines - In The Implementation Of The Mother Tongue-based
Multilingual Education In Grade I In The Public Elementary Schools In Pangasinan
I, has emphasized that various studies (e.g. Benson, 2002; Dutcher, 2003) have
identified that children‘s overall educational attainment can be enhanced if they
are taught in their mother tongue in early grades. In contrast to this, teaching in a
dominant language, which is different from children‘s mother tongue, in early
grades invites serious challenges in education e.g. high drop-out rates, low
educational attainment and lack of classroom interaction (UNESCO, 2003).
―If the materials are enough or not, what do you think are
the needed measures to improve the materials provided?‖
―None so far additional activities (if needed) was provided
by the teacher and production of it by the school.‖

According to a study done by READ Alliance's online article published in
2018, many children speak a home language that differs from the language of
instruction in education programs. It‘s a widely known fact that children learn best
in their mother tongue which prepares them to learn more languages in future.
There are various factors that determine a child‘s retention of their mother tongue
while acquiring additional languages.
This is to validate that the respondent‘s answers and the RRL are correlated
and both explain materials are enough and the needed measures to improve the
materials provided depends on the various factors.
Theme 1.3
THE EFFECTIVENESS OF MTB-MLE IN RELATION TO TEACHER’S
KNOWLEDGE
The question provided is provided accordingly:
"Do you think teachers who currently teach Mother Tongue-
based Multilingual Education is equipped with knowledge
they should have?"
The answer given by the respondent is specified below:

"With all confidence, yes (it is)."
According to Gunigundo (2019), "The DepEd has approved and is
implementing the Philippine Professional Standards for Teachers (PPST) to guide
and inform the foregoing activities. The National Educators Academy of the
Philippines has also been reinvented to serve as the principal agency for the
professional development of teachers and school leaders.
The Commission on Higher Education is also expected to firm up, align and
quality-assure pre-service education according to the requirements of the DepEd
and the PPST. An interagency body may be needed for this type of collaboration."
In this area, the question is stated in this manner:
"Do teachers can provide and inculcate the needs of the
students in the subject: Mother Tongue-based Multilingual
Education? Why do you say so?"
The respondent's answer to the question is as stated below:
"Yes, because we are equipped, and trained well"
The response given by the respondent shows an apparent contrast to the
findings that are provided by Atty. Magtanggol T. Gunigundo; which exemplifies

that the Department of Education agrees to the visible inexperience of the current
MTB-MLE teachers, for them to initiate: "Above measures that will strengthen our
fledgling MTB-MLE program and will help both teachers and students acquire the
four Cs (creativity, communication, collaboration and critical thinking). These are
the skills that are needed in the 21st century", provided by Gunigundo (2019).
―Do the Education sector of government provided a training
for teachers to enhance the its knowledge to the subject?
Either way, what are the measures needed to by the
government to improve it?‖
―Yes, even before this subject was implemented series of
trainings has been done to equip teachers. Even at present
series and continuous trainings and webinars was conducted
to introduce teachers to varied and fresh teaching strategies
and innovations to be used in our Teaching- learning
modality.‖
According to Jnanu Raj Paudel, in his Mother Tongue based Multilingual
Education (MT- MLE): Teachers' Language Ideologies, the Report of Education in
Nepal (2011) intends to promote single language (Nepali) mentioning; the
medium of instruction should be the national languages in primary, middle and
higher educational institutional.
Despite this, the advantage of mother tongue instruction is printed claiming
that children can easily be made literate if they are taught in their mother tongue.
Similarly, All Round National Education Committee (2018) recommends using
Nepali as the language of instruction allowing the use of local language.
According to Lisa Ann Burton‘s Mother Tongue-Based Multilingual Education
in the Philippines: Studying Top-Down Policy Implementation from the Bottom Up,
The United Nations Universal Declaration on Human Rights (1948) affirmed the
right to education without discrimination. Article 2 of this document specifically
addressed discrimination on the grounds of language. Five years later, a well-cited
UNESCO (1953) report expanded upon this by suggesting that education in the
mother tongue serves multiple purposes: It is axiomatic that the best medium for
teaching a child is his mother tongue.
This part shows the response of the respondent regarding to the question :
―What are the challenges faced/currently facing by the
teacher in teaching the Mother Tongue-based Multilingual
Education?‖
Respondent asserted that:
―The students participation brought about by the
pandemic.‖
According to Jnanu Raj Paudel, in his Mother Tongue based Multilingual
Education (MT- MLE): Teachers' Language Ideologies, the Report of Education in
Nepal (2011) intends to promote single language (Nepali) mentioning; the
medium of instruction should be the national languages in primary, middle and
higher educational institutional.
To determine the effectiveness of MTB-MLE using the qualitative data
garnered from the teacher respondent, the reading comprehension examination
given to the student which is the quantitative data will be triangulated integrative.
The results of the reading comprehension examination are as follows:

Table 2.1
Students‘ Reading Comprehension in English Language
WHAT IS
N PERCENTAGE DESCRIPTION
ASKED
Do not meet
Student 1 1 33%
expectation
Do not meet
Student 2 1 33%
expectation
Student 3 3 100% Outstanding
Do not meet
Student 5 2 67%
expectation
Table 2.1 present the students‘ responses regarding the first part of the
examination regarding an English short story which aims to measure the reading
comprehension of the respondents, the table is entitled ―What is asked‖,
specifically identifies the students‘ understanding to the question.
Table reveals that student number 3 and student 4 both rank first who
garnered 3 points with an equivalent of one hundred percent (100%) which is
described as ―Outstanding‖. Table also reveals that the student number 5 ranks
second garnering 2 points with an equivalent of sixty-seven percent (67%) which
is interpreted or described as ―Do not meet expectation‖. On the other hand
students number 1 and 2 both garnered 1 point with an equivalent of thirty-three
percent (33%) described as ―Do not meet expectation‖ ranks third.

Table 2.2
SELF
EXPLANATORY
Do not meet
Student 1 2 50%
expectation
Do not meet
Student 2 0 0%
expectation
Fairly
Student 3 3 75%
Satisfactory
Fairly
Student 4 3 75%
Satisfactory
Do not meet
Student 5 1 25%
expectation
Table 2.2 present the students' responses regarding the second part of
comprehension of the respondents, the table is entitled ―Self Explanatory‖ which
specifically measures students‘ comprehension to the story provided by explain the
story themselves.
Table reveals that students number 3 and 4 both rank first garnering 3
points with an equivalent of seventy-five percent (75%) which is described as
―Fairly satisfactory‖. Table also reveals that student number 1 ranks second
garnering 2 points with an equivalent of fifty percent (50%) with a description of
―Do not meet expectation‖. Table also reveals that student number 5 ranks third
garnering 1 point with an equivalent of twenty-five percent

(25%) with a description of ―Do not meet expectation‖. On the other hand
student number 2 ranks fourth garnering 0 points with an equivalent of zero
percent (0%) with a description of ―Do not meet expectation‖.
Table 2.3
ELEMENTS
OF STORY
Fairly
Student 1 3 75%
Satisfactory
Do not meet
Student 2 2 50%
expectation
Fairly
Student 3 3 75%
Satisfactory
Fairly
Student 4 3 75%
Satisfactory
Do not meet
Student 5 1 25%
expectation
Table 2.3 present the students‘ responses regarding the third part of the
comprehension of the respondents, the table is entitled ―Elements of Story‖ which
allows respondents to provide keen details of the story provided.
Table reveals the students number 1, 3 and 4 both rank first garnering 3
points with an equivalent of seventy-five percent (75%)

which is described as ―Fairly satisfactory‖. Table also reveals that student number
2 ranks second garnering 2 points with an equivalent of fifty percent (50%) which
is described as ―Do not meet expectation‖. On the other hand student number 5
ranks third garnering 1 point with an equivalent of twenty-five percent (25%) and
is described as ―Do not meet expectation‖.
Table 2.4
SHORT
SUMMARY N PERCENTAGE DESCRIPTION
Student 1 4 80% Satisfactory
Student 2 0 0% Do not meet
expectation
expectation
Table 2.4 present the students‘ responses regarding the fourth part of the
comprehension of the respondents, the table is entitled ―Short Summary‖ which
specifically allows respondents to re-tell the story provided in their own words.
Table reveals the students number 3 and 4 both rank first garnering 5
points with an equivalent of one hundred percent (100%)

which is described as ―Outstanding‖. Table also reveals that student number 1
ranks second garnering 4 points with an equivalent of eighty percent (80%)
which is described as ― Satisfactory‖. Table also reveals that student number 5
ranks third garnering 3 points with an equivalent of sixty percent (60%) which
described as ― Do not meet expectation‖. On the other hand, student number 2
ranks fourth garnering 0 point with an equivalent of zero percent (0%) which is
described as ― Do not meet expectation‖.
Table 3.1
Students‘ Reading Comprehension in Filipino Language
WHAT IS
ASKED N PERCENTAGE DESCRIPTION
Do not meet
Student 5 2 67%
expectation
Table 3.1 present the students‘ responses regarding the first part of the
examination regarding a Filipino short story that aims to measure the reading
comprehension of the respondents, the table is entitled ―What is asked‖,
specifically identifies the students‘ understanding to the question.

Table reveals that students 1, 2, 3, and 4 top the ranking garnering 3
points with an equivalent of one hundred percent (100%) which is described as
―Outstanding‖. Table also reveals that student number 5 ranks second garnering 2
points with an equivalent of sixty-seven percent (67%) which is described as ―Do
not meet expectation‖.
Table 3.2
SELF
EXPLANATORY N PERCENTAGE DESCRIPTION
Fairly
Student 4 3 75%
Satisfactory
Do not meet
Student 5 2 50%
expectation
Table 3.2 present the students‘ responses regarding the Part II of the
survey questionnaire regarding a Filipino short story that aims to measure the
reading comprehension of the respondents, the table is entitled ―Self Explanatory‖,
which specifically measures students‘ comprehension to the story provided by
explain the story themselves.

Table reveals that students 1, 2, and 3 ranks first garnering 4 points with
an equivalent of one hundred percent (100%) which is described as
―Outstanding‖. Table also reveals that student number 4 ranks second garnering 3
points with an equivalent of seventy-five (75%) which is described as ―Fairly
satisfactory‖. On the other hand student number 5 ranks third garnering 2 points
with an equivalent of fifty percent (50%) which is described as ―Do not meet
expectation‖.
Table 3.3
ELEMENTS
OF STORY N PERCENTAGE DESCRIPTION
Fairly
Student 1 3 75%
Satisfactory
Fairly
Student 2 3 75%
Satisfactory
Do not meet
Student 5 2 50%
expectation
Table present the students‘ responses regarding the Part III of the survey
questionnaire regarding a Filipino short story that aims to measure the reading
comprehension of the respondents, the table is entitled ―ELEMENTS OF STORY‖
which allows respondents to provide keen details of the story provided.

Table reveals that students number 3 and 4 both rank first garnering 4
points with an equivalent of one hundred percent (100%) which is described as ―
Outstanding‖. Table also reveals that students number 1 and 2 both rank second
garnering 3 points with an equivalent of seventy-five percent (75%) which is
described as ― Fairly Satisfactory‖. On the other hand student number 5 ranks
third garnering 2 points with an equivalent of fifty percent (50%) which is
described as ― Do not meet expectation‖.
Table 3.4
SHORT
SUMMARY N PERCENTAGE DESCRIPTION
Do not meet
Student 2 0 0%
expectation
Student 5 4 80% Satisfactory
Table present the students‘ responses regarding the Part IV of the survey
questionnaire regarding a Filipino short story that aims to measure the reading
comprehension of the respondents, the table is entitled ―SHORT SUMMARY‖ which
specifically allows respondents to re-tell the story provided in their own words.
The table reveals that students number 1, 3, and 4 all top the ranking
garnering 5 points with an equivalent of one hundred percent (100%) which is
described as ―Outstanding‖. Table also reveals that student number 5 ranks
second garnering 4 points with an equivalent of eighty percent (80%) which is
described as ―Satisfactory‖. On the other hand student number 2 ranks third
garnering 0 point with an equivalent of zero percent (0%) which is described as
―Do not meet expectation‖.
Table 4.1
Results of Reading Comprehension in English Language
ENGLISH
SUMMATION N PERCENTAGE DESCRIPTION
OF POINTS
expectation
expectation
Student 3 14 88% Very
Satisfactory
Student 4 14 88% Very
Satisfactory
expectation
Table 4.1 presents the totality of scores of the respondents regarding all
the parts of the survey questionnaire for measuring the reading comprehension of
the respondents with the help of an English short story. Table reveals that
students number 3 and 4 both ranks first garnering a total of 14 points with an
equivalent of eighty-eight percent (88%) which is described as ― Very
Satisfactory‖.
Table also reveals that student number 1 ranks second garnering a total of
10 points with an equivalent of sixty-three percent (63%) which is described as
―Do not meet expectation‖. Table also reveals that student number 5 ranks third
garnering a total of 7 points with an equivalent of forty-four percent (44%) which
is described as ―Do not meet expectation‖. Lastly, the table reveals that student
number 2 ranks fourth garnering a total of 3 points with an equivalent of
nineteen percent (19%) which is described as ―Do not meet expectation‖.

Table 4.2
Results of Reading Comprehension in Filipino Language
FILIPINO
SUMMATION N PERCENTAGE DESCRIPTION
OF POINTS
expectation
expectation
Table 4.2 presents the totality of scores of the respondents regarding all
the parts of the survey questionnaire for measuring the reading comprehension of
the respondents with the help of a Filipino short story.
Table reveals that student number 3 ranks first garnering a total of 16
points with an equivalent of one hundred percent (100%) which is described as
―Outstanding‖. Table also reveals that students number 1 and 4 both rank second
garnering a total of 15 points with an equivalent of ninety-four percent (94%)
which is described as ―Outstanding‖. Lastly, table reveals that student number 2
and 5 both rank third garnering a total of 10 points with an equivalent of sixty-
three percent (63%) which is described as ―Do not meet expectation‖.

CHAPTER 5
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the significant summary of findings, based on the
data gathered, the conclusions derived and recommendations offered.
SUMMARY OF FINDINGS
Below are the significant findings of the study:
1. Profile of the respondents
1.1. The teacher respondent is 40 years old who teach 17 years in public
school.
1.2. The student respondent ranges from 10-12 years old, Grade 3-6 in
public school.
2. The Effectiveness of MTB-MLE in relation to Curriculum Implementation

2.1. The curriculum crafted for MTB-MLE is effective as it deepens
students‘ understanding in first language and enhances the usage of it.
2.2. The implemented curriculum is not the reason of ineffective MTB-
MLE implementation; it is due to variables such as demographic profile of
the family, nutrition, learning status, and school-teacher support.
2.3. The Department of Education mistakenly implemented the MTB-MLE
limiting it for Grade 1-3 only, instead of Grade 1-6.
3. The Effectiveness of MTB-MLE in relation to Learning Materials
3.1. The learning materials provided in teaching MTB-MLE is enough.
3.2. The learning materials matters in teaching MTB-MLE.
3.3. The learning materials provided by the government are enough.
4. The Effectiveness of MTB-MLE in relation to Teacher‘s Knowledge
4.1. Teachers who currently teach MTB-MLE is equipped with knowledge
they should have.
4.2. Teachers who currently teach MTB-MLE can provide and inculcate
the needs of the students in the aforementioned subject.

4.3. The Department of Education provided multitude trainings to
enhance its knowledge to the subject: MTB-MLE.
4.4. Difficulties in students participation was encountered in teaching the
subject when pandemic occurred.
5. Students‘ Reading Comprehension in English Language based on ―What is
asked‖
5.1. Three (3) respondents or sixty percent (60%) got a ‗did not meet
expectation‘ result
5.2. Two (2) respondents or forty percent (40%) got an ‗outstanding‘
result
6. Students‘ Reading Comprehension in English Language based on ―Self
Explanatory‖
6.2. Two (2) respondents or forty percent (40%) got an ‗fairly
satisfactory‘ result
7. Students‘ Reading Comprehension in English Language based on ―Element of
Story‖
7.1. Three (3) respondents or sixty percent (60%) got a ‗fairly
7.2. Two (2) respondents or forty percent (40%) got an ‗do not meet
8. Students‘ Reading Comprehension in English based on ―Short Summary‖
8.1. Two (2) respondents or forty percent (40%) got a ‗outstanding‘
result
8.2. Two (2) respondents or forty percent (40%) got a ‗did not meet
8.3. One (1) respondent or twenty percent (20% ) got a ‗satisfactory‘
result
9. Students‘ Reading Comprehension in Filipino Language based on ―What is
asked‖
9.1. Four (4) respondents or eighty percent (80%) got an ‗outstanding‘
result
9.2. One (1) respondent or twenty percent (20%) got a ‗did not meet
10. Students‘ Reading Comprehension in Filipino Language based on ―Self
Explanatory‖
10.1. Three (3) respondents or sixty percent (60%) got an ‗outstanding‘
result
10.2. One (1) respondent or twenty percent (20%) got an ‗fairly
10.3. One (1) respondent or twenty percent (20%) got an ‗did not meet
11. Students‘ Reading Comprehension in Filipino Language based on ―Element
of Story‖
11.1. Two (2) respondents or forty percent (40%) got a ‗outstanding‘
result
11.2. Two (2) respondents or forty percent (40%) got a ‗fairly satisfactory‘
result
11.3. One (1) respondent or twenty percent (20% ) got a ‗did not meet
12. Students‘ Reading Comprehension in Filipino based on ―Short Summary‖
12.1. Three (3) respondents or sixty percent (60%) got an ‗outstanding‘
result
12.2. One (1) respondent or twenty percent (20%) got an ‗satisfactory‘
result
12.3. One (1) respondent or twenty percent (20%) got an ‗did not meet
13. Reading Comprehension in English Summation

13.2. Two (2) respondents or forty percent (40%) got an ‗very
14. Reading Comprehension in Filipino Summation
14.1. Three (3) respondents or sixty percent (60%) got a ‗outstanding‘
result
14.2. Two (2) respondents or forty percent (40%) got an ‗did not meet
CONCLUSION
Based on significant findings, the following conclusions were established:
1. The research shows that the curriculum for Mother Tongue-based
Multilingual Education that is currently implemented is regulated, supported
by materials, and teacher were provided various trainings.
2. Due to the aforementioned, the teacher respondent is quite sure that the
implementation of Mother Tongue-based Multilingual Education is effective
in student‘s vernacular literacy.
3. By triangulating the qualitative data provided to the quantitative data
consisting of reading comprehension examination of student respondents, it
appears that:
 Students who were the products of the MTB-MLE curriculum is best in
Filipino, specifically Tagalog comprehension than the English language.
4. The research and findings provided have shown that the teacher
respondent have claimed that the MTB-MLE curriculum

is effective, but the result of the reading compared to the exam results of
the students reflected the obvious contrast to the teacher respondent‘s
given response.
5. There was a significant difference on the respondents‘ assessment on the
effectiveness of MTB-MLE in relation to students‘ vernacular literacy. Hence,
the assumed hypothesis was rejected.
RECOMMENDATIONS
Based on the conclusions and significant findings of the study, mother
tongue-based multilingual education implementation is a relevant issue that needs
to be well thought and studied. To help the students, teachers, parents,
government, and other related stakeholders to achieve a wider perspective and a
balanced view on the issue, the following recommendations are proposed:

For Students
The students under the Mother Tongue Based Multilingual Education
Program are encouraged to further augment their ability to comprehend language
materials through the help of constant reading and writing using their Mother
Tongue (L1), even outside of the school parameters. Young learners in their
primary educational years are also advised to develop interest in reading in order
to further enhance language literacy.
For Parents
The parents of which children are under the MTB-MLE Program are highly
recommended to guide their young learners at home. Observation and supervision
in terms of basic reading and writing, especially in the early years of learning. For
this is the most crucial stage for language acquisition to children; it allows an
opening for the child‘s L2 to develop from building the child‘s L1. Parents are also
advised to coordinate with the school teachers.
For Teachers
The primary and elementary school language teachers are encouraged to
regularly attend special practices, seminars, and various language training
programs to strengthen their aptness to teach young learners in the field of

language learning. Accommodating the needs of the pupils as well as mastering
the way of instruction and medium of teaching can also be one of the key
solutions into polishing the country‘s MTB-MLE Program.
For Government
The government‘s attention towards language learning in the existing
educational system in the country is encouraged to be much more. Advisably,
allocating funds for better access to school facilities showcasing hands-on teaching
with the pupils‘ Mother Tongue, and generous funding for teachers training in
language teaching, as well as recognizing the demands in language learning
materials is also recommended to be heeded by the Philippine government.
For Law Makers/Policy Makers
Lawmakers and policy makers are expected to carry out the functions in the
country‘s system of education. Writing education based bills which could cover the
need in language learning, representing constituencies and making laws. And
considering both the students‘ and teachers‘ welfare in the legislative process.
Future Researchers
Future researchers are encouraged to conduct research and study relating
to mother tongue based — multilingual education curriculum in being able to
discover facts and data, and also to get a wider coverage, audience, and more
specific statistical findings that will lead to recommendation of solutions to the
issues and problems.

APPENDICES
[QUALITATIVE] RESEARCH QUESTIONNAIRE
I. IMPLEMENTATION OF MTB-MLE EFFECTIVENESS

a) Curriculum
1. Is the curriculum crafted for Mother Tongue-based Multilingual

Education is suitable for the students’ improvement in literacy?
Why do you say so?
2. Is the curriculum crafted for Mother Tongue-based Multilingual
Education is effective for the students’ improvement in literacy?
Why do you say so?
3. If you answered yes, if it’s effective, why do you think Philippines
are low in reading comprehension? If no, what do you think are
the needed measures to get this effective?
4. According to a former lawmaker, the Department of Education
misinterpreted the aim of Mother Tongue-based Multilingual
Education (MTB-MLE) because it is only implemented for Grade
1-3 instead of Grade 1-6. Do you think it’s enough to teach MTB-
MLE in Grade 1-3 or does it need to be implemented from Grade
1-6? Why do you say so?
b) Materials
1. Is the materials provided in teaching Mother Tongue-based

Multilingual Education enough to inculcate the aims of MTB MLE
in the learners?
2. Does materials matters in teaching Mother Tongue-based
Multilingual Education? Why do you say so?
3. On a teacher’s point of view, do you think the materials provided
by the government is enough? Why do you say so?
4. If the materials are enough or not, what do you think are the
needed measures to improve the materials provided?
c) Teachers
1. Do you think teachers who currently teach Mother Tongue-based

Multilingual Education is equipped with knowledge they should
have?
2. Do teachers can provide and inculcate the needs of the students

in the subject: Mother Tongue-based Multilingual Education?
Why do you say so?
3. Do the Education sector of government provided a training for
teachers in able for them to enhance the teachers’ knowledge in
the subject? If yes or no, what are the measures needed to imply
by the government?
4. What are the challenges faced/currently facing by the teacher in
teaching the Mother Tongue-based Multilingual Education?
[QUANTITATIVE] RESEARCH QUESTIONNAIRE

BIBLIOGRAPHY
Nordquist, Richard. (2020, August 27). Definition and Examples of Bilingualism.

Retrieved from https://www.thoughtco.com/what-is-bilingualism-1689026
Colin Baker, Colin and Sylvia Prys Jones. Encyclopedia of Bilingualism and Bilingual
Education. Multilingual Matters, 1998.
Bhatia, Tej K. and William C. Ritchie. "Introduction." The Handbook of

Bilingualism. Blackwell, 2006.
Braunmüller, Kurt and Gisella Ferraresi. "Introduction." Aspects of Multilingualism

in European Language History. John Benjamins, 2003.
Cortes, Carlos E. Multicultural America: A Multimedia Encyclopedia. Sage

Publications, 2013.
Pufahl, Ingrid. "How Europe Does It." The New York Times, February 7, 2010.
Lo Bianco, J. & Slaughter, Y. (2017). Bilingual and Multilingual Education. Garcia,

O (Ed.). Lin, A (Ed.). May, S (Ed.). Bilingual and Multilingual Education, Bilingual
and Multilingual Education, (3), pp.347-360. Springer International Publishing.
Burton, L. A. (2013, May). Mother Tongue-Based Multilingual Education in the

Philippines: Studying Top-Down Policy Implementation from the Bottom Up.
Conservancy.umn.edu.
https://conservancy.umn.edu/bitstream/handle/11299/152603/Burton_umn_0130
E_13632.pdf
Rumlich, D. (2019, December 2). Bilingual education in monolingual contexts: a

comparative perspective. Tandfonline.com.
https://www.tandfonline.com/doi/abs/10.1080/09571736.2019.1696879
Paudel, J. R. (2018, January). Mother Tongue based Multilingual Education (MT-

MLE): Teachers' Language Ideologies. Nepjol.info.
https://www.nepjol.info/index.php/JNS/article/view/19483/15921&sa=D&source=
editors&ust=1619615069317000&usg=AOvVaw0f1KdWjk2TSi6Bxj_Bu3Ss
Malarz, L. (n.d.). Bilingual Education: Effective Programming for Language-

Minority Students. Ascd.org.
http://www.ascd.org/publications/curriculum_handbook/413/chapters/Bilingual_Ed
ucation@_Effective_Programming_for_Language-Minority_Students.aspx
―One of the changes in Basic Education Curriculum brought about by the new
K-12 program ,‖ (Mother Tongue- Based Multilingual Education (MTB-MLE)).
http://www.cu.edu.ph/?page_id=3290
READ Alliance. (2018, April 2). Mother tongue based bilingual and multilingual
education in the early years. Medium.com.
https://medium.com/@readalliance/mother-tongue-based-bilingual-and-
multilingual-education-in-the-early-years-c99680f51bc
Cruz, N. T. (2015, March 2). The Implementation Of The Mother Tongue-based

Multilingual Education In Grade I In The Public Elementary Schools In Pangasinan
I. Dlsu.edu.ph. https://www.dlsu.edu.ph/wp-
content/uploads/pdf/conferences/research-congress-
proceedings/2015/LLI/014LLI_Cruz_NT.pdf
Tupas, R. (2016, January). Bilingual and Mother Tongue-Based Multilingual

Education in the Philippines. Researchgate.net.
https://www.researchgate.net/publication/307551787_Bilingual_and_Mother_Tong
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Philippine Progressive Schools. Sameo.org.
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CITY OF MALABON UNIVERSITY Page | 1

COLLEGE OF TEACHER EDUCATION

Republic of the Philippines

EFFECTIVENESS OF MOTHER TONGUE BASED — MULTILINGUAL

In Partial Fulfillment of the Requirements for

Kristine Jamie G. Austria

Camille Ann A. Sagad

RECOMMENDATION FOR ORAL EXAMINATION

This Language Research entitled ―THE EFFECTIVENESS OF MOTHER

As for the compliance in Language Research, this research entitled ―THE

unwavering support in the research in spite of busy schedule in flexible

 To language research professor, Ms. Maricris Lejarde for her unstoppable

sharing of knowledge regarding the research topic, and the technicalities of

 To our student respondents, who answered the survey questionnaires to

further conduct the study despite all odds amid pandemic.

deep understanding, motivation and moral support during our journey in

To God be the Glory!

Kristine Jamie G. Austria

Angelica Ann Sioson

To our Lord Jesus Christ,

To our parents and siblings

For giving us encouragement and motivation

To persevere in spite of the many challenges we faced,

And for providing us the inspiration to move on

Towards the completion of this study.

RECOMMENDATION FOR ORAL EXAMINATION ii

1. THE PROBLEM AND ITS BACKGROUND

2. REVIEW OF RELATED LITERATURE

3. METHODOLOGY OF RESEARCH AND PROCEDURES

4. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA 34

5. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Table LIST OF TABLES Page

Theme LIST OF THEMES Page

THE PROBLEM AND ITS BACKGROUND

Over a few decades, several changes in Philippines‘ education curriculum

(2010). In line with the aforementioned, Aquino, then-senator, expressed the

years of compulsory education to thirteen years.

altogether is the mother tongue-based multilingual education (MTB-MLE)

was imposed. Whereas, it purported that through its implementation – it will

develop competencies in the different learning areas.

With the aforementioned statements, statistical data from international

in reading comprehension in the 2018 Programme for International Student

Assessment (PISA). ―Reading proficiency is essential for a wide variety of human

purpose or transaction,‖ the summary of the PISA 2018 results reads.

policy and introduced mother tongue-based multilingual education (MTB-MLE) to

delivered in languages understood by the learners as the language plays a

strategic role in shaping the formative years of learners.‖

instruction, teaching materials and assessment shall be in the regional or native

language of the learners. The Department of Education (DepEd) shall formulate a

English shall be gradually introduced as languages of instruction until such time

the secondary level. (Gunigundo, 2019)

In addition, Gunigundo (2019) strongly asserts that the incorrect

implementation of MTB-MLE is partly to blame. He asserted to the article that

aforementioned mandates are unequivocal – wherein (a) in basic education, the

use of languages incomprehensible to learners is disallowed; (b) for kindergarten

However, the education agency officials misconstrued the provisions,

eight years of strong L2 instruction before that L2 can become a medium of

learning outcomes have not improved.

This research aims to assess the effectiveness of mother tongue-based

multilingual education on students‘ vernacular literacy in Tonsuya Elementary

INPUTS PROCESS OUTPUT

Teachers’ Data Gathering

Students’ Outputs Analysis and