ASSESSMENT OF TEACHING STRATEGIES IN MOTHER TONGUE BASED-

MULTILINGUAL EDUCATION IN IRIGA CENTRAL SCHOOL,

IRIGA CITY

A Research

Presented to the

Faculty of the College of Education

University of Northeastern Philippines

Iriga City

In Partial Fulfillment

of the Requirements for the Degree of

Bachelor of Elementary Education

By:
Nañola, Micah Eleanor E.
Pandes, Maryjoy B.
Salcedo, Ella B.
Sanchez, Kyra Gale A.
Vallentos, Mikka M.

2021
 CHAPTER 1

INTRODUCTION

Education equips an individual with the necessary

knowledge and skills he/she needs to become a functional

member of a society. Education is one of the strongest

instruments for reducing poverty and for improving and

developing the well-being of an individual. However, to

establish and maintain a high-quality education system,

proper investments must be made. Good teaching is a very

personal manner. Effective teaching is concerned with the

student as a person and with his general development.

According to the Mother Tongue Based - Multilingual

Education (MTB-MLE) Curriculum Framework, Mother Tongue –

Based Multilingual Education (MTB-MLE) is the government’s

banner program for education as a salient part of the

implementation of the K to 12 Basic Education Program. Its

significance is underscored by the passing of Republic Act

10523, otherwise known as the “Enhanced Basic Education Act

of 2013.”

MTBMLE is education, formal or non - formal, in which

the learner’s mother tongue and additional languages are used

2
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 th basic wh-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.

Mother Tongue Based-Multilingual Education (MTB-MLE) has

carved its niche as a practical and effective approach in the

educational landscape. It offers a plausible framework for

preparing coming generations to become better adaptive and

even rich contributors in the globalized and intercultural

world. The gate to the new millennium has brought great zeal

in and at the same time contestations around this educational

alternative. (Cabansag, 2016)

3
 Mother tongue-based multilingual education. Mother

tongue-based multilingual education (MTB-MLE) is described by

(Diane Dekker,2010) as being ―more than just using the

learners ‘first language to explain curriculum content‖ (p.

23). It emphasizes the importance of curriculum rooted in the

local culture, as well as teaching methodology that promotes

cognitive development and higher order thinking skills. While

the LOI is often the most referred to aspect of MTB-MLE, the

concept in its entirety is much broader. This study aimed to

move beyond the confines of LOI to include the larger

framework, but in many cases was limited by the discussions

held at the ground level where awareness for its scope did

not exist.

The Philippines is the only country in Southeast Asia

today which has a national policy institutionalizing and

enacting as law the “Mother Tongue-Based Multilingual

Education” (MTB-MLE) in mainstream formal education. In 2009,

MTB-MLE was institutionalized through the Department of

Education (DepEd) Order No. 74. More recently, a new law

broadened the coverage of MTB-MLE through a legally binding

“Enhanced Basic Education Act of 2013,” signed by President

Benigno Aquino III. The law stipulates, among many other

things, the use of the mother tongue (MT) as the primary

4
medium of instruction (MOI) in kindergarten and the first 3

years of elementary education.

SEC. 5. Curriculum Development. — The DepED shall

formulate the design and details of the enhanced
basic education curriculum.

(f) The curriculum shall adhere to the principles

and framework of Mother Tongue-Based Multilingual
Education (MTB-MLE) which starts from where the
learners are and from what they already knew
proceeding from the known to the unknown;
instructional materials and capable teachers to
implement the MTB-MLE curriculum shall be
available;

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.

5
Statement of the Problem

The study will assess the Teaching Strategies in Mother

Tongue Based - Multilingual Education (MTB-MLE) in Iriga

Central School, Iriga City during school year 2019- 2020.

Specifically, it seeks the answer to the following

questions:

1. What is the profile of the primary school teachers in

terms of the following:

1.1 gender;

1.2 educational attainment;

1.3 length of service;

1.4 trainings attended in MTB-MLE, and

1.5 rank?

2. What are the practices do teachers use to implement

Mother Tongue Based - Multilingual Education (MTB-MLE) in

classroom.

3. What are the problems encountered in implementing of

Mother Tongue Based - Multilingual Education (MTB-MLE)?

4. What intervention strategies could be change to

address the weakness and problems encountered in the

implementation of MTB-MLE?

6
Assumptions

This research study is anchored on the assumption;

1. The profile of the respondent in Iriga Central School

provides adequate information needed

2. The practices of teachers use in implementation

3. The problem identified by the teachers in implementation

in terms of application, Trainings about teaching strategy

and Knowledge in teaching strategies.

4. The intervention strategies used to modify the weakness

and problems encountered in implementation

Significant of the Study

The study on “Assessment of Teaching Strategies in

Mother Tongue Based - Multilingual Education in Iriga Central
School, during the SY: 2020-2021” may be significant and
beneficial to the following:

Policy Makers of DepEd, The result of this work may be

used as basis for the higher officials to strengthen their
support in all aspects in formulating plans and activities
that will help address some problems encountered by the
teachers.

School heads, Administrators and Principals, They can

make an effective management of the school. The result of
this study may likewise help the school heads to shell out
their utmost support in response to meeting the major goals

7
of the program’s implementation. The findings of this study
will also enable them to discover the problems that might
exist with the newly implemented curriculum. This serves to
motivate them to find ways and means that will strengthen its
weak points and further enhance its strong points.

Teachers, This study will help them determine the

problems encountered in the K – 12 curriculums and likewise
help them devise the necessary adjustments in facilitating
instruction. The findings of this study could likewise make
them redefine their efforts in altering the school curricula
and consequently help them the entire academic community to
achieve its goals in providing better, relevant and quality
education.

Students, This will give them better insights on the

value of education, the value of being skillful and the value
of being persistent in achieving one’s goal. They should
likewise realize that the government, their parents and the
entire academe are exerting efforts to transform the present
education system thereby preparing them to a better and
brighter future.

Parents, The study geared towards making the realize

their important function in pushing transformative efforts.
This will likewise make them appreciate the vital importance
of their participative partnership role with the school in
transforming the existing educational system so as to making
it better, relevant and competitive.

8
 Future Researchers, The results of this study mar serve
as springboard for them to pursue an investigation parallel
to this study.

Scope and Delimitation

This study is confined on the Primary Grade Teachers of
Iriga Central School. The school of Iriga Central school are
taken as the respondents of the study.

This study identification of the perception of Primary

Level Teachers of Iriga Central School. The study is also

limited to the profile of the respondents (age, gender, civil

status, educational attainment, length of service, trainings

attended, and rank) in relation to the problems they encounter

in teaching the primary grade level. It seeks to determine

how adequate and efficient their resources are in terms of

instructional materials, instructions materials, classroom

management and facilities.

Furthermore, the study also focused on the finding out

if there is a significant difference on the perceptions of

Primary Grade Teachers of Iriga Central School.

Locale of the Study

During the American Regime, advance educational

reawakening started in Iriga with the small school named

“Talisay”. Don Eulogio Mirando was the founder and the first

9
teacher. In 1902 to 1909, because of growing populations some

pupils were housed in the old cockpit building owned by the

late Gov. Manuel Criscini at San Nicolas. In 1910 Don Casiano

Tagum initiated the purchase of a lot from the Francisco

Manaog and Mercedez Alcazar. The first school building was

constructed which was made of light materials. In 1913 the

first Gabaldon Type Building was constructed.

Year 1935 was the Commonwealth Period in which the

Intermediate Gabaldon building was constructed.

In 1942 Japanese Time was the bombing of school buildings

of Iriga Central School and was restore in 1945.

One elementary school was again placed under Filipino

Administration in the year 1946 and that was the liberation

time. Gabaldon building was again reconstructed/restored by

Mayor Santiago Ortega Sr.

In 1959-1965 the Iriga Central School was made the

Rinconada Pilot School Division, Division of Camarines Sur.

1968 grandstand bleachers were constructed but blown

down by Typhoon Sining in 1970 together with the portions of

the Gabaldon and some school buildings. pupils were housed at

the local recreation center thru the generosity of Atty.

Crisanto of former ALATCO. Reconstruction of the Gabaldon was

10
again made thru the ever-active Mayor Jose C. Villanueva. At

present these buildings are considered one of the most

beautiful buildings in Bicol.

Mr. Raul Frulich an American Peace Corp Volunteer

initiated the construction of the Science Building with the

help of the Lakeville students in the State of Minnesota

costing to $ 1,200 US dollars in 1971.

In 1972 was the birth of new City Division. The Iriga

Central School became the seat of the Division Office.

1973-1992, people of Iriga are education conscious.

Parents prefer to have their children educated rather than to

accumulate tracks of land. They cater to the saying “Knowledge

is Power”. Hence there was an increase of enrolment. Iriga

Elementary School, then Iriga North Central School serves as

the show window of the elementary education in the city. It

has a widest school campus making it an ideal site for almost

all endeavors in athletics like Regional Meets/National

Games, etc. Iriga Central School produces quality pupils as

evidenced by winning different contest in the District,

Division, Regional and National Level. Garnered as 1st place

in Regional National contest on Science Fair, DECS DOST,

Nutrition Program, Press Conference. World AIDS, COSDAPP,

11
SHGP, EMIS, Most Effective School, DAMATHS, On the Spot Test,

Etc. Third Place in the entire Philippines during the NEAT.

From 1993-1994 successful valedictorians of this school

received awards from benevolent donors: Mendez Memorial

Award, Jessica Ayubo Award, Alfelor Award, etc.

In 2005, the Iriga Central School coveted the first ever

award for Brigada Eskwela in the Regional & National Level as

Best Performing School (Large Category) under the leadership

of Miss Trinidad B. Valenzuela as principal II of the school.

In 2016-2017 awarded as Best Implementing School Mega

Category (Regional and National level) the principal then was

Dr. Florenia C. Toralde. Finally, in 2018 the school was

awarded as the Hall of Fame for Brigada Eskwela, the principal

II was Dr. Randy A. Bona.

Looking back through the course of human history, it can

be seen that men are always seeking certain goals, certain

ways of life, always evolving certain scale of values. But

men are also struggling for education, seeking truth to attain

freedom, therefore the establishment of the Iriga Central

School is not in vain.

As a stepping stone to a higher education, she proved to

be worthy of her name. She had shown her worth in the so many

services she had rendered and will render in the future. She

12
herself, is a monument of the much-improved Literacy in Iriga

City. (excerpt from 1997 Silver Jubilee-Deped Iriga City)

Definition of Terms

For clarity and better understanding of the terms used

in this study, the following terms were defined conceptually

and operationally:

Assessment is the process of gathering and discussing

information from multiple and diverse sources in order to

develop a deep understanding of what students know,

understand and can do with their knowledge as a result of

their educational experiences; the process culminates when

assessment results are used to improve subsequent learning.

(Huba and Freed 2000). In this study, this refer to the

process on how we gather data that we are seeking for.

Teaching Strategies refer to methods used to help

students learn the desired course contents and be able to

develop achievable goals in the future. (Steve

Armstrong,2020) In this study, it refers to the teaching

strategy used by the teachers.

Strategies is an action that managers take to attain me

or more of the organization’s goals. (Management Study Guide

13
Dictionary) In this study, it is used as the focus of the

research.

Mother Tongue Based - Multilingual Education that begins

in the language that the learner speaks most fluently, and

then gradually introduces other languages.

(unescodoc.unesco.org) In this study, the said subject is the

focus of the research study.

14
 Chapter 2
Review of Related Literature and Studies
This chapter contains the resume of related literature

and studies. They gave the researcher with better insights on

how to undertake the study. Furthermore, they were used as

bases in enriching the present work such that a more

comprehensive information was presented about the strategies

and problems encountered in teaching Mother Tongue-Based

Multilingual Education (MTB-MLE).

Literature

The use of the child’s first language in school has been

encouraged by the United Nations Educational, Scientific and

Cultural Organization since the year 1953 (UNESCO, 1953);

however, the norm that favors monolingualism in education

remained for the Philippines until in 2013 when the Enhance

Basic Education Act was signed into a law by the then

President Benigno Aquino III. The law is more commonly known

as the K-12 program. Initially, 12 local major languages were

used in MTBMLE, and these are Bikol, Cebuano, Chabacano,

Hiligaynon, Iloko, Kapampangan, Maguindanao, Marananao,

Pangasinense, Waray, Tagalog and Tausug. However, in 2013, 7

new languages were added and these are the Ybanag, Ivatan,

Sambal, Aklanon, Kinaray-a, Yakan and Surigaonon (DepEd,

15
2013). In total, there are 20 languages used in the two models

of the MTB-MLE – as a learning area or subject and as a medium

of instruction (MoI).

From grades 1 to 3, learners are to take mother tongue

as a subject in which the emphasis is on reading and speaking.

The mother tongue as medium of instruction shall be used in

all learning areas with exceptions of the Filipino and English

subjects which are introduced in the third grade (DepEd,

2013).

MTB-MLE became a component of the K to 12 Basic Education

Program proposed by Aquino ‘s administration. In November

2012 House Bill No. 6643, more popularly known as the Enhanced

Basic Education Act of 2012, was passed almost unanimously

(198-8) by the House of Representatives. The Senate Bill No.

3286 was similarly passed in January 2013 (14-0). While the

Senate Bill 19 included DepEd ‘s initial ―early-exit‖ strategy

in which the mother tongue would only be used up to grade

three, the House Bill called for a transition period from

grades four through six in which Filipino and English would

be gradually introduced until they become the primary

languages of instruction at the secondary level. The Senate

and House bills were reconciled at the end of January 2013 in

alignment with the House ‘s ―late-exit‖ approach. The bill is

16
currently waiting to be signed by President Aquino. The

historical fluctuation of language policy in the Philippines

demonstrates the complexity of language-in-education issues

for over a century. Given the most recent shift in language

policy toward MTB-MLE, the Philippines is a relevant and

valuable context for studying language reform implementation.

As history has shown, language policies in the Philippines

have changed because of political, economic, and cultural

issues at the national and community levels. The Philippines

provides an opportunity for studying top-down policy from a

bottom-up perspective where teachers and parents are central

to understanding implementation of MTB-MLE. (Burton,2013)

The National Policy on Education (NPE, 2013, affirmed

that Government recognizes the importance of language as

means of promoting social interaction, national cohesion, and

preservation of our culture. The policy endorsed the need for

every child to learn the language of the immediate

environment, which is the first language (FL), home language,

native language or vernacular used by every individual at

home (Sumbalan, Caterial, Jimeno & Balane, 2017).

The Department of Education (DepEd) then provided two

models of the MTB-MLE (Metila, Pradilla, & Williams, 2016).

The models are the Multiple Monolingual Model and the Lingua

17
Franca Model. In the former, students then are clustered

according to their spoken mother tongue. In this model, the

mother tongue as a subject and the mother tongue used as

medium of instruction is the L1 or first language of the

learners; however, in the second model which is the Lingua

Franca Model, the learners are taught in a nominated language

based on a wide use which means of having learners, in the

early years, learn and speak a language which is not their

own (Metila et. al., 2016).

Malone (2011) cited that as the pupils build fluency in

speaking, reading, and writing the L1, teachers introduce

them to oral L2 and help them gradually to build confidence

in understanding and speaking that language, a key step toward

the students’ comprehension of official language texts. When

the students have built a foundational vocabulary in Oral L2,

teachers help the students transfer their knowledge and skill

in L1 literacy to reading and writing the L2. As teachers and

students use both languages for different learning tasks, the

students have the added advantage of being able to compare

the two languages in ways that develop and increase their

verbal and cognitive abilities.

Zubiri (2013) accentuated that in MTB-MLE, a teacher

should start from “where the learners are and what they

18
already know. Building a strong L1 foundation, the student is

then bridged to his/her second language/s (L2) by providing

a strong training in his/her L2 listening, speaking, reading,

and writing skills. Such claim is corroborated by Ganal (2014)

citing that the level of development of children’s mother

tongue is a strong predictor of their second language

development. He pointed out that children who come to school

with a solid foundation in their mother tongue develop

stronger literacy abilities in the school language.

Mother-tongue refers to one's native language or parent

language. ("mother tongue," 2015). Mother-tongue interference

refers to the influence of the native language of the learner

on her/his acquisition of the target language. What we mean

by the target language is the language the learner is aiming

to learn (L2). ("Contrastive analysis," 2015). When teaching

English as a second language, problems of mother-tongue

interference arise. Contrastive analysis is concerned with

the study of a pair of languages with the aim of discovering

their structural similarities and differences. Contrastive

Analysis is a method that was widely used in the 1960s and

early 1970s to explain why some features of a target language

were more difficult to learn than others. (Mozlan, 2015)

19
Studies

The Philippines as a multilingual country has a

different scene setting when it comes to the

institutionalization of a national policy requiring mother

tongue-based multilingual education (MTB-MLE) in the primary

school years. The implementation of MTB-MLE in the

Philippines is being looked at as an example for the rest of

the region. The adoption of MTB-MLE became the beginning of

a bigger movement for the DepEd and Congress that solely

relies on the findings of various and previous studies that

elucidate the benefits of mother tongue as a language of

instruction (Burton, 2013).

Multilingual teaching is when teachers use varied

languages in the whole duration of teaching for the reason of

accommodating students who do not speak a particular language

and including them in the discussion. This is defined as

speaking two or more languages in a growing worldwide

phenomenon (Milambiling, 2011)

According to Medilo (2017) Mother tongue-based

multilingual education (MTB-MLE) in instruction, there is

extremely limited data of the documentation of the lived

experience of the teachers in MTB-MLE. MTB-MLE curriculum is

a welcomed addition to the ever-challenging tasks of the

20
teachers. Also, the teachers understood their roles and had

seen the challenge given by addition of MTB-MLE in the

curriculum but accepted the challenge by realizing their

importance to the success of the MTB-MLE.

Another study that dealt on the “Factors affecting

teaching and learning in the mother tongue in Public Lower

Elementary Schools in Kenya”. Based on their findings, both

teachers and learners had negative attitudes towards teaching

and learning in mother tongue. It was also deduced that poor

attitude of teachers towards mother tongue and preference of

foreign languages as a mode of communication, could be

attributed to lack of proper training among the teachers and

the unavailability of resources for teaching and learning in

mother tongue, while learners’ preference for English and

Kiswahili could be attributed to their prominence as

languages of education and greater communication. (Ong’uti et

al,2016)

(Zergani, 2016) dealt on the “Effects of using and

Teaching with Mother Tongue Language in Primary School”. He

concluded that teaching mother tongue alongside the second

language allows the sounds and structures of the language to

be transferred more easily. The child construct on what they

already know and understand. Even if the written structures

21
of their languages are different, the literacy strategies,

sensory motor skills and coordination are more easily

transferred. His study presupposed on the simultaneous

exposure of students to Mother Tongue Based (MTB) medium of

instruction and English language instruction (i.e., English

being the student’s L2).

He explored the stakeholder’s perspective on the

implementation of Mother Tongue Based Multilingual Education

(MTB-MLE) as a pedagogical approach. Stakeholder’s

perspectives were explored through the results of different

focus group discussions among teachers, pupils, parents, local

school board, parents-teachers and community association,

non-government organization and local government unit. It

indicated the result of four main benefits of MTB-MLE which

are; expressing better ideas, building self-confidence,

better retention and promoting friendly environment.

Meanwhile, the challenges which hinder the implementation of

MTB-MLE are grouped into four significant themes, i.e.,

multilingual environment, difficulty in translation,

inadequacy of instructional materials, and mandatory

compliance to the Department of Education (DepEd) order.

The above discussed purpose of Cabansag’s study

parallels the intention of this researcher when he

22
conceptualized this study. However, this study secured a

narrower investigation of the probable effects of MTB-MLE,

and that is in relation to the English language teaching

enterprise. MTB-MLE was just a recent implementation of the

Department of Education compared to the English language

curriculum in the DepEd that has operated for many decades.

The implementation of MTB-MLE may have rates of implications

along the interest of language learning in English and in

Filipino, as well as probably the teaching of other content

subjects. (Cabansag, 2016)

In this study reveals that teachers were not that

confident in the instructional materials they presently have

can assure that they can really appreciate the MTB-MLE due to

the unavailability of localized translation along the

instructional materials. The study also provided empirical

evidences to show that the mother tongue-based instruction

cannot really elevate the learner’s academic performances.

There are several factors to considers in dealing MTB

instructions. The teaching materials and assessment have not

been transcribed into the regional or native languages of the

learners. There are also significant differences on their

perceptions when they were grouped according to the number of

years they have been teaching. It implies that the way they

23
perceive the mother tongue-based instruction differs based on

their teaching experiences. (Valerio, 2015)

In this study, the use of mother tongue in teaching in

a multilingual setting affects the way pupils learn. A melting

pot and the educational center of the North, Baguio City,

Philippines demands teaching strategies that not only to

adapt to the interplay of the different cultures and languages

but give importance to it. It analyzed the strategies of

teachers in implementing Mother Tongue - Based Instruction in

a Multilingual Classroom and identified some problems that

teachers encounter in implementing them. Some problems

encountered by the teachers in implementing mother tongue -

based instruction include absence of books written in mother

tongue, lack of vocabulary, and lack of teacher-training.

(Lartec, Belisario, Bendanillo, Binas-o, Bucang, Cammagay,

2014)

Synthesis of the State-of-the-Art

The previous studies reviewed were noted to have

semblance with the present study. The teaching strategies in

using mother tongue were contained in the studies made by

Burton (2013), Medilo (2013), Zergani (2016),

Lartec,Belisari, Bendanillo. Binas-o, Bucang, Cammagay

(2014). Their studies discussed how Mother Tongue affect the

24
teaching strategies of the teachers, they also said the

importance of using mother tongue in teaching although they

have limited sources of data, instructional materials, lack

of training for teachers and lack of vocabulary. It also said

that language allows the sounds and structures of the language

to be transferred more easily.

The studies about problems encountered on teaching using

mother tongue contained in the studies made by Milambiling

(2011), Ong’uti et al (2016), Cabansag (2016), Valerio

(2015). Their studies discussed what are the problems

encountered on teaching using the mother tongue language,

there are some people speak two or more languages in a growing

worldwide phenomenon. There is also a finding that both

teachers and learners had negative attitudes towards teaching

and learning in mother tongue. This may deduce the poor

attitude of teachers towards mother tongue and preference of

foreign languages as a mode of communication, that could be

attributed to lack of proper training among the teachers and

the unavailability of resources for teaching and learning in

mother tongue. Bright aside, there is a study that MTB-MLE as

a pedagogical approach indicated the result of four main

benefits of MTB-MLE that are; expressing better ideas,

building self-confidence, better retention and promoting

friendly environment. But some of this said that there expose

25
that other teachers are not confident in the instructional

materials they presently have can assure that they can really

appreciate the MTB-MLE due to the unavailability of localized

translation along the instructional materials.

Gap Bridged of the Study

It could be gleaned from the previous studies that not

one of them state how they implement how the teacher uses the

MTB-MLE in classroom, MTB-MLE is new for some teachers in

this curriculum but despite of this they what to know more

about it. They seek for more details on the practices in

implementing what problems they usually encountered in

implementing the MTB-MLE, what could be the advantages and

disadvantages of this when it implemented inside the school.

This study makes unique and aspect which tries to bridge.

There are no general studies conducted on the teaching

strategies in mother tongue based-multilingual education, but

there are some studies have done how they implement the MTB-

MLE in primary grade level at school.

Theoretical Framework of the Study

This study was supported by the three theories.

Basically, Jean’s Piaget Development of Learning Theory

(Richmond, 2012). This was supported by the Anderson’s Schema

26
Theory and Vygotsky’s Socio-cultural Theory of Cognitive

Development (Vygotsky, 1978). This interrelationship is

indicated in a paradigm as shown in Figure 1.

27
 The
Developmental Schema Theory The Socio-
Learning Cultural
Theory (Anderson, Learning Theory
1977)
(Richmond, (Vygotsky,1978)
1970)

ASSESSMENT OF
TEACHING STRATEGIES
IN MOTHER TONGUE
BASED-MULTILINGUAL
EDUCATION IN IRIGA
CENTRAL SCHOOL,
IRIGA CITY

Research Theory
Problems Encountered, Teaching Strategies, Material Development Teaching
Practices, Interventions for MTB-MLE

Figure 1. Theoretical Framework

28
 Based on Richmond’s (1970) explanation of Piaget’s

theory, Piaget proposed, intellectually developing children

organize their experiences into schemes organized patterns of

action or thought to that that help them understand of the

world. In his theory, there are two major principles operate

on scheme development; adaptation and organization.

Humans desire a state of cognitive balance or

equilibration. When the child experiences cognitive conflict

(a discrepancy between what the child believes the state of

the world to be and what s/he is experiencing) adaptation is

achieved through assimilation or accommodation.

Assimilation involves incorporating new information into

previously existing structures or schema. Accommodation

involves the formation of new mental structures or schema

when new information does not fit into existing structures.

Organization refers to the mind's natural tendency to

organize information into related, interconnected structures.

Scheme is the most basic structure.

Piaget’s theoretical arguments about the nature of

cognitive development, nevertheless, have direct implication

in education. Developmentally appropriate education in which

materials and instruction are suitable for students in terms

of their cognitive abilities is very important. That is

29
attempts to ask questions or explain things to children before

they are mentally ready cannot help to their development.

Anderson’s (1977) pointed out that schemata provided a

form of representation for complex knowledge and that the

construct, for the first time, provided a principled account

of how old knowledge might influence the acquisition of new

knowledge. Schema theory was immediately applied to

understanding the reading process, where it served as an

important counterweight to purely bottom-up approaches to

reading. The schema-theory approaches to reading emphasize

that reading involves both the bottom-up information from the

perceived letters coming into the eye and the use of top-down

knowledge to construct a meaningful representation of the

content of the text.

Vygotsky's theoretical framework is that social

interaction plays a fundamental role in the development of

cognition (Vygotsky, 1978, cited in Slavin, 1994). For him,

full cognitive development requires social interaction. In

another word, individual’s development is a result of his or

her culture. He states, "any function in the child's cultural

development appears twice, or on two planes. First it appears

between people as an inter-psychological category, and then

30
within the child as an intra-psychological

category."(Vygotsky, 1981, cited in Cook & Cook, 2005, P.194)

In his paradigm culture makes two sorts of contributions

to the child’s intellectual development. First, children

acquire much of their thinking (knowledge) from it. Second,

children acquire the means of their thinking (tools of

intellectual adaptation [language] from the surrounding

culture.

Concerning internal speech (egocentric speech in

Piaget's view), Vygotsky's view is that children can use their

own internal speech to direct their own behavior in much the

same way that their parents’ speech once directed it. This

transition reflects the Vygotsky´s theme of development as a

process of internalization. Therefore, unlike Piaget,

Vygotsky views egocentric speech as a transition from social

speech to internalized thoughts or inner speech. For Vygotsky

egocentric speech is a transition between the child's

acquiring language in a social communicative context, and

attempting to internalize it as an inner speech

Conceptual Framework of the Study

31
 From the theories cited and literatures reviewed, a

conceptual framework shown in Figure 3 was made to provide a guide

in undertaking the research. It followed the input, throughput,

output model.

Input. This study considered the legal bases as inputs of the

study. This are; Republic Act 10523 sec 5 Curriculum Development.

It also includes theories, related studies and literature,

instrument used and statistical tools.

Process. This contains the socio-demographic, the teaching

strategies, the problems encountered, factors affecting the

implementation, and the Advantages and Disadvantages of MTB-MLE.

Output. It contains the significant differences of teaching

strategies used in teaching Mother Tongue Based – Multilingual

Education.

32
 • Socio-
Demographic of
the Teacher
1. Legal Bases • Determine the
1. Republic Act practices used
by the teachers
10523
in implementing
1. Theories MTB-MLE Significant
• Determine the differences of
2. Related
problems teaching
literature and
Related
encountered strategies used
during the in teaching
studies
implementation
MTB-MLE
3. Instruments of MTB-MLE
Used • Intervention
4. Statistical Strategies can
tools to amend the
implementation
of MTB-MLE

Figure 2. Conceptual Framework

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 Chapter 3
Research Design and Methodology

This chapter presents the detailed discussion of the

method of research use. It also includes the research design,

respondents of the study, study procedures, instruments used

and statistical treatment of the data.

Research Design

This study will use the descriptive method of research

into case study in a form of quantitative research

specifically, the questionnaire/checklist and interview

survey. It was utilized because of the appropriateness to the

problem.

According to De Belen (2015), Descriptive research is a

method that seeks and describes something out there such as

the status, condition or experience of a subject. Its focus

is on estimation rather than testing or confirming a

hypothesis because it basically aims to describe “what is”

(not determine what is).

A descriptive research is thus the method used to obtain

information concerning the current status of the phenomena to

describe “what exists,” thus basically answering “who,”

34
“what,” “why” and “how” about the subject of the study,

whether pertaining to the variables or specific conditions.

Sampling Technique

The purposive sampling method were chosen through the

study. Purposive sampling is a type on non-probability in

which researchers uses their judgement in the selection of

sample members, also called as judgmental samples.

Respondents of the Study

The respondent of the study involved twenty-eight (28)

teachers from primary level, grade 1 to 3 of Iriga Central

School during the school year 2020-2021.

Grade Level Number of Recipients

Grade 1 9

Grade 2 9

Grade 3 10

Total 28

The Research Instrument

To gather the needed date, the following instrument were

employed.

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 Construction. The first draft of the questionnaire was

constructed using specific problem as a point of references

or basis. It was presented to the adviser for the approval.

Survey Questionnaire. Research questionnaire was

developed which would answer the statement of the problem.

The questionnaire contains the following items: Part I dealt

on socio-demographic profile of the respondents which was

limited to their gender, educational attainment, length of

service, training attended in MTB-MLE and Rank. Part II was

checklist with items related to the MTB-MLE information.

Respondents were asked to checked whether they highly

implement, moderately implement, poorly implement and not

implement. Part III focused on the challenges and problems.

Respondents were asked to rate each item in the questionnaire

using four-point scale.

Validity and Reliability of the Instrument

The researcher pre-tested the instrument to 5

respondents that were not included as actual respondents in

the study. The purpose of this dry-run was to find out if

there are still vague or confusing items in the questionnaire.

After some improvements were made based on the result of dry

run activity, the final draft of the questionnaire was made

36
again and presented to the adviser for further evaluation.

After approval of the questionnaire by the adviser, the final

copy was reproduced in enough copies for the distributions to

the target respondents.

Data Gathering Procedure

Prior to the distribution of the questionnaire, the

researchers sought permission from the Adviser and School

Principal which serve as the focal person of the study through

formal letter to allow the researchers to administer the

instrument of the study. After having sought their

permission, researchers personally administered the

questionnaire-checklist to the respondents. The assistance

and cooperation of the respondents were solicited. As soon as

the questionnaire were gathered, the responses were tallied,

tabulated and statistically treated conclusion and

recommendation.

Statistical Treatment Data

Frequency distribution is the itemized summary of

responses for each question on the bases of categories

established in the study or based on the set of relies pre-

established in the questionnaire.

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 Percentage distribution summary is the itemized

summation of the percentage of the frequency of response for

each question based on the arithmetical percentage of the

frequency distribution to the total number of responses.

Formula:

P= f/N x 100

Where:

P = Corresponding percentage

f = Corresponding frequency

N = total number of respondents

Average Weighted Mean

This was used to determine the level of performance. To

qualify the responses on the rating scale, the five-point

Likert scale methods of measuring perceptions/ attitudes.

Each statement has five responses that were classified under

degree of frequency with weights 5,4,3,2 and 1.

The respondents reacted to every perception item one out

of five possible answers or responses. Thus, the score was

the sum of the weight of the responses checked.

38
 Formula: WX = fox/N

Where:

WX = weighted mean

Fx = sum of the product of the frequency

N = Total number of respondents

Descriptive Interpretations

Weighted Mean Rank Verbal Interpretation

4.21 – 5.00 5 Very Effective

3.41 - 4.20 4 Effective

2.61 – 3.40 3 Moderate Effective

1.81 – 2.60 2 Less Effective

1.00 – 1.80 1 not at all

39