05/21/2021

BSED 19-B

ACTIVITY NUMBER 9

INSTRUCTIONS: Please give a comprehensive presentation, analysis, and interpretation of

data in Table 10. I want to test your knowledge and skills on how well you will do this. Ensure
that you to support as many areas with necessarily related literature and related studies as
taught/discussed during the last virtual class. Do this well and, God bless! 

SAME RUBRICS STILL APPLY!

***The deadline for submission of this activity is 4 PM on or before 05/26/2021.

Godspeed, Vic Ade

Table 10

Attitude of the Primary Teachers in the Implementation of MTB-MLE under the K-12
Curriculum

Verbal
Indicators wx̄
Description

Demonstrates value for learning 4.63 High

Creates an environment that promotes fairness 4.67 High

Communicates higher learning expectation to each learner 4.67 High

Make good use of instructional time 4.60 High

Shows commitment in facing the challenge posed by the 4.57 High

newly-adapted curriculum

Accepts one’s accountability that every child is under one’s 4.57 High
care and responsibility

Commits to make every child under one’s care to be a reader 4.50 High

Manifest flexibility to ensure that learning takes place all the 4.57 High
time using alternative modes
Shows passion for excellent teaching 4.63 High

Learns the importance of providing students with plenty of 4.53 High

opportunities to use L1 and experiment with different ways to
express their thoughts and ideas

Appreciates the central role that language plays in one’s own 4.53 High
and students’ learning

Realizes that teachers need to walk in “small steps” to build 4.63 High
students’ confidence in understanding and speaking the
language.

Composite 4.59 High

Table 10 shows the data on Attitude of the Primary Teachers in the Implementation of

MTB-MLE under the K-12 Curriculum. Almost all the teacher respondents create an

environment that promotes fairness and communicate higher learning expectation to each

learner with respected weighted means of 4.67 and a verbal description of High. According to

Caglar (2013) on his research entitled “The Relationship between the Perceptions of Fairness of

the Learning Environment and the Level of Alienation”, creating a fairer learning environment

may decrease the feeling of experienced alienation. Involving students in administrative

decisions, arranging events to increase student-faculty interaction, as well as extensively using

objective measurement and evaluation procedures may improve students’ perceptions of

fairness regarding the learning environment. Improving students’ perceptions of fairness can be

said to have a positive impact on their feelings about school. Majority of them demonstrates

value for learning, show passion for excellent teaching, and realize that they need to walk in

“small steps” to build students’ confidence in understanding and speaking the language. They

all signify weighted means of 4.63 and a verbal description of High. Majority of them also make
good use of instructional time as denoted by weighted mean of 4.60 and a verbal description of

High. There is also a greater number of teacher respondents who show commitment in facing

the challenge posed by the newly-adapted curriculum, accept one’s accountability that every

child is under one’s care and responsibility, and manifest flexibility to ensure that learning takes

place all the time using alternative modes. They are indicated by weighted means of 4.57 and a

verbal description of High. However, lesser number of teacher respondents commit to make

every child under one’s care to be a reader with a weighted mean of 4.50 and a verbal

description of High.

Considering all the data presented in Table 10, it may be concluded that the extent of

attitude of primary teachers in the implementation of MTB-MLE under the K-12 Curriculum is

High as projected by a composite mean of 4.59.