Thesisdigna

COLLEGE OF TEACHER EDUCATION
DIVINE WORD COLLEGE OF VIGAN

Vigan City, Ilocos Sur 1
CHAPTER I
THE PROBLEM
Rationale
Language is one of the most important variable affecting education. Indeed,
learner’s will not achieve quality Education unless children are provided with the
opportunity to learn in their mother tongue. The MTB-MLE path to school success is
based on providing children with equitable opportunity to access learning. The use of
the mother tongue, or home languages, is key to increasing access to school and
facilitating learning, including learning of second language. This is because the use of
child’s home language is one of the most important factors in helping children learn
to read and write, learning academic content (such as mathematics and history), and
also learning other languages. Primary education programs that begin in children’s
mother tongue help students gain early reading skills to a second language.
(www.mlenetwork.org.the case for MTB-MLE)
The case for mother tongue-based and multilingual education is therefore
simple and powerful. Children learn best in a language that is familiar to them.
Although children can learn a language other than their mother tongue, they learn
best- especially in the early years- in an environment in which the language used to
teach is also one they speak in their home, with their parents, siblings, and friends.
This is especially true in environments where children have little or no exposure to a
second or foreign language. (www.mlenetwork.org.the case for MTB-MLE)

Moreover, since the school is a new social environment to children starting their
education, learning in mother tongue language also helps to ease this transition,
providing a bridge from the “know” to the “unknown”.(www.mlenetwork.org.the
case for MTB-MLE)
The use of mother tongue enables the young learners to immediately construct
and explain without fear of making mistakes, articulate their thoughts and add new
concepts to that which they already knew. In turn, teachers can more accurately
assess what has been learned and identify the areas where they need help (Nolasco,
2010)
Further, Mother tongue-based education has a positive impact on educational
and learning outcomes. The child’s home language can effectively be used as a
language of instruction in the early years of schooling as a bridge to learning.
Appropriate language in education enables the teachers to instruct on the language a
child speaks most at home and understands well enough to learn academic content
through mother tongue.
Mother tongue instruction promotes inclusion in education and improves the
quality of education by building on the knowledge and experience of both learners
and teachers. UNESCO believes and supports findings of studies showing evidence
that mother tongue instruction is a key factor for literacy and learning. (UNESCO,
2006).
Consequently, in the Philippines, the department of education mandated that
starting the school year 2012-2013 the mother tongue based multilingual education
will be implemented in all public school. The pupils’ home language will be used to
teach all the learning areas for literacy and as a medium of instruction inside the
classroom.(DepEd order No.16 s. 2012)
With the implementation of the MTB-MLE a lot of changes were made and
every educator has to face a lot of challenges. It is with this context that the
researchers became interested to conduct a study pertaining to the status of MTB-
MLE in the private primary schools in Vigan City. The study is intended to assess the
program. The researcher also believed that the result of the study will be the basis of
the school administrators and teachers in evaluating and fortifying the MTB-MLE
program and be able to formulate strategies and activities for the improvement of the
program. Lastly, the result of the study will also help the researchers understand better
the nature and essence of their chosen profession and as future implementer or
teacher of MTB-MLE.
Theoretical Framework of the Study
This study anchored on the following concepts on language and education, and
on the mother tongue based-multilingual education in the Philippines.
One of the changes in Basic Education Curriculum brought about by the new
K-12 program is the introduction of Mother Tongue- Based Multilingual Education
(MTB-MLE) specifically in Kindergarten, Grades 1, 2 and 3 to support the goal of
“Every Child-A- Reader and A-Writer” by Grade 1.

DIVINE WORD COLLEGE OF VIGAN 4
Vigan City, Ilocos Sur
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 literacy of Filipinos
where language plays a significant factor. Since the child’s own language enables
her/him to express him/himself 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
the 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. (www.cu.edu.ph/mother tongue based
multilingual education)
As a subject, mother-tongue education focuses on the development of speaking,
reading and writing from Grades 1 to 3 in the mother tongue. As a medium of
instruction, the mother tongue is used in all learning areas from Kindergarten to
Grade 3, except in the teaching of Filipino and English subjects. Filipino is
introduced in the second quarter of Grade 1 for oral fluency (speaking). For reading
and writing purposes, it will be taught beginning in the third quarter of Grade 1. The
four other macro skill—listening, speaking, reading and writing in Filipino—will
continuously be developed from Grade 2 to Grade 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 in the mother tongue, which is the first language of the
child.(https://businessmirror.com.ph/deped-implements-mother-tongue-based-
learning-to-make-lessons-more-interactive-easier-for-pupils/)
Mother tongue-based education has a positive impact on educational and learning
outcomes in most of the developing countries. A child‘s home language can effectively
be used as a language of instruction in the early years of their schooling as a bridge to
learning. The positive reinforcement decreases rates of repetition, failure and dropouts,
and provides long-term benefits like higher self-esteem, greater self-confidence and
higher aspirations for schooling and life. (UNESCO, 2006).
Mother tongue-based multilingual education program have been established in
many minority language communities around the world. Most teachers, principals and
parents of children in that program have found that students who begin learning in
their home language: (a) Have more confidence in themselves as learners; (b)
Participate more actively in classroom discussions; (c) Ask more questions; (d)
Demonstrate a deeper understanding of the subjects; (e) Learn to read more easily and
understand what they read; (f) Learn to write more easily and express themselves
better in written form; and (g) Learn the school language-oral and written- more
easily and with greater comprehension.

Through a familiar language, the child is able to access the power of education,
develop self-esteem and pride in his potentials. Likewise, children who read and write
in the mother tongue before learning another language are not only successful second
language learners but also excel more quickly than their peers who did not become
literate in their first language (UNESCO, 2003).

Conceptual Framework of the Study
In the conduct of this study, the researchers were guided by the model below.
Independent Variables Dependent Variables
Profile of Administrator/ Teacher

 Age
 Sex
 Civil status
 Highest educational Status of Mother Tongue
attainment Based- Multilingual
 Training attended related to Education
MTB-MLE
 Instructional Materials
 Years of experience in
 Teachers’
implementing MTB-MLE
preparedness
 Pupils’ preparedness
School Profile
 Enrollment
 Numbers of teachers
 Sources of MTB-MLE
 Instructional materials
Figure 1- The Research Paradigm
The Paradigm shows that there is a relationship between the profile of the
administrator/teachers and school with the status of the Mother Tongue Based-
Multilingual Education (MTB-MLE) in the Private Primary Schools in Vigan City.
Statement of the Problem
This study aimed to determined the status of Mother Tongue Based-
Multilingual Education (MTB-MLE) in the private primary schools in Vigan City for
S.Y 2017-2018.
Specifically, this study sought to answer the following questions:
1. What is the profile of the school administrators and teachers in terms of:
a. age,
b.sex,
c.civil status,
d.highest educational attainment,
e.training attended related to MTB-MLE,
f.years of experience in implementing MTB-MLE?
2. What is the profile of the schools in terms of the following factors;
a. enrollment,
b. number of teachers,
c. sources of MTB-MLE instructional materials?
3. What is the status of Mother tongue Based-Multilingual Education in terms of :
a. instructional materials,
b. teachers’ preparedness,
c. pupils’ preparedness?
4. Is there a significant relationship between the profile of the administrators/teachers,
the school profile and the status of mother tongue based multilingual education?
Assumption of the Study
The researchers considered the following assumptions:
1. The instruments used in gathering the data are valid and reliable.
2. The data gathered are the respondents’ honest assessments on the status of the
MTB-MLE.
Hypothesis
With the concepts and studies presented, this study is guided with the
hypothesis that there is a significant relationship between the administrators/teachers
profile, the school profile and the status of MTB-MLE.
Scope and Delimitation of the Study
This study was delimited to determine the status of MTB- MLE in the private
primary school in Vigan City for the school year 2017-2018. The respondents were
the administrators and teachers from private primary schools in Vigan City Ilocos Sur
S.Y 2017-2018 such as Divine Word College of Vigan, St. Thomas Aquinas, Vigan
Nanchong School, Inc., UCCP Christian Learning and Development Center, Inc.
The personal profile of the respondents were measured in terms of age, sex, civil
status, position, highest educational attainment, training attended related to MTB-
MLE, years of experience in implementing MTB-MLE. The school profile was

measured in terms of enrollment, number of teachers, sources of MTB-MLE and
instructional materials. While the Status of Mother Tongue Based Multilingual
Education were measured in terms of instructional materials, teachers’ preparedness
and pupil’s preparedness.
This study made use of questionnaires as the primary tool in gathering data. The
questionnaire were adopted from the work of Rosales (2016). This study made use of
the descriptive – survey method research. The respondents were the administrators
and teachers who are teaching MTB-MLE in the private primary school in Vigan City
with the total of seventeen (17). The data gathered in the study were analyzed through
the use of frequency count, percentage, mean and simple-correlation analysis.
Importance of the Study

This study entitled status of the MTB-MLE of the private primary school in
Vigan City showed the significant aspects of how this study influences the
educational field. These research maybe important to the following:
School Community. This study will make the school community understand
and appreciate the MTB-MLE.
Administrator. This would motivate the administrators of the private primary
schools to support and strengthen the mother tongue based multilingual education.
This study could be used as instrument in assessing the MTB-MLE program and in
measuring children’s performance and materials.
Teachers. Since the teacher is the primary instrument for instruction, it is a big
help for them become more strategic in teaching MTB-MLE.

Researcher. Through this study the researchers will be fully aware of the
importance of the MTB-MLE in facilitating learning in the classroom.
Operational Definition of Terms
The terms used in this study were operationally defined for clarity and
understanding.
Profile of the School Administrators and Teachers. This includes both
personal and professional attributes of the school administrators and teachers who are
included as respondents in this study. These attributes can serve as points of reference
as regards their capability to lead in the active implementation of the MTB- MLE.
Age. This refers to the length of time a person lived. In this study it is
categorized as 21-30 years old, 31-40 years old, 41-50 years old, 51-60 years old, 61
and above.
Sex. This refers to the two main categories whether male or female.
Civil Status. This refers to the status of the respondents whether single,
married, widow/er or separated.
Highest Educational Attainment. This means the highest level of education
attained by the respondents. In this study it is categorized as: Doctorate degree,
Master’s Degree with doctorate units, Master’s Degree, Bachelor’s Degree with
master’s units, and Bachelor’s Degree.
Training Attended Related to MTB-MLE. This refers to the number of
training/seminars in relation to MTB-MLE conducted by the government or private

institution which are participated in by the administrators and teachers. In this study it
is categorized as international, national, regional, division, district, school-based.
Years of Experience in Implementing MTB-MLE. This refers to the number
of years the administrators implemented and teacher have been teaching using the
MTB-MLE. In this study is categorized as 1 year, 2 years, 3 years and above.
Profile of the School. This refers to the important aspects of the school, such as
the size of its enrolment, the number of its teachers and the availability of
instructional materials and supplies used as determinant factors in the assessment of
the school to implement MTB-MLE.
Enrollment. This refers to the number of enrollees in the school. It is
categorized as 500 or more, 400-499, 300-399, 200-299, 100-99, less than 99.
Number of teachers. This refers to the number of teachers teaching in the
different grade levels. It is categorized as 50 or more, 40-49, 30-39, 20-29, 10-19, less
than 10.
Sources of MTB-MLE Instructional Materials. It refers to the various
sources of MTB-MLE instructional materials such as DepEd, Teachers, NGO’s and
Private Sectors. (Rosales, 2016)
Mother Tongue Based- Multilingual Education. This refers to the program by
the Department of Education that focuses on the use of the Mother Tongue to
improved learning and attain a higher degree of learning outcomes. (Rosales, 2016).
In this study it is measured in terms of instructional materials, teachers’ preparedness
and pupils’ preparedness.
Instructional Materials. This refers to the availability of instructional materials
used in the implementation of the Mother Tongue Based- Multilingual Education
(MTB-MLE). These are educational resources used to improved pupils’ knowledge,
abilities, and skills to monitor their assimilation of information, and to contribute their
overall development and upbringing. (Rosales, 2016)
Teachers’ Preparedness. This refers to the level of preparedness of teachers in
the implementation of the Mother Tongue Based- Multilingual Education. (Rosales,
2016)
Pupils’ Preparedness. This pertains to the pupils’ preparedness in the
implementation of the Mother Tongue Based- Multilingual Education (Rosales,2016)

CHAPTER II
REVIEW OF RELATED LITERATURES AND STUDIES
This chapter summarizes the related literature and studies which have direct and
indirect bearing on the study.
Related Literature
On Mother tongue as Medium of Instruction
Mother language or First Language (L1) refers to the language or languages first
learned by a child, which he/she identifies with, is identified as a native language user
of by other, which he/she knows best, or uses most. This includes Filipino sign
language used by individuals with pertinent disabilities. The regional or native
language refers to the traditional speech variety or variety of Filipino sign language
existing in a region, area of place. (DepEd, 2012).
Furthermore, mother language is the medium of one’s inner thoughts and
reflections. The mother tongue being the primary tool for thought processing and
knowledge acquisition is considered as the best medium of instruction. As source of
creativity and which for social expressions, the mother language along with linguistic
diversity matter for the identity of individuals and vital for the health of societies. It opens
opportunities for dialogue necessary for understanding and cooperation. (Manila Bulletin,
2012).
Moreover, Nolasco, (2010) wrote that one’s own language enables a child to
express himself easily, as there is no fear of making mistakes. MLE encourages
lecture participation by children in the learning process because they understand what
is being discussed and what is being ask of them. They can immediately use the
mother tongue to construct and explain their world, articulate their thoughts and add
new concepts to what they already know.
By using the child’s language for basic education, we start from what they already
know and build on this. Since the child is already familiar with language used,
learning to read and write becomes the focus and not learning the medium instruction.
The child can immediately use this language to add new concepts to what he/she has
already learned. (Nolasco, 2010)
On Instructional Materials
Instructional materials refer to the human and non- human materials and
facilities that can be used to ease, encourage, improve and promote teaching and
learning activities. They are whatever materials used in the process of instruction.
They are a broad range of resource which can be used to facilitate effective
instruction. They indicate a systematic way of designing, carrying out and employing
human and non- human resources to bring out more meaningful and effective
instruction. They are human and non- human material that a teacher uses to pass
information. (http://www.igi-global.com>dictionary)
Likewise, instructional materials as educational resource are used to improve
student knowledge, abilities, and skills to monitor their assimilation of information
and to contribute to their overall development and upbringing. There are three basic
types of instructional materials: (1) concrete objects, including objects from the world
of nature; (2) representations of concrete objects and phenomena and (3) descriptions
of such object and phenomena by means of the signs, words and sentences of natural and
artificial languages.(http://encyclopedia2.the free dictionary.com)
The importance of instructional materials allows the instructor to engage
learners by supporting concept through the use of multimedia, including sound clips,
video, images, hands- on experience and interactive games. Materials offer learners
the opportunity to practice concepts and develop a product that demonstrates their
level of understanding. Consequently, those products are then used to evaluate
learner’s knowledge. Instructional materials allow the instructor to support learners
with varying levels of ability and foundational skills by providing additional support.
Nolasco (2012), on the other hand suggested that material preparation for
MTB-MLE requires a minimum of one year should be develop with the community
not just with DepEd teachers. If materials are insufficient, the program will not be
implemented well and will not achieve the desired outcomes.

On Teachers’ Preparedness
Teaching is a complex endeavour, involving classroom management, lesson
preparation and organization of teaching and learning activities. Evaluation and
feedback on student success in the classroom is largely based on effective classroom
instruction and adequate preparation by teachers.
Nolasco(2012), related that in one of the bridging languages workshops that he
facilitated he was deluged with request from the participating teachers for a more
rigorous Mother Tongue Based-Multilingual Education (MTB-MLE) training
regimen. The teachers were particularly concerned with practical issues like how to
produced home grown teaching and reading materials, and how to actually develop
greater fluency in their own languages. His apprehension grew from the fact that
teaching in mother tongue based program requires a vastly different set of skills,
many of which apparently do not have at the moment. Since the Department of
Education decided to implement nationwide its own version of mother tongue based
education in kindergarten and first grade, teaching education institutions have their
work cut out for them in revising curricula to be congruent with the new policy. It
will required more than three years before teachers could be equip with necessary
competencies in the required languages and in academic content. For teachers who
are new in the service, at least one year training program is needed to provide them
with the pedagogical knowledge and skills required as well the theories, principles
and practical skills that they will need in MTB-MLE. Likewise, intensive workshops
for experienced teachers for MTB-MLE must be provided to help them gain
additional theoretical and practical knowledge and skills needed to be effective in
MTB-MLE. (m.inquirer.net. starting from where the teachers are)
On Pupils’ Preparedness
Learners should begin their education in the language they understand best their
mother tongue- and need to develop a strong foundation in their mother language
before effectively learning additional languages.(www.deped.gov.ph)
The purpose of multilingual education is to develop appropriate cognitive and
reasoning skills, enabling children to operate equally in different languages starting
the first language of the child. (www.deped.gov.ph)
Furthermore, students will learn and develop holistically. When learners are first
instructed in the language they know best, they are able to build a good “bridge”
toward learning another language. Multilingual also enjoy benefits that go beyond
linguistic knowledge. They are also able to learn with more flexibility.
(www.deped.gov.ph)
Related Studies
The Lubuagan Experience cited by Nolasco (2010) has shown that using the
Mother Tongue contributes to the performance of Pupils. The over-all results of the
tests showed that the experimental class scored nearly 80 percent mastery of the
curriculum, while the control class scored just over 50 percent mastery. The results
provide crucial evidence that mother tongue instruction strengthens the learning of
English and Filipino and does not hinder the learning of content, contrary to the fears
and concerns of many parents and educators.
In the study of Alonzo (2015) “Preparedness of Elementary teachers in using
the Mother Tongue Based-Multilingual Education” she found out that MTB-MLE
materials are provided by the DepEd and the teachers themselves. Administrators and
teachers have attended various level of seminars related to MTB-MLE and mostly
regional training which leads to having a “high level” of preparedness among the
administrators and “average level “of preparedness for the teacher respondent.
Although teachers and administrators are prepared in teaching the MTB-MLE, still,
huge support from the community are sought for the full implementation of the
program. The researcher also found out that the lack of support/involvement by all
internal and external stakeholder was identified to be the biggest problem of the
teachers and administrators.

CHAPTER III
RESEARCH METHODOLOGY
This section discussed the research design the population and sample, the
research instrument, the data gathering procedure and the statistical treatment of data.
Research Design
This study used the descriptive correlation research designs. The descriptive
correlation research is a design used to collect and analyze the data.
In this study, the independent variables was described in terms of
administrator/teacher profile and the school profile. The dependent variable was
described along the status of mother tongue based multilingual education.
On the other hand, the simple correlation analysis were used to determine the
relationship between the administrators/teachers-profile, school-profile and the status
of the Mother Tongue Based-Multilingual Education.
Sources of Data
Population
This study was conducted in the private primary schools in Vigan city who
implemented MTB-MLE. There were four private primary schools considered in the
study namely, Divine Word College, St. Thomas Aquinas, Vigan Nan Chong School,
Inc., UCCP.
The respondents of this study were the total of 17 administrators and teachers
who implemented MTB-MLE.
Table 1.
Distribution of the Respondents
Private Schools No. of Grade 1-3 Total

Administrators Teachers
Divine Word College of Vigan 1 3 4
St. Thomas Aquinas 1 3 4
Vigan Nanchong School, Inc. 1 3 4
UCCP Christian Learning and 1 4 5

Development Center,Inc.
Total 4 13 17
Locale of the Study
This study was conducted from the different private primary schools in Vigan
City who implemented MTB-MLE.
Data Gathering Instrument
This study made use of questionnaires as the primary tool for gathering data.
The questionnaires were adopted from the work of Rosales (2016). There are two
parts of the questionnaires that were use. Part I used to gather data on the profile of
the administrators/teachers, and the profile of the school in the private primary
schools in Vigan city. Part II was used to gather data on the status of MTB-MLE
along: instructional materials, teachers’ preparedness, pupils’ preparedness.
The data gathered were interpreted using the following scale:
Statistical Limit Descriptive Rating Overall Descriptive Rating
4.21-5.00 Completely True (CT) Very High (VH)
3.41-4.20 Mostly True (MT) High (H)
2.61-3.40 Generally True (GT) Average (A)
1.81-2.60 Slightly True (ST) Low (L)
1.00-1.80 Not At All True (NT) Very Low (VL)
Data Gathering Procedure
This study involves the gathering of data through questionnaires in assessing the
status of MTB-MLE in the Private Primary Schools in Vigan City.
The researchers wrote a letter to the administrators of the different primary
school in Vigan City to allow the researchers to float their questionnaires. After
which, the researchers, floated and retrieved the said data.

Statistical Treatment of Data
The following statistical tools were used to analyze the data gathered in this study.
1. Frequency Count and Percentage to determine the profile of the respondents in
terms of personal and professional factors.
2. Mean to determine the level of adequacy of school facilities and resources, and the
status of Mother Tongue Based –Multilingual Education.
3. Simple correlation Analysis to determine the relationship between the profile of the
administrators/teachers, the school profile and the status of Mother Tongue Based –
Multilingual Education.
CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents, analyze and interpret the data gathered relevant to the
problem raised in the study.
The following are the findings pertinent to each of the problems and hypothesis.
Problem1. What is the personal profile of the administrator and teacher of the Private
Primary school in Vigan City in terms of:
a. age,
b. sex,
c. civil status,
d. highest educational attainment,
e. training attended related to MTB-MLE,
f. years of experience in implementing MTB-MLE ?

Table 2a. Presents the personal and professional profile of the administrators in the
private primary schools in Vigan City.
Table 2a
Profile of Administrators in Terms of Personal and Professional Factors
Profile F %
Age
61 and above 1 25.00
51-60 years old 1 25.00
41-50 years old 1 25.00
21-30 years old 1 25.00
TOTAL 4 100.00
Sex
Male 1 25.00
Female 3 75.00
TOTAL 4 100.00
Civil Status
Married 4 100.00
TOTAL 4 100.00
Highest Educational Attainment
Master’s Degree 2 50.00

Bachelor’s Degree with Master’s Units 1 25.00
Bachelor’s Degree 1 25.00
TOTAL 4 100.00
Training Attended Related to MTB-MLE
Regional 1 25.00
Division 2 50.00
School-Based 1 25.00
TOTAL 4 100.00
Years of Experience in Implementing MTB-MLE
3 years and above 4 100.00
TOTAL 4 100.00
On Age
The tables showed that each one (1 or 25 %) of the administrators in the private
primary schools in Vigan City is within the age bracket of 61 and above, 50-60 years
old, 41-50 years old, and 21-30 years old.

On Sex
As shown in the table, majority of the administrator are female (3 or 75%),
while 1 or 25% is male.
On Civil Status
The table reveals that all of the private primary administrators in Vigan City are
married (4 or 100%).
On Highest Educational Attainment

As shown in the table most (2 or 50%) of the administrators are Master’s
Degree holder, while 1 or 25% is Bachelor’s Degree with Masters units, and 1 or 25%
is Bachelor’s Degree holder.
On Training attended related to MTB-MLE

The table revealed that most (2 or 50%) of the administrators in the private
primary schools in Vigan city attended training at the division level while 1 or 25%
attended training in regional level and 1or 25% attended school-based training.
On Years of implementing MTB-MLE

As shown in the table all (4 or 100%) administrators in the private primary
school in Vigan City have 3 years’ experience in implementing MTB-MLE.
Table 2b. Presents the personal and professional profile of the private primary school
teachers in Vigan City.

Table 2b.
Profile of Teachers in Terms of Personal and Professional Factors
Profile F %
Age
51-60 years old 1 7.69
41-50 years old 2 15.38
31-40 years old 1 7.69
21-30 years old 9 69.23
TOTAL 13 100.00
Sex
Male 1 7.69
Female 12 92.31
TOTAL 13 100.00
Civil Status
Single 8 61.54
Married 5 38.46
TOTAL 13 100.00
Highest Educational Attainment
Bachelor’s Degree with Master’s Units 5 38.46
Bachelor Degree 8 61.54
TOTAL 13 100.00
Training Attended Related to MTB-MLE
Regional 3 23.08
District 1 7.69
School-Based 9 69.23
TOTAL 13 100.00
Years of Experience in Implementing MTB-MLE
3 years and above 2 15.38
2 years 4 30.77
1 year 7 53.85
TOTAL 13 100.00
On Age
The table showed that most (9 or 69.23%) of the teacher are within the age
bracket of 21-30 years old, 2 or 15.38% are within 41-50 years old, 1 or 7.69%) are
within 31-40 and also 1 or 7.69% is within 51-60 years old.

On Sex
The table revealed that most (12 or 92.31%) of the private primary school
teachers in Vigan City are female and 1 or 7.69% is male.
On Civil Status
Based on the figures shown in the table, majority (8 or 61.54%) of the teacher-
respondents are single while 5 or 38.46% are married.
On Highest Educational Attainment

It can be gleaned from the table that majority (8 or 61.54%) of the teachers are
Bachelor’s Degree holder while 5 or 38.46% are Bachelor’s Degree with Master’s
Unit.
On Training Attended Related to MTB-MLE

The table manifest that most (9 or 69.23%) of the private primary school teacher
attended school-based training in MTB-MLE, 3 or 23.08% attended in the regional
level and 1 or 7.69% attended training in the district level.
On Years of Experience in Implementing MTB-MLE

It can be drawn from the table that most (7 or 53.85%) of the teachers have 1-
year experience in implementing MTB-MLE while 4 or 30.77% have 2 years
experience and 2 or 15.38% have 3 years experience in implementing MTB-MLE.
.
Problem 2. What is the profile of the school in terms of the following factor:
a. Enrollment
b. Number of teachers
c. Source of MTB-MLE instructional materials?
Table 3. Presents the profile of the school in terms of the number of enrollment,
number of teachers and sources of MTB-MLE instructional materials.
Table 3
Profile of the School in terms of enrollment, number of teachers and sources of MTB-
MLE instructional materials
School Profile F %
Enrolment
400-499 1 25.00
200-299 1 25.00
Less than 99 2 50.00
TOTAL 4 100.00
Number of Teachers
20-29 1 25.00
10-19 2 50.00
Less than 10 1 25.00
TOTAL 4 100.00
Sources of MTB-MLE
Provided by DepEd 1 25.00
Provided by Teachers 2 50.00
Provided by Private Sectors 1 25.00
TOTAL 4 100.00
On Enrollment
Based on the table, most (2 or 50%) of the private primary school in Vigan
City have less than 99 enrollment, 1 or 25% have 100-199 enrollment and 1 or 25%
have 400-499 enrollment.

On Number of Teachers
As shown in the table most (2 or 50%) of the private primary schools have 10-19
teachers, 1 or 25% have 20-29 teachers and 1 or 25% have less than 10 teachers.
On Sources of MTB-MLE instructional materials
As shown in the table administrators revealed that most (2 or 50%) of the
Instructional Materials in MTB-MLE were provided by teachers, 1 or 25% mentioned
that materials were provided by DepEd and 1 or 25% also stated that materials were
provided by private sectors.
Problem 3. What is the status of mother tongue Based –Multilingual Education in
terms of:
a. instructional materials
b. teachers’ preparedness
c. pupils’ preparedness
The table 4 presents the data gathered on the Status of Mother Tongue
Based- Multilingual Education in Private Primary School in Vigan City along
instructional materials.
Table 4
Mean Rating Showing the Status of Mother Tongue Based- Multilingual

Education in the Private Primary School in Vigan City in terms of Instructional
Materials.
Indicators Teachers Administrat As a whole

or
X DR X DR X DR
1. There are adequate supplies for making teaching- 3.54 MT 3.33 GT 3.50 MT
learning ideas.
2. There are adequate supplies of pictures, charts, 3.15 GT 3.33 GT 3.19 GT

posters, models, and other visual aids.
3. Taped stories, songs, poems, and rhymes are 2.85 GT 3.33 GT 2.94 GT
available.
4. There are adequate supplies of up-to date MTB- 3.77 MT 3.00 GT 3.63 MT
MLE books for teaching and learning activities.
5. Adequate supplies of workbooks in MTB-MLE in 4.08 MT 3.67 MT 4.00 MT

every subject are available for use.
6. Adequate teaching guides and manuals are 3.46 MT 4.00 MT 3.56 MT

available.
7. There are adequate standard evaluation devices. 3.69 MT 3.33 GT 3.63 MT
8. Adequate evaluation forms are also available. 3.54 MT 3.33 GT 3.50 MT
9. Translated MTB-MLE books are available. 3.54 MT 2.33 GT 3.31 GT
10. Adequate module, teaching aids/devices and 3.23 GT 3.33 GT 3.25 GT

facilities.
As a whole 3.48 H 3.30 A 3.45 H
Legend:3.41-4.20 Mostly True (MT) 3.41- 4.20 High (H)
2.61- 3.40 Generally True (GT) 2.61- 3.40 Average (A)
It can be gleaned from the table that the overall rating along instructional
materials is “high” (x= 3.45). This implies that both administrators and teachers
believed that instructional materials are important to facilitate learning. However, it is
also noticeable that the two groups have different perceptions along this area.
Administrators believe that MTB-MLE materials were only utilize at an “average”
level (x=3.30) while teachers believe that instructional materials are enough and
were highly utilized (x= 3.48, high).
Moreover, the table revealed that item #5, “Adequate supplies of workbook in
MTB-MLE in every subject are available for use” was rated highest (x=4.00, MT).
On the other hand, item # 3 “Taped stories, songs, poems and rhymes are available”
was rated the lowest (x= 2.49, GT). This implies that administrators and teachers
recognize that visual and audio materials are limited and have somehow felt the need
to produce such kind of materials.
Table 5 presents the data gathered on the status of MTB-MLE in the Primary
Schools in Vigan City along Teachers’ Preparedness.

Table 5

Education in Private Primary School in Vigan City in terms of Teachers’
Preparedness.
Indicators Teacher Administrator As a Whole
X DR X DR X DR
1. Teachers undergo continuing and advance 3.23 GT 3.00 GT 3.19 GT

professional.
2. Teachers are regularly trained in new and 2.92 GT 2.67 GT 2.88 GT
effective teaching and learning strategies on
3. Teachers have enough technical skills in
MTB-MLE. 3.62 MT 3.67 MT 3.63 MT
MTB-MLE.
4. Teachers have enough manuals and teachers’ 3.38 GT 3.67 MT 3.44 MT
guide for teaching MTB-MLE.
5. Teachers read enough reading materials and 3.69 MT 3.67 MT 3.69 MT
magazines written in Iloko.
6. The school heads/administrators regularly 3.62 MT 3.67 MT 3.63 MT
monitor teachers’ performance and provide
7. Teachersassistance
technical support their co-teachers
in the by sharing
implementation of 4.15 MT 4.00 MT 4.14 MT
teaching
MTB-MLE. techniques and experiences on MTB-
8.
MLE.Teachers are able to translate 4.00 MT 4.33 CT 4.06 MT
stories/selections from books to Ilocano.
9. Teachers have mastery on subject matter 4.31 CT 4.33 CT 4.31 CT
(MTB-MLE) taught.
10. Teachers have sense of belongingness on 4.46 CT 4.00 MT 4.38 CT
language spoken at home and taken the
As a whole of preservation of the language.
responsibility 3.74 H 3.70 H 3.73 H
Legend: 4.21- 5.00 Completely True (CT) 3.41-4.20 Mostly True (MT)
2.61- 3.40 Generally True (GT) 4.21-5.00 Very High (VH)
It is figured from the table that the overall status of MTB-MLE in the private
primary schools in Vigan City along teachers’ preparedness is “High” with the overall
mean rating of 3.73. This means that both the administrators (x= 3.70, High) and
teachers (x=3.74, High) claimed that they are prepared to implement and teach MTB-
MLE. The data further showed that the administrator and teacher are equipped with
the skills and knowledge necessary in the full implementation of the MTB-MLE.
Moreover, item #10 “Teachers have sense of belongingness on language spoken
at home and taken the responsibility of the preservation of the language” was rated
highest which yielded a mean score of 4.38 described as “Completely true”. This
implies that teachers take pride and confident to teach the mother tongue not because
they are familiar with it since it is the language spoken at home but because they feel
that the language is part of their being and they had the responsibility to preserve and
transmit it.
However, item #2 “teachers regularly trained in new and effective teaching and
learning strategies on MTB-MLE” was rated the lowest with the mean score of 2.88
and described as “Generally true”. This means that though teachers were sent for
MTB-MLE seminars and trainings they still need continuous and advanced trainings
for them to learn new techniques and methods.
The table 6 presents the data gathered on the Status of Mother Tongue Based-
Multilingual Education in private primary school in Vigan City along pupils’
preparedness.
Table 6

Education in Private Primary School in Vigan City in Terms of Pupils’
Preparedness.
Indicators Teacher Administrator As a whole
X DR X DR X DR
1. Pupils are able to use Iloco in 4.54 CT 3.67 MT 4.38 CT

communication.
2. Pupils are able to do their daily 4.23 CT 4.67 CT 4.31 CT

works accurately on MTB-MLE.
3. Pupils are able to explore new 4.00 MT 4.33 CT 4.06 MT

knowledge on MTB-MLE.
4. Pupils are able to use MTB-MLE for 4.38 CT 4.67 CT 4.44 CT

daily living.
5. Pupils show interest in MTB-MLE. 4.23 CT 3.67 MT 4.13 MT
6. Pupils can easily understand 4.23 CT 3.67 MT 4.13 MT

instructions in MTB-MLE.
7. Pupils can easily comprehend MTB- 4.15 MT 3.67 MT 4.06 MT

MLE instructions.
8. Pupils show constant progress based 4.00 MT 4.00 MT 4.00 MT

on standard evaluation devices on
MTB-MLE.
9. Pupils can read Ilocano words 4.00 MT 3.00 GT 3.81 MT

correctly
10. Pupils can recite poems and rhymes 4.08 MT 3.67 MT 4.00 MT
in iloco properly
As a whole 4.18 H 3.90 H 4.13 H
Legend: 4.21-5.00 Completely True (CT) 3.41- 4.20 High (H)
3.41- 4.20 Mostly True (MT) 2.61-3.40 Average (A)

It is figured from the table that the overall status of MTB-MLE in Private
Primary Schools in Vigan City along pupil’s preparedness is “High” as reflected by
the overall mean rating of 4.13. It is a noticeable that teachers (x=4.18, High) have
higher evaluation with regards to pupil’s preparedness than administrators (x=3.90,
High). The high perception of teachers could be attributed to their day to day
encounter with the pupils. Teachers know their learners better than others involved in
the curricular process. Nevertheless, both group revealed that pupils are prepare for
the implementation of MTB-MLE.
The item “Pupils are able to use MTB-MLE for daily living” #4 was rated
highest which yielded a mean score of 4.44 which is describe as “Completely True”.
This implies that the pupils use the mother tongue most of the time. On the other
hand, item (#9) “Pupils can read Ilokano words correctly” was the lowest rated item
with the mean the score of 3.81, described as “Mostly True”. This means that
although pupils fluently speak the native language. They have experienced some
difficulty in reading Ilocano language or words.

Table 7 summarizes the data gathered on the Status of Mother Tongue Based-
Multilingual Education in private primary school in Vigan City along instructional
materials, teacher’s preparedness and pupil’s preparedness.
Table 7
Summary of the Mean Rating of the Status of Mother Tongue Based- Multilingual
Education in Private Primary School in Vigan City
MTB-MLE Indicators X DR
1.Instructional Materials 3.45 H
2.Teachers’ Preparedness 3.73 H
3.Pupils’ Preparedness 4.13 H
Total 3.77 H
The table revealed that as a whole the status of the MTB-MLE in Private
Primary School in Vigan City is “high” (x=3.77). This generally implies that the
MTB-MLE program in the private primary school in Vigan city were highly
implemented.
Moreover, pupils’ preparedness was the highest rated item (x=4.13, High). On
the other hand, among the three indicators instructional materials is lowest rated item
(x=345, High).
Problem 4. Is there a significant relationship between the personal profile and the
status of MTB-MLE:
The table 8 indicates the computed correlation of the profile of the respondents
and the status of mother tongue based- multilingual education.
Table 8
Correlation Coefficient Showing the Relationship between the Profile of the

Respondents, the School Profile and the Status of MTB-MLE of the Private
Primary School in Vigan City
Variables Instructional Teachers Pupils

Preparedness Preparedness
Materials
School -.261 -.237 -.028
Age -.328 -.300 .049
Sex .048 -.016 .048
Civil Status -.159 -.200 .128
Position .265 .767 .773
Highest Educational Attainment .152 .308 .433
Training Attended Related to MTB-MLE -.671 -.816* .296
Years of Experiences in implementing -.330 -.547 .077
MTB-MLE
*.Correlation is significant at the 0.05 level (2-tailed). **.Correlation is significant at the 0.01 level (2-tailed). c. Cannot be
computed because at least one of the variables is constant.
It is observed from the table that there is no significant relationship between the
profile of the respondents, the school profile and the status of Mother Tongue Based-
Multilingual Education. This means that when these factors were taken together give
no significant relationship on the status of MTB-MLE.
However, when taken singly, there is a significant relationship between
teachers’ preparedness with training attended related to MTB-MLE as evidenced by
the correlation coefficient of -.816 which was found significant at 0.05 levels. This
implies that administrators and teacher felt the need for continuous and more advance
trainings and seminars particularly in MTB-MLE for them to be fully equipped with
knowledge, skills and competencies.

CHAPTER V
SUMMARY OF FINDINGS,CONCLUSIONS AND RECOMMENDATIONS
This chapter summarizes the study with its findings, conclusions and
recommendations.
SUMMARY
This study primarily aimed to determine the status of Mother Tongue Based-
Multilingual Education (MTB-MLE) of the private primary school in Vigan City for
school year 2017-2018. The personal profile of the respondents were measured in
terms of age, sex, civil status, position, highest educational attainment, training
attended related to MTB-MLE, years of experience in implementing MTB-MLE. The
school profile was measured in terms of enrollment, number of teachers, sources of
MTB-MLE and instructional materials, while the Status of Mother Tongue Based
Multilingual Education were measured in terms of instructional materials, teachers’
preparedness and pupil’s preparedness.
The study employed the descriptive type of research. The researchers gathered
information through questionnaires. The data gathered were interpreted using the
following statistical tools. Frequency Count and Percentage were use to determine the
profile of the respondents in terms of personal and professional factors; Mean to
determine the status of Mother Tongue Based –Multilingual Education; Simple
Correlation Analysis to determine the relationship between the

profile of the administrators/teachers, school- profile and the status of Mother Tongue
Based –Multilingual Education. The study was conducted in the private primary
schools in Vigan City. There were four (4) administrators and thirteen (13) teachers of
MTB-MLE in the private primary school in Vigan city who served as respondents of
the study.
Findings
From the data gathered, the following were the significant findings of the study.
1a. Profiles of School administrators and teachers
On Age. Each one (1 or 25 %) of the administrator in the private primary
schools in Vigan City is within the age bracket of 61 and above, 50-60 years
old, 41-50 years old, and 21-30 years old, while, most (9 or 69.23%) of the
teacher- respondents are within the age bracket of 21-30 years old.
On Sex. Majority (3 or 75%) of the private primary school administrator are
female while most all the teachers (12 or 92.31%) are female.
On Civil Status. All (4 or 100%) the school administrators in the private
primary school in Vigan City are married, while majority (8 or 61.54%) of the
teachers are single.
On Highest Educational Attainment. Majority (2 or 50%) of the
administrators are Master’s Degree holder, while most (8 or 61.54%) of the
teachers are Bachelor’s Degree holder.

On Training Attended Related MTB-MLE. Most (2 or 50%) of the
administrators in the private primary school attended training in the division
level, while, majority (9 or 69.23%) of the teachers have attended school-based
training.
On Years of Implementing MTB-MLE. Majority (4 or 100%) of the private
primary school administrators have 3 years’ experience in implementing MTB-
MLE, while, majority (7 or 53.85%) of the teacher-respondents have only 1-
year experience in implementing MTB-MLE.
1b. Profile of the Private Primary School in Vigan City.
On Enrollment. Most (2 or 50%) of the private primary school in Vigan city
have less than 99 enrollment.
On Number of Teachers. Most (2 or 50%) of the private primary school in
Vigan City have 10-19 teachers.
On Sources of MTB-MLE Instructional Materials. Most (2 or 50%) of the
MTB-MLE instructional materials are provided by teachers.
2. Status of the Mother Tongue Based Multi-lingual Education (MTB-MLE).
On Instructional Materials. Overall, the status of MTB-MLE along
instructional materials is “High”, (x=3.45).
On Teachers’ Preparedness. Overall, the status of MTB-MLE along teachers’
preparedness is “High”, (x=3.73).
On Pupils’ Preparedness. Overall, the status of MTB-MLE along pupils’
preparedness is “High”, (x=4.13).

On the overall status of MTB-MLE. The status of the MTB-MLE in the
private primary school in Vigan City is “High” (x=3.77)
3. On the significant relationship between the profile of the respondents and the
status of the MTB-MLE.
There is no significant relationship between the status of MTB-MLE, the profile
of the respondents, and the school profile. However, when taken singly only the
trainings attended by teachers were found to have a significant relationship with
teachers’ preparedness.
Conclusion
Based on the findings, the following conclusions were formulated:
Each one of the administrator in the private primary schools in Vigan City is
within the age bracket of 61 and above, 50-60 years old, 41-50 year old, and 21-30
years old. Majority are female, married, master’s degree holder, attended MTB-MLE
trainings in the division level and have three years’ experience in implementing the
program. On the other hand, most of the teachers are within the age bracket of 21-30
years old, female, single, bachelor’s degree holder, attended MTB-MLE school-
based training and have only 1-year experience in implementing MTB-MLE
program. Most of the private primary school in Vigan City have less than 99
enrollees; have less than 10 teachers and most of the MTB-MLE materials are
provided by teachers.
The status of the MTB-MLE in the private primary school in Vigan City is
“High” (x=3.77).
Overall, there is no significant relationship between the status of MTB-MLE
and the profile of the respondents, but taken singly only training attended were found
to have significant relationship with teachers’ preparedness.
Recommendations
In view of the gathered findings and conclusions, the following are strongly
recommended: 1. Administrators in the different private primary schools in Vigan
city must keep abreast with new trends and innovations with regards to the MTB-
MLE program to maintain its high status. 2. Since most of MTB-MLE materials were
greatly produced by teachers, intensive training for the production and development
of instructional materials should be given to teachers at least once a year to provide
them with enough knowledge and skills and to ensure that there will be enough
learning materials in the classrooms. 3. Since pupils have difficulty reading the
mother tongue teachers must provide activities that will help the pupils read the
mother tongue fluently. Among these activities are word puzzle formation, analogues,
singing of Iloco songs and hymns and poem recitation . 4. Since teachers’ training
were significantly related to teachers’ preparedness in teaching MTB-MLE they
should be given continuous trainings and seminars in the local, district and regional
level for them also to acquire deeper awareness and understanding of the program.
BIBLIOGRAPHY
A. Unpublished Thesis
Alonzo, Jannice V. (2015). “Preparedness of Elementary teachers using the
Mother Tongue Based-Multilingual Education”. University of Northern
Philippines.
Rosales Joannalyn V. (2016), “Status of Mother Tongue Based-Multilingual
Education in public elementary schools in the Division of Ilocos for the school
year 2014-2015”. University of Northern Philippines.
B. Internet
DepEd(2011).MotherTongue-BasedMultilingual
Education.www.depedro.7.com:ph/uploadediles/file/newsletter/72811/Mother
Tongue.pdf. Date Retrieve, October 5, 2017
DepEd (2012). Guidelines on the Implementation of Mother Tongue Based

Multilingual Education (MTB-MLE). DepEdOrder No. 16. S. 2012, Manila,
Philippines.www.deped.gov.ph.Date Retrieval, October 7,2017
DepEd (2009). Institutional of the Mother Tongue-Based Multilingual Education
as a Fundamental Educational Policy and Program in the Department
DepEdOrder No. 74 s.2009.
Manila,Philippines.http:mlephil.wordpress.com/2009/07/18 deped: order-no-
74-5-2009.Date Retrieval, October 5,2017.
m.inquirer.net. starting from where the teachers are.
Nolasco, Ma. Ricardo et.al (2010) Starting Where the Children Are: A collection of
Essays on Mother Tongue Based Multilingual Education and language Issues
on the Philippines.Mothertongue-based.blogspot.com/2009/01/mle-
primer.html.Date Retrieved, October 3,2017.
Nolasco, Ma. Ricardo(2012), Stating Where the Teachers Are. Philippine Daily
Inquirer.m. inquirer. net. Date Retrieved October 3, 2017
Nolasco, Ma. Ricardo (2012) K+12 and the MTB-MLE: Make Haste, Lay Waste,
Philippine Daily Inquirer. https://mlephil-wordpress.com. Date Retrieved,
Oct. 5, 2017
www.cu-educ.ph/mother tongue based multilingual education
www.mlnetwork.org.the case for MTB-MLE
UNESCO,2003. Education in a Multilingual World. Education Position
Paper.wwwathttp://unesdoc.unesco.org/images/0012/001297/129728e.pdf.Da
te Retrieval, October 5,2017.

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COLLEGE OF TEACHER EDUCATION

DIVINE WORD COLLEGE OF VIGAN

Language is one of the most important variable affecting education. Indeed,

(www.mlenetwork.org.the case for MTB-MLE)

The case for mother tongue-based and multilingual education is therefore

This is especially true in environments where children have little or no exposure to a

second or foreign language. (www.mlenetwork.org.the case for MTB-MLE)

providing a bridge from the “know” to the “unknown”.(www.mlenetwork.org.the

case for MTB-MLE)

Further, Mother tongue-based education has a positive impact on educational

language of instruction in the early years of schooling as a bridge to learning.

Appropriate language in education enables the teachers to instruct on the language a

through mother tongue.

Mother tongue instruction promotes inclusion in education and improves the

quality of education by building on the knowledge and experience of both learners

Consequently, in the Philippines, the department of education mandated that

classroom.(DepEd order No.16 s. 2012)

researchers became interested to conduct a study pertaining to the status of MTB-

Theoretical Framework of the Study

on the mother tongue based-multilingual education in the Philippines.

K-12 program is the introduction of Mother Tongue- Based Multilingual Education

(MTB-MLE) specifically in Kindergarten, Grades 1, 2 and 3 to support the goal of

“Every Child-A- Reader and A-Writer” by Grade 1.

MTB-MLE refers to “first-language-first” education that is, schooling which

begins in the mother tongue and transitions to additional languages particularly

her/him to express him/himself easily, then, there is no fear of making mistakes. It

encourages active participation by children in the learning process because they

the 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. (www.cu.edu.ph/mother tongue based

As a subject, mother-tongue education focuses on the development of speaking,

reading and writing from Grades 1 to 3 in the mother tongue. As a medium of

Grade 3, except in the teaching of Filipino and English subjects. Filipino is

four other macro skill—listening, speaking, reading and writing in Filipino—will

continuously be developed from Grade 2 to Grade 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 in the mother tongue, which is the first language of the

Mother tongue-based education has a positive impact on educational and learning

be used as a language of instruction in the early years of their schooling as a bridge to

higher aspirations for schooling and life. (UNESCO, 2006).

Mother tongue-based multilingual education program have been established in

easily and with greater comprehension.

literate in their first language (UNESCO, 2003).

Conceptual Framework of the Study

Independent Variables Dependent Variables

Profile of Administrator/ Teacher

Figure 1- The Research Paradigm

Statement of the Problem

This study aimed to determined the status of Mother Tongue Based-

Specifically, this study sought to answer the following questions:

d.highest educational attainment,

e.training attended related to MTB-MLE,

f.years of experience in implementing MTB-MLE?

2. What is the profile of the schools in terms of the following factors;

c. sources of MTB-MLE instructional materials?

3. What is the status of Mother tongue Based-Multilingual Education in terms of :

4. Is there a significant relationship between the profile of the administrators/teachers,

Assumption of the Study

The researchers considered the following assumptions:

hypothesis that there is a significant relationship between the administrators/teachers

profile, the school profile and the status of MTB-MLE.

Scope and Delimitation of the Study