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Republic of the Philippines

Bulacan State University
Malolos Campus
College of Education

Strategies and Instructional Material of

Mother Tongue Teachers in Selected
Schools in Bocaue and Marilao

BEED-2A

De Dios, Jonalyn M.
De Guzman, Reymabel C.
Gabucan, Via D.R.
Icawalo, Pauline A.
Manuel, Mary Jane W.
Santiago, Sharmane M.

Dr. Leonora F. De Jesus

Professor
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Introduction
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 Educatiion Act of 2013.”

This act requires instruction, instructional materials, and assessment to be in the learners’

mother tongue from kindergarten through the first 3 years of elementary education

(Official Gazette, 2013). Mother Tongue-Based Multilingual Education (MTB MLE)

serves as the bridge for children's first and second language learning. According to Susan

Malone (2010) “a language education program that helps build a strong educational

foundation in that language, bridge successfully into one or more school languages and

then use both or all their languages for life-long learning." So, MTB MLE program will

work as a strong bridge to enable the students continue their education with good

foundation and able to respect each other’s' language and culture. It can never be

successfully implemented without teachers who are proficient in the first language or

who are less proficient in the language of the students. The instructional materials are

entertaining at the same time educational and can cater to the different senses. This is one

way of motivating the class to participate during the discussion. Instructional materials

are vital to teaching-learning process (Sunday & Joshua, 2010).In this studies report a

lack of educational resources (Burton, 2013; Ball, 2010; Seyoum, 2009) and competent

teachers, translation of academic language (Burton, 2013). The challenges in

implementing the language Mother Tongue-Based Multilingual Education (MTB MLE)

is the lack of proper readiness of teachers involved in implementing Mother

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Tongue-Based Multilingual Education (MTB MLE). It can never be successfully

implemented without teachers who are proficient in the first language or who are less

proficient in the language of the students. According to Oguntuase, Awe & Ajayi (2013),

availability and adequacy of teaching/learning resources promote the effectiveness of

schools as these are basic things that can trigger good academic performance in the

students. With every change that occurs in education, teachers and students are affected.

On the part of teachers, he has to go through competent training in new ways to fulfill the

demands of the government-mandated curriculum. In teaching is not just about what is in

the books or syllabus but it is also providing students with a realistic and meaningful

experience for which they can learn more. It is the teachers may relate the topics taught in

the classroom to the children's experiences. The major objective of this paper is to list

four (4) mostly used strategies, the main reason for employing these strategies, and the

primarily used instructional material of Grades 1 to 3 MTB teachers in selected schools at

Bocaue and Marilao.

Statement of the Problem

The problems to be given attention are the following:

1. What are the four (4) heavily and most used strategies of Mother Tongue teachers in

teaching Mother Tongue subject?

2. What are the two main reasons of Mother Tongue teachers for using strategies stated in

SOP 1?

3. What is the primarily used instructional material of Mother Tongue teachers in

teaching Mother Tongue subject?

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Methodology

The researchers used a Descriptive Research Design because it aims to determine

and describe the four heavily and most used strategies of Mother Tongue teachers. The

researchers used Survey- Questionnaire as an instrument. In this study, percentage was

used in presenting the teachers who are using different strategies in teaching Mother

Tongue and in primarily used teachers’ instructional materials. Purposive sampling was

used to select respondents to know the heavily used strategies, the main reason for

employing these strategies, and the primarily used instructional material of Grades 1 to 3

MTB teachers in selected public schools at Bocaue and Marilao. The researchers

gathered two (2) respondents from selected public schoosl in Bocaue and three (3)

respondents from selected public school in Marilao with the total of five (5) respondents

of Mother Tongue teachers.

Results and Discussions

Table 1: The Four Heavily and Most Used Strategies of MTB Teachers in Mother
Tongue Subject.
STRATEGIES Mean Percentage
Gamed- based learning 4.4 80%
Differentiated instruction 4.2 60%
Lecture method using chalk and board 3.8 40%
Individualized/ mentoring instruction 3.8 40%
Direct instruction 3.0 20%
Kinesthetic Learning 3.2 20%
Demonstration Method 3.6 20%
Explicit (guided) instruction 3.6 20%
Expeditionary/ Project based learning 3.6 20%
Buzz Groups 3.6 20%
Role Plays 3.6 20%
Study- assignment method (self-study) 3.6 20%
Stimulation 3.6 20%
Problem Solving Method 3.6 20%
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The table shows that the four (4) heavily and most used strategies of Mother Tongue
teachers in teaching Mother Tongue subject are game based learning, differentiated
instruction, lecture method using chalk and board, and individualized/ mentoring
instruction. 80% of the respondents use game-based learning in teaching Mother Tongue
subject. In this learning stimulates learners learning motivation, rather than the main
focus of the class instructed and it can also let the students exchanged the knowledge they
have learned among each other. Learning through games can let students face learning in
a relaxed attitude so they would not feel bored. (Lai et al, 2012). The differentiated
instruction rated 60%. According to Sansisteban, 2014, differentiated instruction might
help these children it is a process that takes into account the valued needs, and
strengthened of student’s strategies, and it also addresses diversity through adjustment to
instruction based on how students interact with the material. The 40% of the respondents
use individualized/ mentoring instruction. It considers a good way to introduce positive
change into educational program (Delaney 2012). Lecture method using chalks and board
got a percentage of 40% respondents. It provides a means of progressing from simple to
complex ideas and developing each explanation point by point.

Table 2: Two Main Reasons of Mother Tongue Teachers for Using Strategies Stated in
SOP 1

Reason Percentage
It is the most useful for the subject matter. 80%
Students are interested in that strategy. 60%
The strategy makes my class lively and interactive. 80%
Materials are already available. 20%
The strategy is effective base on my experience and opinion. 20%

Reasons for using the strategies stated in SOP 1 were enumerated in Table 2. 80% of
teachers used student centered based strategy because they believed that it is the most
useful for the subject matter to improve both learning and teaching. The pupil responds
actively to the discussion and many of them participate when their Mother Tongue is
used as a medium of instruction. Being an effective teacher therefore requires the
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implementation of creative and innovative teaching strategies in order to meet students’

individual needs. There is a need to define quality education so that a teacher must have
their teaching strategy. Each student has their different ways to learn in school and to
have a quality; successful and effective learning actually depends on several factors like
availability and selection of instructional material, staffing quality and also the support of
parents and administrator. Teaching only be effective when adequate and relevant
instructional material are used (Sunday and Joshua, 2010).

Table 3: The Primarily Used Instructional Material of Mother Tongue Teachers in

Teaching Mother Tongue Subject

Powerpoint
40% Presentation
60%

Manipulative
Materials

The chart shows that 60 % of the respondents used PowerPoint presentation on

instructional materials in teaching mother tongue subject. It has become the common
presentation and teaching tool in educational and professional settings all over the world.
For teachers, PowerPoint provides the best way to enrich and enhance instruction because
it is more visual and organized, as well as concrete, than mere teacher-made materials
and posters. PowerPoint presentations made by children encourage them to organize their
thoughts and ideas. They can also use the slide layouts to create or format graphic
organizers that can help them retain information. Ozaslan & Maden (2013) concluded in
their study that students learned better if the course material was presented through some
visual tools. So, there is definitely an advantage in the use of PowerPoint and it is
definitely meant to benefit students and teachers alike. Manipulative materials which got
a 40 % that provide sustained professional learning opportunities that can serve as a
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model that support students as they think about, remember about and communicate. It can
help students. It might lead students to focus on having fun at the experience of learning
through think, reason, and solve problem. Students gain deeper understanding of abstract
concepts when those concepts are link to the real world.

Conclusion

The researchers conclude that Mother Tongue teachers in selected schools in

Bocaue and Marilao most heavily used students-centered strategies. These strategies

intended to address the distinct learning needs and interests of pupils. Students-centered

strategies include planning of activities, strong implementation, and further evaluation.

This study found out that Mother Tongue teachers consider these strategies because it is a

big help and suitable for the lesson. These strategies best stimulate the activeness of

pupils in class. Researchers also found out that Mother Tongue teachers used

instructional materials with the aid of technology. Other claims that using technology

enables innovation and transformation of the learning process into digital era.

Recommendations
Considering the findings and conclusions of this study, the following recommendations
are:
1. Mother Tongue teachers should impose variety of strategies in each class to

support the diverse learning needs of pupils.

2. MTB Teachers should develop more appropriate instructional materials to support

children’s needs in teaching Mother Tongue subject.

3. For future researchers, it is recommended to conduct similar study in other locale

and bigger scope to have more accurate findings about teaching strategies.
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