Name: Ciloa K.

Villaluz BEED 20-B MWF (9:00AM-10:00AM)

BEED 20-B (8-9 AM)
ACTIVITY NUMBER 7
Table 9
Skills of the Primary Teachers in the Implementation of MTB-MLE under the K-12
Curriculum
wx̄ Verbal
Indicators 5
Description
Exhibits fluency in the use of MTBMLE in teaching 4.17 High
Provides varied learning activities for diverse learners 4.33 High
Demonstrates skills in the use of ICT in the teaching learning 3.80 Satisfactory
process
Gives assessment to determine pupil’s school readiness. 4.40 High
Applies appropriate strategies and techniques to develop 4.27 High
pupils’ reading readiness.
Maximizes the use of instructional materials. 4.47 High
Stirs pupils to think what they have learned, ask questions, 4.33 High
reason out, probe and establish their own knowledge.
Demonstrates skills in developing phonological awareness and 4.33 High
phonemes in teaching oral language.
Presents curriculum materials in a way that allows children 4.43 High
who understand and speak the school language to gain the
prescribed standard for their grade level.
Demonstrates flexibility in the use of other tongue in teaching 4.40 High
new content and concepts and to develop oral, written, and
higher level thinking skills in the language pupils’ know best.
Creates a child-centered, activity-based classroom 4.60 High
environment.
Communicates in the language the students know best and 4.52 High
the knowledge and experience that students bring from their
home and community.
Helps students build fluency in understanding, speaking, 4.40 High
reading and writing the L1 and develop oral and written skills in
the official language L2.
Speaks, reads, writes fluently in both students’ mother tongue 4.43 High
and the official school language
 Composite 4.34 High

Table 9

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

wx̄ Verbal
Indicators 5
Description
Creates a child-centered, activity-based classroom 4.60 High
environment.
Communicates in the language the students know best and 4.52 High
the knowledge and experience that students bring from their
home and community.
Maximizes the use of instructional materials. 4.47 High
Presents curriculum materials in a way that allows children 4.43 High
who understand and speak the school language to gain the
prescribed standard for their grade level.
Speaks, reads, writes fluently in both students’ mother tongue 4.43 High
and the official school language
Helps students build fluency in understanding, speaking, 4.40 High
reading and writing the L1 and develop oral and written skills in
the official language L2.
Demonstrates flexibility in the use of other tongue in teaching 4.40 High
new content and concepts and to develop oral, written, and
higher level thinking skills in the language pupils’ know best.
Gives assessment to determine pupil’s school readiness. 4.40 High
Demonstrates skills in developing phonological awareness and 4.33 High
phonemes in teaching oral language.
Stirs pupils to think what they have learned, ask questions, 4.33 High
reason out, probe and establish their own knowledge.
Provides varied learning activities for diverse learners 4.33 High
Applies appropriate strategies and techniques to develop 4.27 High
pupils’ reading readiness.
Exhibits fluency in the use of MTBMLE in teaching 4.17 High
Demonstrates skills in the use of ICT in the teaching learning 3.80 Satisfactory
process
Composite 4.34 High
 Table 9 displayed on the skills of the primary teachers in the implementation of

MTB-MLE under the K-12 curriculum with the composite mean 4.34 and verbal

description of high. There are thirteen (13) competencies rated high by primary

teachers. It is shown in the table that the teachers created a child-centered, activity-

based classroom environment, perceived this as high with a weighted mean 4.60.

Followed by teachers communicated in the language the students know best and the

knowledge and experience that students bring from their home and community, rated it

as high with weighted mean 4.52. Next to this, the teachers maximized the use of

instructional materials with verbal description high equivalent of 4.47. Following that, the

teachers presented curriculum materials in a way that allows children who understand

and speak the school language to gain the prescribed standard for their grade level and

speaks, reads, writes fluently in both students’ mother tongue and the official school

language. Both have verbal description of high with weighted mean 4.43. Thereafter,

teachers helped students build fluency in understanding, speaking, reading and writing

the L1 and develop oral and written skills in the official language L2, demonstrated

flexibility in the use of other tongue in teaching new content and concepts and to

develop oral, written, and higher level thinking skills in the language pupils’ know best,

and gave assessment to determine pupil’s school readiness. All have weighted mean

4.40 with verbal description of high. The teachers were very competent in the thirteen

(13) KSA mentioned above and, therefore, this is not priority needed for them.

However, there is only one (1) competencies rated satisfactory by the same

respondents. The findings reveal that teachers demonstrated skills in the use of ICT in
the teaching learning process that have weighted mean 3.80 with verbal description of

satisfactory.

This result is supported by the study of Perez, N. (2019), findings of the study

revealed that language policies support the implementation of MTB-MLE among the five

selected countries in Southeast Asia. Mother tongue languages are used in education

as a medium of instruction and/or as a subject in Primary level. MT teachers among

these countries are almost similar in educational attainment and skills to speak the MT

languages. Nevertheless, training in curriculum and materials development, teaching

techniques and methodologies in MTB-MLE are given to them. These five countries are

all convinced to use mother tongue as a vehicle in learning the second language.