Hanna Darlyn C.

Tomaroy BSED- III

BSEDVED19 A – TTH 8:30-10:00AM May 24, 2021

ACTIVITY NUMBER 5

INSTRUCTION: Please present analyze and interpret data found in the following in
Table 8. (20 points)

Table 8
Knowledge of the Primary Teachers in the Implementation of MTB-MLE under the K-12
Curriculum

wx̄ Verbal
Indicators
Description
Demonstrate a thorough knowledge of the k-12 Program 4.27 High
Has a comprehensive and accurate grasps of the content of the k- 4.17 Satisfactory
12 curriculum
Has a working knowledge of the different pedagogical 4.20 Satisfactory
approaches and techniques in teaching
Exhibits mastery of the subject matter 4.27 High
Manifest a thorough understanding of the MTBMLE instruction 4.23 High
Has accurate and reliable view of the child’s school readiness 4.10 Satisfactory
Shows of evidence of integration of subject matter to other fields 4.23 High
of knowledge
Communicates clear learning goal for the lessons appropriate for 4.37 High
learners

Develops a variety of appropriate assessment strategies to 4.33 High

monitor and evaluate learning

Has a working knowledge on how to apply sound second 4.10 Satisfactory

language acquisition theories and practices to students L2
learning tasks

Provides students with many meaningful challenging activities 4.30 High

that help them gain confidence in using L2 for communication
and life-long learning (WX=4.30).

Has the working knowledge in incorporating modern learning 4.17 Satisfactory

theories and practice into all class activities

Activates schema and prior knowledge of pupils to develop 4.17 Satisfactory

reading comprehension
 Observe appropriate pedagogy in developing pupil’s oral 4.17 Satisfactory
language

Composite 4.22 High

Organizing, Analyzing and Interpreting of Data

Table 8
Knowledge of the Primary Teachers in the Implementation of MTB-MLE under the K-12
Curriculum

wx̄ Verbal
Indicators
Description
Communicates clear learning goal for the lessons appropriate for 4.37 High
learners

Develops a variety of appropriate assessment strategies to 4.33 High

monitor and evaluate learning

Provides students with many meaningful challenging activities 4.30 High

that help them gain confidence in using L2 for communication
and life-long learning (WX=4.30).

Demonstrate a thorough knowledge of the k-12 Program 4.27 High

Exhibits mastery of the subject matter 4.27 High
Manifest a thorough understanding of the MTBMLE instruction 4.23 High
Shows of evidence of integration of subject matter to other fields 4.23 High
of knowledge
Has a working knowledge of the different pedagogical 4.20 Satisfactory
approaches and techniques in teaching
Has a comprehensive and accurate grasps of the content of the k- 4.17 Satisfactory
12 curriculum
Has the working knowledge in incorporating modern learning 4.17 Satisfactory
theories and practice into all class activities

Activates schema and prior knowledge of pupils to develop 4.17 Satisfactory

reading comprehension

Observe appropriate pedagogy in developing pupil’s oral 4.17 Satisfactory

language

Has accurate and reliable view of the child’s school readiness 4.10 Satisfactory
Has a working knowledge on how to apply sound second 4.10 Satisfactory
 language acquisition theories and practices to students L2
learning tasks

Composite 4.22 High

In table 8, it shows the Knowledge of the Primary Teachers in the Implementation of

MTB-MLE under the K-12 Curriculum. The figures above shows that the teachers communicate
clear learning goal for the lessons appropriate for learners with the weighted mean of 4.37 and a
verbal description of high. The teachers as well as develop a variety of appropriate assessment
strategies to monitor and evaluate learning having a weighted mean of 4.33 and a verbal
description of high. The teachers also provide students with many meaningful challenging
activities that help them gain confidence in using L2 for communication and life-long learning
with a weighted mean of 4.30 and a verbal description which is high. There are also teachers
who demonstrate a thorough knowledge of the k-12 Program and exhibits mastery of the subject
matter wherein both having a weighted mean of 4.27 and a high verbal description. Furthermore,
the teachers show of evidence of integration of subject matter to other fields of knowledge as
well as manifest a thorough understanding of the MTBMLE instruction which both have a
weighted mean of 4.23 and a high verbal description.

In the other hand, there is also results present displaying the verbal description of
satisfactory. Other teachers that having the weighted mean of 4.20 with a verbal description of
satisfactory, has the working knowledge of the different pedagogical approaches and techniques
in teaching with a verbal description of satisfactory. There are also teachers with a weighted
mean of 4.17 with a verbal description of satisfactory who has a comprehensive and accurate
grasp of the content of the k-12 curriculum, has the working knowledge in incorporating modern
learning theories and practice into all class activities, activates schema and prior knowledge of
pupils to develop reading comprehension and who observe appropriate pedagogy in developing
pupil’s oral language. Lastly, other teachers have accurate and reliable view of the child’s school
readiness and has a working knowledge on how to apply sound second language acquisition
theories and practices to students L2 learning tasks with a weighted mean of 4.10 and a verbal
description of satisfactory. This results to an overall weighted mean of 4.22 and a verbal
description of high which means teachers have high Knowledge of the Primary Teachers in the
Implementation of MTB-MLE under the K-12 Curriculum.

Learners begin their learning in the first language they taught and understand – their
mother tongue – and its needs to be develop a strong foundation before having an effective
learning for additional languages. So, the Department of Education (DepEd) gets inspiration in
its inclusion of Mother Tongue-Based Multilingual Education (MTB-MLE) as a feature of the
Enhanced Basic Education Program. It mandates the use of the language that the students are
first familiar with (their fist language) as a medium of instruction to allow them to grasp the
basic concepts of learning and understanding more easily.

Mother Tongue-Based Learning Makes Lesson More Interactive and Easier For Students.
Department of Education (DepEd). Retrieved October 24, 2016, from
https://www.deped.gov.ph/2016/10/24/mother-tongue-based-lerning-makes-lessonmore-
interactve-and-easier-for-students/