POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

RESULT

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter brings out into focus the essential features of this study. It

presents the data gathered concerning the perception of the respondents. The

crucial analyses and interpretation of data were also expounded in this part.

1. The perception of the teachers on the MTBMLE in pupils’ academic performance

in terms of:

1.1 Study habits of pupils

Table 2

Perception of the Respondents in Terms of Study Habits of the Pupils

Study Habits of Average Scores of Interpretation

Pupils the Respondents
1 4.75 Strongly Agree
2 4.55 Strongly Agree
3 4.85 Strongly Agree
4 4.85 Strongly Agree
5 4.6 Strongly Agree
General Average 4.72 Strongly Agree

Table 2 shows the respondents’ perception of MTBMLE on pupils’ study

habits. The following are the categories which pertains to pupils’ study habits: 1

Pupils possess high reading speed as a result of mother tongue instruction; 2 Pupils’
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habit of doing their assignments without their parent’s assistance; 3 Pupils’

participation in class by actively reciting; 4 Pupils are eagerly listen to the teachers;

and 5 Pupils compose phrases and sentences with utmost confidence.

All categories have the average scores ranging from 4.6 to 4.85 with all

interpretations of “Strongly Agree”. In general, the perception of the respondents is

4.72which are interpreted as “Strongly Agree”. This means that MTBMLE helps the

pupils develop and enhance their study habits.

If the child has the mother tongue as the teaching language, s/he

understands the teaching, learns the subjects, develops the Cognitive-Academic

Language Proficiency (CALP) in the mother tongue, and has very good chances of

becoming a thinking, knowledgeable person who can continue the education.

(Skuttnab-Kangas, 2010)

Dr. Florangel Rosario Braid (2011) wrote that the use of MTBMLE indicate

outcomes showing that indeed the learner are more creative. As early as grade one,

pupils are able to write own ideas and form them into a simple story.

Language scholars around the world unanimously say that children learn best

in their own languages, not in foreign language. Student taught in mother tongue

appeared more active in class and were able learn more. (Gunigundo III, 2008)

The study habits of the pupils are more disciplined. They have organized plan

on what task to undertake or what questions to be answered or what things needed

to write or read. It is because mother tongue instruction provides accurate directive

to pupils on what should they do.

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1.2 Comprehension level of pupils

Table 3

Perception of the Respondents in Terms of Comprehension Level of the Pupils

Comprehension Average Scores of Interpretation

level of the Pupils the Respondents
1 4.65 Strongly Agree
2 4.85 Strongly Agree
3 4.55 Strongly Agree
4 4.5 Strongly Agree
5 4.6 Strongly Agree
General Average 4.63 Strongly Agree

The table shows the second phase of academic performance in terms of

comprehension level of the pupils. The categories are the following: 1 The

comprehension level of pupils increases because it addresses the high functional

illiteracy of Filipinos; 2 MTBMLE helps develop pupils’ comprehension easily; 3

MTBMLE increases the level of understanding of pupils in all subjects; 4 Because of

quick comprehension, pupils can express their thoughts easily in both speaking and

writing; and 5 MTBMLE gives pupils confidence to do well in class because of their

high comprehension.

The five categories have the average scores ranging from 4.5 to 4.85 with all

interpretations of “Strongly Agree”. Hence, the general average of the perception of

the respondents is 4.63 which are interpreted as “Strongly Agree”. This means that
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based on the respondents, MTBMLE supports pupils to have good comprehension

in all their studies.

Mother Tongue-Based Multilingual Education encourages active participation

by children in the learning process because they understand what is being

discussed and can articulate their thoughts. (Malone, 2007)

1.3 Proficiency in English

Table 4

Perception of the Respondents in Terms of Proficiency of Pupils in English

Proficiency of Average Scores of Interpretation

Pupils in English the Respondents
Table 4 shows the teachers’ perception on their pupils’ proficiency in English.
1 4.75 Strongly Agree
2 4.75 Strongly Agree
3 4.75 Strongly Agree
4 4.85 Strongly Agree
5 4.85 Strongly Agree
General Average 4.79 Strongly Agree
The following categories are drawn: 1 MTBMLE is the best way to learn English

proficiency because it serves as a springboard into learning; 2 The best way to learn

English is using the first language as a base for language learning; 3 MTBMLE helps

teachers develop pupils’ English proficiency; 4 Mother tongue is helpful to early

education in developing the language faculties of pupils; and 5 MTBMLE develops

the pupils’ competencies in different learning areas.

All categories have their average scores ranging from 4.75 to 4.85 with all

interpretations of “Strongly Agree”. The perception of the respondents is 4.79 as

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their general average which interpreted as “Strongly Agree”. This means that

through the use of mother tongue as the medium of instruction, pupils become more

proficient in English.

The best way to attain proficiency in English is the use of MLE model which

provide English be taught a separate subject in the elementary level before it

becomes one medium of instruction in secondary level, together with the national

language. (Nolasco, 2011)

2. The teachers’ perception on MTBMLE in terms of:

2.1 Its impact on facilitation of teaching and learning

Table 5

Perception of the Respondents in Terms of Facilitation of Teaching and Learning

Facilitation of Average Scores of Interpretation

Teaching and the Respondents
Learning
1 4.95 Strongly Agree
2 4.45 Strongly Agree
3 4.95 Strongly Agree
4 4.85 Strongly Agree
5 4.6 Strongly Agree
General Average 4.76 Strongly Agree

The table shows the perception of teachers on MTBMLE with regards to

its impact on facilitation of teaching and learning. The following categories

were considered: 1The teachers can evaluate well the performance of pupils by

implementing MTBMLE; 2 MTBMLE increases teachers’ performance because they

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use the first language than the language of wider communication; 3 Pupils learn and

understand well the subjects in class; 4 With the use of MTBMLE, teachers can

easily assess the performance of the pupils; and 5 MTBMLE exhibits the real

performance of pupils in all learning areas.

These categories have their average scores ranging from 4.45 to 4.95 which

are interpreted as “Strongly Agree”. In general, the total average computed is 4.76

which mean “Strongly Agree”. Accordingly, the teachers’ perception is positive in

terms of the facilitation of the teaching and learning.

Joel Bagain Lopez (2010) found out that development of mother tongue-

based early literacy assessment tools is very useful in identifying what children are

capable of doing.

Teachers are more positive and confident in teaching the mother tongue

when they had the opportunity to spend time learning about their own language,

create mother tongue teaching and learning materials, and reflect on their early

learning experiences and experience what it is like to learn in a language that is not

familiar. (Stone, 2012)

In Their Own Language…Education for All The use of a language that

children understand allows teachers to use more active and more effective teaching

methods. Supporting mastery of the first language promotes the cognitive

development needed to more easily learn a second language. (World Bank, 2005)
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2.2 The retention and application of the learning acquired by the students;

Table 6

Perception of the Respondents in Terms of Retention and Application of Learning Acquired

Retention and Average Scores of Interpretation

Application of the respondents
Learning Acquired
1 4.8 Strongly Agree
2 4.85 Strongly Agree
3 4.85 Strongly Agree
4 4.7 Strongly Agree
5 4.9 Strongly Agree
General Average 4.82 Strongly Agree

Table 5 shows the perception of teachers on MTBMLE in terms of the

retention and application of the learning acquired by the pupils. The following

categories are considered in the table: 1 Pupils retain lessons better because they

can easily understand the medium of instruction; 2 Pupils comprehend lessons

much easier in the first language; 3 MTBMLE serves as an instrument for pupils to

develop their potentials by proper application of what they have learned; and 5 The

pupils can understand more complex ideas in the mother tongue.

All categories have the average scores of 4.7 to 4.9 which are interpreted as

“Strongly Agree”. In general, 4.82 is the computed total average with an

interpretation of “Strongly Agree”. Thus, the respondents affirm that MTBMLE

enhance the retention and application of learning acquired by the pupils.

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The concepts, terms, principles and the like are retained and gradually

applied by the pupils not because they only know it but also, they understand how to

apply these things in real life situations.

Several independent studies with indigenous populations have demonstrated

that the use of children’s home language has been successful in raising levels of

literacy in the local language and the national language, as well as raising

achievement levels in a variety of academic subjects. (World Bank, 2005)

The knowledge of language, literacy and concepts learned in L1 can be

accessed and used in the second language once oral L2 skills are developed, and

no relearning acquired. Consistent with these principles, it is possible for children

schooled only in the L2 to transfer their knowledge and skills in the L1 but the

process is highly inefficient as well as being unnecessary difficult. (Dekker, 2010)

The pupils’ retention and application of what they learned depend upon their

understanding of the subject matters they acquired when they’re in the first three

years of schooling.

2.3 The relationship of the students with their community?

Table 7
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Perception of the Respondents in Terms of Community Relationship

Community Average Scores of the Interpretation

Relationship Respondents
1 4.75 Strongly Agree
2 4.85 Strongly Agree
3 4.55 Strongly Agree
4 4.6 Strongly Agree
5 4.7 Strongly Agree
General Average 4.69 Strongly Agree

The table illustrates the perception of the respondents on MTBMLE in terms

of the relationship of the school to the community. The five categories are took into

account: 1 MTBMLE creates the classroom setting for integration of the people’s

community knowledge that informs their lives and gives sense into the school

system; 2 MTBMLE makes it probable for the community to produce its own

culturally relevant reading materials and teaching aids, with the help of local writers,

illustrators, and other people in the community; 3 MTBMLE strengthens the

connection of school employees to the community; 4 MTBMLE brings the community

closer to school and its programs; and 5 MTBMLE bridges the gap of teacher-parent

relationship who can take an active part in education of their children.

The five categories are in “Strongly Agree” interpretation with average scores

from 4.6 to 4.85. The general average is 4.68 which is interpreted as “Strongly

Agree”. The respondents are unanimous in their perception that MTBMLE

strengthen the relationship of school to the community.

MTBMLE empowers the community (local writer, editors and illustrators) to

produce culturally relevant reading materials and teaching aids. (Malone, 2007)
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The community can play an important role in the development of appropriate

materials written in the mother tongue using natural, age-appropriate language and

reflecting cultural situations and practice that will be familiar to learners. (UNESCO,

2007)

The use of local languages for instruction often leads to inclusion of more

local content in the curriculum and greater participation of parents and community

members as classroom resources. Parents are better positioned to become involved

in the school and to feel that the edge and their culture are valued. The legitimization

of local languages that comes from their use in schooling can strengthen children’s,

families’ and communities’ sense of inclusion in schooling. (World Bank, 2005)

DISCUSSION

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

Summary
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This research studied the implications of the perception of the Lubuagan,

Kalinga’s teachers on the reinforcement of the Mother Tongue-Based Multilingual

Education policy. The respondents of the study were the 20 grades 1, 2, and 3

elementary school teachers of Lubuagan, Kalinga. The researchers used the Likert

Scale Survey to gain quantitative data. The questionnaire was divided into two parts.

The first part of survey consists of the profile such as name, age, educational

achievement, and the like. The second part consisted of the possible perceptions of

the respondents about Mother Tongue-Based Multilingual Education.

The study was guided by the following three main questions: (1) What is the

perception of the teachers on MTBMLE in pupils’ academic performance in terms of:

(1.1) Study habits of pupils; (1.2) Comprehension levels of pupils; and (1.3)

Proficiency in English? (2) What is the teachers’ perception on MTBMLE in terms of:

(2.1) Its impact on facilitation of teaching and learning; (2.2) The retention and

application of the learning acquired by the students; and (2.3) The relationship of the

students with their community? (3) In general, what are the implications of the

teachers’ perception for the implementation of MTBMLE policy?

Findings

Based on the data gathered, the researchers have constructed the following

findings:
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1. The academic performance of the pupils in MTBMLE based on the

respondents’ perception is good because the pupils are focused on their

studies, the pupils have higher comprehension of the lesson, and the pupils

are more proficient in English.

1.1 On the pupils’ study habits, the average scores range from 4.6 to 4.85 with

all interpretations of “Strongly Agree”. In general, the perception of the

respondents is 4.72 which are interpreted as “Strongly Agree”. This means

that MTBMLE helps the pupils develop and enhance their study habits.

In Why Mother Tongue-Based Multilingual Education? ToveSkuttnab-Kangas

(2010) wrote that if the child has the mother tongue as the teaching language, s/he

understands the teaching, learns the subjects, develops the Cognitive-Academic

Language Proficiency (CALP) in the mother tongue, and has very good chances of

becoming a thinking, knowledgeable person who can continue the education.

1.2 On the comprehension level of the pupils, the average scores range from

4.5 to 4.85 with all interpretations of “Strongly Agree”. Hence, the general

average of the perception of the respondents is 4.63 which are interpreted

as “Strongly Agree”. This means that based on the respondents, MTBMLE

supports pupils to have good comprehension in all their studies.

Mother Tongue-Based Multilingual Education encourages active participation

by children in the learning process because they understand what is being

discussed and can articulate their thoughts. (Malone, 2007)

 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 13

1.3 On the proficiency of pupils in English, the average scores range from

4.75 to 4.85 with all interpretations of “Strongly Agree”. The perception of

the respondents is 4.79 as their general average which interpreted as

“Strongly Agree”. This means that through the use of mother tongue as

the medium of instruction, pupils become more proficient in English.

In 21 Reasons Why Children Learn Better Using their Mother Tongue,

(Nolasco, 2011) wrote that the best way to attain proficiency in English is the use of

MLE model which provide English be taught a separate subject in the elementary

level before it becomes one medium of instruction in secondary level, together with

the national language.

2. The perception of the teachers on Mother Tongue-Based Multilingual

Education is unanimous that MTBMLE develops high-quality teaching-

learning process, supports the pupils’ application and retention of the learning

they acquired, and strengthens school-community relationships.

2.1 On the facilitation of teaching and learning, average scores range from

4.45 to 4.95 which are interpreted as “Strongly Agree”. In general, the total

average computed is 4.76 which mean “Strongly Agree”. Accordingly, the

teachers’ perception is positive in terms of the facilitation of the teaching

and learning.

Teachers are more positive and confident in teaching the mother tongue

when they had the opportunity to spend time learning about their own language,

create mother tongue teaching and learning materials, and reflect on their early
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learning experiences and experience what it is like to learn in a language that is not

familiar. (Stone, 2012)

2.2 On the application and retention of the learning acquired the average

scores of 4.7 to 4.9 which are interpreted as “Strongly Agree”. In general,

4.82 is the computed total average with an interpretation of“Strongly

Agree”.Thus, the respondents affirm that MTBMLE enhance the retention

and application of learning acquired by the pupils.

In In Their Own Language…Education for All, World Bank (2005) reported

that several independent studies with indigenous populations have demonstrated

that the use of children’s home language has been successful in raising levels of

literacy in the local language and the national language, as well as raising

achievement levels in a variety of academic subjects.

2.3 The five categories are in “Strongly Agree” interpretation with average

scores from 4.6 to 4.85. The general average is 4.68 which are interpreted

as “Strongly Agree”. The respondents are unanimous in their perception

that MTBMLE strengthen the relationship of school to the community.

MTBMLE empowers the community (local writer, editors and illustrators) to

produce culturally relevant reading materials and teaching aids. (Malone, 2007)

The community can play an important role in the development of appropriate

materials written in the mother tongue using natural, age-appropriate language and
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reflecting cultural situations and practice that will be familiar to learners. (UNESCO,

2007)

3. Mother Tongue-Based Multilingual Education based on the perceptions of the

teachers is the best teaching system in the first three years of elementary

schooling. It helps the pupils attain good academic performance. It also helps

the teacher for effective and efficient teaching. And lastly, MTBMLE brings the

community closer to school and its projects.

Conclusions

Based on the data gathered, the researchers have drawn the following

conclusions:

1. The teachers of Lubuagan, Kalinga strongly agreed that through Mother

Tongue-Based Multilingual Education, grades 1, 2, and 3 pupils’ academic

performance are built up and improve.

1.1 Pupils are more focus and well-motivated on their studies;

1.2 In terms of pupils’ comprehension, MTBMLE helps for better and

understanding of the lesson; and

1.3 Pupils are more proficient in English because MTBMLE serves as a

springboard into learning.

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2. The teachers of Lubuagan, Kalinga strongly agreed that MTBMLE is the

best teaching system because of the following reasons:

2.1 Mother Tongue-Based Multilingual Education exhibits the real

performance of pupils in all learning areas enabling the teacher to

easily assess the performance of the pupils;

2.2 Pupils’ potentials, skills and competencies are developed because they

can apply what they have learned; and

2.3 The community is become closer to school in promoting and executing

educational programs.

3. In general, the perceptions of teachers are evidently unanimous that

through the use of mother tongue as the medium of instruction, pupils

become very active in their studies, teachers can easily create teaching

methods and strategies to deliver the lesson, the community is link to

school programs.

Recommendations

On the basis of the stated summary of findings and conclusions the following

recommendations are humbly endorsed:

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1. The School Administrators should institutionalize Mother Tongue – Based

Multilingual Education following the basic requirements for a strong Mother

Tongue – Based Multilingual Education program.

2. Teachers should strengthen the implementation of Mother Tongue – Based

Multilingual Education by having a continuous In-Service Training (INSET)

emphasizing on using the L1 as the medium of instruction.

3. Government Officials should support the implementation of Mother Tongue –

based Multilingual Education focusing on ethnic and minority language

communities.

4. Parents should exercise the use of L1 inside the house to facilitate and further

enhance the pupils’ ability in speaking their local language.

5. DepEd Order No. 74 s. 2009, July 14, 2009: Institutionalizing Mother Tongue-

based Multilingual Education should be implemented strictly on all primary

schools across the country.

6. Children must be taught reading and writing skills with their first language.

The second language must be taught gradually and symmetrically from

familiar language to unfamiliar language.

7. Instructional materials should be culturally relevant in order to suit the

learning needs of the pupils as issued in DepEd Order No. 90 s. 2011.