41

Chapter IV

RESULTS AND DISCUSSIONS

This chapter presents the findings of the mother tongue-based

multilingual education utilization as predictors to pedagogy and

teachers’ training.

Socio-demographic Profile of the Respondents

Baseline information of the respondents would provides

understanding on the social structure neccessary for individual teacher

classification. The profile of teachers in this study are carefully

indentified to trace any positive and negative factors attribute to multi-

lingual education. The profile of teachers identified such as gender,

position, and ethnicity are categorically classified to provide a descriptive

measure in terms of percentage.

The results of computation using the cross tabulation are

supported by matrix, this is done to make the data in more

understandable manner. Table 2 below contains the basic information

regarding the teachers’ profile. It can be observed that the teaching force

is dominated by female teachers (89 %) and male teachers constitute

only 11 %. This sex composition, 101 of them are Mandayan, 4 teachers

are Kalagan, and 32 teachers are Cebuano. Most of the teachers are in
 42

lower rank level or position , 79.9 % of them are ranked teacher I (123)

and 17.5 % are ranked teacher II (27) and few teachers (2.6 %) are

master teachers.

Based on the information stated above, it is clear that major of

teachers are Madayan and mostly teacher I in position. According to

Ladd (2008) that the teachers which is more fluent on the native tongue

in their assigned station are more effective than teachers who are new in

that area. Based also on the study of Ladd (2008) that, on average, brand

new teachers are less effective than those with higher rank under their

belts.

Ethnicity
Profile Category Total Percentage
Cebuano Kalagan Mandayan
Female 32 4 101 137 89%
Gender
Male 12 0 5 17 11%
Teacher1 24 3 96 123 79.9%
Teacher2 17 0 10 27 17.5%
Position
Master 3 1 0 4 2.6%
Teacher 1

Table 2: The Teachers Demographic profile

The Level of MTB-MLE Utilization as Medium of Instruction

The role of language as a medium of instruction in promoting an

effective teaching and learning involving is a great challenge that

preoccupied mind among scholars widewide (Devi, 2007). The

 43

Philippines educational system put premium on the use of mother

tongue to enhance students’ academic achievement. It is in this

prespective that this study anchored to assess how the mother tongue

implemented among teachers in local setting. There are three

indicators of MTB-MLE utilizations identified, these are translation of

target language to mother tongue, utilization of multilingual teaching,

and instructional materials written in mother tongue. These three

indicators are categorized accordingly to define the descriptive

measure of the level of utilization among teachers in their teaching and

learning engagement.

The multiple corresponding analysis is used to quantify

descriptively the phenomenon surrounded the utilization as medium of

instruction and strategies . There are three indicators of utilization as

medium of instruction and two indicators of strategies respectively

under mother tongue. The results of computation related to the

indicators mentioned are presented in matrix form in understandable

manner to bring clearly the desire information.

From the Table 3 below, it can be observed that each indicator

of utilization of mother tongue has a corresponding mean value range

from 0 to 1.0. Michael Greenacre and Jörg Blasius (2009) emphasized

the use of multiple correspondence analysis in social and behavioral

 44

data where the response are in categorical form, generate a value

ranges from 0 to 1.0.

To interpret the output of such method using the multiple

correspondence analysis, Kent (2015) suggested a membership

categorization of the results shall be appropriate.

Using the membership categorization, it could be stated

that the translation of target language to mother tongue which is

0.535, utilization of multilingual teaching (0.527) , and instructional

materials written in mother tongue (0.494). Each of this

corresponding mean value is under the membership category of

. It can be categorically described as moderate level.

Table 3: Level of MTB-MLE Utilization as Medium of Instruction and

Strategies

Centroid Coordinates
Descriptive
Observed Factor Dimension Category
1 2 Mean
Translation of Target .535
.859 .210 Moderate
Language
Utilization of Multi- .527 Moderate
.784 .270
Lingual Teaching
Instructional Materials .494 Moderate
Written in Mother .912 .076
Tongue
Active Total 2.55 .557 .518 Moderate
Cronbach's Alpha .908 -2.90 .978 Very High

The above statements about the translation of target language

to mother tongue support the claim of Jabak, (2013) that translator

 45

training normally focuses on translation into the mother tongue,

because higher quality is achieved in that direction than in translating

into a foreign language. In the utilization of multilingual teaching that

multilingual language awareness is a necessity for teachers of

multilingual students (Milambiling ,2011). In the instructional

materials written in mother tongue that instructional resources in

teaching and learning make students learn more and retain better

what they have been taught and that they also promote and sustain

students’ interest (Sunday & Joshua, 2010). It was clearly stated of

Sunday and Joshua (2010) that this remediation requires pupils to

stay after class hours for an extra learning especially for those pupils

who have difficulty with the lessons and for those who are behind in

their lesson. Utilization of literary piece helps stimulate an

understanding of diversity in the classroom and helps to build an

understanding of and respect for people from other cultures (Boles,

2006).

In general, the level of MTB-MLE utilization as medium of

instruction and teaching strategies is in moderate level (0.503). The

certainty of the proposition is 97.8%, based on the Cronbach’s Alpha

of .978. Many studies have already revealed that teaching using the

mother tongue in the early grades enhances children’s ability to learn

better compared to the use of a second or foreign language (UNESCO,

2003).
 46

The Level of Teaching Materials and Teachers Training

The Instruction materials are basic channel of communication in

the classroom for effective teaching and learning endeavor (Sunday

and Jshua, 2010). Likewise, it has been said that no teacher can teach

effectively without teaching materials (Dekker, 2010). Most of the

instructional materials avialable for teachers used for mother tongue

implementation came the national sources and most of the teachers

concerned are not so much familiar with the context and contain.

Evidently, teachers need training and seminars that would serve as an

opportunity for the teachers to learn from and interact with different

participants to make sure what to do in the actual classroom (Dutcher,

2004).

The instructional materials and teachers’ training are two

indicators required for the mother tongue classroom instructions.

These two indicators are assessed to access to true picture of what

level of these have been done by individual teacher in classroom. These

indicators are also processed categorically to provide a level measure

to describe the teachers’ practices in relation to mother tongue.

The same statistical process is used, the multiple

correspondence analysis, which is used in the previous section to

arrive the level measure. The results of the analysis is summarized in

the matrix form to provide a understandable summary of the

 47

information yield from computation. From Table 3, it is observable that

the remediation of instruction is 0.482, utilization of literary piece

written is 0.449, instructional materials is 0. 535 and teachers’

training is 0.546. Using the Kent (2015) membership categorization, it

could be stated that, the level of instructional materials and teachers’

trainings is moderate. The improvisation of instructional materials

written in mother tongue, still teachers need books that are accurate

and reliable (Dekker, 2010). According to Dekker, (2010), that no

teacher can teach effectively without appropriate materials that are

based one two components: established government curriculum goals

and pupil’s prior knowledge, culture, and value systems. With few

books available for most of the 170 languages of the Philippines,

materials development appears a daunting task. Seminars and

training also served as an opportunity for the teachers to learn from

and interact with the different participants (Dutcher, 2004).

Table 4: The Level of Teaching Materials and Teachers Training

Centroid Coordinates
Descriptive
Observed Factor
Category
Dimension
Mean
1 2
Remediation of Instruction .805 .158 .482 Moderate
Utilization of Literary Piece Moderate
.791 .107 .449
Written
Instructional Materials .921 .148 .535 Moderate
Teachers' Training .546 .547 .546 Moderate
 48

Active Total 3.063 .961 .503 Moderate

Cronbach's Alpha .891 -.825 .966 Very High

The general observation of the phenomenon suggests that, it has

an mean value of 0.503 and the certainty of this argument is 96.6%.

This is based the Cronbach’s Alpha of 0.966. Dutcher (2004) states

that the teachers need training in using first language in the

classroom and that the materials have to be appropriate, available,

and interesting to the pupils, as well used.

The Direct Effect of Mother Tongue-Based Multilingual Education

on Utilization to Pedagogy and Teachers’ Training

The Philippines educational reformance , the mother tongue

has been emphasized that, it plays an indispensible regional role in

academic enhancement. According to Hoven (2002) mother tongue

instruction promotes more interaction in the classroom that would

affects the teaching styles or modalities of delivering lessons in the

teaching and learning engagement among students.

The dynamic occurred in classroom environments as the

teachers deliveried their teaching task under the mother tongue

instruction generated different reaction. These teachers reaction can

be classified into negative and positive. Whatever the teacher

reactions towards mother tongue integration in teaching would surely

affected his/her teaching as a whole.

 49

To account the direct effect of mother tongue-based

multilingual education on teaching strategies, instructional materials

and teachers’ training the path analysis is used. This is done to

specifically to detect the effect size of each observed indicators of the

mother tongue based multi-lengual education such as the translation

of target language to mother togue, utilization of multilingual

teaching, and instructional materials written in mother tongue

toward remedion of instruction, utilization of literacy piece, teaching

materials, and teachers’ trainings.

The result of analysis is presented in path diagram (Figure 2)

below. It can be observed in the left side of the Figure 2, there are

three boxes with corresponding numbers. These numbers are values

of the covariance or correlation of the variables translation of target

language to mother tongue and and instructional materials written in

mother tongue (0.76), utilization of multilingual teaching and

instructional materials written in mother tongue (0.76), and

utilization of multilingual teaching and translation of target language

Remediation
to mother tongue (0.72). E4* 0.82

0.28*

0.37*

-0.04*
Translation

0.70*

0.72*
Motivation E5* 0.82
0.10*

0.76* Utilization -0.31*

0.44*
0.76*

0.31*

Instrational -0.13* Materials E6* 0.81

-0.10*

0.29*
 50

Instructional

Figure 2 . The Path Diagram of Direct Effect

The rightmost four boxes with corresponding numbers

represents the marginal error of the model for each dependent

variables. For remediation (0.82), motivation (0.82) , materials (0.81),

and training (0.88). The detail discussion regarding these matters is

done here since they are not the interest of this study.

The most important that shall be given attention is the direct

effect of the effect of mother tongue based multi-lingual education.

This direct effect of each indicator of the mother tongue based multi-

lingual education can be seen in the middle of the path diagram.

These are

Based on this criteria, it can be stated that the direct

effect size of utilization of literacy piece is large (0.70), the translation

of target language to mother tongue towards remedion of instruction

is medium (0.28), teaching materials is medium (0.44), and teachers’

trainings is small (0.10). Sunday and Joshua (2010) states that their
 51

should be a remedial class given to a learner to give them an

opportunity to ask the teacher about his/her difficulties in

understanding the lesson especially when the problem has something

to do with the mother tongue the teacher is using during the class

discussion. In this case, it will also help the pupils learn most, from

utilizing their mother tongue.

Training and seminars are also important for teachers who are

teaching multilingual learners because they need to be oriented and

guided on how to handle learners with different languages. Seminars

and training also served as an opportunity for the teachers to learn

from and interact with the different participants (Dutcher, 2004).

Teaching and learning cannot be effective without adequate and

relevant use of instructional materials (Sunday & Joshua, 2010). One

of the respondents emphasized that in order to effectively implement

MTB-MLE, curriculum should be updated and textbooks and teaching

materials should be made available in advance.

For the direct effect of utilization of multilingual teaching

towards remedion of instruction is medium (0.37), teaching materials

is medium (0.31), teachers’ trainings is medium (0.29) and utilization

of literacy piece is small (0.10). Sunday and Joshua (2010) states that

their should be a remedial class given to a learner to give them an

opportunity to ask the teacher about his/her difficulties in

 52

understanding the lesson especially when the problem has something

to do with the mother tongue the teacher is using during the class

discussion. In this case, it will also help the pupils learn most, from

utilizing their mother tongue. Multicultural literature can be used as a

tool to open pupil’s minds. It helps to stimulate an understanding of

diversity in the classroom and helps to build an understanding of and

respect for people from other cultures (Boles, 2006).

Lastly, for the direct effect of instructional materials written in

mother tongue towards utilization of literacy piece is medium (-0.31),

teachers’ trainings is medium (0.29), teaching materials is small (-

0.13), and remedion of instruction is small (-0.04). Dutcher (2004)

suggests training programs for teachers to enhance their skills and to

enrich their knowledge regarding the implementation of mother

tongue - based instruction and to improve their vocabulary with the

use of mother tongue they are using. This means less emphasis on

rote learning, repetition and copying, and more on peer-to-peer

interaction and on encouraging students to think for themselves,

read, and come to their own conclusions (Dutcher, 2004).

In general, the average direct effect of the of mother tongue

based multi-lingual education on teaching strategies, instructional

materials and teacher training is 0.28, a medium direct effect.

 53

The Best Fit Model for Mother Tongue-Based on Multilingual

Education on Utilization to Pedagogy and Teachers’Training

The mother tongue-based multilingual education is a

multi-dimensional education endeavor that involved many factors.

To search for the best fit model for the 154 response of the

respondents is a trial and error process and most of the cases is a

tidious endeavor. However, there are some guide provided by some

scholar that is useful of constructing a particular model.

Schreiber, et. al. (2006) provide a basic set of guidelines and

recommendations for information that should be included in any

manuscript that used a path model or structural equation modeling

as the primary statistical analysis technique. They also provide a

cutoff criteria for the indexes that are used in interpreting best fit

model (see appendex, cutoff criteria for indexes)

There are four level of goodness of fit to be considered , these

are, the absolute/predictive fit, comparative fit, parsimonious fit,

and others. Some software generates only few indices. The software

that has been for this modeling generates information provided on

the Table 5 below.

It can be observed that the indices goodness of fit under

absolute/predictive fit has been satisfied. Since Chi-square =

762.091, AIC = 720.091 and CAIC = 635.36 456) all of these indices
 54

are considered small values or number. This suggests that the

model used for this study is candidate for best fit.

Now looking the indices under comparative fit such as

comparative fit index (CFI) = 1.000, Bollen's (IFI) fit index =

1.004 , Mcdonald's (MFI) fit index = 1.010, Joreskog-Sorbom's

GFI fit index = .996, Joreskog-Sorbom's AGFI fit index = .986,

Bentler-Bonett normed fit index = .996, and Bentler-Bonett non-

normed fit index = 1.014, are all values generated under comparative

are greater than .95. This indicates that the model used for this

study is candidate for best fit.

Finally, examining the other indices such as root mean-square

residual (RMR) =.029, standardized RMR = .038, root mean-

square error of approximation (rmsea) = .000 , and 90% confidence

interval of rmsea ( .000, .065). All these indices satisfied the

cutoff (see appendix, cutoff criteria of several fit indices).

It can be concluded that there exists a best fit model for model

for mother tongue based on multi-lingual education teachers

strategies, instructional materials and training, that is, the Least

Square model using the path analysis.

Table 5. The Best Fit Model for Mother Tongue Based on Multi-
Lingual Education

GOODNESS OF FIT SUMMARY FOR METHOD LEAST SQUARE

 55

INDEPENDENCE MODEL CHI-SQUARE =762.091 ON 21

DEGREES OF FREEDOM
INDEPENDENCE AIC =720.091
INDEPENDENCE CAIC =635.315
PROBABILITY VALUE FOR THE =.00000
CHI-SQUARE STATISTIC IS
FIT INDICES
BENTLER-BONETT NORMED FIT INDEX =.996
BENTLER-BONETT NON-NORMED FIT =1.014
INDEX
COMPARATIVE FIT INDEX (CFI) =1.000
BOLLEN'S (IFI) FIT INDEX =1.004
MCDONALD'S (MFI) FIT INDEX =1.010
JORESKOG-SORBOM'S GFI FIT INDEX =.997
JORESKOG-SORBOM'S AGFI FIT INDEX =.986
ROOT MEAN-SQUARE RESIDUAL (RMR) =.029
STANDARDIZED RMR =.038
ROOT MEAN-SQUARE ERROR OF =.000
APPROXIMATION (RMSEA)
90% CONFIDENCE INTERVAL OF =( .000, .065)
RMSEA
RELIABILITY COEFFICIENTS

CRONBACH'S ALPHA =.887

Teachers who used appropriate teaching materials, varied

teaching strategies in his lesson are more effective in delivering his

lesson. Seminars and training also served as an opportunity for the

teachers to learn from and interact with the different participants

(Dutcher, 2004).

Teaching and learning cannot be effective without adequate and

relevant use of instructional materials (Sunday & Joshua, 2010). One

of the respondents emphasized that in order to effectively implement

MTB-MLE, curriculum should be updated and textbooks and teaching

materials should be made available in advance.

56