CHALLENGES AND COPING MECHANISMS

OF TEACHERS IN TEACHING THE MOTHER

TONGUE-BASED MULTILINGUAL
EDUCATION
(MTB-MLE) AND GRADE 3 LEARNERS’
READING PERFORMANCE

NORHATA R. MUTIA
Rationale
The issue of mother tongue-based education is not unique to the Philippines.
Many countries have implemented similar programs in an effort to improve
the quality of education for learners. However, the implementation of these
programs has been challenging due to various factors such as lack of
resources, inadequate teacher training, and resistance.to change.
Rationale
These challenges have resulted in poor reading performance among grade 3
learners, which is a major concern for the education sector in the Philippines.
According to the Philippine Informal Reading Inventory (Phil-IRI), an assessment
tool used to measure the reading performance of learners, many grade 3 learners
are not reading at their expected level. This is an indication that the
implementation of MTB-MLE has not been as effective as expected (Garcia and
Santos, 2019).
change.
Rationale
The objective of this study was to determine the challenges and coping
mechanisms of elementary teachers in teaching MTB-MLE and their impact
on grade 3 learners' reading performance in Pantao-Ragat District Schools.
The researcher has the capability to conduct this study as she has experience
in teaching MTB-MLE and have a background in research methodology.
Theoretical Framework
This foundational theory on MTB-MLE relevant in
the present study because it deals with challenges
e n c o u n t e r e d i n t h e u t i l i z a t i o n o f M o t h e r To n g u e -
Based Multilingual Education (MTB-MLE)
Theoretical Framework
Another relevant theory used in the study was
Anderson's Schema Theory (1984) as cited by
Raagas (2021) which is an explanation of how
readers use their prior knowledge to comprehend
and learn from text.
Theoretical Framework
Another relevant theory used in the study was Lev
Vy g o t s k y ( 1 9 3 4 ) S o c i a l C o n s t r u c t i v i s t T h e o r y a s c i t e d
by Mantilla (2022) is a learning theory propounded by
L e v Vy g o t s k y i n 1 9 6 8 . T h e t h e o r y s t a t e s t h a t l a n g u a g e
and culture are the frameworks through which humans
e x p e r i e n c e , c o m m u n i c a t e , a n d u n d e r s t a n d r e a l i t y.
 Schematic Diagram
CHALLENGES OF TEACHERS IN
TEACHING THE MOTHER
TONGUE-BASED MULTILINGUAL
EDUCATION (MTB-MLE)
• Lack of Instructional Materials in
MTB-MLE
• Lack of Vocabulary
• Lack of Teacher Training
READING PERFORMANCE OF
GRADE 3 LEARNERS

(PHIL-IRI)
COPING MECHANISMS OF TEACHERS
IN TEACHING MOTHER TONGUE-
BASED MULTILINGUAL EDUCATION
(MTB-MLE)
 Multilingual Teaching
 Improvising Instructional Materials
 Remediation of Instruction
 Statement of the Problem
1. 1. What are the elementary teachers’ challenges in teaching Mother Tongue-
Based Multilingual Education (MTB-MLE) in terms of:
1.1 Lack of Instructional Materials in MTB-MLE;
1.2 Lack of Vocabulary; and
1.3 Lack of Teacher Training?

1. 2. What are the elementary teachers’ coping mechanisms in teaching Mother

Tongue-Based Multilingual Education (MTB-MLE) in terms of:
2.1 Multilingual Teaching;
2.2 Improvising Instructional Materials; and
2.3 Remediation of Instruction?
 Statement of the Problem
1. 3. What are the learners’ reading performance based on Phil-IRI result?

4. Is there a significant relationship between the learners’ reading performance and

4.1 their challenges in teaching MTB-MLE; and
4.2 Their coping mechanisms in teaching MTB-MLE?
Participants of the Study
The participants of the study were purposively selected 74 primary and elementary teachers and 100
learners for the reading performance in Pantao-Ragat District Schools, Division of Lanao del Norte. It
encompasses the following distribution.
 Executive Summary
Problem 1 Findings Recommendations
What are the elementary On the summary of the mean distribution of They may engage in ongoing
teachers’ challenges in challenges, indicating an overall mean of 3.34 professional development sessions
teaching Mother Tongue- in the "Agree/Challenged" category. The focused on addressing the identified
Based Multilingual highest mean values were associated with the challenges in MTB-MLE,
Education (MTB-MLE) lack of instructional materials and vocabulary, particularly related to instructional
in terms of lack of both falling into the "Strongly Agree/Highly materials and vocabulary. Training
instructional materials in Challenged" category. These results collectively sessions should emphasize creative
MTB-MLE, lack of underscore the multifaceted challenges that teaching strategies, multilingual
vocabulary, and lack of teachers encounter in delivering quality MTB- approaches, and improvisation skills
teacher’s training? MLE instruction and emphasize the urgent to enhance instructional
need for targeted interventions. effectiveness.
 Executive Summary
Problem 2 Findings Recommendations
What are the elementary The overall mean of 3.34 represents an Teachers may engage in seminars
teachers’ coping aggregated view of teachers' coping and psychological counsellings
mechanisms in teaching mechanisms in MTB-MLE. This mean falls regularly.
Mother Tongue-Based within the "Agree/True to Me" category,
Multilingual Education indicating a general consensus among teachers
(MTB-MLE) in terms of in favor of the coping mechanisms presented in
multilingual teaching, the survey.
improvising instructional
materials, and
remediation of
instruction?
 Executive Summary
Problem 3 Findings Recommendations
What are the learners’ Based on the Phil-IRI (Philippine Informal School admins may allocate
reading performance Reading Inventory) result, the data categorize resources to address the pressing
based on Phil-IRI result students into three levels: Independent, challenges identified, with a
in terms of independent; Instructional, and Frustration. The results particular focus on providing
instructional; and indicate that 25% of the students fall into the adequate instructional materials
frustration? Independent category, 48% fall into the and improving vocabulary-building
Instructional category, and 27% fall into the initiatives. Collaborate with
Frustration category. educational institutions and relevant
stakeholders to ensure a sufficient
supply of resources. They may also
provide continuous support for
teacher professional development,
offering workshops and training
sessions tailored to the specific
needs identified in this study.
 Executive Summary
Problem 4 Findings
Is there a significant 4.There is a significant relationship between
relationship between the learners' reading performance and teachers'
learners’ reading challenges in teaching Mother Tongue-Based
performance and their Multilingual Education (MTB-MLE). The
challenges in teaching correlation coefficient (r-value) of 0.732 and the
MTB-MLE; and their associated p-value of 0.000 suggest a strong and
coping mechanisms in statistically significant relationship.
teaching MTB-MLE? 5.There is a significant relationship between
learners' reading performance and teachers'
challenges in teaching Mother Tongue-Based
Multilingual Education (MTB-MLE) rejecting
the null hypothesis. The correlation coefficient
(r-value) of 0.537 and the associated p-value of
0.000 suggest a moderate to strong and
statistically significant relationship.
Recommendations
They may also conduct longitudinal
studies to track the sustained impact
of interventions aimed at addressing
MTB-MLE challenges on both
teachers and learners. Long-term
assessments will provide insights
into the effectiveness of
implemented strategies over time.
They may also undertake in-depth
investigations into specific sub-
challenges within the broader
categories identified, such as
exploring the types of instructional
materials that are most effective or
the impact of vocabulary-focused
interventions.
Thank you.