International Journal for Social Studies ISSN: 2455-3220

Available at https://journals.pen2print.org/index.php/ijss Volume 06 Issue 07

June 2019

Coping With Mtb-Mle Challenges: Perspectives of Primary Grade Teachers

in a Central School
Lyoid C. Hunahunan
Surigao Del Sur State University, Tagbina, Surigao del Sur
[email protected]
Abstract:
A couple of years after the full-swing Keywords: central school, mother tongue, Mother
implementation of the Mother Tongue Based Tongue-Based Multilingual Education
Multilingual Education (MTBMLE) in the (MTBMLE), primary grade
Philippines, the program status continues to be ________________________________________
confronted with many challenges in various ______________________________________
provinces. It is in this context that this study
endeavored to explore the status of the program, 1.0 Introduction
the challenges confronting the program
implementers and as well as the strategies Mother Tongue-Based Multilingual
employed by the implementers to address these Education (MTB-MLE) is one of the salient
challenges. Using qualitative and qualitative parts of the K-12 Basic Education program of
research design, the study evaluated the status and the Philippine government which was
challenges in the implementation of Mother implemented through the enactment of Republic
Tongue-Based Multilingual Education in Tagbina Act 10533 otherwise known as Enhanced Basic
Central Elementary School, Tagbina, Surigao del Education Act of 2013. MTB-MLE underscores
Sur. Issues found include the inadequate the use of the learners’ mother tongue and other
representation of the cultural heritage the children additional languages in the instructional setting
in their first language, insufficient and inadequate in the primary grades. This is pegged on the idea
instructional materials and equipment, and the that the use of mother tongue in teaching the
lack of teachers training for appropriate MTB- learners will help develop stronger literacy
MLE teaching techniques and learning styles. In abilities among them, and these knowledge and
order to address these problems, teachers employ skills will eventually transfer across languages.
various coping strategies including self-training On the account of the MTB-MLE
and study, asking help from a more knowledgeable implementation, the present study explored the
faculty and shouldering the expenses of status of the program, the challenges
instructional material reproduction. These imply confronting the program implementers and as
that the program implementation of MTBMLE well as the strategies employed by the
needs looking into considering the serious implementers to address these challenges.
problems confronting it. Concerned people should Several researchers both foreign and local
be informed and these people need to work like that of Walter and Dekker (2008), Xinia
collectively in formulating and designing (2012), among others have affirmed the
appropriate intervention and sustainability plans successful implementation and the efficiency of
for the program to thrive and subsequently attain mother tongue-based education in many
its ultimate purpose of providing quality MTBMLE countries including the Philippines. However,
among primary graders. contrary to the pronounced success stories of the
program are some problems and issues that
challenged the implementers. Unachieved
instructional objectives (Cruz, 2015), lack of
resources (Wa-Mbaleka, 2014), and teachers’

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 International Journal for Social Studies ISSN: 2455-3220
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June 2019

lack of ability to teach the mother tongue b. instruction and strategies used; and
(Gacheche, 2010) are just some of the identified c. physical facilities?
problems of the MTB-MLE implementation. 2. What are the problems the teachers
Apparently, the aforementioned problems encountered in the MTB-MLE
in the implementation of the program have to be implementation in terms of the following:
addressed by the concerned individuals; a. curricular content;
otherwise, its ultimate goal will be defeated. b. instruction and strategies used; and
Hence, the present study tried to gather first c. physical facilities?
hand data as to the emerging challenges that the 3. What strategies/steps do teachers take to
teachers, who are considered as frontline address the problems they encountered in
implementers of the program experienced. the implementation of MTB-MLE?
Moreover, based on these problems seen, the ________________________________________
study also investigated on specific steps and ______________________________________
strategies the teachers have taken to address the
prevailing challenges they faced and their 3.0 Research Methodology
suggestions on how higher offices of education,
government and non-government entities could This study is descriptive in nature which put
be of help in solving the problems. premium on the perceptions of the teachers
By knowing the issues and problems regarding the MTB-MLE implementation. It
concerning this program implementation, made use of both quantitative and qualitative
implementers, and policy makers could gain approaches of research. The quantitative aspect
insights as to how the program went through was on the assessment of the status of
years after its implementation. On the account implementation of the program where the
thereof, a basis for policy revisiting could be teachers’ perceptions were quantified. Likert
laid out and thus arrive at sound decisions in scale was used with five (5) being the highest
improving the status quo of the MTB-MLE and one (1) being the lowest in describing the
implementation towards the bigger picture of status and problems of the program
providing quality education among Filipino implementation as perceived by the teachers. On
learners. the other hand, the qualitative part lay in the
________________________________________ teachers live experiences as to their attempts in
______________________________________ addressing the prevailing problems, issues and
concerns pertaining to MTB-MLE which they
2.0 Statement of the Problem have personally encountered. Along with these
strategies they employed are their suggested
The study generally aimed to evaluate the ways and steps in which the administrators,
status and challenges in the implementation of higher offices, government and non-government
Mother Tongue-Based Multilingual Education entities could help in solving the problems.
in Tagbina Central Elementary School, Tagbina,
Surigao del Sur. The study was conducted Tagbina Central
Specifically, it sought answers to the Elementary School which is the largest school
following questions: in the municipality of Tagbina in terms of
1. What is the status of Mother Tongue-Based population of pupils and teachers and thus, the
Multilingual Education (MTB-MLE) researcher believes that this central school is
implementation as perceived by the teachers enough to represent and give us a general picture
in terms of the following: of the MTB-MLE implementation in the
a. curricular content; municipality of Tagbina, Surigao del Sur.

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 International Journal for Social Studies ISSN: 2455-3220
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June 2019

To amass the needed data in this study, the Table 1 shows that in terms of curriculum
researcher adopted the tool used by Antigua content, item 2 is ‘very much observed’ in the
(2012) in investigating the MTB-MLE implementation of MTB-MLE as perceived by the
implementation in Agusan del Norte. This tool teachers with a mean of 4.69. It is interesting to
was validated by experts from the Philippine note also that this item got the highest mean which
Normal University. The questionnaire is goes to show that teachers greatly observed that
composed of four (4) parts. The first part asks ‘topics in the curriculum are significant to human
for the profile of the respondents. Part II and III experiences, problems, and issues needed to
focus on the level of perceptions of the teachers develop the mother tongue and the languages used
on the status and problems they encountered in in school such as English and Filipino.’ This proves
the MTB-MLE implementation. The areas that there is no doubt as to the relevance of the
evaluated were on curriculum content, topics in the language development of the pupils
instruction and strategies used, and physical who receive the MTB-MLE curriculum. Moreover,
facilities. Finally, Part IV, which was personally the teachers rated the other items in curriculum
added by the researcher, asks for the aspect as ‘much observed’.
respondents’ personal experiences in addressing Similarly, items in instruction/Teaching
the problems they encountered in the Strategies aspect were mostly rated ‘much
implementation of the MTB-MLE, and whether observed’ which means that the instructional
or not their strategies were effective; and how aspect of the program is in place. Item 5 however
they think other entities could help them. In the got the lowest rating in this aspect with only 3.38
context of this study, only the teachers’ mean. This shows that the heritage background is
perceptions where gathered considering that not proportionally represented in the teachers’ use
they are the frontline implementers of the of children’s literature and text. In a casual
program. Included as respondents in the study interview with the teachers, they said that this is
are the 13 teachers teaching mother tongue due to the material used which is not localized.
subject and other subjects using mother tongue Finally, in terms of physical facilities and
as medium of instruction in grades 1 – 3. equipment, this seems to be the aspect of MTB-
After the data were gathered, the weighted MLE which needs looking into as the items were
mean of each indicator in the three areas of poorly rated from among the aspects of the
implementation were computed to determine the program implementation. Most notable is the
perceived status of implementation and the most ‘adequacy of instructional equipments/tools such
prevailing problem of MTB-MLE. Finally, the as blocks, counters, audio player, etc’ which
responses in Part IV were analyzed and were according to the teachers is ‘fairly observed’ as
grouped in themes for systematic discussion. implied in its 2.31 mean – the lowest mean among
4.0 Results and Discussion all items rated. Items 1 and 2 only got a mean of
3.46 and 3.08 respectively.
Status of MTB-MLE Implementation
Table 1. Status of the Implementation of MTB MLE
A. Curriculum Content Mean Verbal Description
1.Topics contribute to the attainment of conceptual, process 4.31 Much Observed
skill, and affective objectives based on PELC.
2. Topics are significant to human experiences, problems 4.69 Very much Observed
and issues needed to develop the mother tongue and the
languages used in school such as English/Filipino.
3. Lessons are adaptable in terms of learners’ abilities and 4.38 Much Observed
home /cultural background.

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4. Topics are useful in planning and organizing instruction 3.85 Much Observed
5. Topics develop competence in clarifying values, 4.46 Much Observed
attitudes and cultural identity of the learners
B. Instruction/ Teaching Strategies
1. Use of mother tongue/first language in teaching the 4.38 Much Observed
subject areas
2. Utilization of communicative-based instructions 3.85 Much Observed
3. Use of integrative modes of teaching to appreciate 4.00 Much Observed
cultural diversity
4. Application of life-skills in the learning activities 3.85 Much Observed
5. Use of children’s literature and text in the first language 3.38 Observed
proportionally represent the heritage background of the
community
C. Physical Facilities and Equipment
1. Availability of reading materials in the first language for 3.46 Observed
children
2. Availability of basic textbooks and primers on MTB 3.08 Observed
MLE for teachers
3. Adequacy of instructional equipments/tools such as 2.31 Fairly Observed
blocks, counters, audio player, etc

Problems Encountered in MTB-MLE Implementation

Table 2 manifests the problems the teachers principles of learning styles in the approaches’ are
encountered in the MTB-MLE implementation. In two of the significant problems in the instructional
terms of curriculum content, teachers deem this as aspect. On the other hand, ‘inadequate supply of
‘not so much of a problem.’ A focus group textbooks’ is the most prevailing problem in the
discussion with the teachers affirms that they see MTB-MLE implementation. Along with this,
the content of the curriculum as well-planned and ‘inadequate supply of supplementary ad reading
structured. The contents are really relevant and materials’ adds up to the problems in physical
adequate. facilities and equipment. These results affirm the
findings Wa-Mbaleka (2014) about the lack of
‘Much a problem’ to them is on the resources relative to MTB-MLE, and Gacheche
instructional aspect and physical facilities. ‘Lack (2010) on the teachers’ lack of ability to teach the
of sufficient training on the mastery of MTB-MLE mother tongue and insufficient training of teachers
learning techniques’ and ‘failure to address the

Table 2. Problems Encountered in the Implementation of MTB-MLE

A. Curriculum Content Mean Verbal Description
1. Inadequate knowledge on the use of MTB MLE 3.00 Not So Much of a
Problem
2. Incompetence to prepare lesson plans in conformity with 3.23 Not So Much of a
MTB MLE program Problem
3. Inadequate knowledge in the first language of the 3.00 Not So Much of a
learners Problem

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4. Difficulty in teaching the subject areas using the first 2.62 Not So Much of a
language Problem
5. Difficulty in providing activities that will elicit cultural 2.62 Not So Much of a
awareness and identity Problem
B. Instruction/ Teaching Strategies
1. Lack of sufficient training on the mastery of MTB-MLE 3.77 Much a Problem
learning techniques
2. Failure to address the principles of learning styles in the 3.54 Much a Problem
approaches
3. Failure to identify learners’ strength and weaknesses 3.15 Not So Much of a
Problem
4. Lack of knowledge in handling remedial instruction 2.54 Not So Much of a
Problem
5. Failure to motivate pupils to learn 2.69 Not So Much of a
Problem
C. Physical Facilities and Equipments
1. Inadequate supply of textbooks 4.15 Much a Problem
2. Inadequate supply of supplementary and reading 3.54 Much a Problem
materials
3. Insufficient classrooms and tables/ chairs for pupils’ use 2.46 Not Much a Problem
4. Insufficient library facilities and tools 3.15 Not So Much of a
Problem

Teachers’ Coping Strategies in Addressing the MTB-MLE Problems

A. Problems on Instruction and Teaching To cope with this problem, the teacher said
Strategies that she did some research on the internet as to
In an interview with the teachers, one teaching and learning strategies in mother-tongue
prevailing problem common to them is the and ask senior faculty members for mentoring and
insufficient knowledge on the techniques in through LAC sessions. It was not fully enough
teaching mother-tongue owing to the lack of according to her but she did not have a choice.
trainings they have. Meanwhile, even the teachers who were sent
to training and conferences were also problematic
T1: Bag-o pa ko sa DepEd ug as they revealed the reality of the trainings they
gipatudlo ko sa mother tongue. attended.
Naglisud ko kay wala koy
seminar ani. [Being a newly- T2: Yes we we’re sent to trainings
appointed teacher in the pero 3 days? 5 days? It’s not
Department of Education, I found it enough kay bag-o kaayo ug lisud
really difficult to teacher mother siya itudlo. [Yes, we were sent to
tongue because I was not exposed to trainings but it was only for 3 days
trainings relevant to teaching the or the most, 5 days and this is not
subject.] enough given the novelty and
complexity of the subject.]

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concerns on having the teachers make the materials

Many of the teachers suggested that trainings themselves as this has been the trend. They object
for teachers especially on the mother-tongue to this practice because they are already bombarded
should be conducted for a longer period of time and with a number of tasks as teachers and call ups
not just for a few days. They emphasized that the from higher offices for localization of mother
training must be really intensive and extensive to tongue materials would just be an additional
ensure maximum learning among teacher- burden to them and this would just reduce their
participants. Others also suggested that it should contact-time with their pupils. The teachers
not only be a selected few who would be sent to suggested that DepEd should ask external experts
trainings. Every teacher teaching mother- tongue to craft and produce the materials and such
should be sent to trainings because the mode on materials should undergo intensive validation to
merely ‘echoing’ the training to those who were ensure quality before it will be distributed for
not able to participate would be less effective. teacher’s use in the field.
________________________________________
B. Problems on Physical Facilities and ______________________________________
Equipment
Aside from problems on trainings, teachers 5.0. Conclusion
also raised their concerns on the resources and
equipment provided in teaching the mother-tongue. It can be gleaned from the findings of this
According to them, the number of materials in study that while it is true that the implementation
teaching mother tongue is insufficient and these of the MTB-MLE is satisfactory, zooming in to the
materials used Sinugbuanong Binisaya which is actual classroom scenario, the program
actually not the exact mother tongue of the pupils. implementation is surrounded with some issues
and concerns especially on the part of the frontline
T3: Dakong problema gyud namu implementers – the teachers. The primary grade
ning mga libro ug materials kay teachers were doing their best to address the
aside from the fact na kuwang siya, problems in their little ways; however, this is not
dili pa gyud tawn mao. Lawm kayo enough to totally eradicate the problems. The
ang mga binisaya which is not the teachers need the help of the administration, higher
real first language of our pupils. offices, to counter these problems. Trainings for
[Book and materials are our biggest teachers and instructional materials should be the
problems because aside from its top priority to be addressed so as not to endanger
insufficient number, the language the provision of quality education among primary
used is similar to the first language graders.
of our pupils but it is not the exact
language our pupils use.] ________________________________________
______________________________________
As to how they cope with this, they
responded that they can do nothing but use the References
books but during the delivery, they made some
corrections and teach the items in the actual context [1]. Cruz, N. (2015). The implementation of the
of the pupils’ first language which somehow mother tongue-based multilingual education in
created confusion to some of their pupils. They
grade I in the public elementary schools in
recommended that the Department of Education
craft materials that are really in context of the Pangasinan I. A paper presented at the DLSU
children’s first language. However, they air out Research Congress 2015 De La Salle University,
Manila, Philippines. Vol. 3 2015

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June 2019

[2]. Preeya, D. (n.d.). The effectiveness of a mother

tongue based education to improve learning
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[3]. Gacheche, K. (2010). Challenges in

implementing a mother tongue-based language-in-
education policy: Policy and practice in Kenya.
POLIS Journal, 4, 1-45

[4]. Walter, S. and Dekker, D. (2011). Mother

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Malone, S. E. (2009). Planning mother tongue-
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[5]. Wa-Mbaleka, S. (2014). English teachers’

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responses of stakeholders to a mother tongue-based
multilingual education (mtb-mle) programme
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