Abrogating Mother-Tongue Multilingual Education in the Philippines: The Lens of MTB-MLE Teachers in Public Elementary Schools

Abstract

The study assessed the implementation of Mother-Tongue Based Multilingual Education (MTB-MLE) program through the lens of the MTB-MLE teachers on its motion to be abrogated in the Philippines utilizing descriptive-correlational method of research with 28 total number of respondents. With a researcher-made questionnaire validated and reliability-tested, results revealed respondents moderately agree that MTB-MLE shall be abrogated. It also revealed that there is no significant difference on the perceptions of the respondents as regards abrogating MTB-MLE when grouped according to their profile. Finally, there is no significant relationship between the perceptions of the respondents as regards abrogating MTB-MLE and their profile. It is therefore recommended that the teachers should take part in the implementation/revision of the MTB-MLE curriculum since they are at the helm of the program implementation. There should be redefining of curriculum guide, learning activities and assessment of each area by the curriculum schedule prescribed on the most essential learning competencies suitable for the MTB-MLE Implementation. Moreover, the Department of Education should provide support to teachers to enhance their teaching capabilities on the use of MTB-MLE instruction especially the necessary materials and interventions that will be utilized in delivering instructions more effectively.