Difficulties and Challenges in Teaching Science: The Aftermath of MTB-MLE

Abstract

One of the changes in Basic Education Curriculum brought about by K-12 is the implementation of Mother Tongue-Based Multilingual Education (MTB-MLE) Program in Kindergarten, Grades 1, 2 and 3. MTB-MLE refers to “first-language-first” education, meant to address the high functional literacy of Filipinos that begins with the native language. It encourages active participation of children in the learning process because they understand what is being discussed and what is being asked of them. On the other hand, there are speculations that English literacy may be threatened by the implementation of the MTB-MLE. Students may lose the chance of learning English during the best years of learning it; the primary level. Subjects like Science should be taught in mother tongue until Grade III as mandated by the MTB-MLE. Problems and issues maybe observed and felt by the subject teacher and pupils as well when they reach Grade IV. This paper list the difficulties and challenges Grade IV Science teachers encountered after students were placed and exposed in the MTB-MLE program then enumerate intervention that they do to help students cope with their lessons. This paper used Descriptive -- Phenomenological approach with the use of Thematic Coding Analysis with the use of questionnaire and interview guide. Purposive sampling for the selection of forty public school teacher -- respondents was used. It was found that not all Grade IV teacher- respondents use English as medium of instruction in teaching Science; instead they consider the learners’ needs and capabilities in choosing the most suitable language to enhance learning. This also affirms through the gathered experiences of teachers brace the fears of parents and techers that children’s global competence in English maybe weakened by MTB-MLE Program.