BIBLIOGRAPHY BENTADAN, ALMIRA P....
BIBLIOGRAPHY
BENTADAN, ALMIRA P. MARCH 2013. Readiness of Grade One Teachers in
the Implementation of MTB-MLE Policy of Selected Elementary Schools in Buguias,
Benguet. Benguet State University, La Trinidad, Benguet.
Adviser: Gretchen Shagami C. Mangahas, MDevCom
ABSTRACT
The study was conducted to assess the readiness of the teachers with the
implementation of the Mother Tongue-Based Multilingual Education (MTB-MLE) policy.
Specifically, it aimed to determine the socio-demographic profile of the respondents;
determine the teachers’ level of knowledge regarding the MTB-MLE policy; determine the
trainings attended by the teachers in preparation for the new policy; determine the
instructional materials provided by the school and made by the teachers that are used by
the respondents in teaching; determine the preferred medium of instruction of the teachers
and why; determine the challenges faced by the teachers with the implementation of the
MTB-MLE policy; and seek recommendations of the teachers on the implementation of
the policy.
The study was conducted in December 2012 to January 2013. There were 15
respondents from selected elementary schools in Buguias with three respondents coming
from MTB-MLE pilot schools. Data were gathered through survey questionnaires and
interview. Tabulation, frequency and percentages were used to analyze and interpret the
data.
Readiness of Grade One Teachers in the Implementation of MTB-MLE Policy of Selected
Elementary Schools in Buguias, Benguet.| BENTADAN, ALMIRA P. MARCH 2013
The MTB-MLE policy is the use of mother tongue as a medium of instruction
among pupils. It is currently being implemented among Grade one pupils entire the
country, with implementation on Grades two and three to follow in the next two school
years. The policy is being implemented as a medium of instruction in all learning areas
except Filipino and English and as a subject area and covers Kindergarten through Grade
three.
Results showed that majority of the respondents are fairly knowledgeable with the
basic content of the policy although there is a confusion on the coverage due to
inconsistencies of information being disseminated to them.
All the respondents believed that the MTB-MLE policy would help improve the
quality of education in the Philippines and that it would help improve the learning outcomes
of pupils. However, some stated that it would make teaching harder for them because of
the lack of reference materials available to them.
Most of the respondents attended only one training which is not enough to equip
them with the necessary skills to successfully implement the policy and to fully understand
the goals and principles of the MTB-MLE policy.
The respondents prefer pure Kankana-ey and the combination of Kankana-ey,
Filipino and English as mediums of instruction since their pupils speak Kankana-ey which
encourages active participation and easier comprehension for pupils. Filipino and English
may also be used when the respondents deem it necessary for better comprehension.
Readiness of Grade One Teachers in the Implementation of MTB-MLE Policy of Selected
Elementary Schools in Buguias, Benguet.| BENTADAN, ALMIRA P. MARCH 2013
Various challenges are confronting the respondents considering that this is the first
year of implementation of the policy. To help address these challenges, the respondents
recommended the conduct of more trainings and production of readily available
instructional materials and references.
It is further recommended that the implementers look into the problems arising
from the implementation of the policy and address these problems in order to ensure the
success of the policy.
Readiness of Grade One Teachers in the Implementation of MTB-MLE Policy of Selected
Elementary Schools in Buguias, Benguet.| BENTADAN, ALMIRA P. MARCH 2013
INTRODUCTION
Rationale
A child learns faster and expresses himself better when he uses a language he knows
and understands. Furthermore, a child acquires and develops knowledge better from
someone who speaks and understands his language.
For over 35 years, the Philippine education was under the Bilingual Education
Policy, mandating the separate use of Filipino and English as medium of instruction in
selected subject areas with the regional dialects as auxiliary language.
However, according to Smolicz, et al. (n.d.), reports of the failure of bilingual
policy in the Philippines appear constantly in the press with reference to the perceived
decline in the standard of English in the schools.
Basing on international and local researches such as the Lubuagan Project in
Lubuagan, Kalinga, an ongoing project since 1999, which have proven the effectiveness of
the use of mother tongue as a medium of imparting knowledge, the Department of
Education has implemented the Mother Tongue-Based Multilingual Education
(MTBMLE) policy from kindergarten to Grade three in the hope of improving the quality
of education in the country. Thus, starting school year 2012-2013, elementary schools in
Buguias, Benguet along with other elementary schools in the country started using mother
tongue as the medium of instruction on all subject areas except English and Filipino. It is
currently mass implemented among Grade one pupils in two modes: as a medium of
instruction in all learning domains except English and Filipino, and as a subject area. It is
Readiness of Grade One Teachers in the Implementation of MTB-MLE Policy of Selected
Elementary Schools in Buguias, Benguet.| BENTADAN, ALMIRA P. MARCH 2013
being implemented as one of the salient parts of the K to 12 education program of the
Department of Education (DepEd).
According to DepEd, pupils of several MTB-MLE pilot schools have shown
remarkable improvements and progress in their studies.
For the program to succeed, however, it is imperative that teachers are also well
prepared for the implementation of the policy since they play a very important role in the
program.
As part of the preparation for the implementation, DepEd conducted massive
training among Grade one teachers across the country in 2011. In the Cordillera region,
Lourdes Mendoza, MTB-MLE Regional Coordinator, stated that the DepEd regional office
has conducted a regional training among the Grade two teachers of pilot schools in July,
2012. Mass training for Grade two teachers in all schools would be conducted summer of
2013.
Hence, with these trainings, the study seeks to find out the readiness of the teachers
with the implementation of the MTB-MLE policy. The efficiency of education relies
hugely on their competence as teachers and on how well prepared they are in doing their
tasks.
Statement of the Problem
The study aimed to answer the following questions:
1. What is the socio-demographic profile of the respondents?
2. What is the teachers’ level of knowledge regarding the MTB-MLE policy?
Readiness of Grade One Teachers in the Implementation of MTB-MLE Policy of Selected
Elementary Schools in Buguias, Benguet.| BENTADAN, ALMIRA P. MARCH 2013
3. What are the teachers’ perceptions on the MTB-MLE policy?
4. What are the trainings and/or seminars attended by the teachers in preparation for
the new policy?
5. What are the instructional materials provided by the school and made by the
teachers that are used by the respondents in teaching?
6. What is the preferred medium of instruction of the teachers and why?
7. What are the challenges faced by the teachers with the implementation of Mother
Tongue-Based Multilingual Education (MTB-MLE)? and;
8. What are the teachers’ recommendations on the implementation of the policy?
Objectives of the Study
Generally, the study aimed to assess the readiness of the teachers with the implementation
of the MTB-MLE policy.
Specifically, it aimed to:
1. determine the socio-demographic profile of the respondents;
2. determine teachers’ level of knowledge regarding the MTB-MLE policy;
3. determine the teachers’ perceptions on the MTB-MLE policy;
4. determine the trainings attended by the teachers in preparation for the new
policy;
5. determine the instructional materials provided by the school and made by the
teacher that are used by the respondents in teaching;
Readiness of Grade One Teachers in the Implementation of MTB-MLE Policy of Selected
Elementary Schools in Buguias, Benguet.| BENTADAN, ALMIRA P. MARCH 2013
6. determine the preferred medium of instruction of the teachers and why;
7. determine the challenges faced by the teachers with the implementation of the
Mother Tongue-Based Multilingual Education (MTB-MLE); and,
8. seek recommendations of the teachers on the implementation of the policy
Importance of the Study
The results of the study would benefit the respondents as it would give significant
information on the conduct of the newly implemented MTB-MLE. Further, it will give an
insight to the implementers of the program on which problems to address for the
improvement of the program since the study will provide data from key players of the
program.
It will also provide substantial data to researchers who would want to conduct
studies related to the MTB-MLE policy.
Scope and Limitations of the Study
The study focused on the Grade one teachers’ readiness with the implementation
of the mother tongue-based multilingual education policy in selected elementary schools
in Buguias. It did not include schools other than the selected public elementary schools and
did not also include the perceptions of parents and pupils.
Readiness of Grade One Teachers in the Implementation of MTB-MLE Policy of Selected
Elementary Schools in Buguias, Benguet.| BENTADAN, ALMIRA P. MARCH 2013
REVIEW OF LITERATURE
Importance of Language in Education
The National Institutes of Health/National Institute on Deafness and Other
Communication Disorder (NIDCD, n.d) states that language is the expression of human
communication through which knowledge, belief, and behavior can be experienced,
explained, and shared. It further said that this sharing is based on systematic,
conventionally used signs, sounds, gestures, or marks that convey understood meanings
within a group or community.
It plays an important role in education as it is the medium through which knowledge
is imparted to the learners whether through verbal or written form.
Importance of Mother Tongue as Medium of Instruction
Mother tongue according to Summer Institute of Linguistics (SIL) Philippines
(n.d.) is defined as a child’s first language, the language that a child learns from birth. It is
the language that is used by a child’s first carers at home without any contribution from
educational institutions – hence ‘home language’ (Bourne and Reid, 2003).
According to Pinker (n.d.), learning a first language or a mother tongue is
something every child does successfully, in a matter of a few years and without the need
for formal lessons.
On the other hand, Muhammad (2009) defines the medium of instruction as the
language that is used in teaching which may or may not be the official language.
Readiness of Grade One Teachers in the Implementation of MTB-MLE Policy of Selected
Elementary Schools in Buguias, Benguet.| BENTADAN, ALMIRA P. MARCH 2013
In the Philippines, teachers have already been using mother tongue as a medium of
instruction despite the existing bilingual policy in the country (Braid, 2011) for better
understanding of students since not all children speak the national language.
Meanwhile, various researches have revealed the advantages of using the mother
tongue in teaching students.
Dumatog and Dekker (2003) noted the positive effects of the use of mother tongue
as a medium of instruction as observed in the First Language Education project
implemented in Lubuagan, Kalinga. Dumatog noted that children develop new knowledge
and skills based on what they already know from their community and culture. Teachers
have also become more dynamic and purposeful in their instruction by developing or
providing learning experiences based on the children’s world, presented in a language they
all understand. In the Lubuagan community, the researchers further found out that children
in a Mother Tongue education program outperformed students in
Filipino and English medium schools by a difference of 40 percentage points (SIL,
2012) On the part of the parents, Dumatog said that parents are encouraged to and can
contribute their knowledge, expertise and language resources to their children’s
educational experiences. Such parental involvement promotes constructive home-school
relationships and helps all parents, even those who are illiterate, feel more a part of their
children’s education.
Diane Dekker as cited by Braid (2011) said that the use of the learner’s home
language and culture allows teachers to begin lessons with a discussion of what is already
Readiness of Grade One Teachers in the Implementation of MTB-MLE Policy of Selected
Elementary Schools in Buguias, Benguet.| BENTADAN, ALMIRA P. MARCH 2013
familiar to the learner. The mother tongue also provides quick access to the main concepts
of the lesson (Baguingan, 2010).
In a press release (2012) from the office of Department of Education secretary,
DepEd Undersecretary Vilma Labrador said that if a child can fully understand what is
being talked about, he can make sense of things and participate intelligently in discussion
because a familiar language is used (www.deped.gov.ph).
The press release further stated that the mother tongue or first language of the
learner is being used as a bridge to learn a second or third language, like Filipino or English.
Thus, Braid (2011) said that the use of the local languages will not undermine the national
language but will in fact, strengthen and reinforce it. By nurturing the children’s cognitive,
academic, and linguistic skills in the use of mother tongue, it will serve as a bridge to
gradually transfer this knowledge in the prescribed languages, English and Filipino.
Moreover, Tucker (1997) as cited by Dumatog and Dekker (2003) said that, the
development of the child’s first language with its related cognitive development is more
important than mere length of exposure to a second language. He added that the
development of the mother tongue is important for cognitive development and as a basis
for learning the second language. If the mother tongue is not sufficiently developed, the
second language cannot be mastered because of the lack of cognitive skills acquired for
mastery of other languages. The development and nurturing of the mother tongue facilitates
transfer of skills across the languages (Tucker, 1997).
Readiness of Grade One Teachers in the Implementation of MTB-MLE Policy of Selected
Elementary Schools in Buguias, Benguet.| BENTADAN, ALMIRA P. MARCH 2013
Mother Tongue – Based Multilingual Education
(MTB-MLE) in the Philippines
Mother Tongue Based – Multilingual Education (MTB-MLE) is the use of a child’s
mother tongue as a medium of instruction among pupils. It is also the effective use of more
than two languages for literacy and instruction (DepEd, 2009).
According to SIL Philippines (2010), this methodology allows learners to develop
strong skills in their first language before requiring them to learn second and third
languages or to use those second and third languages for learning.
In the Philippines, MTB-MLE was institutionalized in the formal education through
the Department of Education (DepEd) Order No. 74 in 2009 (DepEd, 2009) as a response
to the declining quality of education in the country. This ended the 35-year old bilingual
policy directive laid down in the 1970s limiting the language of instruction into English
and Filipino only.
It is currently mass implemented in the country among Grade 1 pupils as one of the
salient parts of the K to 12 education program which covers kindergarten and 12 years of
basic education (Official Gazette, n.d.).
According to a press release (2009) from the Department of Education Office of
the Secretary, the Mother Tongue-Based Multilingual Education project is a continuation
of the Lingua Franca Education Project launched in SY 1999-2000.
DepEd Order No. 16 (2012) which provided the guidelines for the implementation
of the program stated that the MTB-MLE program will be implemented starting school
year 2012-2013 in two modes: as a learning/subject area and as a medium of instruction.
Readiness of Grade One Teachers in the Implementation of MTB-MLE Policy of Selected
Elementary Schools in Buguias, Benguet.| BENTADAN, ALMIRA P. MARCH 2013
It also states that as a subject, mother tongue will focus on the development of beginning
reading and fluency from Grades 1 to 3.
Moreover, as a medium of instruction (MOI), mother tongue will be used in all domains
or learning areas from Kindergarten through Grade 3 except Filipino and
English subjects. It will continuously be used as MOI in a transition or bridging
process (mother tongue-Filipino-mother tongue or Filipino-mother tongue-Filipino)
through Grade 3 (DepEd Order No. 16, s. 2012).
Twelve major languages or Lingua Franca and others will be offered as a learning
area and utilized as language of instruction. These are the Tagalog, Hiligaynon,
Kapampangan, Waray, Pangasinense, Tausug, Iloko, Maguindanaoan, Bikol, Maranao,
Cebuano and Chabacano (DepEd Order No. 16, s. 2012). However, in Cordillera, other
native dialects such as Kankana-ey and Ibaloi may be used since these may also help
improve the learning ability of children and preserve the culture of indigenous peoples
(Dumlao, 2012).
According to DepEd Region 9 Director Walter Albos as quoted by Dumlao (2012),
the DepEd directive aims to enhance language, cognitive and academic development of the
child as it also seeks to create social and cultural awareness among the children by
promoting their local heritage, language and culture.
Former DepEd secretary Jesli Lapus also said that MLE aims to improve learning
outcomes and promote Education for All (EFA), an international initiative first launched
in Thailand in 1990 to bring the benefits of education to “every citizen in every society”
(World Bank. n.d.). In the Philippines, its EFA National Action Plan for 2015 which was
Readiness of Grade One Teachers in the Implementation of MTB-MLE Policy of Selected
Elementary Schools in Buguias, Benguet.| BENTADAN, ALMIRA P. MARCH 2013
approved by the government in 2006 aims to provide basic competencies for everyone to
achieve higher functional literacy by all in 2015 (Manlangit, n.d.)
Basing from international and local research, Lapus added that learners acquire
reading skills more easily in their first language than in a second language; pupils who start
to speak, read and write in their mother tongue learn a secondary language like English
more quickly than those exclusively taught in a second language; and learners develop
cognitive, linguistic and academic competencies much faster in their mother tongue than
in a secondary language.
Bilingual Learning Policy in the Philippines
Bilingual education policy (BEP) in the Philippines is the separate use of Filipino
and English as the media of instruction in specific subject areas (Espiritu, 2011).
BEP was first implemented in the country in 1974 when Department of Education,
Culture and Sports (DECS) issued its implementing guidelines for the policy (Espiritu,
2011). It was later reaffirmed and promulgated by Department Order No. 52, s.1987 (Celis,
2009) in 1987 through the guidelines provided by DECS stating that
English and Filipino were to be taught in all grades of elementary and secondary
schools (Smolicz, et al., n.d.).
Filipino was to be the medium of instruction in Social Studies or Social Sciences,
Character Education, Work Education, Health Education, and Physical Education
(Nolasco, 2008). Meanwhile, English was to be the medium of instruction in all other
areas, particularly in Science and Mathematics while the regional languages will be used
as auxiliary media of instruction as well as initial languages for literacy (Nolasco, 2008).
Readiness of Grade One Teachers in the Implementation of MTB-MLE Policy of Selected
Elementary Schools in Buguias, Benguet.| BENTADAN, ALMIRA P. MARCH 2013
Its implementation was in compliance with the language provisions of the
Philippine Constitutions, mandating the development, promotion and preservation of the
National Language and other Philippine languages and dialects, and the use of English and
other world languages in the country (Yap, 2008).
The bilingual policy aims to achieve competence in both Filipino and English at
the national level, through the teaching of both languages and their use as media of
instruction at all levels (Espiritu, 2011).
Instructional Materials in Aid of Learning
in Elementary Education
According to Lardizabal et al., (1991), teaching is a communication process
between teachers and pupils. Aside from using verbal communication in the teaching
process, the use of instructional materials as aids to effective communication and, in turn,
to effective teaching and learning. They added that these instructional materials that are
used by teachers include blackboard, flannel boards, workbooks, graphic materials such as
charts, maps and globes, posters and other visual materials.
Readiness of Grade One Teachers in the Implementation of MTB-MLE Policy of Selected
Elementary Schools in Buguias, Benguet.| BENTADAN, ALMIRA P. MARCH 2013
METHODOLOGY
Locale and Time of the Study
The study was conducted in the district of Buguias, division of Benguet, Cordillera
Administrative Region. Buguias is located north of Benguet and is 90 km north of Baguio.
It has 14 barangays with at least one elementary school each.
It is a dominantly Kankana-ey speaking municipality although a few residents
speak Kalanguya. It has 40 public elementary and primary schools in distributed in 40
different sitios in Buguias (see Table 1).
Fifteen public elementary schools were chosen among the 40 elementary schools
in the municipality according to their geographical locations convenient to the researcher.
These are Bad-ayan Elementary School, Paing Elementary School, Bano-oy
Elementary School, Loo Elementary School, Bangao Elementary School, Lengaoan-
Waking Elementary School, Abatan Elementary School, Pan-ayaoan Elementary School,
Tinapan Elementary School, Sinipsip Elementary School, Bayoyo Elementary School,
Buyacaoan Elementary School, Bekes Elementary School, Cot-cot-Talabis Elementary
School and Natubleng Elementary School. The study was conducted from December, 2012
to January 2013.
Readiness of Grade One Teachers in the Implementation of MTB-MLE Policy of Selected
Elementary Schools in Buguias, Benguet.| BENTADAN, ALMIRA P. MARCH 2013
Table 1. The 40 public elementary and primary schools in the district of Buguias
NAME OF SCHOOL ADDRESS OF SCHOOL
Abatan Elementary School
Abatan, Buguias, Benguet
Amgaleyguey Primary School
Amgaleyguey, Buguias, Benguet
Saclalan-Sagandoy Elementary School
Amgaleyguey, Buguias, Benguet
Sagandoy Elementary School
Amgaleyguey, Buguias, Benguet
Sinipsip Elementary School
Amgaleyguey, Buguias, Benguet
Amlimay Elementary School
Amlimay, Buguias, Benguet
Guioeng Elementary School
Amlimay, Buguias, Benguet
Kimpit Primary School
Amlimay, Buguias, Benguet
Bad-ayan Elementary School
Baculongan Sur, Buguias, Benguet
Cayapas Elementary School
Baculongan Sur, Buguias, Benguet
Bangsalan Primary School
Baculongan Sur, Buguias, Benguet
Deccan Primary School
Baculongan Sur, Buguias, Benguet
Orlani-Telitel Primary School
Baculongan Sur, Buguias, Benguet
Paing Elementary School
Baculongan Sur, Buguias, Benguet
Pugo-Jame Mocate Elementary School
Baculongan Norte, Buguias, Benguet
Bano-oy Elementary School
Baculongan Norte, Buguias, Benguet
Bangao Elementary School
Bangao, Buguias, Benguet
Cotcot-Talabis Elementary School
Bangao, Buguias, Benguet
Tin-apan Elementary School
Bangao, Buguias, Benguet
Tindo-Bosania Primary School
Bangao, Buguias, Benguet
Bayoyo Elementary School
Buyacaoan, Buguias, Benguet
Bekes Elementary School
Buyacaoan, Buguias, Benguet
Buyacaoan Elementary School
Buyacaoan, Buguias, Benguet
Calamagan Primary School
Calamagan, Buguias, Benguet
Ambanglo Primary School
Catlubong, Buguias, Benguet
Bot-oan Elementary School
Catlubong, Buguias, Benguet
Catlubong-Adiston Elementary School
Catlubong, Buguias, Benguet
Lam-ayan Elementary School
Lam-ayan, Buguias, Benguet
Laduan Elementary School
Lengaoan, Buguias, Benguet
Lengaoan-Waking Elementary School
Lengaoan, Buguias, Benguet
Loo Elementary School
Loo, Buguias, Benguet
Pan-ayaoan Elementary School
Loo, Buguias, Benguet
Taba-ao Primary School
Loo, Buguias, Benguet
Nabalicong-Salting Elementary School
Natubleng, Buguias, Benguet
Natubleng Elementary School
Natubleng, Buguias, Benguet
Buguias Central School
Poblacion, Buguias, Benguet
Naytokyab Elementary School
Poblacion, Buguias, Benguet
Bacasen-Waking Elementary School
Sebang, Buguias, Benguet
Alapang Elementary School
Sebang, Buguias, Benguet
Pasbo-Belino Elementary School
Sebang, Buguias, Benguet
Readiness of Grade One Teachers in the Implementation of MTB-MLE Policy of Selected
Elementary Schools in Buguias, Benguet.| BENTADAN, ALMIRA P. MARCH 2013
Cot - cot
Tin - apan
Bangao
Pan - ayaoan
Abatan Loo
Bekes
Buyacaoan
Bayoyo
Bano - oy
Lengaoan Bad - ayan
Sinipsip
Paing
Natubleng
BUGUIAS
Figure 1. The map of Buguias showing the location of the schools.
Respondents of the Study
Respondents of the study were one Grade 1 teacher from each of the fifteen selected
elementary schools in Buguias since the MTB-MLE policy is currently implemented
among Grade 1 pupils. Respondents have at least three years of teaching experience in
Readiness of Grade One Teachers in the Implementation of MTB-MLE Policy of Selected
Elementary Schools in Buguias, Benguet.| BENTADAN, ALMIRA P. MARCH 2013
elementary. Some have attended preparatory trainings for the implementation of mother
tongue-based multilingual education policy.
Three of the respondents are teaching in selected MTB-MLE pilot schools namely:
Lengaoan Elementary School, Bangao Elementary School and Loo Elementary School.
Data Collection
Data were gathered through the distribution of survey questionnaires among the 15
respondents. They were further interviewed informally to supplement the data gathered
from the questionnaires.
On the level of knowledge of teachers regarding the MTB-MLE policy, a selection
type exam with ten questions regarding the basic content of the policy were given to the
respondents. The respondents were then determined as very knowledgeable (with 9-10
score), moderately knowledgeable (with 7-8 score) and fairly knowledgeable (with 5-6
score) depending on their scores.
Meanwhile, the perceptions of the respondents on the MTB-MLE policy were
determined through ten predetermined statements which the respondents may agree or not
through indicating “yes” or “no”. These statements were taken from DepEd press releases
and from the primer on the 21 Commonly Asked Questions on MTB-MLE Policy
developed by Nolasco (2009).
Photos and samples of instructional materials used by the respondents were also included.
Readiness of Grade One Teachers in the Implementation of MTB-MLE Policy of Selected
Elementary Schools in Buguias, Benguet.| BENTADAN, ALMIRA P. MARCH 2013
Data Gathered
The data gathered focused on the level of knowledge of the respondents regarding
the implementation of the MTB-MLE policy, the instructional materials used by the
teachers, the trainings attended by the teachers, the preferred medium of instruction of the
teachers, the challenges faced by the teachers in using mother tongue as medium of
instruction, and the recommendations of the teachers for the improvement of the
implementation of the policy.
Data Analysis
The data gathered from the questionnaires were tabulated, analyzed and interpreted
using descriptive analysis.
Data collected from the personal interview were also interpreted descriptively.
Photos of the respondents at work and some instructional materials were also included.
Readiness of Grade One Teachers in the Implementation of MTB-MLE Policy of Selected
Elementary Schools in Buguias, Benguet.| BENTADAN, ALMIRA P. MARCH 2013
RESULTS AND DISCUSSION
Socio-demographic Profile of the Respondents
Table 2 shows the socio-demographic profile of the respondents in terms of age,
sex, highest educational attainment, number of teaching experience (years) in elementary,
ethno-linguistic affiliation and place of origin.
Age and sex. All of the respondents were female. Four of them belong to the age
bracket 36-40 and another four belong to the 51-55 category. This was followed by 41-45
and 56-60 with two respondents each.
Highest educational attainment. Ten of the respondents have either finished post
graduate studies or have earned several post graduate units.
Number of years of teaching experience in elementary. Ten respondents have at
least twenty years of experience in teaching elementary pupils followed by three
respondents with at least 30 and 2 respondents with at least 40 years of experience,
respectively.
This indicates that prior to the implementation of the MTB-MLE policy, they may
have encountered other programs of Department of Education (DepEd) implemented in the
Basic Education Curriculum with which they may be able to compare the new policy.
Place of origin and ethno-linguistic affiliation. All of the respondents are native
Kankana-ey speakers and nine of them live in the same place the school is located though
Readiness of Grade One Teachers in the Implementation of MTB-MLE Policy of Selected
Elementary Schools in Buguias, Benguet.| BENTADAN, ALMIRA P. MARCH 2013
all of them are from Buguias. This may help eliminate language barrier between the teacher
and the pupils since they speak the major dialect in the municipality.
Table 2. Socio-demographic profile of the respondents
CHARACTERISTICS
FREQUENCY
PERCENTAGE
N=15
(100%)
Age
25-30
1
6.67
31-35
1
6.67
36-40
4
26.67
41-45
2
13.33
46-50
1
6.67
51-55
4
26.67
56-60
2
13.33
Total
15
100.1
Sex
Male
0
0
Female
15
100
Total
15
100
Highest Educational
Attainment
Bachelor
5
33.33
Masters
9
60
Doctorate
1
6.67
Total
15
100
No. of Teaching Experience in
Elementary (years)
1-10
5
33.33
11-20
5
33.33
21-30
3
20
31-40
2
13.33
Total
15
100
Ethno-linguistic Affiliation
Kankana-ey
15
100
Kalanguya
0
0
Total
15
100
Readiness of Grade One Teachers in the Implementation of MTB-MLE Policy of Selected
Elementary Schools in Buguias, Benguet.| BENTADAN, ALMIRA P. MARCH 2013
Level of Knowledge on MTB-MLE Policy
The level of knowledge of the respondents on the MTB-MLE policy was assessed through
a ten-question multiple choice exam regarding the basic concepts of the policy.
The respondents were then characterized depending on their scores with 9-10 as
Very Knowledgeable, 7-8 as Moderately Knowledgeable and 5-6 as Fairly Knowledgeable.
Of the fifteen respondents, seven were moderately knowledgeable with the basic contents
of the MTB-MLE policy such as its coverage, mode of implementation and the guidelines
in its implementation. Eight respondents were fairly knowledgeable. However, it was noted
that there were three respondents who were confused on the coverage of the MTB-MLE
policy because of the inconsistent information being given to them. MTBMLE policy will
be implemented from kindergarten level to Grade three. English and Filipino will be used
as the primary language in Grade four but Mother Tongue will still be used as a bridging
language (Official Gazette, n.d.).
Perception on the MTB-MLE Policy
The perception of the respondents on the MTB-MLE policy was taken through ten
pre-determined statements on which the respondents may agree or disagree by answering
“Yes” or “No”. Some of these statements were based from the DepEd press releases and
from the primer on the 21 Commonly Asked Questions on MTB-MLE Policy developed
by Ricardo Nolasco (2009).
Table 3 shows the perceptions of the respondents with regards to the MTB-MLE
policy.
Readiness of Grade One Teachers in the Implementation of MTB-MLE Policy of Selected
Elementary Schools in Buguias, Benguet.| BENTADAN, ALMIRA P. MARCH 2013
All of the respondents believed that the policy will help improve the education
quality in the Philippines and that the policy will be beneficial to the pupils for it will make
learning more interesting and easier for them. All respondents also believed that the policy
will encourage the pupils to participate in class discussions and will help them Table 3.
Perceptions of the respondents towards the MTB-MLE policy
PERCEPTIONS
FREQUENCY (N=15)
YES
NO
MTB-MLE policy will help
15
improve the quality of education in
the Philippines
MTB-MLE policy make learning
15
more interesting and easier for the
pupils
MTB-MLE policy will help
15
pupils comprehend lessons more
15
MTB-MLE policy will help improve
learning outcomes and
will help promote education for all
15
MTB-MLE policy is more
effective than the bilingual policy
MTB-MLE policy will help pupils
15
acquire and master a
second and third language
Readiness of Grade One Teachers in the Implementation of MTB-MLE Policy of Selected
Elementary Schools in Buguias, Benguet.| BENTADAN, ALMIRA P. MARCH 2013
MTB-MLE policy will
12
3
encourage pupils to participate in
class discussions
9
6
The pupils already know their
home language; what they need to
learn are English and Filipino to
prepare them for global
competitiveness
8
7
MTB-MLE policy will make
teaching harder for me
MTB-MLE policy will hinder
4
11
pupils from learning second and
third language
comprehend lessons more. This is supported by what Department of Education (DepEd)
Undersecretary Vilma Labrador said that if a child can fully understand what is being
talked about, he can make sense of things and participate intelligently in discussion because
a familiar language is used (DepEd Press Release, 2012). Further, they also believe that
the policy will promote “Education for All (EFA),” an international initiative first launched
in Thailand to bring the benefits of education to “every citizen in every society” (World
Bank, n.d.). In the Philippines, it aims to provide basic competencies to achieve functional
literacy for all as stipulated in its Philippine Education for All (EFA) National Action Plan
of 2015 (Manlangit, n.d).
All of the respondents believe that the MTB-MLE policy, which promotes
multilingualism, is a better language policy compared with the bilingual policy.
Promulgated by Department Order No. 52, s.1987 (Celis, 2009), the former language
Readiness of Grade One Teachers in the Implementation of MTB-MLE Policy of Selected
Elementary Schools in Buguias, Benguet.| BENTADAN, ALMIRA P. MARCH 2013
policy in the country identified English and Filipino as the main language of instruction at
all levels of education in the Philippines. This is supported by Summer Institutes of
Linguistics (n.d.), saying multilingualism, rather than bilingualism is the reality in the
world today especially in countries with numerous ethno-languages. Summer Institute of
Linguistics (n.d.) further said that multilingual education enables ethno linguistic minority
communities to participate in broader linguistic circle while still functioning fully in the
vitality of their own language.
Eleven of the respondents believe that the MTB-MLE policy will not hinder
children from learning second and third language. Instead, all of them believe that Mother
Tongue will help pupils acquire and master a second or third language as also stated by
DepEd through a press release (2012) that the first language of the learner is being used as
a bridge to learn a second or third language like Filipino and English. This is further
affirmed by Nolasco (2009) that learning to read in one’s own language provides learners
with a solid foundation for learning to read in any second language. The development and
nurturing of the Mother Tongue also facilitates transfer of skills across the languages
(Tucker, 1997).
It is interesting to note, however, that though all respondents agree to the
advantages of the MTB-MLE policy, eleven of the respondents still believe that what the
pupils need to learn were English and Filipino to prepare them for global competitiveness
since they already know their Mother Tongue. Nolasco (2009), on the other hand, stated
that what the pupils know is the conversational language or the everyday language used
for daily interaction. The success in school, he added, depends on the academic and
intellectualized language needed to discuss more abstract concepts.
Readiness of Grade One Teachers in the Implementation of MTB-MLE Policy of Selected
Elementary Schools in Buguias, Benguet.| BENTADAN, ALMIRA P. MARCH 2013
This belief may be because of the fact that most of the respondents attended only
one training and that they may not have fully understood the principles and goals of the
MTB-MLE policy which is not only to develop the language aspects of the children but
also to develop the cognitive aspect of learners for higher order of thinking (DepEd Order
No. 16, s. 2012).
Meanwhile, eight of the respondents said that with the implementation of the MTB-
MLE policy, teaching will be harder for them. This was further expressed by the
respondents during interviews, identifying several challenges that beset them. In Bano-oy
Elementary School, the respondent related that the pupils were confused with the
pronunciation of 'e' in Filipino and English because it is pronounced differently in
Kankana-ey. Because of this, she always had to make the distinction every time they shift
from Mother Tongue subject to Filipino and English. Another respondent from Natubleng
Elementary School admitted that she had to do additional research on terminologies which
she herself did not know how to translate.
Perceived Advantages of the MTB-MLE Policy
The perceptions of the respondents on the advantages and disadvantages of
MTBMLE policy were taken separately since these were based on their actual experience
with the implementation of the policy.
Comprehension of pupils. All the respondents noted that the pupils can easily
understand lessons such as stories written or told in Kankana-ey which is the Mother
Tongue of Buguias. “They can think deeper and give meaningful answers to questions. The
Readiness of Grade One Teachers in the Implementation of MTB-MLE Policy of Selected
Elementary Schools in Buguias, Benguet.| BENTADAN, ALMIRA P. MARCH 2013
weaker (slow learner) pupils are comfortable to give their ideas which later on can develop
their self-confidence to participate in the class activities,” shared the respondent from
Bangao Elementary School.
The respondent from Bad-ayan Elementary School added that they not only express
their ideas on topics but can also elaborate them. "The pupils can already translate some
English terms into Kankana-ey already," the respondent from Paing Elementary School
added that her pupils, especially those who read well have 100% comprehension.
According to DepEd national coordinator for MTB-MLE Rosalina Villaneza as quoted by
Dumlao (2012), other studies also show that the use of mother tongue as medium of
instruction reinforces the "comprehension and critical thinking skills of children and
facilitates acquisition of a second language such as English and Filipino."
Participation in class discussions. With the use of Mother Tongue in class
discussions, the respondent from Bekes Elementary School noted that her pupils have
become active in sharing what they know. The respondent from Bano-oy Elementary
School noticed that rapport is created among the pupils because they use their own dialect.
They are also not ashamed to share what they know as observed by the respondent form
Natubleng Elementary School. "Everybody wants to recite and talk," the respondent from
Cotcot-Talabis Elementary School also added.
In some instances, the respondent from Bangao Elementary school added that the
bright pupils share advance knowledge and opinions about a topic from which the average
ones could widen their understanding with and therefore gain knowledge too. Performance
during exams. According to four respondents, pupils who read well get higher scores
compared to those who cannot read well. However, the respondent from Buyacaoan
Readiness of Grade One Teachers in the Implementation of MTB-MLE Policy of Selected
Elementary Schools in Buguias, Benguet.| BENTADAN, ALMIRA P. MARCH 2013
Elementary School said that "slow readers can also get high scores when the questions are
read orally."
Further, the respondent from Bangao Elementary School said that compared to
exams in English and Filipino subjects, performance on subjects using Mother Tongue is
better since pupils may be able to read in the second and third languages without
understanding them. This supports the results of the Lubuagan Project which showed that
children in a mother tongue education program out-performed students in Filipino and
English medium schools by a difference of 40 percentage points (SIL, 2012).
Meanwhile, in Natubleng Elementary School, the respondent related that only few
pupils need guidance from the teacher during examinations since they can easily
understand the questions (see Figure 2).
Figure 2. Grade one pupils of Paing Elementary Schools needed less guidance
during a class activity since it was easier for them to understand follow the
instructions written in Kankana-ey.
Readiness of Grade One Teachers in the Implementation of MTB-MLE Policy of Selected
Elementary Schools in Buguias, Benguet.| BENTADAN, ALMIRA P. MARCH 2013
Perceived Disadvantages of MTB-MLE Policy
Based on their personal experiences in teaching using the Mother Tongue as the
medium of instruction, all the respondents identified several disadvantages on their part as
teachers. Since Kankana-ey dialect has limited vocabulary, they found it hard to translate
some English and Filipino words into Kankana-ey especially that there was no available
Kankana-ey dictionary. There were also words such as the name of colors that were better
understood by pupils in English and Filipino than in their Mother Tongue. Further, there
were some vowels and words in Kankana-ey that were pronounced differently when read
in English and Filipino which confused the pupils. Because of this, the respondents had to
explain this difference when the pupils read the same words in their English subject.
Since there were no available books and worksheets in Mother Tongue, all the respondents
have to make their own instructional materials and translate lessons into Kankana-ey which
they found time consuming.
Trainings Attended with Regards to the MTB-MLE Policy
Table 4 shows that almost all of the teachers have attended at least one training
regarding the MTB-MLE policy. Of the 14 respondents who have attended at least one
training, ten respondents believe that the trainings provided were not enough since the time
was not enough and some issues were not cleared during the trainings. The respondent
from Bekes Elementary School pointed out that the training she had attended was on the
last week of May, several weeks away from the start of classes, not giving her enough time
to prepare and adjust.
Table 5 shows the different trainings attended by the respondents. Only two
respondents were able to attend regional training and five on division-wide training. What
Readiness of Grade One Teachers in the Implementation of MTB-MLE Policy of Selected
Elementary Schools in Buguias, Benguet.| BENTADAN, ALMIRA P. MARCH 2013
the twelve of them attended was the seminar - workshop conducted by the District office
which was a re-echo of the division seminar.
Table 4. Attendance of respondents on trainings for MTB-MLE policy
ATTENDANCE
FREQUENCY
PERCENTAGE
N=15
(100%)
Have Attended
14
93.33
Have not Attended
1
6.67
Table 5. Trainings on MTB-MLE policy attended by the respondents
TRAININGS
OBJECTIVES
NO. OF
REMARKS
RESPONDENTS
ATTENDED
District
-to orient participants on the
12
Good
seminarworkshop
goals and objectives of
on MTB-MLE policy for MTB-MLE
Excellent
-to capacitate teachers to
Grade 1 teachers become
competent,
under the K-12 curriculum creative and resourceful
MTB-MLE teacher who can
design instructional
materials in the mother
tongue
-workshop in making IMs
Division
5
Learned
seminarworkshop
-to orient participants on the
how to
on MTB-MLE policy for goals and objectives of
make IMs
MTB-MLE
Grade 1 teachers -to capacitate teachers to
Excellent
under the K-12 curriculum become
competent,
creative and resourceful
MTB-MLE teacher who can
design instructional
materials in the mother
tongue
Readiness of Grade One Teachers in the Implementation of MTB-MLE Policy of Selected
Elementary Schools in Buguias, Benguet.| BENTADAN, ALMIRA P. MARCH 2013
Regional Orientation and
1
Excellent
workshop
seminar
on
MTB-MLE program for
Division
Grade
One
teachers of selected pilot
schools
Policy guideline on the -orientation on
the
4
implementation of grade 1- implementation of K to 12
10, the k to 12 basic
curriculum
education curriculum
Regional Mass Roll-out -To prepare the teachers for
2
Excellent
training
of
grade
1 the MTB-MLE policy
teachers on the K to 12
curriculum
Instructional Materials Used
The respondents used a variety of Instructional Materials (IM) as aid in teaching.
The most common is the big book which is literally a big book with colorfully illustrated
stories in Mother Tongue. The respondents also use flashcards, scanned pictures or cut
outs, graphs and charts, workbooks and others visual aids which were usually artistically
made in order to catch the pupils' attention.
Readiness of Grade One Teachers in the Implementation of MTB-MLE Policy of Selected
Elementary Schools in Buguias, Benguet.| BENTADAN, ALMIRA P. MARCH 2013
Figure 3. The instructional materials used by the respondents include cut outs, reading
materials and other visual aids that are localized.
Table 6 shows that most of the instructional materials being used by the respondents in
teaching were made by them and few were provided by the school. Though some art
materials were provided by the school, the respondents said that there were times when
they really had to use their own resources since the fund from their school was not enough
and they had to continually make new IMs to keep the interest of the pupils.
Readiness of Grade One Teachers in the Implementation of MTB-MLE Policy of Selected
Elementary Schools in Buguias, Benguet.| BENTADAN, ALMIRA P. MARCH 2013
Table 6. Instructional materials used by the respondents
PROVIDED BY THE SCHOOL
MADE BY THE TEACHER
Big book
Printed letters
Art materials (Cartolina, coupon bond,
Visual aids
manila paper)
Big books and workbooks
Kankana-ey primer
Flash cards
Scanned Pictures/cut outs
Graphs and charts
Drawings
Readiness of Grade One Teachers in the Implementation of MTB-MLE Policy of Selected
Elementary Schools in Buguias, Benguet.| BENTADAN, ALMIRA P. MARCH 2013
Figure 4. Big books are literally big books with colorfully illustrated stories
written in the Mother Tongue of the pupils. These are made and prepared by
the respondents.
Preferred Medium of Instruction
Table 7 shows that there is an equal number of the respondents who prefer pure
Kankana-ey as a language of instruction (7) and those who prefer the combination of
English, Filipino and Kankana-ey (7). Only one (1) preferred the use of English and
Filipino especially for Math and Sibika at Kultura subjects.
The respondents who prefer pure Kankana-ey as a medium of instruction said that
all of the pupils speak and can understand Kankana-ey which made it easier for them to
understand their lessons. The respondent from Bangao Elementary School also pointed out
that since Kankana-ey is the first language of her pupils, they need to understand concepts
in Kankana-ey before they were transferred to a second or third language.
Readiness of Grade One Teachers in the Implementation of MTB-MLE Policy of Selected
Elementary Schools in Buguias, Benguet.| BENTADAN, ALMIRA P. MARCH 2013
Table 7. Medium of instruction preferred by the respondents
LANGUAGE
FREQUENCY
PERCENTAGE
N=15
(100%)
Pure Kankana-ey
7
46.67
Combination of Kankana-ey,
7
46.67
Filipino and English
Filipino and English
1
6.67
Meanwhile, those who prefer a combination of English, Filipino and Kankana-ey
explained that since there were some terms in English and Filipino that have no Kankanaey
translation, the respondents may use any language that will make the lessons easily
understood by the pupils.
In terms of preparing IMs, three respondents prefer English and Filipino since there
were no textbooks in the local dialect from which they could lift their lessons. It was also
more practical since the IMs developed for another subject may still be used in other
subjects such as in English and Filipino.
Challenges in the Implementation of MTB-MLE Policy
Table 8 indicates that the leading challenge faced by the respondents in the
implementation of the MTB-MLE policy was the lack of books written in the local dialects
specifically in Kankana-ey. This results to the difficulty in translating concepts from
English and Filipino into Kankana-ey since there were no materials such as local dictionary
from which the respondents may refer to and use as guide. Without a local dictionary to
Readiness of Grade One Teachers in the Implementation of MTB-MLE Policy of Selected
Elementary Schools in Buguias, Benguet.| BENTADAN, ALMIRA P. MARCH 2013
check deeper meanings and spellings, the respondent from Natubleng Elementary School
is even confused with the correct usage of vowels and the spelling of some words such as
the “buok” and “book,” meaning hair in Kankana-ey.
Further, though all of the respondents speak Kankana-ey, there were terms which
they also had to research on and familiarize with specially those that were not often used
in a day to day living.
Another leading challenge to the respondents was the lack of IMs readily available.
Because of this, the respondents had to spend much time in preparing IMs since they had
to discard or add those that they have made in the previous years.
Table 8. Challenges faced by respondents with the implementation of MTB-MLE policy
CHALLENGES/PROBLEMS
FREQUENCY
PERCENTAGE
N= 15
(100%)
Lack of books written in mother tongue
15
100
Lack of teaching/instructional materials
15
100
Difficulty in translating concepts into
11
73.33
mother tongue
Differences in language used by the
pupils
3
20
Differences in dialects between teacher
3
20
and pupils
Too much time needed to prepare
2
13.33
instructional materials
Readiness of Grade One Teachers in the Implementation of MTB-MLE Policy of Selected
Elementary Schools in Buguias, Benguet.| BENTADAN, ALMIRA P. MARCH 2013
Confusion on the correct spelling of
some
1
6.67
Kankana-ey words
No trainings attended before the
1
6.67
implementation
*Multiple responses
In Bekes Elementary School, Sinipsip Elementary School and Natubleng
Elementary School where there were some pupils who are Ilocano speakers, the
respondents have to translate into Ilocano the lessons they teach in Kankana-ey. Some
pupils also speak English at home such as the case in Buyacaoan Elementary School.
Figure 5. The respondent from Paing Elementary School leads her pupils during their
reading session. Her pupils are often confused with some words which are read differently
in Kakana-ey and in English so she had to explain the difference when they encounter such
words.
Readiness of Grade One Teachers in the Implementation of MTB-MLE Policy of Selected
Elementary Schools in Buguias, Benguet.| BENTADAN, ALMIRA P. MARCH 2013
Recommendations of Respondents for the Improvement of MTB-MLE Policy
With the challenges identified by the respondents, they clamor for more trainings
on the policy particularly in preparing various instructional materials. The respondents also
request for more readily available IMs such as big books, workbooks and activity sheets
written in Kankana-ey. Since the respondents are still adjusting from the change in the
curriculum, they also need reference and guide books from which they could refer to.
Respondents from Sinipsip Elementary School and Bekes Elementary Schools also
recommended a change in the policy such that the MTB-MLE is implemented as a subject
area but not as a medium of instruction in other subjects such as Sibika at Kultura and Math
since they believe that these are better understood in Filipino and English, respectively.
Readiness of Grade One Teachers in the Implementation of MTB-MLE Policy of Selected
Elementary Schools in Buguias, Benguet.| BENTADAN, ALMIRA P. MARCH 2013
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary
The study was conducted from December 2012 to January 2013 in 15 public
elementary schools in Buguias, Benguet.
There were 15 respondents from the selected 15 public elementary schools in
Benguet. Three of them were from of MTB-MLE pilot schools.
Results were interpreted according to the objectives of the study which were to:
determine the socio-demographic profile of the respondents, determine teachers’ level of
knowledge regarding the MTB-MLE policy, determine the teachers’ perceptions on the
MTB-MLE policy, determine the trainings attended by the teachers in preparation for the
new policy, determine the instructional materials provided by the school and made by the
teacher that are used by the respondents in teaching, determine the preferred medium of
instruction of the teachers and why, determine the challenges faced by the teachers with
the implementation of the Mother Tongue-Based Multilingual Education (MTB-MLE),
seek recommendations of the teachers on the and implementation of the policy.
All of the respondents were female and there was an equal number of respondents
(4) belonging to the age bracket 36-40 and 51-55. Ten respondents have either finished
post graduates studies or have earned several post graduate units and have at least 20 years
of experience in teaching elementary. They are all Kankana-ey speakers and nine
respondents were from the place where they were teaching while six respondents were
from other parts of Buguias.
Readiness of Grade One Teachers in the Implementation of MTB-MLE Policy of Selected
Elementary Schools in Buguias, Benguet.| BENTADAN, ALMIRA P. MARCH 2013
Seven of the respondents were moderately knowledgeable of the MTB-MLE policy
while eight were fairly knowledgeable. All of the respondents believe that the MTB-MLE
policy would help improve the quality of education in the Philippines and that it will help
learning outcomes for pupils. They also believe that it would not hinder pupils from
learning other languages, instead, it would serve as a stepping stone for them to learn
second and third language.
Almost all of the respondents have attended at least one training in preparation for
the implementation of the policy. However, ten respondents said the trainings were not
enough to prepare them for the implementation because some issues were not clarified.
With the IMs being used by the respondents in teaching, most were prepared by the
teachers though some art materials were provided by the school. Meanwhile, there was an
equal number of respondents (7) who prefer pure Kankana-ey and the combination of
Kankana-ey, Filipino and English (7) as medium of instruction.
Challenges faced by the respondents in the implementation of the MTB-MLE
policy include the following: lack of books written in mother tongue; difficulty in
translating concepts into mother tongue; lack of teaching/instructional materials; too much
time needed to prepare instructional materials; differences in language used by the pupils;
confusion on the correct spelling of some Kankana-ey words; differences in dialects
between teacher and pupils; and no trainings attended before the implementation.
With the identified problems, the respondents gave the following
recommendations: more trainings on MTB-MLE policy especially in making IMs; more
readily available IMs, workbooks and activity sheets written in Kankana-ey; more guide
Readiness of Grade One Teachers in the Implementation of MTB-MLE Policy of Selected
Elementary Schools in Buguias, Benguet.| BENTADAN, ALMIRA P. MARCH 2013
books and reference materials; and the implementation of the policy as a subject area but
not as a medium of instruction in other subjects.
Conclusions
Based on the findings of the study, the following conclusions were derived:
1. The elementary teachers of Buguias are fairly knowledgeable on the MTB-MLE
policy and there are few who are confused with the coverage of the policy because of the
inconsistent information being given to them.
2. The respondents believe that the policy will be beneficial to the pupils though it
would make teaching a harder endeavor for them because of the lack of reference
materials available to them.
3. The trainings the respondents have attended are not enough to equip them with the
necessary skills to successfully implement the policy, hence, not fully understanding the
goals of MTB-MLE policy.
4. The respondents prefer pure Kankana-ey and the combination of Kankana-ey,
Filipino and English as mediums of instruction because the pupils speak Kankana-ey
which encourages active participation of pupil and easier comprehension. Filipino and
English may also be used when the respondents deem it necessary.
5. The respondents are faced with several challenges in teaching under the MTBMLE
policy considering that this is the first year of implementation of the policy. If
unaddressed, these problems may escalate in the future and may affect the success of the
policy. With these challenges being faced by the teachers and the adjustments they had to
Readiness of Grade One Teachers in the Implementation of MTB-MLE Policy of Selected
Elementary Schools in Buguias, Benguet.| BENTADAN, ALMIRA P. MARCH 2013
make, it is noted that the Grade one teachers of public elementary schools in Buguias are
not fully prepared and ready for the implementation of the MTB-MLE policy.
Recommendations
Based on the findings and conclusions, the following recommendations were
drawn:
1. More training and seminars may be provided to the Grade one teachers in order to
address issues and concerns of respondents to avoid any confusions and for them to
understand fully the goals and objectives of the MTB-MLE policy, and to better equip them
with the necessary skills they need to implement the policy especially that it is a new policy.
It should be ensured that all the Grade one teachers undergo trainings because their
competence will affect the progress of the pupils.
2. Instructional materials such as big books may be developed, mass produced and
distributed to the teachers. Reference books may also be made available to teachers.
3. The implementers of the policy may allow the use of combined languages -
Kankana-ey, Filipino and English - as mediums of instructions when needed and in
appropriate subjects.
4. Similar preparations may also be applied to Grades two and three teachers when
the policy is implemented among Grade two and Grade three pupils.
5. Since the MTB-MLE policy is a new program, other researchers may want to study
other aspects of the policy such as the perceptions of the parents on the policy and its long
term impact on the pupils.
Readiness of Grade One Teachers in the Implementation of MTB-MLE Policy of Selected
Elementary Schools in Buguias, Benguet.| BENTADAN, ALMIRA P. MARCH 2013
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