Challenges in the Implementation of Mother Tongue-Based Education Instruction in Mathematics and Teacher's Coping Mechanism

Abstract

INTRODUCTION

Policymakers, educators, and even learners are searching for the most appropriate medium of instruction that will provide improved education for diverse learners especially for those who are deprived of education (Benson, 2008). Further, the implementation of other Tongue as a medium of instruction in Math subject for Grades 1 to 3 pupils caused teachers and educators to strategize in order to comply with the mandate of MTBE. The study aimed to determine the challenges encountered by Math teachers in Grades 1 to 3 in the implementation of other tongue-based instruction in Mathematics and identify the strategies adopted to cope with the challenges encountered.

METHODS

Adopting the phenomenology design of qualitative research, the study purposively selected four elementary schools in the District ofCabuyao, Laguna. Using an interview guide, 15 Math teachers from each school or a total of60 representatives were interviewed to gather appropriate data used in answering the problems started.

RESULTS

It was found out that there were a lot of problems encountered in the implementation of MTBE specifically in Math subject. First is the lack of preparation prior to its implementation particularly in terms of conducting relevant training and seminars for the teachers in developing localized instructional materials and vocabulary development; lack of instructional materials; and the inconsistencies between and among the curriculum guide, learning, and instructional materials and the teaching guides were also considered challenges in the implementation of MTBE. To cope with these challenges teachers gave assignments.

DISCUSSIONS

Mother-Tongue Based Education in Mathematics is fully implemented but lacks the needed preparation among teachers and pupils. The consistency of curriculum design with the instructional materials, learning instruments and teaching guides; and the provision and availability of instructional materials, hence perceived by Math teachers to be very challenging. Math teachers are obliged to develop their own strategies to cope with the challenges being encountered. However, some strategies being adopted by Math teachers are contradicting with the objective of MTBE like the use of English language for those terminologies that are very hard to translate in Mother Tongue.MTBE is argued to be inappropriate and not advisable to be used as a medium of instruction in Mathematics because of the many technical terms that are more understandable in the English language than in Mother Tongue.