Perceptions of Mother tongue-Based Multillingual Education to the Hollistic Development of Primary Pupils

Abstract

INTRODUCTION

Children around the world are learning language primarily at home and that language differs from the dominant language used in the broader social world. These children arrive at school with precious resources: their mother tongue as their first language or LI. Mother tongue has been proved to play crucial role in the early learning of pupils as proven by the various findings (Deped order no. 74 .S.2009) on the contrary, after three years of implementation of the use of Mother tongue-based multilingual education in the Division of Calamba City , Grade 3 performance is still way below to the target of 75% MPS based on the National Achievement Test 3 (NAT 3) and Language Assessment for Primary Grades (LAPG).

METHODS

This study made use of a mixed method. The researcher had considered 51 public elementary schools in the division of Calamba City. Random sampling was employed for the respondents of the study. The researcher conducted a Focused Group Discussion (FGD) to ten selected ten (10) selected teachers, teaching MTB in primary level and school heads, the interview dwell on the challenges of teachers experience in the teaching mother tongue.

RESULTS

The school heads and teachers strongly agreed that MTB-MLE s instructional material development influences the effective and efficient delivery of instruction total weighted mean of 4.15 and 4.21, respectively. On Perceptions on Pupil's holistic development the total weighted mean of teachers and school heads were 3.80 and 4.06 respectively and the overall weighted mean yields 3.93 which means they moderately agreed. On pupils' physical development the combined weighted of 4.06 reveals that both groups of respondents moderately agreed that MTB-MLE instruction affects the pupils' physical development. On pupils' emotional development the combined weighted mean of 3.79 reveals that both groups of respondents moderately agreed that MTB-MLE instructions affect the emotional development of the pupils.

DISCUSSIONS

The quantitative findings of the study establish a strong significant relationship between the MTB-MLE influence on the effective and efficient delivery of instructions and the pupils' holistic development. This was validated by qualitative findings which evidenced the challenges that evolve on using the MTB-MLE instruction like the language used in classroom, learners response, earning materials, its effects in early grades, the importance of its uses, teacher supports, contestations on its uses, and available resources.