Mother Tongue-Based Multilingual Education (MTB-MLE) and Learners' Academic Performance in Mathematics: A Basis for Instructional Development

Abstract

INTRODUCTION

The role of language as a medium of instruction in upholding effective teaching and learning is a concern that has occupied many scholars all over the world for many years. The study centered on the relationship between the perception of Mathematics teachers on the use of MTB-MLE in teaching Mathematics and learners' academic performance in Pagbilao District.

METHODS

The study used a descriptive type of research wherein the questionnaire was the main guide. The population aggregates of this study consisted of 110 teachers from grades 1-3 and 31 sections of Grade 3 from 16 elementary schools with 1,175 pupils. The researcher chose Grade three pupils because they were the transition of Filipino to English instruction in Mathematics at intermediate level (Grade 4-6). For the perception of the Math teachers, the weighted arithmetic mean (wam) and the standard deviation were used. To measure the significant relationship between the perception of Math teachers and learners' academic performance, Pearson Product was used.

RESULTS

The study revealed that the perception of the Mathematics teachers on the use of MTB-MLE in teaching Mathematics in the Pagbilao District has the strongly agree rating. Mathematics teachers agreed that the use of MTB-MLE allowed teachers and pupils to interact naturally. In terms of the academic performance of Grade three pupils, it fell under the developing level. It shows that pupils possessed the minimum knowledge and skills and core understanding. There was no relationship between the perception of Mathematics teachers and learners' academic performance in Mathematics. It implied that the perception of teachers on the use of MTB-MLE was not merely the prime factor in determining pupils' academic performances.

DISCUSSIONS

The researcher recommends special training for Mathematics teachers that are related to the use of MTB-MLE in teaching Mathematics to improves children's learning outcomes and be able to meet its goals in achieving learning, linguistic and social economic goals. Also, teachers with pupils with lowest academic performance average grade should provide more authentic performance task these are those that are tangible product/ performance that requires learners to apply their learning in context. In addition, DepEd should continue to monitor and supervise the use of the program as well as to provide necessary teaching and learning materials align with the Mother Tongue of learners.