An Evaluation on The Implementation of Mother Tongue-Based Multilingual Education in Relation to Teachers' Profile and Pupils' Academic Achievement in Mathematics: Basis for Lesson Exemplar

Abstract

INTRODUCTION

Language and education are intertwined concepts such that no education related practices and activities can take place without the former. The prohibition and the use of mother tongue have come and gone throughout history. However, Cook (2001) points out that most teaching methods since the 1880s have categorically avoided the integration of the first language in schooling.

METHODS

This study utilized the descriptive survey design method. A survey design is used when "investigators administer a survey to a sample or to the entire population of people to describe the attitudes, opinions, behaviors, or characteristics of the population" (Creswell, 2012, p.376).

RESULTS

There are significant differences in the extent of the implementation of Mother Tongue - Based Multilingual Education as assessed by the teacher respondents and their profile in terms of age, years of teaching experience and educational background. There is no significant difference in the extent of the implementation of Mother Tongue-Based Multilingual Education as assessed by the teacher respondents and their profile in terms of ethnicity. There is a significant difference in the extent of implementation of Mother Tongue - Based Multilingual Education as assessed by the teacher respondents and the level of academic achievement of pupils in Mathematics.

DISCUSSIONS

The administration should consider sending younger generation of teachers to seminars for them to be updated of various Department of Education orders in relation to subject teachings as incorporated in the K-12 Curriculum. Experienced teachers teaching Mathematics are encouraged to coach new teachers in Mathematics teaching in terms of the update in the preparation of lesson plan and syllabi in Mathematics. The head of the school should always encourage college graduate teachers to look into the importance of upgrading their profession to a higher level for them to be more effective in the implementation of the Mother Tongue -Based Multi-Lingual Education in Math Teaching.