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

Abstract

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 Mathematics in the Pagbilao District. The low performance of the MPS and the low level of pupils' skills in Mathematics, such as in performing the four fundamental operations, caught the interest of the researcher and led her to conduct the study. The study used a descriptive type of research wherein the questionnaire was the leading guide. The population aggregates of this study consisted of 110 teachers from Grades 1 to 3 and 31 sections of Grade 3 from 16 elementary schools with one thousand one hundred seventy-five (1,175) Grade 3 pupils. The researcher chose Grade 3 pupils because the third grade included a transition from Filipino to English instruction in Mathematics before proceeding to the intermediate level (Grades 4 to 6). Based on the perceptions of Mathematics teachers, the weighted arithmetic mean (WAM) and the standard deviation was used. To measure the significant relationship between the knowledge of Mathematics teachers on the use of MTB-MLE in teaching Mathematics and the learners’ academic performance, the Pearson Product was used. 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 decided that the use of MTB-MLE allowed teachers and pupils to interact naturally. In terms of the academic performance of the grade three pupils, it fell under the developing level. It indicated 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 opinion of the teachers on the use of MTB-MLE was not merely the prime factor in determining the pupils’ academic achievements. The researcher recommends specialized training for Mathematics teachers that are related to the proper use of the MTB-MLE in teaching Mathematics. Teachers with pupils with lowest academic performance average grade should provide more authentic performance task. The Department of Education should continue to monitor and supervise the program and should provide necessary teaching and learning materials that align with the Mother Tongue of the learners.