In June 2012, the K to 12 Curriculum was implemented in the Philippines. Basic education is now thirteen years instead of the usual ten years. In the K to 12 Curriculum, the elementary grades will focus on the core learning areas namely: languages, mathematics, science and social studies. One of the highlights of the K to 12 Curriculum is the use of the eight major Philippine languages to teach Kindergarten to Grade 3 students. The Department of Education adopted the “Mother Tongue-Based Multilingual Education (MTB-MLE)” after pilot tests showed students learn better when the language used at home is also used in the classroom. This study aimed to determine the reactions and attitudes of the teachers and the problems they encountered on the implementation of the Multilingual Education and the Teaching of Mother Tongue in the Philippines. The study utilized quantitative and qualitative research methods through document analysis, survey, interview and observation. Triangulation of data in terms of method of gathering and validation was undertaken. This paper focused in selected public elementary schools in three municipalities in Northern Isabela in the Cagayan Valley Region namely Cabagan, San Pablo, Santa Maria and Santo Tomas. Survey questionnaire, interview guide and observation checklist were used to document the problems, attitudes and perceptions of K to 3 teachers in the implementation of MTB-MLE for the K to 12 program Results showed that the feelings, reactions and attitudes of the teachers on the implementation of the MTB-MLE are generally favorable. However, the teachers encountered problems on availability of instructional materials and facilities.
Eileen Bernardo, Isabela State University, The Philippines
Nilda Aggabao, Isabela State University, The Philippines
Jaine Tarun, Isabela State University, The Philippines
Stream: Primary and secondary education
This paper is part of the ACEID2018 Conference Proceedings (View)
View / Download the full paper in a new tab/window