CHAPTER 3

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the findings and discussions

on the assessment of the implementation of Mother

Mongue-Based Multilingual Education (MTB-MLE) in

Cervantes, Ilocos Sur. It includes the following points

of discussion: level of attainment of objectives; level

of adequacy of the instructional materials; extent of

preparedness in the implementation; and the

acceptability of the teachers and parents in the

implementation of MTB-MLE.

Level of Attainment of the objectives of Mother

Tongue-Based Multilingual Education (MTB-MLE)

This section presents the over-all level of

attainment of the objectives of mother tongue-based

multilingual education.

As reflected on the data, all the three indicators

were rated as adequately attained by the teachers and

Heads/Principals respondents.

The over-all level of attainment of the objectives

of the Mother Tongue-Based Multilingual Education (MTB-

MLE)is 3.07 having a descriptive equivalent of

moderately attained.

This finding implies that the objectives are not in

its full implementation. The MTB-MLE is still on its 3rd

year of implementation. There are still things to

consider in the implementation and there are still rooms

for improvements.

Table 2. Level of Attainment of the objectives of the

Mother Tongue-Based Multilingual Education (MTB-MLE)
Descriptive
Indicators W.M Equivalent Rank
1. Stepping stone in
achieving aims of education
as well as the goal of Moderately
functional literacy 2.96 Attained 3
2. Preservation of our Moderately
countrys cultural treasure 3.08 Attained 2
3. Provides learners with a
strong educational
foundation in the first
language in terms of Moderately
instruction. 3.16 Attained 1
Average 3.07 Moderately Attained

The highest rank is objective three, Provides

learners with a strong educational foundation in the

first language in terms of instruction having a mean of

3.16. This is interpreted as moderately attained. It

means that this objective is being realized and being

applied in class, learners actually comprehend when the

teacher use the mother tongue. Further, it has

40
something to do with familiarity of language as used in

the classroom. According to Thomas and Collier, cited by

Parpa (2012), on strong foundation, research shows that

children whose early education is in the language of

their home tend to do better in the later years of their

education.

Further, Giron (2012) said that building a strong

foundation in the home language (mother tongue) and

using the same language as the bridge to learning other

languages is a big step towards developing the

childrens lifelong learning skills.

Moreover, Cummins (2000) cited by Parpa (2012) that

the development of childrens mother tongue is strong

predictor of their second language development of

children with a solid foundation in their mother tongue

develop stronger literacy abilities in the school

languages.

Next in rank with a mean of 3.08 is objective two,

Preservation of our countrys cultural treasure. This

is interpreted as moderately attained. It implies that

culture is not included or not learned in some subjects.

One teacher said during the interview, students who

turn against or otherwise neglect their mother tongue

41
can often suffer from problems of identity loss of

alienation from their parents, and from their

grandparents and other family members in their home

country.

The lowest rank is objective one, Stepping stone

in achieving aims of education as well as the goal of

functional literacy with a weighted mean of 2.96,

interpreted as moderately attained. It implies that this

objective is not fully attained. The heads and teachers

are fully aware but there are factors that hinder its

implementation, like limited materials/resources, lack

of training of teachers and transition of the definition

of literacy. If before literacy is simply to read and

write, but now literacy is a skill that children need to

develop comprehensiveness and how they use practically

in their lives. In other words, there is no complete

support.

Level of Adequacy of the Instructional

Materials of Mother Tongue-Based
Multilingual Education

This section focuses on the adequacy of the

instructional materials of Mother Tongue-Based

multilingual Education (MTB-MLE).

42
 Table 3 shows that the level of adequacy of the

Instructional Materials of the Mother Tongue-Based

Multilingual Education (MTB-MLE)is 2.28, which is

described as slightly adequate. It means that there is

lack of instructional materials in teaching the mother

tongue. It needs more instructional materials to

facilitate the learning of the pupils.

Table 3. Level of Adequacy of Instructional Materials of

the Mother Tongue-Based Multilingual Education (MTB-MLE)
Descriptive
Indicators W.M Equivalent Rank
1. There are sufficient
supplies for making teaching- Slightly
learning aids 2.32 Adequate 3
2. There are sufficient
supplies of pictures, charts,
posters, models, and other Slightly
visual aids 2.21 Adequate 6.5
3. Taped stories, songs,
poems, and rhymes are Slightly
available 2.21 Adequate 6.5
4. There are sufficient
supplies of workbooks in MTB- Slightly
MLE in every subject 2.35 Adequate 2
5. Teaching guides and Slightly
manuals are available 2.48 Adequate 1
6. There are sufficient Slightly
standard evaluation devices 2.26 Adequate 5
7. Adequate evaluation forms Slightly
are available 2.16 Adequate 9
8. Translated MTB-MLE books Slightly
are available 2.30 Adequate 4
9. Adequate modules, teaching
aids/devices and facilities Slightly
are sufficient 2.18 Adequate 8
Slightly
Average 2.28 Adequate

43
 Rank first is indicator 5, Teaching guides and

manuals are available with a weighted mean of 2.48 and

described as slightly adequate. (add reason) The

schools are using teaching guides and manuals as to the

suggestions of DepEd but the schools are the ones

reproducing but are not sufficient. Teachers who will

teach the subject need to reproduce for them to have a

copy.

Instructional materials are critical for successful

teaching in any classroom, especially in diverse and

inclusive classrooms where students' skill levels,

learning styles, and interests are more varied. There

are many exciting options that can help teachers meet

the instructional challenges they face (Voltz, Sims &

Nelson, n.d).

Second in rank is indictor 4, There are sufficient

supplies of workbooks in MTB-MLE in every subject

having a weighted mean of 2.35 with a descriptive

equivalent of slightly adequate. There is a lack of

supply of workbooks in Iloko. Teachers are obliged to

prepare lessons but produce copies but are limited, it

cannot cater to all the children because of limited

funds.

44
 The finding corroborates with the study of Lartec,

et. al (2014), in which one problem encountered by

teachers is the lack of books written in mother tongue.

Third rank is indicator one, There are sufficient

supplies for making teaching-learning aids with a

weighted mean of 2.32 having a descriptive equivalent of

slightly adequate. Supplies in preparing teaching-

learning aids are being provided by the teachers who are

teaching the subject. Some teachers are getting ideas

from other teachers. Teachers even based their lesson

from other books, they translate and use them in

teaching their lessons. By doing these things, they are

doing their best to meet the standards and competencies

set by Department of Education.

Ranked 7th are there are sufficient supplies of

pictures, charts, posters, models, and other visual

aids and taped stories, songs, poems, and rhymes are

available both got a weighted mean of 2.21 described as

slightly adequate.

Eighth in rank is Adequate modules, teaching

aids/devices and facilities are sufficient. This got a

weighted mean of 2.18 with a descriptive equivalent of

45
slightly adequate. Similar with workbooks and manuals,

there is a lack of supply.

Last in rank is adequate evaluation forms are

available, described as slightly adequate with a

weighted mean of 2.16. This implies that evaluation

forms are not used all the time because of its

unavailability.

Summary on the adequacy of the Instructional

Materials of Mother Tongue-Based Multilingual
Education (MTB-MLE)according to age

Table 3.1 presents the summary of the level of

adequacy of the instructional materials in implementing

the Mother Tongue-Based Multilingual Education (MTB-MLE)

when grouped according to age as perceived by teachers.

As gleaned in table 3.1, teachers whose age is 51

and above have a higher perception on the adequacy of

instructional materials of MTB-MLE with a mean of 2.73.

It means that seasoned teachers could prepare more

teaching materials compared to the others. The least is

the group of teachers with the age from 31 to 40 with a

mean of 2.14. (include reasons like on preparation of

instructional materials)

Slight differences were noted among their means.

However, there are significant differences among the

46
Table 3.1 Level of Adequacy of the Instructional
Materials of the Mother Tongue-Based Multilingual
Education (MTB-MLE)according to age
21 to 31 to 41 to 51 &
Indicators 30 40 50 above
1. There are sufficient
supplies for making
teaching-learning aids 2.47 2.29 2.39 2.88
2. There are sufficient
supplies of pictures,
charts, posters, models,
and other visual aids 2.53 2.18 2.13 2.50
3. Taped stories, songs,
poems, and rhymes are
available 2.33 2.18 2.18 2.75
4. There are sufficient
supplies of workbooks in
MTB-MLE in every subject 2.80 2.11 2.29 3.13
5. Sufficient teaching
guides and manuals are
available 2.67 2.30 2.50 3.00
6. There are sufficient
standard evaluation
devices 2.60 2.14 2.25 2.63
7. Adequate evaluation
forms are available 2.47 1.96 2.26 2.25
8. Translated MTB-MLE
books are available 2.60 2.14 2.30 2.88
9. Adequate modules,
teaching aids/devices and
facilities are sufficient 2.47 2.00 2.21 2.75
Average 2.56 2.14 2.28 2.73
p-value=0.00 Fcomp=23.22 d.f=3/32 =0.05 significant (Reject Ho)

perceptions of the teachers when grouped according to

age as revealed in the statistical analysis with a

computed p-value of 0.00 which is lower than the alpha

of 0.05 level of significance. Thus, the research

hypothesis is accepted. It implies that age does affect

47
their perception as to level of adequacy in implementing

mother tongue.

Summary on the adequacy of the Instructional

Materials of Mother Tongue-Based Multilingual
Education (MTB-MLE)according to
number of related trainings

Table 3.2 presents the summary of the level of

adequacy of materials in the implementation of the

Mother Tongue-Based Multilingual Education (MTB-MLE)

Table 3.2 Level of Adequacy of the Instructional

Materials of the Mother Tongue-Based Multilingual
Education (MTB-MLE)according to number of trainings of
teachers
Indicators 0-2 3to 5 6&above
1. There are sufficient supplies
for making teaching-learning
aids 2.00 2.28 2.43
2. There are sufficient supplies
of pictures, charts, posters,
models, and other visual aids 2.10 2.08 2.31
3. Taped stories, songs, poems,
and rhymes are available 2.00 2.17 2.29
4. There are sufficient supplies
of workbooks in MTB-MLE in every
subject 1.90 2.36 2.45
5. Sufficient teaching guides
and manuals are available 2.38 2.24 2.64
6. There are sufficient standard
evaluation devices 2.00 2.24 2.33
7. Adequate evaluation forms are
available 2.00 2.08 2.25
8. Translated MTB-MLE books are
available 2.00 2.24 2.41
9. Adequate modules, teaching
aids/devices and facilities are
sufficient 1.80 2.04 2.36
Average 2.00 2.19 2.40
p-value=0.00 d.f=3/32 Fcomp=23.22 =0.05 significant (reject Ho)

48
when grouped according to number of related trainings as

perceived by teachers.

As gleaned on the table, teachers whose training is

from 6 and above have a higher perception on the

adequacy of instructional materials in implementing MTB-

MLE with a mean of 2.40. The least is the group of

teachers with related training of 0 to 2 with a weighted

mean of 2.0. Slight differences were noted from their

means. However, statistical analysis showed that the

computed p-value of 0.00 is lower than the alpha of 0.05

level of significance, thus, the research hypothesis is

accepted. It means that there are significant

differences among the perceptions of the teachers when

grouped according to number of related trainings.

Extent of Preparedness in the Implementation

of the Mother Tongue-Based Multilingual

Education (MTB-MLE)

The preparedness in the implementation of mother

tongue-based multilingual education needs communication

skills. Communication can either be verbal or non-

verbal. Everyone must be prepared in implementing the

MTB-MLE.

49
Along Teacher Preparedness

The level of teachers preparedness in the

implementation of mother tongue-based multilingual

education is 3.03 with a description of moderately

prepared. It means that the teachers are still having

difficulty in the preparation of the implementation of

MTB-MLE.

Specifically, the top three indicators are the

following:

Rank 1 is indicator 9, teachers are able to

translate stories/ selections from books to Iloko with

a weighted mean of 3.38, having a descriptive equivalent

of very much prepared. It means that teachers are

always ready in translating English/Filipino to Iloko

because there are no books available to use in their

classroom. They look into the competence that their

pupils achieve through their language.

This goes with the idea of Parpa (2012) that

learners achieve grade level competence in each subject

because teachers use their own language, along with the

official school language to help them understand the

academic concepts.

50
 Ranked second is indicator 10, teachers have sense

of belongingness on language spoken at home and taken

the responsibility of preservation of the language

having a weighted mean of 3.36 described as very much

prepared. It implies that teachers are using their

language easily in a smooth transfer of learning to the

pupils.

Rank 9 is teachers read enough materials and

magazines written in Iloko which got a weighted of 2.61

with a descriptive equivalent of moderately prepared.

It implies that the teachers lack books in Iloko to read

because of its unavailability. This is one problem

mentioned by the teachers who are teaching mother

tongue.

Table 4. Extent of Preparedness in the implementation

of the mother tongue-based multilingual Education (MTB-
MLE)
Indicators W.M Descriptive Rank
Moderately
Teacher Preparedness 3.03 Prepared
1. Teachers undergo continuing
and advanced professional Moderately
training on MTB-MLE 3.00 Prepared 6
2. Teachers are regularly trained
in new and effective teaching and Moderately
learning strategies on MTB-MLE 2.92 Prepared 7
3. Teachers have enough technical Moderately
skills in MTB-MLE 2.71 Prepared 8
4. Teachers have enough manuals
and teachers guide for teaching Moderately
MTB-MLE 2.55 Prepared 10
5. Teachers read enough reading 2.61 Moderately 9

51
materials and magazines written Prepared
in Iloko
6. Teachers have mastery on Moderately
subject matter (MTB-MLE) taught 3.16 Prepared 5
7. Teachers support their co-
teachers by sharing teaching
techniques and experiences
teaching techniques and Very Much
experiences on MTB-MLE 3.33 Prepared 3
8. The school head/administrators
regularly monitor teachers
performance and provide technical
assistance in the implementation Very Much
of MTB-MLE 3.32 Prepared 4
9. Teachers are able to translate
stories/selections from books to Very Much
Iloko 3.38 Prepared 1
10.Teachers have sense of
belongingness on language spoken
at home and taken the
responsibility of preservation of
the language Very Much
3.36 Prepared 2
Pupils Preparedness 3.23 Moderately Prepared
1. Pupils are able to use Ilocano Very Much
in their communication 3.48 Prepared 1
2. Pupils are able to do their Very Much
daily task accurately in Iloko 3.27 Prepared 3
3. Pupils are able to explore new Moderately
knowledge using Iloko 3.12 Prepared 9
4. Pupils are able to use Iloko Very Much
for daily living 3.43 Prepared 2
5. Pupils show interest in Moderately
learning using Iloko 3.24 Prepared 5
6. Pupils can easily comprehend Very Much
instructions stated in Iloko 3.25 Prepared 4
7. Pupils show constant progress
based on standard evaluation Moderately
devices on MTB-MLE 3.15 Prepared 7
8. Pupils can read Iloko word Moderately
correctly 3.19 Prepared 6
9. Pupils can recite poems and Moderately
rhyms in Iloko Properly 3.13 Prepared 8
10. Pupils can write Iloko words Moderately
correctly 3.08 Prepared 10
Over-all Mean 3.13 Moderately Prepared

52
 Rank 10 is indicator 4, teachers have enough

manuals and teachers guide for teaching MTB-MLE with a

weighted mean of 2.55 described as moderately prepared.

It means that teachers lack manuals and teachers guide

given to them. This has been an issue aired since the

first implementation of MTB-MLE.

Along Pupils Preparedness

Along pupils preparedness, area mean is 3.23 with

a descriptive equivalent of moderately prepared. It

implies that the pupils are ready to embrace the

implementation of mother tongue.

Along the indicators, first in rank is indicator 1,

Pupils are able to use Ilocano in their communication

with a weighted mean of 3.48, described as very much

prepared. It implies that pupils are good in using

their mother tongue. Though it is conversational, they

still use their first language and they can be able to

communicate well. This was an observation of one

teacher who is handling mother tongue-based subject.

One aim of the multilingual education is to produce

learners who are multi-literate in which they can read

53
and write competently in the local language (Parpa,

2012).

Ranked second is indicator 4, Pupils are able to

use Iloko for daily living with a weighted mean of 3.43

described as very much prepared. It means that the

pupils can converse freely and harmoniously with the

people around them. Parpa (2012) said that ones own

language enables a child to express himself easily, as

there is no fear of making mistakes.

Third in rank is indicator 2, Pupils are able to

do their daily task accurately in Iloko with a weighted

mean of 3.27, having a descriptive equivalent of very

much prepared. It implies that the pupils could work

with ease and accuracy when using their mother tongue

while communicating with their peers, classmates and

with their teacher. Thus, they could understand easily.

Giron (2012) opined that students who have

developed their mother tongue and literacy abilities to

a point of fluency before beginning second-language

literacy acquisition do as well or better than students

who are taught the oral and written second language from

the beginning.

54
 Further, Parpa (2012)discussed that Education

begins with what the learners already know, building on

the language and culture, language and experience that

they bring with them when they start school.

Rank 8 is indicator 9, Pupils can recite poems and

rhymes in Iloko properly with a weighted mean of 3.13

described as moderately prepared. It means that the

pupils have the difficulty to recite poems and rhymes

because of the lack of materials that are written in

Iloko which are produced for the pupils to learn such.

Rank 9 is indicator 3, pupils are able to explore

new knowledge using Iloko with a weighted mean of 3.12

having a descriptive equivalent of moderately prepared.

It implies that the pupils are not exposed to new things

about Iloko as a dialect/language, for instance, there

are still many vocabulary that pupils need to learn to

learn.

Last in rank is indicator 10, Pupils can write

Iloko words correctly with a weighted mean of 3.08

described as moderately prepared. This implies that the

pupils are not so much with written activities in their

mother tongue.

Summary of Extent of Preparedness

55
in the implementation of the mother
tongue-based multilingual Education
(MTB-MLE) according to age

This section focuses on the extent of preparedness

in the implementation of the mother tongue-based

multilingual education according to age. As revealed in

the table, the means of the perceptions of the

respondents have differences. Moreover, statistical

analysis shows that the p-value of 0.00 is lower than

the alpha of 0.05. With these results the research

hypothesis is accepted. It means that there are

significant differences among the perceptions of the

respondents on the extent of preparedness in the

implementation of MTB-MLE.

Table 4.1 Extent of Preparedness in the implementation

of the mother tongue-based multilingual Education (MTB-
MLE) according to age
Indicators 21to30 31to40 41to50
1. Teachers undergo continuing and
advanced professional training on
MTB-MLE 3.00 2.79 3.00
2. Teachers are regularly trained
in new and effective teaching and
learning strategies on MTB-MLE 3.00 2.57 2.92
3. Teachers have enough technical
skills in MTB-MLE 2.87 2.43 2.71
4. Teachers have enough manuals
and teachers guide for teaching
MTB-MLE 2.47 2.32 2.63
5. Teachers read enough reading
materials and magazines written in
Iloko 2.80 2.43 2.58
6. Teachers have mastery on 3.07 2.89 3.17

56
subject matter (MTB-MLE) taught
7. Teachers support their co-
teachers by sharing teaching
techniques and experiences
teaching techniques and
experiences on MTB-MLE 3.40 2.93 3.33
8. The school head/administrators
regularly monitor teachers
performance and provide technical
assistance in the implementation
of MTB-MLE 3.13 3.00 3.38
9. Teachers are able to translate
stories/selections from books to
Iloko 3.20 3.11 3.33
10.Teachers have sense of
belongingness on language spoken
at home and taken the
responsibility of preservation of
the language
3.27 2.96 3.42
Area Mean 3.02 2.74 3.05
1. Pupils are able to use Ilocano
in their communication 3.47 3.29 3.46
2. Pupils are able to do their
daily task accurately in Iloko 3.27 3.11 3.21
3. Pupils are able to explore new
knowledge using Iloko 3.07 2.93 3.13
4. Pupils are able to use Iloko
for daily living 3.40 3.18 3.50
5. Pupils show interest in
learning using Iloko 3.13 3.11 3.29
6. Pupils can easily comprehend
instructions stated in Iloko 3.13 3.18 3.25
7. Pupils show constant progress
based on standard evaluation
devices on MTB-MLE 3.13 3.00 3.08
8. Pupils can read Iloko word
correctly 3.20 3.00 3.22
9. Pupils can recite poems and
rhyms in Iloko Properly 3.13 2.96 3.13
10. Pupils can write Iloko words
correctly 3.13 2.96 2.92
Area Mean
Over-all 3.11 2.91 3.13
p-value=0.00 d.f=3/76 fcomp=31.82 significant (Reject Ho)

57
Summary of the Extent of Preparedness
in the implementation of the mother
tongue-based multilingual Education
(MTB-MLE) according to number
of trainings of teachers

This section focuses on the Extent of Preparedness

in the implementation of the mother tongue-based

multilingual Education (MTB-MLE) according to number

of related trainings of teachers.

Slight differences were noted in the means in the

perceptions. However, statistical analysis shows that

the p-value of 0.10 is greater than the 0.05 level of

significance, therefore the research hypothesis is

rejected. It means that there are no significant

differences in the perceptions of the respondents in the

extent of preparedness in the implementation of the

mother tongue-based multilingual Education (MTB-MLE)

according to number of related trainings of teachers.

The result implies that number of related trainings does

not affect in the preparedness of teachers as well as

the pupils.

Table 4.2 Extent of Preparedness in the implementation

of the mother tongue-based multilingual Education (MTB-
MLE) according to number of trainings of teachers

Along Teacher Preparedness 0 to 3 to 6 and

58
 2 5 above
1. Teachers undergo continuing and
advanced professional training on MTB-
MLE 2.70 2.68 3.17
2. Teachers are regularly trained in
new and effective teaching and learning
strategies on MTB-MLE 2.60 2.64 3.05
3. Teachers have enough technical
skills in MTB-MLE 2.50 2.56 2.76
4. Teachers have enough manuals and
teachers guide for teaching MTB-MLE 2.20 2.40 2.57
5. Teachers read enough reading
materials and magazines written in
Iloko 2.40 2.50 2.71
6. Teachers have mastery on subject
matter (MTB-MLE) taught 3.00 2.92 3.14
7. Teachers support their co-teachers
by sharing teaching techniques and
experiences teaching techniques and
experiences on MTB-MLE 3.50 3.00 3.29
8. The school head/administrators
regularly monitor teachers performance
and provide technical assistance in the
implementation of MTB-MLE 3.10 3.12 3.29
9. Teachers are able to translate
stories/selections from books to Iloko 3.20 3.24 3.29
10.Teachers have sense of belongingness
on language spoken at home and taken
the responsibility of preservation of
the language
3.20 3.20 3.29

Area Mean 2.84 2.83 3.05

Along Pupils Preparedness

1. Pupils are able to use Ilocano in

their communication 3.40 3.28 3.43
2. Pupils are able to do their daily
task accurately in Iloko 3.30 3.12 3.17
3. Pupils are able to explore new
knowledge using Iloko 3.00 3.04 3.02
4. Pupils are able to use Iloko for
daily living 3.30 3.24 3.38
5. Pupils show interest in learning
using Iloko 3.00 3.16 3.17
6. Pupils can easily comprehend 3.20 3.04 3.21

59
instructions stated in Iloko
7. Pupils show constant progress based
on standard evaluation devices on MTB-
MLE 2.80 2.96 3.17
8. Pupils can read Iloko word correctly 3.10 2.96 3.17
9. Pupils can recite poems and rhyms in
Iloko Properly 2.90 3.00 3.10
10. Pupils can write Iloko words
correctly 3.00 2.92 3.02
Area Mean 3.10 3.07 3.18
p-value=0.10 d.f=2/57 fcomp=2.38 not significant (Reject Ho)

Acceptability in the implementation of Mother

Tongue-based Multilingual Education

Ten (10) teachers and twenty-six (26) parents were

interviewed on the acceptability of the implementation

of mother tongue-based multilingual education in the K

to 12 curriculum, a total of thirty-six (36). Table 5

reveals that among the 26 parents who were interviewed,

approximately 54% do agree in the implementation of the

MTB-MLE while approximately 46%. Among the 10 teachers

who were interviewed, 40% agreed on the implementation

while the 60% do not agree.

Table 5. Acceptability rate in the implementation of mother

tongue
Interviewees Agree/ Percent Do not Percent Total
Accept (%) agree/Do not (%)
accept
Parents 14 0.54 12 0.46 26
Teachers 4 0.4 6 0.6 10
Over-all 18 0.5 18 50 36

60
 Summary of Findings

Based on the analyses and interpretation, the

following were the salient findings:

1. The level of attainment of the objectives of the

Mother Tongue-Based Multilingual Education is adequate

with an over-all mean of 3.07.

2. The level of adequacy of the instructional

materials of mother tongue-based multilingual education

is slight with an over-all mean of 2.28. Thus, it was

found out that there are significant differences in the

level of adequacy of the instructional materials of

mother tongue-based multilingual education when grouped

according to age and number of related trainings.

3. The extent of preparedness in the implementation of

the mother tongue-based multilingual education: along

teachers preparedness got an area mean of 3.03 with a

description of moderately prepared; along pupils

preparedness with an area mean of 3.23 described as

moderately prepared. Age does affect the preparedness in

the implementation of MTB-MLE, but number of related

trainings does not.

61
 4. Eighteen (18) out of thirty-six (36) among the

teachers and parent who were interviewed does accept the

implementation of MTB-MLE and the other half does not.

Try rewording or rephrasing the questions; or they may

remain the reason for low alpha is that there are too
few items

The following are the reasons of the interviewees:

Among the teachers:

Interviewee 1. No - Deteriorates the knowledge and

understanding of our pupils on the English language

Interviewee 2. No -I cannot even understand some

terms so how can I explain it well, how much more

to the pupils with different dialects

Interviewee 3. No - Lack of materials to be used

such as books and manuals.

Interviewee 4. Yes it helps pupils express

themselves orally only in mother tongue or in the

dialect but not in the other subjects wherein

English supposed to be d medium of instruction.

Interviewee 5. No-It doesnt help in the

improvement of their skill/ability to read.

62
Interviewee 6. Yes - Students who turn against or

otherwise neglect their mother tongue can often

suffer from problems of identity loss of alienation

from their parents, and from their grandparents or

other family members in their home country.

Interviewee 7. Yes -Improved learning outcomes

during primary school it enables the kids to

easily grasp the course content as they are used to

the vocabulary.

Interviewee 8. No - Students will have a painful

shift at high school or college when they are

required to learn engineering, medical or

accounting concepts in English.

Interviewee 9. No- They learn English more quickly

and effectively if they maintain and develop their

proficiency in the mother tongue, skills acquired

in the first language can be transferred to the

second language.

Interviewee 10. Yes - Children are more likely to

enroll and succeed in school if the language of

instruction is the same as the childs mother

tongue, there is a better chance for the child to

fil in and continue with education

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Among the parents:

Interviewee 1. Yes - Mayat ta nalaka nga maawatan

ti ubbing dagiti maisursuro kanyada idiay school,

nalaka da py nga makabasa ken agbilang.

Interviewee 2. No - Haan da nga ma enrich ti

vocabulary ti nglish, kumapoy da ti spelling, ken

marigatan da ag adjust no mpanda higher grades.

Interviewee 3. No- Nu mabalin uray awan kuma ti

mother tongue ta isu ngarud ti inaldaw nga pagsasao

ken ammo dan, imbes a mother tongue isurwan da kuma

isuda ti sabali a pagsasao kas kuma iti Pilipino ta

isu met ti ad adu nga sao a pagkikinaawatan ti

Pilipino.

Interviewee 4. No- I will not accept it because in

the early age children must already know and learn

just a little English, at the early age and should

be exposed to a more advance learning techniques.

Interviewee 5. No- Haan o kayat kuma a nga

maimplement ti mother tongue ta kaykayat ko kuma

nga habang masapsapa mahasa dan ti English ken tagalog

d bale ti Ilocano ta ammo dan, tapno no mapanda nangat

ngato a grado ket haan da marigatan nga ag English ken

agtagalog, ken no mapan da met sabsabali nga lugar ket

haan da marigatan makisao iti sabali nga tattao.

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Interviewee 6. Yes- first language to which the child

is exposed, easy to pick up as most people in the home

are speaking it.

Interviewee 7. No internationally English is the

accepted language now.

Interviewee 8. Yes advance schooling and higher

education gets limited as fewer institutions which cater

to in mother tongue or local languages available.

Interviewee 9. Yes mother tongue is the best medium

for the expression of ones ideas and feelings. The

most potent agent for mutual communication and exchange

of ideas.

Interviewee 10. Yes- Of all the languages, mother

tongue is the most easy to learn. Full proficiency or

mastery can be achieved in ones own mother tongue.

Interviewee 11. Yes nalaklaka a maawatan iti leksiyon

da no ti mausar a panangilaw lawag ket tay pagsasao da.

Interviewee 12. Yes nabibiit da nga maawatan tay

lesson da

Interviewee 13. Yes because it helps d pupils a

better understanding of the basic education curriculum.

Interviewee 14. Yes- Best medium for acquiring

knowledge

Interviewee 15. Yes - It brings about intellectual

development

65
Interviewee 16. Yes - Increases access to skills and

raises the quality of basic education

Interviewee 17. Yes enable the kids to easily grasp d

course content as they are used to the vocabulary.

Interviewee 18. No- I will accept mother tongue as an

additional subject but not a medium of instruction.

Interviewee 19. No mabalin haan uman gapu ti maysa a

lugar nga nkayanakanen ket isu metten pag sasaoda, isu

nga haan unayen nga kasapulan nga adalen da, maka alilaw

dagiti agduduma/barbaro a words nga haan met unat

importante.

Interviewee 20. No- mangparigat ken manglito kadagiti

agad adal

Interviewee 21. No kayat ko met a nga ti anakko

makasursuro nga agsao ti sabali nga pagsasao kas ti

ingles ken tagalog tano apan ti sabali a lugar maawatan

na met ti daduma a pagsasao.

Interviewee 22. No - The implementation of mother

tongue is not recommendable, and I do not accept as a

subject, I do not accept it but as a medium of

instruction I dont because pupils now a days experience

a lot of problems regarding their reading comprehension

and spelling.

Interviewee 23. No- Students lose confidence in their

ability to communicate English

66
 Interviewee 24. Yes protecting and preserving local

languages

Interviewee 25. Yes - children to develop better

thinking skills

Interviewee 26. Gud am, kas maysa nga ina..sanak nga

umanamong t mother tongue karkaro nga awan ammu dagiti ubbing
m maymayat dyay dati nga wagas ti panagisuro.

67