Implementation Of Mother Tongue-Based Multi-Lingual Education (Mtb-Mle) Among Selected Elementary Schools in Jolo, Mbhte-Sulu, Philippine

Abstract

There has been an increasing trend around the world to support mother tongue instruction in the early years of a child‘s education. Thus, this study assessed the implementation of Mother Tongue-Based Multi-Lingual Education (MTB-MLE) Among Elementary Schools in Jolo, MBHTE-Sulu. It employed a descriptive-correlational research design with 100 respondents taken through the use of a simple random sampling method.  This reveals the following findings: Out of 100 teacher-respondents, great majority are female and married, are distributed within the 31-40 years old of age bracket, have 10 years & below of teaching experience, and have only Bachelor’s degree as their highest educational attainment; Teacher-respondents rated as “Agree” the extent of the implementation of Mother Tongue-Based Multi-Lingual Education (MTB-MLE) Among Selected Elementary Schools in Jolo District, MBHTE-Sulu in terms of Instructional materials, Teacher’s teaching experiences, Pupil’s learning experiences, and Community Involvement/Support; NO significant difference in the extent of implementation of Mother Tongue-Based Multi-Lingual Education (MTB-MLE) in terms of Instructional materials, Teacher’s teaching experiences, Pupil’s learning experiences, and Community Involvement/Support when data are classified according to Gender, Age, Civil status, Length of service, and Educational attainment  difference; Generally, THERE IS high positive correlation among sub-categories subsumed under implementation of Mother Tongue-Based Multi-Lingual Education (MTB-MLE) in terms of Instructional materials, Teacher’s teaching experiences, Pupil’s learning experiences, and Community Involvement/Support.