An Exploration of the Responses of Stakeholders to a Mother Tongue-Based Multilingual Education (MTB-MLE) Programme Being Implemented in Pilot Schools in Mindanao, Philippines

Date:
2012
Degree:
M.A., University of Middlesex, United Kingdom
Extent:
89 pages
Abstract:
La exploración de las respuestas de los colaboradores en la implementación del programa en Educación multilingüe Basada en la Lengua Materna (EM-BLM) en las escuelas piloto en Mindanao, Filipina, está enfocada en tres de las diez escuelas en las que la organización internacional, Save the Children, ha iniciado esta implementación, como parte de la transición a nivel nacional de usar la lengua materna en la instrucción desde el primer grado hasta el tercero. La meta es identificar las primeras evidencias de impacto potencial del programa educativo EM-BLM atreves de los relatos de los colaboradores inmediatos, primeramente padres de familia y maestros de los niños (a) de primer grado. La cualitativa metodología llamada El más Significativo Cambio (MSC) junto con las observaciones directas en las aulas del programa EM-BLM, fueron usadas en monitorear cambios atreves del año académico en dos áreas de investigación: (1) Cambios en las Practicas y Actitudes de los Maestros hacia el Programa EM-BLM y (2) Cambios por el Uso de los Materiales de Instrucción del Programa EM-BLM. Los resultados muestran la ineficiencia del uso de materiales que no son de la lengua materna. Educadores y padres han estado frustrados al ver las bajas calificaciones y falta de motivación en la experiencia educativa de los niños. En contraste, con el programa EM-BLM, un incremento en comprensión, éxito en aprendizaje de lectura y mejoramiento en las relaciones interpersonales entre maestros y aprendices ha sido reportado. Ellos perciben este programa como el principio de la restauración del un sistema educativo disfuncional.
This Exploration of the Responses of Stakeholders to a Mother Tongue-Based Multilingual Education (MTB-MLE) Programme Being Implemented in Pilot Schools in Mindanao, Philippines has focused on three of ten pilot schools in which the international NGO Save the Children has been managing implementation of MTB-MLE as part of a nationwide transition to using the mother tongue as the medium of instruction in Grades 1 through 3. The goal has been to identify early evidences of potential impact of MTB-MLE through accounts from immediate stakeholders, primarily parents and teachers of Grade 1 pupils. The qualitative Most Significant Change (MSC) methodology and direct observation in the MTB-MLE classrooms were used to monitor change through the academic year in two research domains: (1) Changes in Teachers’ Practices and Attitudes toward the MTB-MLE Programme and (2) Changes Resulting from Use of the MTB-MLE Instructional Materials. Findings show that, formerly, the non-MT educational materials were largely ineffective. Educators and parents were frustrated, seeing the pupils’ low rate of success and lack of enjoyment of their educational experience. In contrast, under MTB-MLE, stakeholders reported increased comprehension by pupils, success in learning to read and improved teacher-pupil relationships. They perceived the MTB-MLE programme as the beginning of restoration of a dysfunctional system. Analysis of emergent domains in stakeholder accounts also revealed overwhelmingly positive perceptions of MT instruction as motivating and invigorating children to learn, supporting the high value the community places on education for their children as revealed in this study.
Publication Status:
Preprint
Table of Contents:
Acknowledgments ...i Abstract ...ii Abbreviations ...iii List of Figures and Tables ...vi Chapter 1: Introduction ...1 1.1 Rationale for MTB-MLE ...2 1.2 Rationale for This Research ...3 Chapter 2: Literature Review ...6 2.1 Cognitive Theory as It Relates to Language ...6 2.2 The Process of Reading ...9 2.2.1. Working Memory Processes ...9 2.2.2. Lower-level Processes of Reading ...10 2.2.3. Higher-level Processes of Reading ...12 2.3 Reading Acquisition ...13 2.4 Summary ...16 Chapter 3: Methodology ...17 3.1 Qualitative Research ...17 3.2 Research Domains of Focus ...19 3.3 Most Significant Change Methodology (MSC) ...22 3.4 Most Significant Change as Applied in this Research ...25 3.5 Direct Observation in the Classroom ...28 3.6 Summary ...29 Chapter 4: Analysis and Discussion ...31 4.1 Summary of Stories Classified by Domain for Each Monitoring Period ...32 4.2 Most Significant Changes in the Eyes of the Stakeholders ...36 4.2.1 Evidence for Stakeholder Values: Domain 1 ...37 4.2.2 Direct Observation and Further Discussion: Domain 1 ...40 4.2.3 Evidence for Stakeholder Values: Domain 2 ...42 4.2.4 Direct Observation and Further Discussion: Domain 2 ...46 4.3 Thematic Analysis of the Stories and Emergent Domains ...47 Chapter 5: Observations and Recommendations ...51 5.1 Stakeholder Responses Related to Changes in Teachers’ Practices and Attitudes ...52 5.2 Stakeholder Responses Related to Changes Resulting from Use of the MTB-MLE Instructional Materials ...53 5.3 Stakeholder Responses in Other Domains of Their Interest ...54 5.4 Recommendations and Final Reflections ...55 Appendices ...57 Appendix A: Maps of the Philippines and Mindanao ...57 Appendix B: Lesson Two from the Maguindanaon Alphabet Primer Teacher’s Guide, Teaching the Sounds ‘n’ and ‘a’ ...59 Appendix C: Instructions for ‘shared reading’ of Big Books ...60 Appendix D: Instructions for Teaching a Primer Lesson ...62 Appendix E: Example of Interview Form, for the Maguindanaon Language ...65 Appendix F: Template for Direct Observation in the Classroom ...70 Appendix G: Stories Selected as Most Significant ...71 Table G1. Story S1-HES ...71 Table G2. Story S30-MES ...72 Table G3. Story S49-TES ...73 Table G4. Story S9-HES ... 74 Table G5. Story S31-HES ...75 Table G6. Story S37-MES ...77 Table G7. Story S52-HES ...78 Table G8. Story S54-TES ...79 References ...80
Country:
Philippines
Content Language:
Work Type:
Subject:
Qualitative Reserach
Participatory
Multilingual Education
Mother Tongue Based Multilingual Education
Most Significant Change
Monitoring and Evaluation
Nature of Work:
Entry Number:
52321