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

Statement of Responsibility:
Skoropinski, Xinia
Date:
2013
Abstract:

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.

In the interest of making this work available without further delay, we are posting it as it was accepted by the institution that granted the degree without further peer review.

Extent:
92 pages
Series:
Subject:
multilanguage education
Filipino education
cognitive theory
Country:
Philippines
Content Language:
Nature of Work: