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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.