Filipino Teachers’ and Parents’ Perception on the Use of Mother Tongue Language in Science Classroom: Case of Baguio City
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Science in the Philippines was previously taught in English but is now being delivered at the grade 3 level using Mother Tongue-Based Multilingual Education (MTB-MLE) across the country to address the gaps in scientific literacy which are embedded in the K to 12 Curriculum. This study analyzed the perception of teachers and parents on the use of MTB-MLE in science classes in terms of language for learning and implementation, and the perception of teachers on its challenges and its use in science teaching. A modified survey questionnaire was adapted from Burton (2013), Filmore (2014) and Lualhati (2018) and was answered by 54 teachers and 96 parents of Grade 3 students from 6 public and private schools in Baguio City. Mean, standard deviation, ranking and t-test were employed for the statistical treatment of data using SPSS. It was revealed that teachers and parents strongly agreed on the use of MTB-MLE as language for learning and perceived their schools ready for its implementation. Lack of instructional materials in Ilocano ranked first among the perceived challenges by the teachers. The use of Ilocano in science classes was perceived by the teachers to enhance students’ academic performance but more preference was given to English as a medium of instruction. This sheds light that there is a misalignment in MTB-MLE policy and implementation. It also implies that parents’ and teachers’ perceptions are important in its implementation. It is recommended that further studies be conducted on the use of MTB-MLE in science classes across the country, and thus, may help policy makers, curriculum developers and stakeholders create a sound curriculum and materials in the context of MTB-MLE science teaching and learning.
Abstract
Science in the Philippines was previously taught in English but is now being delivered at the grade 3 level using Mother Tongue-Based Multilingual Education (MTB-MLE) across the country to address the gaps in scientific literacy which are embedded in the K to 12 Curriculum. This study analyzed the perception of teachers and parents on the use of MTB-MLE in science classes in terms of language for learning and implementation, and the perception of teachers on its challenges and its use in science teaching. A modified survey questionnaire was adapted from Burton (2013), Filmore (2014) and Lualhati (2018) and was answered by 54 teachers and 96 parents of Grade 3 students from 6 public and private schools in Baguio City. Mean, standard deviation, ranking and t-test were employed for the statistical treatment of data using SPSS. It was revealed that teachers and parents strongly agreed on the use of MTB-MLE as language for learning and perceived their schools ready for its implementation. Lack of instructional materials in Ilocano ranked first among the perceived challenges by the teachers. The use of Ilocano in science classes was perceived by the teachers to enhance students’ academic performance but more preference was given to English as a medium of instruction. This sheds light that there is a misalignment in MTB-MLE policy and implementation. It also implies that parents’ and teachers’ perceptions are important in its implementation. It is recommended that further studies be conducted on the use of MTB-MLE in science classes across the country, and thus, may help policy makers, curriculum developers and stakeholders create a sound curriculum and materials in the context of MTB-MLE science teaching and learning.
참고문헌 (44)
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