Teachers' Knowledge and the Implementation of Mother Tongue Based - Multilingual Education (MTB-MLE) Curriculum

Abstract

Mother Tongue Based-Multilingual Education is both formal and non-formal education which provides learners with a strong educational foundation in the first language in terms of instruction and achieving the aims of education. This study determined the teachers’ knowledge and the level of implementation of the Mother Tongue-Based – Multilingual Education (MTB–MLE) Curriculum in the Municipality of Jordan, Guimaras, Philippines during SY 2015 to 2016.

The findings revealed that the teachers were knowledgeable of the MTB–MLE Curriculum under the categories knowledge of the subject matter, language, instructional materials used, and teaching strategies. The teachers were also knowledgeable on the MTB–MLE Curriculum when they were classified according to civil status, grade level taught, and length of teaching experience.

The implementation of the MTB–MLE Curriculum was high when classified according to civil status, grade level taught, and length of service. There were no significant differences in the teachers’ knowledge on MTB–MLE Curriculum when pegged or categorized as to the variables being studied.

The study also revealed that there was a significant relationship in the teachers’ knowledge and implementation of the MTB–MLE Curriculum. The level of implementation and the respondent’s knowledge of the MTB–MLE are independent of their personal characteristics. The more knowledgeable they are of the MTB–MLE Curriculum, the better is the implementation of the project.