Assessment of schools administrators on the implementation of mother tongue-based multilingual education in the division of Negros Occidental
https://doi.org/10.70228/PFREE2024011JHER
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ABSTRACT
This study evaluated the implementation of Mother Tongue-Based Multilingual Education (MTB-MLE) in the Division of Negros Occidental a decade after its introduction. Utilizing a descriptive design, this study employed survey questionnaires to assess implementation levels among school administrators in public and private educational institutions. The research framework is based on the guidelines established by DepEd Order No. 74, s. 2009, which serves as a benchmark for MTB-MLE implementation. The findings revealed a solid commitment to MTB-MLE implementation across various indicators in public schools. Private schools demonstrated a similar level of commitment overall but only moderate implementation in specific areas such as instructional materials development. The study highlights MTB-MLE's potential benefits, including enhanced comprehension, increased confidence, active participation, and cultural connection. However, it also identified significant challenges hindering full implementation. These obstacles included resource scarcity, inadequate teacher training, learner language diversity, difficulties transitioning to additional languages, and issues with appropriate assessment methods. To address these challenges, the research has proposed policy recommendations to improve MTB-MLE effectiveness. These suggestions include developing target training programs for educators, enhancing resource allocation, refining the curriculum to support multilingual learning better, and implementing community engagement to foster broader support for MTB-MLE. By providing a comprehensive analysis of the implementation of the MTB-MLE, this study offers valuable insights for policymakers, educators, and researchers working to enhance the effectiveness of multilingual education in linguistically diverse environments. The findings and recommendations contribute to the ongoing dialogue on best practices in multilingual education and cultural preservation through language instruction.
Keywords: Mother Tongue-Based Multilingual Education, MTB-MLE, implementation, assessment, mother tongue, school administrators
Volume 12 Issue 2, 2024 EDITION
Published 2024
Editor's Note
It is with great honor that we present Volume 12, Issue 2 of the Journal of Higher Education Research, a collection of diverse and thought-provoking studies that reflect the depth and scope of contemporary scholarly works. This issue brings together research that not only advances academic discourse but also offers practical insights and solutions to pressing challenges in education, leadership, community inclusion, and applied science. Olano and Leonor assess the implementation of Mother Tongue-Based Multilingual Education (MTB-MLE) in the Division of Negros Occidental, highlighting both the program’s benefits in comprehension, confidence, and cultural connection, as well as the persistent challenges in resources, training, and assessment methods. Cerbo and Dy shed light on the lived experiences of non-SPED teachers accommodating learners with special needs, highlighting the importance of adaptive strategies, inclusive policies, and institutional support to strengthen mainstreaming practices. In agricultural education, Panganiban and Leonor explore the relationship between school climate and curriculum integration among farm schools in Negros Occidental, demonstrating the value of integrated learning for sustainability and community development. Uyanib and Estrellas investigate the link between Spiritual Quotient and happiness among 21st-century secondary school heads, revealing how spiritual intelligence contributes to leadership performance and well-being. Focusing on gender inclusivity, Gorre and Dumagat evaluate the implementation of Gender-Responsive Basic Education policies in senior high schools, with insights from both administrators and LGBTQ+ learners on progress made and areas for improvement. Largavista and Dumagat analyze the training needs and teaching competencies of MAPEH teachers under the MATATAG curriculum, offering targeted recommendations to address training gaps and enhance educational delivery. Pacheco and Villacorte provide narrative portraits of Negros Occidental’s most outstanding master teachers, capturing their adaptive leadership, instructional competence, and dedication to mentoring. Gaduyon, Francisco, and Ochavo explored career fit experiences among college graduates, emphasizing the importance of aligning academic preparation with professional demands to support successful transitions from school to work. Extending into the life sciences, Seran, de los Santos, Escalante, and Lizada examine the synergistic antibacterial potential of Philippine oregano essential oil with tetracycline against Aeromonas species, contributing to the discourse on alternative strategies to combat antibiotic resistance in aquaculture. We extend our sincere gratitude to the authors for their scholarly contributions, to our peer reviewers for their discerning evaluations, and to the Publication and Engagement Office led by Dr. Lota Largavista for their steadfast support. As you read through this issue, we invite you to engage deeply with the ideas presented, to draw inspiration from the innovations and insights shared, and to carry forward the commitment to research that uplifts communities, advances professional practice, and enriches the collective pursuit of knowledge. Sincerely, JOVAL N. MARTINEZ Editor-in-Chief