Book

Description

This study evaluates the implementation of Mother Tongue-Based Multilingual Education (MTB-MLE) in the public schools of Mahaplag District, Leyte, aiming to inform more effective teaching strategies for kindergarten through Grade 3. Results showed that program and instructional components were strongly applied, and while the language aspect was generally positive, it hovered near the lower threshold of effective implementation. Teaching materials were found to be only moderately used. Most teachers had completed over 32 hours of MTB-MLE training and rated their experience as very satisfactory. However, the study also identified several key barriers affecting the program’s overall success—particularly in the areas of program design, instruction, and available materials. There was concern that these challenges posed a significant risk to the program’s effectiveness. Additionally, teacher responses to language-related statements were largely neutral, suggesting uncertainty or inconsistency in this dimension.