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CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

In 2009, the Department of Education (DepEd) shifted from the Bilingual

Education Policy and issued an order that called for the institutionalization of

Mother Tongue Based Multilingual Education (MTB-MLE). This order requires

use of the learners first language (L1) as the Medium of Instruction (MOI) for all

subject areas beginning in the kindergarten through grade three with Filipino and

English being taught as separate subjects (DepEd, 2009).

Another order was issued in 2012 that offered more specific guidelines for

MTB-MLE and embedded the reform in the newly adopted K to 12 Basic

Education Program (DepEd, 2012). This order shifted from the original mother

tongue approach by specifying twelve major regional languages to be used as

the languages of instruction.

Under this order, teachers are 2 provided government-issued materials in

their regional languages but are expected to adapt them to reflect the

students‘ first languages.

About a decade ago, the world was believed to have between 6,000 and

7,000 languages (UNESCO, 2005a). Of those thousands of languages, only 300

were widely spoken by 90% of the people worldwide. Back then, about 50% were

classified as endangered languages. This statistic may be even worse today, a

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decade later. Six in ten of the endangered languages were found in the Asia-

Pacific region. This discovery led to the important focus on major concepts such

as “first language first”, “mother tongue first bilingual education”, and “mother-

tongue based bilingual education” (UNESCO, 2005 a, p. v).

A decade later, the impact is felt in publications, academic conferences,

and more importantly in national language policies. Today, theorists, researchers,

scholars, educators, and politicians are all involved in the discussion of mother

tongue-based education (MTBE).

In terms of conflict, language is inherently a sensitive issue ripe with

tension. This is particularly the case in today‘s world where English is a

globalizing force that is associated with power and economic growth. Previous

studies have pointed to the challenge encountered when mother tongue

education programs confront local ideologies favoring English (e.g., Iyamu &

Ogiegbaen, 2007). This stands in contrast to the goals of MTB-MLE and creates

potential for conflict to arise over its implementation. These notions of English

have lasted into the 21st century where language minority speakers continue to

feel inferior and push for English in classroom instruction. They believe that

English proficiency can open doors of opportunity for children as they move

through life, and that the poor should have access to the language that provides

for these opportunities (Sibayan, 1999, p. 291). As Williams and Cooke (2002)

claim, Families see English as a strong‘ language and primary-school English as

the first step toward a coveted white-collar job.‖ (p. 315). The economic value
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associated with English has pushed it to the top of the learning agenda for many

stakeholders, while sacrificing local languages (Hornberger & Vaish, 2009;

Ricento & Hornberger, 1996).

As a Philippines began to shake of its colonial masters, many of its

political Leaders felt that the country needed a common language as an

indispensable bond for the cohesion of its various ithnic groups. Spanish which

might have played that role, never became the common language, and whatever

ground it had gained toward the end of the Spanish epoch it quickly lost English.

For a time English bid well to become the common language but with the rising

nationalist wave with its insistence on a homegrown national Language, its

chances are becoming dimmer with every passing day. Perhaps this is too

pessimistic a view.

As of now English remains the most widely spoken language in the

Philippines. It continues to hold its place in public life, notably also in the halls of

Senate and Congress; newspapers are written in the English, so are virtually all

scholarly publications.

Maintaining your first language is critical to your identity and contributes to

a positive self-concept. The Intercultural Development Research Association

(IDRA) reiterates that continuing to study your mother tongue after childhood

helps you learn how to value your culture and heritage. In terms of its value in

social interactions, speaking your first language can strengthen ties with family
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members. If the native language isn’t maintained, important links to family

members may be lost. Parents of young children should encourage using their

first language to prepare the child to interact with their native-language

community. Linguistic proficiency also helps immigrants to preserve cultural and

linguistic connections to their home country and being fluent in another language

helps foreigners adjust more easily to new cultures.

In different publications, UNESCO has been consistent in their claim on

the commitment to the support of MTBE and multilingual education and the

diversity that is reflected in different languages and cultures (Ball, 2010;

UNESCO, 2005a, 2005b, 2007, 2010). UNESCO is even more interested with

disadvantaged groups of people. It is no surprise that one of the Millennium

Development Goals is on offering universal primary education, while promoting

MTBE.

To address these issues, this study will be conducted to investigate the

perceptions of teachers of the City of Santiago on the MTB-MLE Policy.

Understanding their views will certainly provide important insight that contributes

to a new knowledge and deep understanding of the intricacies of Mother Tongue-

Based Education (MTBE).

In the Philippines, the Department of Education (DepEd) through the

Republic Act 10533 implemented the K-12 curriculum which included the use of

mother tongue in the instruction from kindergarten to Grade 3 which was adapted
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last June 2012 (GOVPH, 2013). However, linguistic prescription or the correct

usage of language among the teachers and the learners has been the critical

point of the issue.

Walter (2011) argued that the use of Mother Tongue-Based Education is

essential because “it is capable of producing proficient readers in 2-3 years”

(Walter, 2011, p.24). Apparently, MTBE has many outlined benefits but

complicated from different perspectives. According to Wa-Mbaleka (2014), MTB-

MLE policy creates number of challenges for English teachers.

In his study, he presented some drawbacks such as: the availability of

instructional materials is not ready in most local languages; the English teachers

are not trained in the local languages used as a medium of instruction; the

primary school teachers may not have a concrete training on L1 and L2; and

MTB-MLE may see as drawback for future employability knowing that English is

highly valued. In fact, the excellence in English has been reported about the

Philippines, both academically and from business perspective. Seemingly, the

MTB-MLE policy can cause difficulties and concerns to English language experts.

As a future educators with a full support and concerns for every learners

to develop them easily. And specifically their reading, writing, and learning in

the language of the psychological and pedagogical grounds we conducted this

research and we believe that it is worth to focused as a result for us to lead

someday to use MTB MLE and to give awareness for every teachers that MTB-
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MLE is worth to used. This position has since been strengthened by abundant

researches that students learn to read and write most efficiently and effectively

when instruction takes place through the medium of their mother tongue (Dutcher,

1995).

In brief, there is overwhelming evidence that students learn to read more

quickly when taught in their mother tongue; students who learn to read in their

mother tongue also learn to read in a second or foreign language more quickly

than those who initially are taught to read in a second language or foreign

language, and students taught to read in their mother tongue acquire academic

content and skills more quickly (Mehrotra, 1998).

The researchers' goal is to gather and analyze enough data on

implementation challenges, tactics utilized by educators in teaching the learning

areas in the students' first language, and teacher acceptability of the MTB-MLE

implementation. This experiment established that teachers are the most

important factor in the success of a language program. Their attitude toward

implementation, teaching tactics, and instructional materials used all contribute to

the success of MTB-MLE objectives.

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Statement of the Problem

This study wants to determine the perceptions of the teachers in Grades 1

to 3 of selected public elementary schools in City of Santiago, Isabela towards

the implementation of MTB-MLE. Specifically the study should answer the the

following questions.

1. What is the profile of respondents in terms of?

a. Sex

b. Age

c. Language used in teaching

d. Highest Educational Attainment (including their major)

2. What is the respondents perceived level in the implementation of MTB-MLE?

3. Is there a significant difference in the perceived level of implementation of

MTB-MLE when the respondents are grouped according to their profile?

Conceptual/Theoretical Framework
Dependent Variable Independent Variable
Independent Variable
Profile Dependent Variable

a. Sex TEACHERS’
PERCEPTIONS ON THE
b. Age
LEVEL OF
c. languages IMPLEMENTATION OF
MTB-MLE
d. Highest Educational
Attain (including their major)
Figure 1. Paradigm of the Study
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Discussion

The theoretical framework used in this research derived from Howard ‘s

Linguistic intelligence is defined as Language sensitivity , both spoken and

written capability of learning languages and capability to use these languages in

accomplishing specific goals. It also includes the ability to use the language .

Effectively in rhetorically expressing oneself poetically as well as easily

remembering information ( smith, 2008). This theory was chosen for several

reasons .that children begin to communicate in every society with a home

language that differs that language they meet in their social world . chukwu

(2001)(2011) stated that a child who is in the process of learning seriously

requires the use of his word environment.

The indigenous language spoken around him as a learning context can

influence a student’s performance . accomplishments in all fields of knowledge

(Leiberman) Hoody et..,al 1998). According to Bala (2014) ,Ricardo

et..,al .conducted research on mother tongue based multilingualism . MTB-MLE

education, which resulted in the active Learner’s participation is encouraged. A

professor who participated in the study went on to say that MTBMLE quickly

removes inhibition and fear in patients many students particularly the younger

ones. It is found in these contexts that this study anchored .figure 1 depicts the

schematic diagram of the framework of the study

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Hypothesis of the Study

This study will work on the sole null hypothesis which state that:

1. There is no significant differences on the perceptions of the respondents

in relation to the implementation of MTB-MLE when they were grouped according

to their profile

Significance of the Study

This study is concern about the implementation of MTB-MLE in the first 3

grade levels of basic education. Specifically, the result arrive at is beneficial to

the following group.

Teachers - this study is significant to teachers for this will provide important

insights about MTB-MLE. With these insights, they can study or better

prepare localized instructional materials with the use of the mother tongue

to keep in pace.

Learners- this study will provide positive contributions for them in assuring the

best quality of learning.

School - this study will address the school about the perceptions of the teachers

which they can be used to know if there are problems encountered

towards MTBE and later provide solutions that creates a positive teaching

and learning atmosphere.

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DepEd- this study is significant to the DepEd for they can use this as a basis to

monitor and assess the impact of MTBE so that it can generally sustain

and promote programs and help the educators toward the effective

implementation of the language policy.

Parents- this study will help the parents to know what language must be used in

their homes to help their child excel in his/her respective school.

Future Researchers - this study opens the door for future research on MTB-

MLE in the Philippines or in other countries implementing the said

language policy.

Scope and Limitations of the Study

City of Santiago in the province of Isabela where in the learners that are

multi-lingual and multi-cultural dwellers are studying. Tagalog and English of the

inhabitants of the said city. It has a total of three (3) public elementary schools

Nabbuan Elementary School, Batal Elementary School, Cabulay Elementary

School. The respondents of this study are the teachers of public elementary

schools who have teaching loads in Grade 1-3 during the 1st Quarter of

Academic Year 2021-2022 in the City of Santiago, Isabela.

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Definition of Terms

Second Language L2 - a language that is not the native language of the

speaker, but is learned later.

Mother Tongue (MT) - The term “mother tongue” has been widely used but is

heavily critiqued. It can refer to a variety of situations, including the

language one identifies with, knows best, or uses the most. It could also

refer to one‘s first language (L1).

Medium of Instruction (MOI) - refers to the language designated for teaching in

schools.

Mother Tongue Based- Multi-lingual Education (MTB-MLE) - refers to “first

language-first” education that is, schooling which begins in the mother

tongue and transitions to additional languages particularly Filipino and

English. It is meant to address the high functional illiteracy of Filipinos

where language plays a significant factor.

Teacher’s Perception- is the thoughts or mental images which teachers have

about their experiences in the implementation of MTB-MLE.

Teacher - a person who teaches or instructs , especially as profession;instructor.

Perception- is the process through which the information from outside

environment is selected received, organized, and interpreted to make it

meaningful to you. This input of meaningful information results in

decisions and actions.

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Level of Implementation- The level of Implementation are Exploration

Installation, Initial Implementation, and Full Implementation.The availability

of a skilled Implementation team facilitates the expeditious movement

from Exploration to full Implementation.

Multilingual - The term multilingualism is used here to refer to the use of three

and more languages and is distinguished, where appropriate, from

bilingualism, the use of two languages.

Language - The principal method of human communication, consisting of words

used in a structured and conventional way and conveyed by speech,

writing, or gesture.

Bilingual- a person fluent in two languages, However, the qualifications that

define someone as bilingual varies from person to person ,and is very

subjective.

Education- The action or process of educating or of being educated also a stage

of such process and the knowledge and development resulting from the

process of being educated a person of little education.

Respondents- a person who gives a response or answer to a question that is

asked especially as part of a survey.

Instructional Material - also known teaching/Learning materials, are any

collection of materials including animate and inanimate objects and

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human and non human resources that a teacher may use in teaching and

Learning situations to help achieve desired learning objectives.

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CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presented the related literature and studies about the

concept, background and Implementation of MTB MLE this serves as a guide to

fully understand the benefits for every teachers and learners.

Related Literature

Language policy is a relatively new academic field that has evolved

immensely since the 1960s. It began with a philosophy of modernization through

national development and focused more on linguistic homogeneity than language

preservation. Since then, it has moved toward a critical perspective that

considers issues of equality and justice through language rights (Ricento, 2000).

The MTB-MLE policy in the Philippines is indicative of this shift in perspective at

a national level, yet the local-level perspective is notably absent from the

discussion. They are explored in this chapter by synthesizing literature related to

MTB-MLE, language beliefs and ideology, language management, and language

practices. he United Nations Universal Declaration on Human Rights (1948)

affirmed the right to education without discrimination.

Article 2 of this document specifically addressed discrimination on the

grounds of language. UNESCO (1953) report expanded upon this by suggesting

that education in the mother tongue serves multiple purposes: It is axiomatic that

the best medium for teaching a child is his mother tongue. Psychologically, it is

the system of meaningful signs that in his mind works automatically for
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expression and understanding. Sociologically, it is a means of 26 identification

among the members of the community to which he belongs. Educationally, he

learns more quickly through it than through an unfamiliar linguistic medium.

(UNESCO, 1953, p. 11).

In the case of Africa, “there are objective, historical, political, psycho-

social and strategic reasons to explain this state of affairs… including their

colonial past and the modern-day challenge of globalization” (UNESCO, 2010, p.

5). This is despite the understanding that proficiency in one’s mother tongue (L1)

is known to be somehow beneficial to second language (L2) learning and the

protection of indigenous languages (Kirkpatrick, 2008, 2010a, 2010b, 2010c,

2011a, 2011b; Nunan, 2009). UNESCO (2007) gives some strong reasons why

MTBE and

Based on these, Cummins (2000) consequently devised the widely cited

interdependency hypothesis which asserts that the level of second language (L2)

proficiency acquired by a child is a function of the child’s level of proficiency in

the first language (L1) at the point when intensive second language (L2)

instruction begins. He distinguished between two kinds of literacy: interpersonal

communication and cognitive academic language proficiency (CALP).

Interpersonal communication refers to oral communication skills use in

conversational settings, while CALP signifies the point at which the speaker can

use language in decontextualized ways, such as through writing where language

is a cognitive tool. Cummins concluded that L1 competency would be more easily

transferred to L2 competency when CALP is fully learnt.

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The relationship between the L1 and L2 or L3 is particularly relevant in the

Philippines because of the economic opportunities associated with English

proficiency. As generally perceived, English would facilitate faster mobility—a

In a study entitled " A professional Development Program for the Mother

Tongue-based Teacher: Addressing Teacher Perceptions and Attitudes towards

MTB-MLE " by Stone (2012), it investigates teacher attitudes about language and

education. The study showed that teachers came into the trainings with two

distinct viewpoints: mother tongue supporters and one mother tongue resister. It

also revealed that teachers were more positive and confident in teaching the

mother tongue when they had the opportunity to: 1) spend time learning about

their own language, 2) create mother tongue teaching and learning materials,

and 3) reflect on their early learning experiences and experience what it is like to

learn in a language that is not familiar.

Most researches on literacy outcomes related to mother tongue instruction

were done in North America and Europe. In spite of this Western focus on

language learning studies, it has served for much of the rationale in propagating

usage of the mother tongue in education throughout the rest of the world.

Researchers like Ramirez (1991), Thomas and Colliers (1997) major longitudinal

studies in the United States found that language minority children who were

educated in their home language for a majority of their elementary school years

demonstrated stronger gains in English proficiency than other language minority

children who were educated only in English or for just a short time in their first

language.
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In our country, the Philippines, a longitudinal study was conducted with the

grade one to three students in Lubuagan, a rural community in the Cordillera

Mountains. The mother tongue pilot project began in one school in 1999, and the

study was formally launched in 2005 with three schools in the experimental group

and three in the control group. After three years of the study, consistent

advantages were noted for the children in the mother tongue schools. They

scored significantly higher than students in the control schools in math, reading,

Filipino, and English (Walter & Dekker, 2011).

The success of multilingual language policies at national and local levels

is dependent upon the presence of ideological and implementational spaces.

Hornberger (2002) introduced these terms in her seminal work on the continua of

literacy to explain how local stakeholders could take advantage of openings in

language policy to promote multilingual education. She suggested that

ideological spaces are opened up when societal and policy discourses begin to

accept and value non-dominant languages for education.

Related Studies

The conceptualization of this study is launched from the researcher’s

readings of prior conducted studies dealing with mother tongue-based instruction

and its general effects to pupils’ academic performance and second language

learning, specifically in English.

One such study is that of Wyk et al (2016) which investigated the effect of

mother tongue instruction and gender on second language acquisition using a

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causal-comparative quantitative research design. The two distinguishing groups

compared were: (a) learners that were taught in their mother tongue (i.e.

Afrikaans); and (b) learners that were not taught in their mother tongue but in

English, from grades 1 to 3. The dependent variable was the second language

acquisition that was accounted for by the learners’ performance in grade 5 in

three tests, i.e. on vocabulary, on syntax, and on oral communication tests. The

sample included 2 schools in Windhoek and a total of 70 learners, with 35

learners that had Afrikaans as medium of instruction, and 35 learners that had

English as medium of instruction from grades 1 to 3. The study aimed to shed

some light on the ongoing debate as to whether mother tongue instruction or

immersion in L2 is more beneficial for the child’s second language acquisition

and competence.

The above mentioned study has extreme parallelisms to the study

conducted in terms of the type of respondents, i.e. Grades 1, 2 and 3 pupils.

However, Wyk et al’s study involved an experimental approach that investigated

learning conditions of students who were exposed to mother tongue-based

education and those who were immediately taught using English. This set-up

diverts from this study since in the Philippine setting, the MTB medium of

instruction is implemented in Grades 1, 2, and 3 adjacent the use of English as

instructional medium in the other subjects. This means that the respondents of

this study were simultaneously exposed to MTB instruction and English language

based instruction contrary to the conditions in Wyk et al’s study.

Likewise, the research design adopted by Wyk et al paves for a highly

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conclusive investigation as to the effects of MTB instruction on second language

acquisition. Conversely, this proposed study presupposes a more modest

investigation. This study will correlate the academic performance of pupils in their

mother tongue subject and in their English subject, wherein the pupils are

concurrently taking up the said courses. A specially prepared proficiency test will

also identify the difficulty index to help determine the specific areas of difficulty

among the pupils in terms of English-related skills. The difficulty index will be

analyzed and interpreted alongside the linguistic features of their mother tongue

to verify if any L1-L2 interference exists and which may be conditioned by their

simultaneous instruction using the mother tongue and English. Although such

analyses may generate findings as to the possible implications of MTB medium

of instruction to pupils’ development of English skills. Nevertheless, the theory

that such an impact exists can only be inferred from this study’s prospective

findings or which may ignite subsequent research that will employ a research

design that can, more or less, establish greater certainty as to the causal

relationship between the variables.

Another significant study is that of Ong’uti et al (2016) that dealt on the

“Factors affecting teaching and learning in the mother tongue in Public Lower

Elementary Schools in Kenya”. Based on their findings, both teachers and

learners had negative attitudes towards teaching and learning in mother tongue.

It was also deduced that poor attitude of teachers towards mother tongue and

preference of foreign languages as a mode of communication, could be attributed

to lack of proper training among the teachers and the unavailability of resources
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for teaching and learning in mother tongue, while learners’ preference for English

and Kiswahili could be attributed to their prominence as languages of education

and greater communication. 112 The above mentioned study reinforced the

researcher’s insight about the negative attitudes or perceptions that teachers

have over the use of the mother tongue as an instructional medium or the

teaching of the mother tongue as a subject in itself. However, the study of Ong’uti

was designed to obtain the general reasons behind teachers’ negative

perceptions about MTB medium of instruction or MTB course instruction. In

contrast, this proposed study narrows the investigation to teachers’ perception

about MTB medium of instruction in relation to the development of English skills

by pupils who are concurrently taking up subjects in their mother tongue and in

English.

Finally, the research of Zergani (2016) dealt on the “Effects of Using and

Teaching with Mother Tongue Language in Primary School”. The latter

concluded that teaching the mother tongue alongside the second language

allows the sounds and structures of the language to be transferred more easily.

The child builds on what is already known and understood. Even if the written

structures of the languages are different, literacy strategies, sensory motor skills

and coordination are more easily transferred. As the language development

progresses, concepts already understood in the first language are more easily

transferred into the second language. The transition, however, shifts from

reliance on the mother tongue to the second language. Thus, the research

conclusively established that simultaneous mother tongue language and second

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language learners have enhanced linguistic and educational development. They

develop a deeper understanding and are able to compare, contrast and use

multiple linguistic systems, giving greater depth of understanding. Moreover, it

was found that success and ability in the mother tongue is a strong predictor of

success in the second language. The learners with strong first language

foundation performed better in second language exams and education.

The above quoted findings of Zergani were very programmatic and

definitive. His study presupposed on the simultaneous exposure of students to

MTB medium of instruction and English language instruction (i.e. English being

the students’ second language). On such account, Zergani found that the use of

the mother tongue facilitated the acquisition of second language rules. However,

the study was conducted in a setting outside the Philippines and presupposed a

mother tongue based in another country. His findings at this point may be

contingent to a possible semblance in the linguistic structures across a mother

tongue and a second language which helped pave the complementation of

learning two languages simultaneously. On the other hand, this study would like

to find out if the linguistic features of the students’ mother tongue (i.e. a regional

language in the Philippines) can indeed facilitate second language acquisition in

English. This is the reason that this study engaged in analyzing the difficulties of

pupils along the different English skills with the anticipation that such difficulties

might cue on possible interlanguage transference experienced by the pupils in

learning their mother tongue and English simultaneously.

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The findings in the study of Burton (2013) entitled “Mother Tongue-Based

Multilingual Education in the Philippines: Studying Top-Down Policy

Implementation from the Bottom Up” indicated that teachers‘ and parents‘ views

of MTB-MLE focused on the short-term benefits of the policy and the long-term

disadvantages. While both groups were overwhelmingly satisfied with the

increase in student understanding, they expressed concern about the future

implications for learning in Bikol rather than in English. Though supportive of the

policy, they remain to be tact in words and actions especially in demonstrating

their full adherence. The results of her previous study bear a significant

implication on how a language policy is being managed especially among

educational institutions. The advent of such policy holds true to the fact that it is

delivered from the top to bottom approach rather than considering ground level

stakeholders.

Based on the above gist of Burton’s study, perceptions of teachers and

parents on the MTB-MLE implementation were obtained. Accordingly, the

parents and the teachers perceived MTB-MLE as having both benefits and

disadvantages. Such level of investigation served as the basis in the proposed

study to assert the ethical possibility of looking into teachers’ perceptions on the

mother tongue-based medium of instruction. This research query is thus valid

and ethical, having been a verified item of analysis in previous scholarly works.

However, contrary to Burton’s study, this proposed research delimits such query

on perception only to the English language teachers. Burton’s research

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population comprehensively covered a wide range of respondents which include

teachers, regardless of what subjects they teach and regardless of whatever

vantage points they can draw their perceptions on the MTB-MLE policy. Burton

also included the parents of students as respondents

The study of Cabansag (2016) explored the stakeholders’ perspective on

the implementation of MTB-MLE as a pedagogical approach. The stakeholders’

perspectives were explored through the results of the different focus group

discussions among teachers, pupils, parents, local school board, parents-

teachers and community association, non-government organization and local

government unit. Results indicate four main benefits of MTB-MLE, namely:

expressing better ideas, building self-confidence, better retention, and promoting

friendly environment. Meanwhile, the challenges which hinder the implementation

of MTB-MLE are grouped into four significant themes, i.e. multilingual

environment, difficulty in translation, inadequacy of instructional materials, and

mandatory compliance to the Department of Education (DepEd) order. The

significance of the results of the above mentioned study points out important

actions the program can benefit Filipino pupils. Notably, MTB-MLE emanated

from the higher authorities in which grassroots sector were not 114 consulted,

the Department of Education (DepEd) order should be executed by an interface

between the higher level management and the local stakeholders. Involving them

can undoubtedly contribute in the success of MTB-MLE.

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Cabansag’s study parallels with that of Burton with its emphasis of the

implementation of the MTB-MLE as initiated by the Department of Education

without grounding such policy on significant consultations with grassroots sectors.

Since this was already the case, the purpose of Cabansag’s research was to

expose the perceptions of stakeholders on the features and implementing

policies of MTB-MLE in the hope that such data generated will reach higher

education authorities and initiate a possible interface with the local stakeholders,

not necessarily to achieve negotiations as to whether or not MTBMLE is deemed

to continue. The interface hopes to inform higher authorities with insights that can

help improve the implementing guidelines of MTB-MLE especially that some

perceptions obtained have exposed certain inadequacies or disadvantages in the

current policy guidelines. The most that can be done is to introduce possible

reforms on the existing guidelines from where the problems seem to originate.

The above discussed purpose of Cabansag’s study parallels the intention

of this researcher when he conceptualized this study. However, this study

secured a narrower investigation of the probable effects of MTB-MLE, and that is

in relation to the English language teaching enterprise. MTB-MLE was just a

recent implementation of the Department of Education compared to the English

language curriculum in the DepEd that has operated for many decades. The

implementation of MTB-MLE may have rates of implications along the interest of

language learning in English and in Filipino, as well as probably the teaching of

other content subjects. This is what this proposed study also aims to find out in
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its targeted locale. Like Cabansag’s study, this researcher also hopes that the

merits of the study’s findings can be useful for improving the strategies and

guidelines in implementing MTB-MLE to eliminate wrong perceptions.

Finally, the study of Valerio (2015) reveals that teachers were not yet

confidently certain whether the instructional materials they presently have can

assure that they can really appreciate the MTBE due to the unavailability of

localized translation along the instructional materials. The study also provided

empirical evidences to show that the mother tongue based instruction cannot

really elevate the learners’ academic performances. Several other factors can be

considered in dealing with MTB instruction. Teaching materials and assessment

have not been transcribed into the regional or native languages of the learners.

Results also showed that the respondents believed that MTB-MLE policy must

consider the development of graded transcribed reading materials in the learners’

home language. Significant differences existed when the respondents were

grouped according to their ethnicity and according to the number of years of 115

teaching experience. This implies that linguistic background or their ethnicity has

caused variations or differences on the way they perceived the mother tongue

based education. There were also significant differences on their perceptions

when they were grouped according to the number of years they have been

teaching. This implies that the way they perceive the mother tongue based

instruction differs based on their teaching experiences. The use of the mother

tongue in its pedagogic aspect reflects the desire of learners to promote national
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identity, however the teachers seemed to be unprepared yet with the mandate of

the new curriculum on the use of mother tongue based instruction. Indeed, the

use of local dialects along instruction is clearly a complex process that is

continually being redefined by the bilingual and multilingual system of education.

The above gist of Valerio’s study employed respondents among the

teachers handling mother tongue-based courses. Accordingly, the findings of the

study reveal that even MTB course teachers are not confident in the optimal

benefits of using mother tongue as the medium of instruction due to several

factors like lack of instructional resources transcribed in the mother tongue,

among other factors.

As to the bearing of Valerio’s findings to the concern of this study, the

researcher gained significant insight that the current status of instruction that

uses the mother tongue as medium has its own problems and inadequacies.

Anent that, it was previously established that MTB instruction aims to be

beneficial in preparing pupils for second language acquisition. However, if MTB

instruction is itself not adequately implemented, how then can a problematic

instructional setting cause any beneficial effect to the pupils’ development of

language skills in English. At any rate, this study concentrated on the perceptions

of teachers of English on MTB medium of instruction from the vantage point of

how it relates to the development of the students’ English skills. If Valerio’s

findings shall be credited, then it only implies that mother tongues being used in

MTB learning area instruction have not been adequately intellectualized to teach
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important concepts in the different content courses. On such reality, it will be

sound to project the same condition to English language courses. This study,

however, aims to generate its own empirical evidences to substantiate or reject

the conclusions of these previous studies.

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CHAPTER III

METHODOLOGY

Research Design

This study utilized descriptive research design which is define as a

research method that describe the characteristics of the population the being

studied. As was used were data was collected from the respondents. This Design

always focuses more on what of the research subject rather than the why of the

research subject. The Data for this survey was further collected at the Santiago

City whereas Cabulay Elementary School, Nabbuan Elementary School and

Batal Elementary School.

Respondents of the Study

The population of this study will be consents of 30 teachers of Grades 1-3

from the public elementary schools of the City of Santiago, Isabela. Random

sampling will be used wherein research participants had to be teachers at any of

the three levels.

Table 1. Distribution of Respondents according to School.

School No. of Teachers

Cabulay Elementary School 10

Batal Elementary School 10

Nabbuan Elementary School 10

Total 30
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Locale of the Study

The study will be conducted at Cabulay Elementary School, Batal

Elementary School, and Nabbuan Elementary School. A DepEd managed

partially rural primary public school. This school comprises Elementary School

and offers Special Education Program specifically aims to enhance access and

upgrade the quality of SPED programs and services, Core Values (Maka-Diyos,

Makatao, Makabansa at Makakalikasan, Kilos para sa kalikasan, Building

Climate-Resilient Philippines, Eco-Friendly Schools Education.

According to one of the Teachers there, when in their first language

learners learn to read more quickly, made the lessons more interactive and that

this enhances the pride of the learners’ heritage, language and culture.

These school promoting learning and the use of mother tongue as a mode

of instruction, or the acquiring knowledge, abilities, attitudes, ethics, views,

behaviors, and personal development.

Today, educational aims are progressively encompassing new ideals such

as learner empowerment, critical thinking about offered material, skills required

for modern society, compassion, and diverse vocational skills.

Research Instruments

The research instrument consists of two parts. Part I of the research

instrument consists of the items which gathers respondents profile such as Sex,
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Age, Highest Educational Attainment, Language Used in Teaching, Part II of the

research instrument consists of the survey on the perceived level of the

implementation of MTB-MLE. The survey will take about 10 minutes for each

participants. In one setting, three of the researchers will simply compile the

answer of those who answered in google platform

Data Gathering Procedure

The survey will take about 10 minutes for each participant. In one setting,

three of the researchers will collect separately the surveys from individuals who

received printed questionnaires due to their poor internet connection. On the

other way, the researchers will simply compile the answers of those who

answered in Google Platform.

The data will be treated by the statistician using the Statistical Package for

Social Sciences (SPSS) for easier and more accurate results. The respondents’

perceptions about the Mother Tongue-Based Education will be determined using

the weighted mean. T- test will be used to assess the significant differences on

the respondents’ perceptions toward the implementation of MTB-MLE.

Statistical Treatment of Data

To analyze and Interpret the data, the researcher employed

the following statistical procedure:

1. The researchers will use 5- point Likert Scale that will vary from scale, range,

and description.
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2. The data will be treated by the statistician by using the Statistical Package for

Social Sciences (SPSS) for easier and more accurate results

3. T-test for dependent samples.

This test will be used to determine the significant differences on the

respondents’ perceptions towards the implementation of MTB-MLE.

4. Frequency, percentage and ranking

Will help the researcher to easily tally the answer that they

gathered. This percentage and ranking will a big help in the researchers to

analysis the answer.

5. Frequency, weighted mean and ranking.

Weighted Mean. This tool was used to provide answer to the questions.
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CHAPTER IV

PRESENTATION, INTERPRETATION, AND ANALYSIS OF DATA

This Chapter present the results, the analysis and interpretation of data

gathered from the answers to the questionnaires distributed to the field. The said

data were presented in tabular form in accordance with specific questioned

posited on the statement of the problem in chapter I.

Profile of the Respondents

Table 2
Distribution of Respondents according to their School
Particulars f Percentage
Cabulay 7 30.43
Batal 10 43.48
Nabbuan 6 26.09
Total 23 100.00

According to Table 2, Batal Elementary School has the highest

percentage of Distributionas well as frequency of the teachers presented.

Therefore, Batal Elementary School has 43.48 % of the respondents because it

has a large population of the teachers who were in the area during our survey,

while Cabulay Elementary School has 30.43 % of the respondents but not all of

them are engage with us. Lastly, Nabbuan has the lowest percentage of 26.09%

of the respondents because of the population of teachers due to limited

attendees.
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Table 3
Distribution of Respondents according to their Gender
Particulars f Percentage
Male 2 8.70
Female 21 91.30
Total 23 100.00

Based on Table 3, the distribution of the respondents according to their

gender shows that the females have the highest percentage of 91.30 percent or

21 out of the 23 sample population, while the males are only 2 or 8.70 percent of

the total sample population.

Table 4
Distribution of Respondents according to their Age
Particulars f Percentage
21-30 5 21.74
31-39 7 30.43
40-above 11 47.83
Total 23 100.00

As reflected on Table 4, 21-23 years old has a frequency of 5 21.74

percent. 31-39 years old has a frequency of 7 30.43 percent and 40 above years

old has frequency of 11 47.83 percent the data far entiles that most of the

respondents belong to the age bracket of 40 years old.

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Table 5
Distribution of Respondents according to their Language Used
Particulars f Percentage
Tagalog 1 4.35
Tagalog,Ilocano 1 4.35
English, Tagalog 13 56.52
English, Tagalog, 8
47.83
Ilocano
Total 23 100.00

Table 5, majority of the respondent used English and Tagalog as their

language in teaching MTB-MLE and it has 56.52%. While only in English,

Tagalog, and Ilocano when teaching MTB-MLE it has 47.83%. The rest Tagalog

and Tagalog, Ilocano one respondent each corresponding to 4.35% total of

population.

Table 6
Teacher’s Perception on the implementation of MTB-MLE

Particulars Mean Description

The MTB-MLE policy and its corresponding guidelines are clearly Strongly
1 3.57
implemented in my school. Agree
My fellow teachers fully understand the goals of the MTB-MLE Strongly
2 3.74
policy Agree
MTB-MLE is effective in the development of Literacy among my Strongly
3 3.65
students. Agree
Because of MTB-MLE, my students are more confident in
Strongly
4 expressing their ideas and therefore more participative in the 3.52
Agree
classroom
There are existing initiatives in my school that assess the effects Strongly
5 3.57
of MTB-MLE on the literacy Agree
Mother Tongue aims to produce Learners to use their learned
Strongly
6 languages in various situations and interaction for learning in 3.65
Agree
school.
Teaching the mother tongue as a subject in school is important
Strongly
7 and also provide learners with a strong educational foundation in 3.52
Agree
the first language in terms of instruction.
8 The language I used in the medium of instruction is their mother 3.39 Agree
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tongue.
A child cannot learn when teaching is conduct in a language, they Strongly
9 3.43
does not know. Agree
A teacher equipped with the appropriate methods and materials Strongly
10 3.57
can easily teach reading in mother tongue. Agree
Strongly
11 The community is supporting the local language use. 3.65
Agree
The Children have the ability to understand the instructors’ Strongly
12 3.57
spoken directions regarding assignment and their due dates. Agree
They show high level of achievement when MT is used in Strongly
13 3.52
discussion. Agree
Strongly
14 Children are more reflective when their MT is used in discussion. 3.57
Agree
Children fully comprehend what they have listened, read and Strongly
15 3.70
learned. Agree
The MTB-MLE program aids learners in understanding the Strongly
16 3.61
language used in the classroom/module. Agree
The slow learners manifest a coping mechanism to learn a lesson Strongly
17 3.57
when MT is used for instructions Agree
Because of the use of their MT, children are more encouraged to Strongly
18 3.52
attend schools/do their lesson. Agree
The program of mother tongue instruction would provide students Strongly
19 3.57
information with ease and accuracy when required Agree
The program of mother tongue would allow student to develop Strongly
20 3.65
practical and manipulative skills easily and quickly Agree
Strongly
OVER ALL MEAN 3.57
Agree

Out of 20 items of the particulars MTB-MLE that were assess 19 of them

is describe as strongly agree , However among this item (item 2) gain the highest

percent of the answered strongly agree from (my fellow teachers) gain the

highest mean of 3.74 . One item which is (item number 8 gain the lowest mean of

3.39 which is the answered agree). So the overall complement width is 3.57

which describes strongly agree which means that the teachers handly grade 1-3

who utilize MTB-MLE is strongly agree the implementation the different program

concerning MTB-MLE.
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CHAPTER V

SUMMARYOF FINDINGS, CONCLUSION, AND RECOMMENDATION

This chapter present the Summary of Findings , Conclusion , and

Recommendation. Based on the result of the study.

Summary of Findings

Our Study Teachers’ Perceptions on the Level of Implementations of

MTB-MLE, Batal Elementary School has the highest percentage of Distribution

as well as frequency of the teachers presented. Batal Elementary School have

bigger respondent population among the others elementary schools that part of

our conducted survey.

The distribution of the respondents according to their gender shows that

the females have the highest percentage of 91.30 percent or 21 out of the 23

sample population, while the males are only 2 or 8.70 percent of the total sample

population. So we conclude that the most of our respondents are female. 47.83%

of the respondents has the age of 40-50 above answered the questionnaire,

30.43% from the age of 31-39, 21.74 from the age of 21-30. So we conclude that

most of our respondents are above 40 years of age, why? Because they also

have acquired more patience, gained a better ability to judge the right pace with

which to deliver the lesson.

Majority of the respondent used English and Tagalog as their language in

teaching MTB-MLE and it has 56.52%. While only in English, Tagalog, and
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Ilocano when teaching MTB-MLE it has 47.83%. The rest Tagalog and Tagalog,

Ilocano one respondent each corresponding to 4.35% total of population. When

we went to distribute questionnaires some of the teachers gave their comments

and said some feedback about the study, they stated that they had taught from

kindergarten through grade three, but they do not teach MTB-MLE. So we

conclude that majority of the teachers fully understand the rules of MTB-MLE

policy.
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Conclusion

This study presents the benefits of a Mother Tongue-based Multilingual

Education.

The teachers are very familiar with what is MTB MLE policy but they are

not used because of some reasons. Meanwhile, challenges that hinder the

implementation of MTB-MLE are grouped into four significant themes:

multilingual environment, difficulty in translation, the inadequacy of instructional

materials, and mandatory compliance with the Department of Education.

Teachers do not know how to speak the dialect of the students, which is

described as not serious. The localization requirement in the hiring process of the

teachers is attributed to this factor. The teachers are hired in their locality, giving

them a background on the languages of the pupils enrolled in the school of the

locality. The second problem concerning the pupils is the vocabulary of the pupils

in the mother tongue.

This is an irony because the pupils are expected to be equipped with a

vast mother tongue lexicon. Their first language is likely to facilitate better self-

expression among the pupil because they are not hindered with word of lexical

problems.The program of mother tongue instruction would provide students

information with ease and accuracy when required. Children are more reflective

when their MT is used in the discussion. Children fully comprehend what they

have listened, read, and learned. Those questions teachers answer strongly
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agree but they are not that aware of the appropriate action in observing MTB

MLE policy’s effectiveness.

For some teachers when we conducted research, said that they are not

using MTB-MLE for teaching because it is easier for them to use the second

language. Nowadays, children are most likely to engage in a second language

because of technology and trend in popular culture. Especially to look at their

children as smart or intelligent. That is why in our recommendation we want to

know the side of every parent and administration of the school to know the major

problem why MTB-MLE is not effective in a classroom setting.

Teachers that agreed in the survey questionnaire, that the language they

used in the medium of instruction are their mother tongue. She said that not

every student learn in their mother tongue. This is an observed assessment of

the student needs that also needs to be addressed.

MTB-MLE is a very helpful program to those students who use their first

language in everyday life. It is used to also be a bridge or a mediator to learn

other languages as well. It will ensure us that our children, future children and

relatives will understand and learn very well the lesson being taught in school.

Thus, Mother Tongue-based education is challenging in terms of planning,

implementing, and sustaining the MTB-MLE programs in multiple language

communities especially in multi-lingual countries.

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This is a challenge that is after new looked by language policy maker,

curriculum developing, and language teacher.

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Recommendation

There is still much to be done and provided. More research on the

experiences of MTB-MLE teachers is highly recommended to gain a better

understanding of how the teachers experience MTB-MLE.

We recommend that the teachers of the following school must continue

in doing the good job in their work because the implementation of MTB-MLE is

good for them. Nevertheless, whoever will continue our research or co-conduct

again, make sure that the survey questions will not be biased in the results and

we recommend that you must conduct an interview individually through online or

face to face because we discovered that the survey questionnaire is more

complicated than this and to avoid biases or filtering their answer interview

case format will answer the questions and able to express their viewpoint directly.

It will be good practice for curriculum implementers to enrich and

reinforce newly introduced curricula. Additional training courses and seminars

can be conducted for teachers who use their native language as the language of

instruction in the classroom.

The use of mother tongue is strongly encouraged in the teaching of

students in grades 1-3. Department of Education officials are required to hire

teachers who are fluent in the native language of the place from first grade to

third grade. In addition, materials for elementary school classes, such as

workbooks, modules, and books, should be written in native language texts.

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This project was designed to study the widespread implementation of

the mother tongue as the language of instruction within the MTB-MLE policy , for

the future researcher related to this studies , continue to pursue concerning for

every learners knowing the deepest issues and problems why MT is not focused

especially for those teacher in every classroom and also continue to conduct a

study why learners continue to adopt L2 rather than their Mother tongue.

Policy should be developed to guarantee appropriate provision for

instructional materials in the mother language. Furthermore, all MTB-MLE

teachers are urged to be exposed to and taught on the art of improvisation of

instructional materials on a regular basis in order to improve the effectiveness of

teaching-learning.

For any change to be effective, basic requirements of students and

instructors, such as instructional resources, must be satisfied. It is doubtful that a

change in language policy can significantly boost educational achievement

unless conditions are addressed.

Lastly conduct a study to examine instructional materials for cultural

relevance for the learners and teachers that will provide a better development

for the of importance MTB MLE in every classroom.

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APPENDIX A. Research Questionnaire

Questionnaire

We are 3rd year researchers of the College of Education of Northeastern College and we
are conducting a study titled Teachers' Perception on the Level of Implementation of
MTB-MLE.

The aim of this study is to determine the perceptions of the teachers teaching Grades 1 to
3 of selected public elementary schools in the City of Santiago regarding the
implementation of MTB-MLE.

We can assure you that all the gathered data will only be used for the completion of the
research. Any personal information will be treated with strict confidentiality to avoid
breach of privacy.

Very Respectfully,

Corpuz, Cherry Love L.

Guerrero, Daisy I.
Lucquiao, Jericho Jr., C.
Custodio, Keenly D.
Ramos, Elanie B.
Arigando, Fernalyn G.

Your personal data contained in this e-form, collected from you with your consent, shall
be treated with utmost confidentiality, subject, among others, as to their collection,
purposes, usage, sharing, disclosure, retention, and disposal, including your rights as the
Data Subject (as defined under the Data Privacy Act of 2012), to which you agreed, the
provisions of the Data Privacy Act of2012, and the Rules and Regulations of the National
Privacy Commission. The researchers have installed and implemented in its system the
required and appropriate security measures to ensure and maintain the protection, security,
and confidentiality of your personal data.

Please fill-in the required information regarding the demographic profile.

Name : ___________________________________________ (optional)

School: ___________________________________________________

I. TEACHERS PROFILE

Gender: [ ] Male [ ] Female

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Age: [ ] 21 – 30 [ ] 31 – 40 [ ] 41 – 50 [ ] 51 and above

Language used in Teaching: ________________________________

Highest Educational Attainment

[ ] Bachelor of Elementary Education, Degree/Major: _______________________
[ ] Bachelor of Secondary education, Degree/Major: ________________________
[ ] Bachelor of Arts
[ ] Bachelor of Science, Degree/Major: ______________________________
[ ] Master of Arts, specialization: ____________________________________
[ ] Completed, if not completed no. of units: _________________________
[ ] Doctoral (EdD, PhD, DPE, others) specialization: __________________________
[ ] Completed, if not completed no. of units: _________________________

Direction: Put a check (/) in the box that the best describes your perception towards
Mother Tongue-Based Multilingual Education.
Be guided with the description provided. Rate each concern using the following scale:

Scale Range Description

4 3.41-4.00 Strongly Agree
3 2.61-3.41 Agree
2 1.81-2.60 Disagree
1 1.0-1.80 Strongly Disagree

II.Level of agreement in the implementation of the Teachers on MTB-MLE

4 3 2 1
1. The MTB-MLE policy and its corresponding guidelines are
clearly implemented in my school.
2. My fellow teachers fully understand the goals of the MTB-MLE
policy
3. MTB-MLE is effective in the development of Literacy among my
students.
4. Because of MTB-MLE, my students are more confident in
expressing their ideas and therefore more participative in the
classroom.
5. There are existing initiatives in my school that assess the effects
of MTB-MLE on the literacy
6. Mother Tongue aims to produce Learners to use their learned
languages in various situations and interaction for learning in
school.
7. Teaching the mother tongue as a subject in school is important
and also provide learners with a strong educational foundation in
the first language in terms of instruction.
8. The language I used in the medium of instruction is their mother
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COLLEGE OF EDUCATION

tongue.
9. A child cannot learn when teaching is conduct in a language, they
does not know.
10. A teacher equipped with the appropriate methods and materials
can easily teach reading in mother tongue.
11. The community is supporting the local language use.
12. The Children have the ability to understand the instructors’
spoken directions regarding assignment and their due dates.
13. They show high level of achievement when MT is used in
discussion.
14. Children are more reflective when their MT is used in discussion.
15. Children fully comprehend what they have listened, read and
learned.
16. The MTB-MLE program aids learners in understanding the
language used in the classroom/module.
17. The slow learners manifest a coping mechanism to learn a lesson
when MT is used for instructions.
18. Because of the use of their MT, children are more encouraged to
attend schools/do their lesson.
19. The program of mother tongue instruction would provide students
information with ease and accuracy when required
20. The program of mother tongue would allow student to develop
practical and manipulative skills easily and quickly
 50

COLLEGE OF EDUCATION

Curriculum Vitae
 51

COLLEGE OF EDUCATION

Cherry Love L. Corpuz

[email protected]
Rosario Santiago City, Isabela
09356681033

EDUCATION

Tertiary:

Northeastern College
2019-2023 Bachelor in Secondary Education
Major in English

Secondary:

Santiago City National High School

2013-2019 Junior - Senior High School

Primary:

Calaocan Elementary School

2006-2013

SKILLS

 Communication  Customer Service

 Computer Skills  Teamwork
 Public Speaking

EXPERIENCE

Jan-May 2022 Reseller

Work from Home – Rosario Santiago City, Isabela

Feb-April 2023 Practice Teaching

Northeastern College - Santiago City, Philippines
 52

COLLEGE OF EDUCATION

Sept-Dec 2023 Field Study

Northeastern College - Santiago City, Philippines
 53

COLLEGE OF EDUCATION

Daisy I. Guerrero
[email protected]
Ramon, Isabela
09677910647

EDUCATION

Tertiary:

Northeastern College
2019-2023 Bachelor in Secondary Education
Major in English

Secondary:

Raniag High School

2013-2019 Junior - Senior High School

Primary:

Ramon Central School

2006-2013

SKILLS

 Problem-solving abilities.  Editing

 Communication Skill  Leadership
 Self-Discipline  Strong work ethic
 Self motivation  Organization
 Negotiation.  Customer Service

EXPERIENCE

Nov-Feb 2022 Tutoring

Work from Home – Bugallon Norte Ramon, Isabela

Feb-April 2023 Practice Teaching

Northeastern College - Santiago City, Philippines
 54

COLLEGE OF EDUCATION

Sept-Dec 2023 Field Study

Northeastern College - Santiago City, Philippines
 55

COLLEGE OF EDUCATION

Jericho C. Lucquiao Jr.

[email protected]
Ramon, Isabela
09669088009

EDUCATION

Tertiary:

Northeastern College
2019-2023 Bachelor in Secondary Education
Major in English

Secondary:

Raniag High School

2013-2019 Junior - Senior High School

Primary:

Raniag Elementary School

2006-2013

SKILLS

 Editing  Teamwork
 Communication  Leadership
 Self-Discipline  Strong work ethic
 Self-motivation  Organization
 Computer Skills  Collaboration

EXPERIENCE

Feb-Dec 2021 Online Tutoring

Work from Home – Raniag Ramon, Isabela

Feb-April 2023 Practice Teaching

Northeastern College - Santiago City, Philippines
 56

COLLEGE OF EDUCATION

Sept-Dec 2023 Field Study

Northeastern College - Santiago City, Philippines
 57

COLLEGE OF EDUCATION

Keenly D. Custodio
[email protected]
San Isidro, Isabela
09362873719

EDUCATION

Tertiary:

Northeastern College

2019-2023 Bachelor in Secondary Education

Major in English

Secondary:

Divisoria Highschool
2013-2019 Junior High School
Senior High School - Cagayan Valley Computer Information and
Technology College

Primary:

Ramos East Elementary School

2006-2013

SKILLS

 Driving  Critical Thinking

 Problem Solving  Active Listening
 Computer Skill

EXPERIENCE

Nov-Feb 2022 Sales Agent

All-k Venue Commercial– Batal Santiago City, Isabela
 58

COLLEGE OF EDUCATION

Feb-April 2023 Practice Teaching

Northeastern College - Santiago City, Philippines

Sept-Dec 2023 Field Study

Northeastern College - Santiago City, Philippines
 59

COLLEGE OF EDUCATION

Ellanie B. Ramos
[email protected]
Villa Gonzaga Santiago, Isabela
09366795937

EDUCATION

Tertiary:

Northeastern College
2019-2023 Bachelor in Secondary Education
Major in English

Secondary:

Patul National Highschool

2012-2016 Junior

Primary:

Villa Gonzaga Elementary School

2006-2012

SKILLS

 Organization
 Leadership
 Adaptability
 Customer Service

EXPERIENCE

Oct-Dec 2018 Cashier/OIC

Anson Shoe Plaza – Santiago City, Isabela

April-July 2019 Seasonal Cashier

 60

COLLEGE OF EDUCATION

Robinson Department Store – Santiago City, Isabela

Feb-April 2023 Practice Teaching
Northeastern College - Santiago City, Philippines

Sept-Dec 2023 Field Study

Northeastern College - Santiago City, Philippines
 61

COLLEGE OF EDUCATION

Fernalyn G. Arigando
[email protected]
Rizal Santiago, Isabela
09161548236

EDUCATION

Tertiary:

Northeastern College
2019-2023 Bachelor in Secondary Education
Major in English

Secondary:

Rizal National Highschool

2013-2014 Junior High School

Primary:

Rosario Elementary School

2008-2009

SKILLS

 Time Management
 Leadership
 Self-Motivation
 Teamwork

EXPERIENCE

Mar-April 2017 Cashier

Greenwich – Santiago City, Philippines
 62

COLLEGE OF EDUCATION

May-Dec 2018 Cashier

Cheersmart – Santiago City, Phlippines

Feb-April 2023 Practice Teaching

Northeastern College - Santiago City, Philippines

Sept-Dec 2023 Field Study

Northeastern College - Santiago City, Philippines