Perceptions of Implementers on Mother Tongue-Based Multilingual Education Vis-A-Vis the Achievement of Grade I Pupils in the Pilot Schools of Agusan Del Norte

Sweet Loueljie Antigua Arcite

Abstract: Mother tongue-based multilingual education (MTBMLE) has been institutionalized in the schools in the Philippines which uses the child's first language (L1) in teaching and delivering learning outcomes. Almost two years since its implementation, MTBMLE is still gaining significant ground, however, has created issues of unpreparedness on the part of the implementers and made a fuss on the educational setting. Therefore, the study aimed to assess its practice through the perceptions of implementers in the pilot schools of MTBMLE in the Division of Agusan del Norte in relation to the achievement of grade one pupils. It was found out that there is a highly negative correlation between their perception and beliefs on a specific aspect in MTBMLE and the performance of their pupils. The findings hence will be of help on how to enrich the program with emphasis on instruction, materials and assessment of pupil performance.

Keywords: mother tongue, achievement, curriculum implementation

How to Cite?: Sweet Loueljie Antigua Arcite, "Perceptions of Implementers on Mother Tongue-Based Multilingual Education Vis-A-Vis the Achievement of Grade I Pupils in the Pilot Schools of Agusan Del Norte", Volume 12 Issue 4, April 2023, International Journal of Science and Research (IJSR), Pages: 398-404, https://www.ijsr.net/getabstract.php?paperid=SR23331082635, DOI: https://dx.doi.org/10.21275/SR23331082635