World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue I (february 2026), pp.16-23
SHIRLEY A. CERVANTES, LPT, T-III
Restituta Z. Medina Elementary School
Abstract
This study assessed the implementation of the Mother-Tongue-Based Multi-Lingual Education (MTB-MLE) curriculum in the Masbate South District for Grade III learners during the 2021-2022 school year. The research utilized a documentary analysis combined with a descriptive-analytic survey method to evaluate the prevailing conditions, effectiveness, and interventions made by the schools. A total of 43 Grade III teachers participated, and data were collected through documentary analysis, a questionnaire rating scale, informal interviews, and observations. The findings revealed that the majority of the interventions were well-implemented, with the highest-rated indicators focusing on the adherence to MTB-MLE principles and the cultural sensitivity of the curriculum. The teachers' performance was rated as very satisfactory, but there was no significant agreement in the perceptions of respondents regarding the interventions. The study concluded that while the MTB-MLE program is being effectively executed, further improvements in teacher training, curriculum support, and monitoring mechanisms are necessary for its continued success. The study recommends enhancing monitoring and evaluation processes, conducting orientations for stakeholders, and providing additional support to the Mother Tongue Curriculum from relevant agencies.
Keywords: Mother-Tongue-Based Multilingual Education, MTB-MLE, Teacher Performance, Educational Interventions, Curriculum Implementation, Teacher Perceptions
https://doi.org/10.65494/pinagpalapublishing.132
