A PROPOSED EVALUATION OF THE IMPLEMENTATION OF MTB-MLE ON REGIONS WITH

TAGALOG AS THE MOTHER TONGUE USING CIPP (CONTEXT, INPUT, PROCESS, PRODUCT)
MODEL

A proposal for evaluation submitted in partial fulfillment of the requirements in Curriculum

Evaluation

By:

Lindomar Tuscano
Sheryl Ridao
Roy Dimapilis
Jane Sarabia
Lenie Tamayo

March 30, 2019

INTRODUCTION

Young people and adults have the human right to benefit from an education that will
meet their basic learning needs in the best and fullest sense of the term, an education that
includes learning to know, to do, to live together and to be.

The present day Department of Education was mandated through Republic Act 9155,
otherwise known as the Governance of Basic Education act of 2001. It formulates, implements,
and coordinates policies, plans, programs and projects in the areas of formal and non-formal
basic education. It supervises all elementary and secondary education institutions, including
alternative learning systems, both public and private; and provides for the establishment and
maintenance of a complete, adequate, and integrated system of basic education relevant to
the goals of national development.ooling which begins in the mother tongue and transitions to
additional languages particularly Filipino and English.

One among the recent policies implemented by the Department of Education is the
MTB-MLE. The Mother Tongue Based-Multilingual Education (MTB-MLE) policy in the Philippines
involves implementation of local mother tongues as the language of instruction in Kindergarten
to year three (K -3), with the official languages (Filipino and English) being introduced as the
language of instruction after grade three. Mother Tongue is used as a Medium of Instruction
(MOI) for Grades 1, 2 and 3 in teaching Math, Araling Panlipunan (AP), Music, Arts, Physical
Education and Health (MAPEH) and Edukasyon sa Pag-uugali (EsP).

It is aimed to develop appropriate cognitive and reasoning skills enabling children to

operate equally in different languages – starting in the Mother Tongue with transition to Filipino
and the English and to preserve the Philippine cultural treasures well. When you lose a language,
you lose a culture, intellectual wealth, a work of art… (“The Economist”, 2001 as quoted by
McCarty,et.al., 2005)

Mother tongue is taught as a separate Learning Area in Grades 1 and 2, and since the
implementation of this three-year old language polcy, it had been coupled by researches
justifying its need in the Philippine educational system. One of these researches on the
implementation of the MTB-MLE in the Philippines is conducted by Balce,M. (2005)
recommending an adoption of the mother tongue (L1) as the language of learning and
instruction (LOLI) for Science and Health at the elementary school level for two reasons: (1) The
science process skills (or thinking skills) are linguistic: communicating, classifying, inferring,
predicting, interpreting data, hypothesizing, defining operationally, and investigating. These
skills are best developed and sharpened using the mother tongue. (2) Elementary school
children are at a stage in which they are still mastering their mother tongue. They need time to
focus and attain the full mastery of their mother tongue to understand complex science
concepts.

BACKGROUND OF THE STUDY

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. Since the child’s own language enables her/ him to express him/herself easily, then, there
is no fear of making mistakes. It encourages active participation by children in the learning
process because they understand what is being discussed and what is being asked of them.
They can immediately use their mother tongue to construct and explain their world, articulate
their thoughts and add new concepts to what they already know.

The program is fully implemented in school year 2013-1014, as major component of thek-
to12 law. As a subject, MTB – MLE focuses on reading and speaking from Grades 1 to 3. As
medium of instruction language used at home is use in all learning areas from kindergarten to
Grade 3, and in the alternative learning system.

(GORIO et al., 2014) pointed out the following recommendations in their study about the
FACTORS AFFECTING THE IMPLEMENTATION OF THE MOTHER TONGUE-BASED MULTILINGUAL
EDUCATION AS PERCEIVED BY TEACHERS IN BAGUIO AND BENGUET.

 Teachers need to be properly oriented, trained and supervised in the implementation of

MTB-MLE. Sufficient teacher trainings lead to the acceptance of the teachers of the
language program.

 More seminars on language awareness are encouraged to be in placed to increase the

implementation of the teachers on language development objective of the MTB-MLE.

 Basic needs of pupils and teachers, such as instructional materials, must be met for any
reform to be effective. Unless conditions are improved for the grassroots it is unlikely that a
change in language policy will dramatically improve educational attainment.
 All stakeholders are encouraged to be involved in the decision-making regarding
implementation of the mother tongue based multilingual education, as well as which
languages will be used and how they will be developed. Top-down processes should
enable implementation through legislation and allocation of resources, while bottom-up
processes provide grassroots commitment and linguistic community support. This implies
some degree of decentralization of educational decision-making, especially that the MTB-
MLE involves languages of the community.

 There should be policy formulation that will ensure adequate provision for instructional
materials in the mother tongue. Moreover, all MTB-MLE teachers are encouraged to be
exposed to, and trained on the art of improvisation of instructional materials on regular basis
so as to make teaching-learning more effective.

 Tracking the background of the teachers in terms of their readiness of MTB-MLE

implementation is encouraged.

 Further researches employing other variables are motivated.

As concluded in the same study, “despite of the different attitude of the teachers in the
implementation of the MTB-MLE, they still highly implemented the objectives. This language
policy has already put into law through Republic Act 10533 (Enhanced Basic Education Act of
2013) and the Republic Act 10157 (Kindergarten Education Act).Putting the mother tongue
education into law means imperative implementation.” (GORIO et al., 2014).

Since there had been debates, it is imperative to evaluate the MTB-MLE policy especially
on regions with Tagalog as the Mother Tongue. It should be examined to look for ways on how to
improve its implementation. There are limited studies that evaluates the MTB-MLE policy. Hence,
there are gaps in knowledge which this study would like to answer. It is helpful to realize the
problems encountered, effectiveness, goals and the readiness of the Philippine administrative
system to support the mentioned policy.

Some say that the implementation of the MTB-MLE policy in tagalog regions is redundant
to the filipino subject. How can we avoid this redundancy? Every policy has its externalities and if
a policy is ineffective, evaluators should find ways on how to make it efficient, effective and
economical.
EVALUATION QUESTIONS

This evaluative research is an attempt to use CIPP (Context, Input, Process, Product)
Model to evaluate the MTB-MLE policy. The CIPP is used not to prove but to improve the current
policy and how it is being implemented on regions with Tagalog as the mother-tongue. Since this
study evaluates a policy, it will not only deal with programmes but will deal with questions
concerning the society.

CIPP approach to evaluation: CIPP model is Context, Input, Process, Product approach,
developed by Stufflebeam (1983). It basically provides a very systematic way of looking at many
different aspects of the curriculum development process. Although originally advocated for
curriculum development process, the researchers will attempt to use the CIPP in looking at the
different aspects of the MTB-MLE policy in locales with Tagalog as the Mother-Tongue.

The kind of knowledge, skills, attitudes, habits that students acquire in their educative
process is the actual product. There are various processes carried out in the in the policy to get
this product. Certain inputs are given to carry out these processes. All this i. e. input, process and
product work under some context. When we talk about MTB-MLE in locales with tagalog as the
mother tongue and locales with non-tagalog as the mother tongue, the context in which the
two policies work is different. We can apply this CIPP model to assess various aspects of the
policy. This will enable us to evaluate MTB-MLE with tagalog as the mother tongue in a very
comprehensive manner. Basically this needs asking series of questions about four elements i. e.
context, input, process and product of the model.

Context: This includes examining and describing the context of the policy we are evaluating;
determining the objectives, mission, and goals of the policy. It will be examined through the
following questions:

1. Is the implementation of the the MTB-MLE policy in regions with Tagalog as the mother-
tongue suitable?

2. Is its objective derived from the national vision?

3. What mother tongue is or are being used?

4. How do teachers and parents in tagalog regions demonstrate support and resistance
to MTB – MLE? In what ways do their actions differ?
 5. What do teachers and parents in tagalog regions believe about the outcomes of
MTB – MLE? To what extent do their beliefs differ?

Input: This includes activities such as description of inputs and resources. There are the physical
facilities which are essential. But at the same time implementation of the MTB-MLE policy in
locales with tagalog as the mother tongue should also have human resources such as students,
teaching, nonteaching and administrative staff, counselors, special teachers etc. These are
some specimen questions to evaluate the policy.

1. Are all students tagalog speakers? What needs to be done to students who are not
native tagalog speakers?

2. Are the teachers capable to translate concepts from english and contextualize it
through the use of mother tongue?

3. Are teachers proficiently trained to handle cases where they have students who is not
a native tagalog speaker?

4. Are books sufficient to meet the needs of the teachers and students?

5. Are the administrative staffs, counselors knowledgeable about the MTB-MLE policy?

6. Is the Department of Education Budget sufficient to meet the goals of the policy?

7. How knowledgeable are the parents in the MTB-MLE policy?

Process: Includes how the policy is ran. Implementation is a crucial phase in which the inputs are
utilized in appropriate way to achieve the desired product. The evaluators when assessing, they
will gain information about what is actually occurring in the schools. It is in this phase that we can
take implementation decisions. The schools have various programmes and practices to align
with the MTB-MLE policy. Each and every process in the policy has to have a systematic
approach.

1. How is it being implemented?

2. What cases are bizarre and needs discretion from decision-makers? Do they record
these decisions?

3. How supportive are the schools tagalog regions in the MTB-MLE policy?

4. Is the implementation of the policy systematic?

 5. What challenges exist related to implementation of MTB – MLE in tagalog regions?

6. Does the Department of Education promote researchers towards the MTB-MLE policy?

7. Had there been attempts to educate the parents about the MTB-MLE policy in the
orientations of schools?

8. How can the implementation be improved?

Product: It includes determining and examining the practice and general outcome of the policy.
Very evident but the most important outcome of the policy is the student. The student in himself
is not the product but the knowledge, skills, values, attitude etc that is gained by the student is
the product. It may not be an immediate result but the long term effect of the policy is to be
examined. It is this which is going to be of use in his life as an individual or as apart of society. The
schools usually decide to have 100% results on NEAT (National Elementary Assessment Test) an
NSAT (National Secondary Assessment) examinations but this alone should not be the indicator
of the product of the success of the policy. The product of the policy should not be measured
only in terms of percentage of passing or number of meritorious students passing from school,
but should focus on how the students of the school are succeeding in various walks of life in the
society. How many students are working in different sectors of society and helping society to
grow? How many students are holding important positions in various institutions and helping the
institutions to grow. These questions will give indications about the product quality of the policy.
Some specimen questions with respect to product for policy evaluation are the following:

1. How well do students understand academic concepts with the help of the MTB-MLE
policy?

2. How do students use what they have learnt? Can students apply the concepts
learned in their daily activities better with the implementation of the MTB-MLE?

3. Have the teachers and school’s reputation improved?

4. Had there been an increase in the scores of the students in NEAT and NSATs and other
national examinations compared to the scores prior to the implementation of the policy?

5. Had there been an increase in the understanding of the students about the difficult
concepts as compared with the understanding of students prior to the implementation
of the MTB-MLE?

6. Had there been a decline in the English Mastery of the learners?

Thinking about CIPP model, Input and Process evaluation tends to be very helpful for formative
evaluation and product evaluation tends to be especially helpful for summative evaluation.

CONCEPTUAL FRAMEWORK

CIPP approach to evaluation: CIPP model is Context, Input, Process, Product approach,
developed by Stufflebeam (1983). It basically provides a very systematic way of looking at many
different aspects of the curriculum development process.

SCOPE AND DELIMITATIONS

This study covers the stakeholders of the implementation of the MTB-MLE policy. This will
include Legislative Department (for budget), Executive Department: Department of Education
(Region), District Supervisors, Administrators, Schools, Teachers, Parents and Students. Since it is
focused on Tagalog speaking regions, the researchers nominates a town which is Naic and
examine all the aspects of the MTB-MLE policy.

It will not cover non-tagalog speaking regions as one among the focus of this study is the
idea of redundancy in its implementation. It was seen to be redundant in a sense that Tagalog is
the basis of the Filipino language. In theory, Tagalog and Filipino are the same but in practice
they are now seen as two different subjects namely Filipino and Mother-Tongue.

SETTING OF THE STUDY

The setting of the study is a suburban municipality (NAIC, CAVITE), which uses tagalog as
the mother tounge. It consists of around 20-30 schools which implements the MTB-MLE under the
K-12 curriculum. This will cover stakeholders such as District Supervisors, Administrators, Schools,
Teachers, Parents and Students.

Also, this study will examine the viewpoint of experts on the MTB-MLE coming from the
Legislative Department and Executive Department: Department of Education (Region).

PURPOSE OF THE STUDY

The study will be used by decision-makers to as their basis for future enhancement of the
MTB-MLE policy especially on regions that uses tagalog as their mother-tongue. With the help of
CIPP Model, this study was made not to prove but to improve the current policy and how it is
being implemented on regions with Tagalog as the mother-tongue.

METHODOLOGY

METHODS OF RESEARCH

The aim of qualitative analysis is a complete, detailed description. No attempt is

made to assign frequencies to the linguistic features which are identified in the data, and
rare phenomena receives (or should receive) the same amount of attention as more
frequent phenomena. Qualitative analysis allows for fine distinctions to be drawn
because it is not necessary to shoehorn the data into a finite number of classifications.
Ambiguities, which are inherent in human language, can be recognised in the analysis.

In quantitative research we classify features, count them, and even construct

more complex statistical models in an attempt to explain what is observed. Findings can
be generalised to a larger population, and direct comparisons can be made between
two corpora, so long as valid sampling and significance techniques have been used.
Thus, quantitative analysis allows us to discover which phenomena are likely to be
genuine reflections of the behaviour of a language or variety, and which are merely
chance occurences. The more basic task of just looking at a single language variety
allows one to get a precise picture of the frequency and rarity of particular phenomena,
and thus their relative normality or abnomrality.

As most questions in this study requires mixed method. This study will employ both
quantitative and qualitative methods to gather relevant data and answer the questions
under Context, Input, Process, Product. Although the quantitative and qualitative
approaches to research are different, they can be complementary when used together.
The researchers will conduct a focus group first together with the experts to aid in the
development of a survey instrument.

The researchers will also employ a quantitative analysis to look more in depth at a
particular trend or phenomenon which will be discovered during the data analysis
and/or interpretation phases. The researchers will also use techniques from both
traditions simultaneously.

STATISTICAL TOOLS

Some statistical tools will be used by the evaluators to facilitate the analysis and
interpretation of the gathered data. The following statistical tools will be used:

Frequency and Percentages Frequency is the number of times the

observation occurs in the data and percentages is the ratio of the observed
characteristic over the total number of observations.

Averages The ratio of the summation of observed values over the total
number of observations. (E.g. Average Grade)

Analysis of Variance This will be used to check if there is a significant difference

between and among variables. This can be used to check if there is a statistically
significant increase or decrease on the test scores of students before and after
the MTB-MLE was implemented.

Trend Analysis It is the practice of collecting information and attempting to

spot a pattern, or trend, in the information

CONTEXT METHODOLOGY

The following questions will be answered through the following methodology.

1. Is the implementation of the the MTB-MLE policy in regions with Tagalog as the
mother-tongue suitable?
Answer:

Since most among the students in Tagalog regions have tagalog as the mother
tounge, the evaluators see that the implementation of the mother-tongue is still suitable.
In an informal interview, a teacher exclaimed “what I don’t teach in the Filipino subject, I
teach it the mother tongue.”

Mother tongue is taught as a separate Learning Area in Grades 1 and 2, and

since the implementation of this three-year old language policy, it had been coupled by
researches justifying its need in the Philippine educational system.

2. Is its objective derived from the national vision?

Answer:

Yes, since it is aimed to develop appropriate cognitive and reasoning skills

enabling children to operate equally in different languages – starting in the Mother
Tongue with transition to Filipino and the English and to preserve the Philippine cultural
treasures well.

3. What mother tongue is or are being used?

Answer:

The mother tongue (L1) as the language of learning and instruction (LOLI) for
Science and Health at the elementary school level. In tagalog regions, the identified
mother tongue is Tagalog and English.

4. How do teachers and parents in tagalog regions demonstrate support and

resistance to MTB – MLE? In what ways do their actions differ?

Answer:

Since there are no known studies regarding this, a research about (The
Involvement and Support of parents about MTB-MLE Policy) needs to be studied. A study
is needed since one among the major factors in the learning environment are the
parents.

5. What do teachers and parents in tagalog regions believe about the outcomes of
MTB – MLE? To what extent do their beliefs differ?

Answer:

Since there are no known studies about this, a research about (The Perceived
Outcomes of Students Under the MTB-MLE Programs by Parents) needs to be studied as
well. A study is needed since one among the major factors in the learning environment
are the parents.
INPUT METHODOLOGY

The following questions will be answered through the following methodology.

1. Are all students tagalog speakers? What needs to be done to students

who are not native tagalog speakers?

Answer: Due to limited figures on the MTB-MLE, a research which attempts

to know the frequency and ratio of tagalog speaking students to non-tagalog
speaking students will be made.

2. Are the teachers capable to translate concepts from english and

contextualize it through the use of mother tongue?

Answer: Due to limited studies as well on this, an assessment of the

teacher’s competence in following the MTB-MLE curriculum needs to be studied
as well.

3. Are teachers proficiently trained to handle cases where they have

students who is not a native tagalog speaker?

Answer: A case study and interviews must be done to assess the

capability of the teachers to handle a specific case on the implementation of
MTB-MLE policy.

4. Are books sufficient to meet the needs of the teachers and students?

Answer: As per most of the teachers, there are insufficient materials for the
MTB-MLE. An interview with a representative of the schools, such as principals will
be conducted and focused on this question.

5. Are the administrative staffs, counselors knowledgeable about the MTB-

MLE policy?

Answer: An interview with a representative of the schools, such as

Guidance Counselors will be conducted and focused on this question.

6. Is the Department of Education Budget sufficient to meet the goals of the

policy?

Answer: An interview with a decision maker, such as the Deped Secretary

will be conducted and focused on this question as well. A representative from the
Legislative department will also give their insights on this.

7. How knowledgeable are the parents in the MTB-MLE policy?

Answer: As one among the stakeholders, it is mandatory to check the

knowledge of the parents about the MTB-MLE. There might be a relationship
about the knowledge of the parents in MTB-MLE and the learning of the student.
 PROCESS METHODOLOGY

To answer the following questions, there will be interviews conducted to the

DepEd Secretary, Ms. Leonor Briones, to gain her insight. Also the principals, supervisors,
guidance counselors, teachers of the schools will be asked for insights as well.

As regard its current implementation, an study which can exhaust all the
Strengths, Weaknesses, Opportunities and Threats in the implementation and can answer
the questions above will be gathered.

PRODUCT METHODOLOGY

To answer the following questions, the evaluators will employ a quantitative and
qualitative analysis. Also the principals, supervisors, guidance counselors, teachers of the
schools will be asked for insights as well. A comparative study on the scores of the
students post and prior to the implementation of MTB-MLE policy in tagalog regions will
be compared as well. This is to gauge the product of the MTB-MLE policy.

CONCLUSION

The researchers conclude that the MTB-MLE policy is a necessity for us to be able to
conserve and develop our culture. Due to the complexity and magnitude of the scope of the
policy, the evaluators cannot fully evaluate this policy as of the moment. Resources such as time
and budget are necessary. Hence, the researchers only submitted a proposal in order for the
researchers to evaluate the MTB-MLE policy in regions with Tagalog as the mother-tongue.

Since CIPP is a method to improve and not just to prove, it is a good and complete way
of evaluating policies as it can answer questions and in turn, can make innovations on the
current implementation of the MTB-MLE policy.

POSSIBLE RECOMMENDATIONS:

The possible recommendations the researchers would like to impart are the following.

 Extend the mother tongue subject until grade 6 and include etymology for students to
realize that words are interrelated.

 Improve the budget allocated towards the policy

 Assessment of teachers who teaches MTB-MLE.

 Seminars and post-evaluation among teachers and principals.

 Involve parents in the development of the curriculum as they are one among the important
factors in child learning

 Institutionalize the curriculum in both public and private.

JOURNAL ARTICLES

Quinn, James D., “A Program Evaluation on the Impact of a “Read to Learn” Model on Alternative High
School Students’ Lexile Levels and Learning Achievements” (2015). Education Dissertations and
Projects. 1.

Patil et. al., (2014). CIPP Model for School Evaluation. Peer Reviewed Journal. SJIF 2014

GORIO et al., (2014). Factors Affecting The Implementation Of The Mother Tongue-Based Multilingual
Education As Perceived By Teachers In Baguio And Benguet. Unpublished Research. Benguet State
University, La Trinidad,

WEBSITES AND ONLINE SOURCES

Retrieved Mar 28, 2019 http://www.deped.gov.ph/about-deped/vision-mission-core-values-and-mandate/

Retrieved Mar 28, 2019 http://www.cu.edu.ph/?page_id=3290

Retrieved Mar 28, 2019 http://www2.sal.tohoku.ac.jp/ling/corpus3/3qual.htm