Implementation of mother tongue-based teaching in selected elementary school at Sampaloc Tanay, Rizal /
Implementation of mother tongue-based teaching in selected elementary school at Sampaloc Tanay, Rizal /
Jobelle C. Balsamo, Daniela A. Marcoleta, Vivien Kate G. Toleros, Princess Dianne R. Villaruz
- 2017.
- illustrations (some colour) : 28 cm
Thesis
Includes bibliographic references.
This study aimed to determine the level of Implementation of Mother Tongue Based Teaching in Selected Elementary Schools of Sampaloc Tanay, Rizal School Year 2016 - 2017. Descriptive method of research was used in this study using the Questionnaire - Checklist as instrument in gathering data. The respondents of the study were the teachers of grades 1 to 3 at University of Rizal System Tanay, Sampaloc Elementary School and Camp Mateo Capinpin Elementary School. Frequency, percentage distribution, rank and mean were applied as statistical treatments to determine the level of implementation of mother tonguebased teaching. The salient findings of the study were as follows: most of the respondents were middle age, female, married with master's units and holder of Teacher I. They have been in the service for a longtime. The respondents believed of high implementation of Mother Tongue since they utilized appropriate and stereotype evaluation tools provided by the DepEd. Regardless of the personal characteristics of the respondents' were similar in their views about high implementation of Mother Tongue-Based Teaching. Finally the most perceived problem does not match with the solution offered, hence showing that most perceived problem is teacher-related the solution is more of pupils concerned. Based on the findings and conclusions, the researchers offer the following recommendations: more enhancement activities or seminars for teachers about teaching strategies and instructional materials maybe considered to make teachers to perform "Implemented" to "Highly Implemented", implementing Mother Tongue - Based Teaching regardless of teacher's profile should be highly implemented to produce high quality teaching of mother tongue, teachers attendance in seminars, training and workshops related to mother tongue-based teaching be enhanced and sustained, and teachers most offered solutions to the problems of implementing mother tongue-based teaching should be considered by the schools to enhance and develop the skills and techniques in teaching mother tongue.
Native language and education--Philippines
Education, Primary--Philippines
LC 201.P6 / Im75 2017
Thesis
Includes bibliographic references.
This study aimed to determine the level of Implementation of Mother Tongue Based Teaching in Selected Elementary Schools of Sampaloc Tanay, Rizal School Year 2016 - 2017. Descriptive method of research was used in this study using the Questionnaire - Checklist as instrument in gathering data. The respondents of the study were the teachers of grades 1 to 3 at University of Rizal System Tanay, Sampaloc Elementary School and Camp Mateo Capinpin Elementary School. Frequency, percentage distribution, rank and mean were applied as statistical treatments to determine the level of implementation of mother tonguebased teaching. The salient findings of the study were as follows: most of the respondents were middle age, female, married with master's units and holder of Teacher I. They have been in the service for a longtime. The respondents believed of high implementation of Mother Tongue since they utilized appropriate and stereotype evaluation tools provided by the DepEd. Regardless of the personal characteristics of the respondents' were similar in their views about high implementation of Mother Tongue-Based Teaching. Finally the most perceived problem does not match with the solution offered, hence showing that most perceived problem is teacher-related the solution is more of pupils concerned. Based on the findings and conclusions, the researchers offer the following recommendations: more enhancement activities or seminars for teachers about teaching strategies and instructional materials maybe considered to make teachers to perform "Implemented" to "Highly Implemented", implementing Mother Tongue - Based Teaching regardless of teacher's profile should be highly implemented to produce high quality teaching of mother tongue, teachers attendance in seminars, training and workshops related to mother tongue-based teaching be enhanced and sustained, and teachers most offered solutions to the problems of implementing mother tongue-based teaching should be considered by the schools to enhance and develop the skills and techniques in teaching mother tongue.
Native language and education--Philippines
Education, Primary--Philippines
LC 201.P6 / Im75 2017