Challenges of Key Stage 1 Teachers in Implementing Mother Tongue-Based Multilingual Education (MTB-MLE) and Performance of Pupils in Modular Distance Learning Modality

AUTHOR(S)

Jennifer A. Durante

ABSTRACT

—The study aimed to determine the extent of challenges of key stage 1 teachers in implementing Mother Tongue-Based Multilingual Education (MTB-MLE) and the performance of pupils in modular distance learning. Utilizing the descriptive-correlational research design for an in-depth analysis of the study, the researcher used the researcher-made survey questionnaire validated by District and School Head and gathered the 3rd quarter average grades of the pupils. Simple Percentage, Weighted Mean, and Pearson r were the statistical tools used. The data revealed great extent of key stage 1 teacher challenges in the implementation of MTB-MLE with all pupils passed the 3rd quarter for Math, ESP and MAPEH while not all of them passed on MTBMLE and AP. Likewise, this study revealed that there is a significant relationship between the extent of challenges of key stage 1 teachers in the implementation of MTB-MLE and the performance of pupils on modular distance learning modality. Thus, the challenges of key stage 1 teachers in the implementation of MTB-MLE affect the performance of the pupils on modular distance learning modality.