Challenges Met and Coping Mechanisms of Teachers in Teaching the Mother Tongue-Based Multilingual Education (MTB-MLE) of Key Stage 1 Learners in Blended Learning

AUTHOR(S)

Mary Ann B. Mantilla

ABSTRACT

The objective of this study is to determine the challenges met and extent of practices on the coping mechanisms of teachers in teaching Mother Tongue-Based Multilingual Education (MTB-MLE) and performance of key stage 1 pupils in blended learning and its relationship. Moreover, this study utilized a descriptive-correlational research design. More so, complete enumeration was utilized to determine the respondents of the study. There were 7 teachers teaching the subject and 89 key stage 1 pupils enrolled in the current school year involved in this study. The researcher used the survey developed by Raagas (2021) in her study on Challenges, Opportunities and Performance of Elementary Teachers in Times of Pandemic and De Villa, et al., (2020) in their study on Secondary Teachers’ Preparation, Challenges and Coping Mechanism in the PreImplementation of Distance Learning in the New Normal. It was revealed in the study that the challenges met and coping mechanism of teachers in teaching MTB-MLE is high while key stage 1 pupils got a very satisfactory rating in their 3rd quarter. Moreover, the data also shows a significant relationship between the challenges met by teachers and performance of key stage 1 pupils and extent of practice on the coping mechanisms to overcome the challenges met and performance of key stage 1 pupils respectively. Thus, this study proves that teachers are resilient in dealing with the challenges met in their teaching on blended learning and this does not hinder them to perform their task to provide the quality education that the pupils are needed despite of the new learning modality they adopted.