The Attitudes, Usage, and Role of Mother-Tongue Based-Multilingual Education in Pedagogical Teaching among Primary Level Teachers in Marawi City

Abstract

This study examined the attitudes of primary level teachers in Marawi City toward the use of Mother Tongue-Based Multilingual Education (MTB-MLE) in pedagogical teaching. Specifically, it focused on the teachers’ perceptions, classroom practices, and challenges encountered in the implementation of MTB-MLE. The study aimed to determine the effectiveness of using the mother tongue as a medium of instruction in improving stduents’ understanding and academic performance. The researchers employed a mixed-method approach, combining both quantitative and qualitative research designs. The quantitative approach was used to gather numerical data regarding the opinions, attitudes, and practices of primary level teachers toward MTB-MLE. The findings revealed that the respondents generally had positive attitudes toward the use of MTB-MLE. Teachers believed that students learned more effectively when lessons were delivered using a language familiar to them. The use of the mother tongue also improved classroom interaction, comprehension, and comfort among both teachers and students, particularly at the primary level. Most respondents agreed that MTB-MLE was effective in giving instructions and facilitating learning. Based on the results, the study concluded that MTB-MLE plays an important role in promoting meaningful and effective learning experiences. However, challenges in implementation remained evident, emphasizing the need for continuous support and improvement. Therefore, the researchers recommended strengthening teacher training programs, developing quality instructional materials, and enhancing policy support to ensure the successful implementation of MTB-MLE and contribute to a more inclusive and culturally responsive education system in Marawi City.