Arlyn R. Azura (Author)

Abstract

The study investigated the relationship between the implementation of Mother Tongue Based-Multilingual Education and teaching competence in Selected Districts of Agusan del Norte Division during the 2018-2019 school year. The study utilized the descriptive correlational research design. There were 216 respondents in the survey. It used a research instrument adapted from Lapiz (2017). The statistical treatment used was the frequency count, percent, weighted mean and the correlation coefficient analysis. Findings showed that there was a high level of implementation of MTB-MLE in terms of objectives, content, and assessment. In terms of Teaching Competence, they were highly proficient in their mother tongue language and highly competent in lesson planning. In addition, Correlation analysis indicated a high relationship between MTB-MLE and teaching competence. Substantiated by a p-value (.000) of less than 0.05 level of significance, it can be concluded that the null hypothesis, which states that “there is no significant relationship between the implementation of MTB-MLE and teaching competence,” is rejected. Hence, the objectives, content, and assessment of the MTB-MLE are related factors with mother tongue proficiency and lesson planning competence among teachers in selected districts of Agusan del Norte.

Keywords: mother tongue, mother tongue-based multilingual education, the teaching competence

DOI: http://doi.org/10.69651/PIJHSS0403415

Recommended citation:

Azura, A. R. (2025). The implementation of mother tongue-based multilingual education and teaching competence in selected districts of Agusan Del Norte. Pantao (The International Journal of the Humanities and Social Sciences) 4 (3), 4462-4472. http://doi.org/10.69651/PIJHSS0403415

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