Author

Erlene A. Majo
Cebu Technological University-Main Campus
Cebu City, Cebu, Philippines
Email: erlma1981@gmail.com

Abstract

Instructional supervisory practices play a vital role in guiding teachers, strengthening classroom instruction, and ensuring that language support mechanisms are effectively implemented to enhance learners’ academic performance. This study examined the instructional supervisory practices supporting Filipino language proficiency among English-speaking learners in Science classes at Marigondon Elementary School, Lapu-Lapu City, for School Year 2025-2026.Utilizing a mixed-methods design with 28 Grade 4 learners and 31 teachers as respondents. Data from surveys and open-ended teacher responses were analyzed quantitatively using descriptive statistics and correlation, and qualitatively through thematic analysis to provide a comprehensive understanding of the issue.  Findings revealed that learners, primarily using Bisaya/Cebuano or English at home, encountered moderate but consistent difficulties in understanding science concepts, recalling vocabulary, expressing ideas orally, and interpreting texts in Filipino. While supervisory practices like classroom observation on code-switching were often implemented, teacher training programs and systemic tracking of proficiency gains were only moderately applied. A significant negative relationship was found between the level of administrative interventions and the extent of language challenges, indicating that enhanced support reduces difficulties. Key implementation hurdles included limited learner proficiency, negative attitudes, material constraints, and insufficient parental support. The study concludes that a more structured and comprehensive administrative approach is necessary. Consequently, it proposes Project TAGISAN (Tatag at Gabay sa Integrasyon ng Filipino sa Siyensya at Agham), a detailed intervention plan designed to strengthen supervisory guidance, build teacher capacity, develop contextualized materials, establish supportive policies, and engage the community to systematically enhance Filipino language acquisition in the science classroom.

Keywords: Administration and supervision, Filipino language challenges, Instructional Supervisory practices, mixed-method, intervention plan, Lapu-Lapu City, Cebu, Philippines

DOI: http://doi.org/10.69651/PIJHSS0501818

Recommended citation:
Majo, E. A. (2026). Instructional supervisory practices to enhance Filipino language proficiency among English speaking learners in science classes. Pantao (The International Journal of the Humanities and Social Sciences) 5 (1), 9144-9154. http://doi.org/10.69651/PIJHSS0501818

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