Teaching Styles in the Mother Tongue-Based Multilingual Instruction

This study determined the teaching styles utilized in the Mother Tongue-Based Multilingual Instruction in Bulan North District for the school year 2015-2016. The descriptive-survey method using the questionnaire was employed in the conduct of the research. The statistical tools utilized were frequency, ranking and weighted mean. Likewise, the t-test for independent samples and F-test were used to determine the significant differences on the extent of use of the teaching styles on the pedagogical approaches. The study was composed of two central schools and ten non-central schools that were purposively chosen. The respondents were 71 elementary teachers from Bulan North District. They teach Grades I, II and III. The Graphic Organizer was the teaching style along Constructivism that is mostly utilized by the 25 central and 42 non-central teachers. Relative to Inquiry-based, 18 central teachers and 28 non-centrals utilized the Investigations and in terms of collaborative, the Group Activity was utilized by the 71 central and non-central teachers and so with 17 central teachers and 28 non-central teachers employed the Group Projects. The Observation and Lesson Reports were the teaching styles adopted along Reflective since 18central and 27 non-central teachers used these, respectively. In terms of Integrative, the Graphic Organizer and Oral Discussions were mostly used because 65 teachers decided to utilize these styles.  Moreover, the extent of use of the teaching styles as perceived by the central and non-central teachers were similar along constructivism, inquiry-based and reflective which have overall weighted means of 2.42, 1.93, and 2.22, respectively, which were all interpreted as “seldom”. However, collaborative and integrative, have overall weighted means of 3.31 and 2.61, respectively, which means that they “sometimes” utilized these. In addition, the computed value of t in each variable identified in this study shows the following: constructivism 0.17, inquiry-based 0.61, collaborative –0.32, reflective -0.60, and integrative 0.39. These values are lower than the critical value of t with the appropriate degree of freedom at 0.05 level of significance. Hence the null hypothesis (Ho) of no significant difference in the extent of use of the teaching styles of the pedagogical approaches between the central and non-central teachers are not rejected. The computed F value in each variable identified in this study shows the following: constructivism 0.07, inquiry-based 0.19, collaborative 0.05, reflective 0.45, and integrative 0.00. The said values are lower than the critical value of F in the respective degrees of freedom and 0.05 level of significance. Thus there is no significant difference in the extent of use of the teaching styles of the pedagogical approaches among the Grades I, II and III teachers. A training program was proposed and developed by the researcher to enhance the teaching styles of the teachers along the five pedagogical approaches in MTB-MLE. Based on the findings and conclusions, the following are recommended: The school administration may continuously capacitate the elementary teachers who are involved in the Mother Tongue-Based Multilingual Instruction through in-service trainings and seminars; the elementary teachers may look into the possibility of improving their teaching styles along the five pedagogical approaches by attending training, seminar, and workshop regarding MTB-MLE; the central and non-central may establish a close coordination and linkage through networking in order to share instructional materials and facilities; the Grades I, II and III teachers may organize activities such as contest for the pupils that will enable them to identify the similarities and differences of the outputs; the proposed training program to improve the teaching styles utilized in MTBL be submitted to the division office, tried out and implemented. If found feasible, be adapted; and a research of the same interest be conducted that will focus on the effectiveness of the training program.