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Number of private schools implementing MTB-MLE per region

Requested from DepEd by Honeylen Mei Libunao at 09:12 PM on Dec 02, 2019.
Purpose: MA Thesis
Date of Coverage: 06/01/2017 - 06/30/2019
Tracking no: #DepEd-142244098828

Honeylen Mei 09:12 PM, Dec 02, 2019

Hi! I would like to request the following:

1. Number of private schools implementing MTB-MLE per region
2. Number of private schools not implementing MTB-MLE per region

Thank you very much!

Beverly 08:47 AM, Dec 03, 2019

December 3, 2019

Dear Honeylen Mei,

Thank you for your request dated Dec 02, 2019 under Executive Order No. 2 (s. 2016) on Freedom of Information in the Executive Branch, for Number of private schools implementing MTB-MLE per region.

We received your request on Dec 02, 2019 and will respond on or before Dec 23, 2019 09:12:18 PM, in accordance with the Executive Order's implementing rules and regulations.

Should you have any questions regarding your request, kindly contact me using the reply function on the eFOI portal at https://www.foi.gov.ph/requests/aglzfmVmb2ktcGhyHwsSB0NvbnRlbnQiEkRlcEVkLTE0MjI0NDA5ODgyOAw, for request with ticket number #DepEd-142244098828.

Thank you.

Respectfully,

Beverly Berame/Jenielyn Luna
FOI Receiving Officer

Public Assistance 08:59 AM, Dec 03, 2019

December 3, 2019

Dear Honeylen Mei Libunao,

I refer to my letter of Dec 02, 2019 09:12:18 PM about your request under Executive Order No. 2 (s. 2016) on Freedom of Information in the Executive Branch, for Number of private schools implementing MTB-MLE per region.

In order for us to work further on your request, we need more information from you regarding your query. In particular, it would be helpful to send us a formal request letter that outlines the specific information you need and the purpose of your study, a SHORT ABSTRACT as well as the intended output of your project (a paper, video, radio production, or whatever you have).  

You may use the reply function on the eFOI portal at https://www.foi.gov.ph/requests/aglzfmVmb2ktcGhyHwsSB0NvbnRlbnQiEkRlcEVkLTE0MjI0NDA5ODgyOAw, for request with ticket number #DepEd-142244098828, to respond.

During the period of us awaiting your reply, your request will be put on hold. If we do not receive a reply on or before Feb 25, 2020 12:58:29 AM, your request will be closed.

We hope to hear from you at the soonest possible time.

Thank you.

Respectfully,

Public Assistance Action Center
FOI Receiving Office

Honeylen Mei 10:02 AM, Dec 06, 2019

Hi. I will be using the data to determine my sample schools for my MA thesis. My thesis is entitled Evaluation of MTB-MLE programs of Private Schools. I need to know the number of private schools implementing MTB-MLE per region to know where I will get my sample. For example, CALABARZON has the most number of private schools implementing MTB-MLE, I will get my sample from there. The data also will give depth and significance to my study. Thank you very much.

Public Assistance 08:46 AM, Dec 09, 2019

December 9, 2019

Dear Honeylen Mei Libunao,

I refer to my letter of Dec 02, 2019 09:12:18 PM about your request under Executive Order No. 2 (s. 2016) on Freedom of Information in the Executive Branch, for Number of private schools implementing MTB-MLE per region.

Please send us the abstract of your study. 

You may use the reply function on the eFOI portal at https://www.foi.gov.ph/requests/aglzfmVmb2ktcGhyHwsSB0NvbnRlbnQiEkRlcEVkLTE0MjI0NDA5ODgyOAw, for request with ticket number #DepEd-142244098828, to respond.

During the period of us awaiting your reply, your request will be put on hold. If we do not receive a reply on or before Mar 02, 2020 12:45:49 AM, your request will be closed.

We hope to hear from you at the soonest possible time.

Thank you.

Respectfully,

Public Assistance Action Center
FOI Receiving Office

Honeylen Mei 09:51 AM, Dec 09, 2019

Good day.

Since this is an ongoing study, I do not have an abstract yet. But I pasted here a background of my study. I hope this is enough. Thanks.

In compliance with Republic Act 10533, otherwise known as the “Enhanced Basic Education Act of 2013,” students in grades one to three under the K to 12 curriculum begin their education using the language they understand best—their mother tongue (First Language) through Mother Tongue-Based Multilingual Education (MTB-MLE). According to MTB-MLE, meaning to be acquired in the target language can be best facilitated by what the learner already knows in his/her mother tongue. Therefore, educators should develop tasks and activities that would tap on what learners already know about the topic. Learners are more motivated to learn if they feel that they are valued and that their values system and talents in their home language are relevant. Also, learners who have mastered the skills in his/her first language will have easier time to learn the skills in learning another language that would ultimately yield better academic achievement (Department of Education, 2013). In the MTB-MLE program in the Philippines, Kindergarten to Grade 3 students learn content subjects using their mother tongue and learn English and Filipino in Grades 1 to 3. The program, which was mandated to all schools in the country including private schools, has been implemented for seven years now and in need of evaluation. MTB-MLE program evaluation in private schools must also be prioritized because the mandate of the Department of Education is for Kinder to Grade 3 learners (whether in public or private schools) to reap the benefits of learning content subjects and thinking skills in their mother tongue. Some issues also need to be addressed in terms of how private schools implement the program. In a news report (Padilla, 2013), one private school does not have an MTB-MLE program because according to the principal, the parents insist that the program will not help their pupils become more proficient in English and that DepEd is not requiring them to implement it. In an interview, a private school owner also admitted that their school does not implement all DepEd orders because “not all of them are applicable to us” and no monitoring is done from DepEd (J. Gupta, personal communication, May 5, 2019). While public schools’ MTB-MLE programs are being monitored by MTB-MLE Division Coordinators, it seems that private schools are left to themselves to decide whether they want to implement the program or not or what aspect of it should be implemented or not. Although DepEd orders are addressed to public schools for strict implementation, the agency also recognizes the role of private schools as partners of public schools in helping education policies work. DepEd Undersecretary Briones said that the agency tries to articulate this complementarity of public and private schools in their policies (Hernando-Malipot, 2018). With 11,680 private elementary schools in the country as of SY 2016-2017 (Philippine Statistics Authority, 2018, Table 10.10), over a million students are educated in private schools. This study intends to give these students, their parents, and other stakeholders data on how the program is being implemented in the private schools’ context. 

The program faced many challenges in terms of producing instructional materials, training teachers, and convincing stakeholders to support it (Estremera, 2017; Cabansag, 2016; Dio & Jamora, 2014; Metila, Pradilla, & Williams, 2016). However, it also yielded many success stories. For instance, one study (Burton, 2013) found that both parents and teachers in Kaibigan School District in Bicol saw an increase in student understanding after the program was implemented. MTB-MLE also “led to greater student involvement in classroom work and generally, better overall performance” (Amarles in Cruz & Mahboob, 2017). A study (Gorio, Galino, Morales, & Palileng, 2014) revealed that the program developed pupils’ socio-cultural awareness such as self-expression and consciousness of cultural identity and multiculturalism in the classroom. 

In its seventh year of implementation, like all programs, there is now a need to evaluate the MTB-MLE program to ensure that it is functioning properly (Berk & Rossi, 1999) and because there is “still no current formal and large-scale program evaluation that spans various program components and identifies which ones contribute to student achievement” (Metila, 2018), for part of any program development is its evaluation (W.K. Kellogg Foundation, 2017). In the case of the MTB-MLE program, policymakers and other stakeholders such as implementers of the program, students, parents, and other interested parties will benefit greatly in knowing how the program is functioning, what the impact of the program is, if any, on students’ learning and language development, and what the benefits of the program are relative to its cost (Berk & Rossi, 1999). Evaluation can also bring about improvement in the program such as funding, determining factors that would allow for the program to impact more people, or maybe changes in program objectives and goals (Brewer, n.d.). 

The MTB-MLE program in the country has been implemented for seven years now and program evaluation is imperative. There have been many small-scale program evaluations done in the country, but most are done in the public schools. The few that were done in the private schools only focused on one or two program components and they do not account for how well the schools fare in their implementation of the program. This study will fill these gaps by examining four program components cited in literature as integral to program implementation. By examining the language of choice for the program, quality of instruction, learning materials, and teacher competence and training, the sample institutions will be able to use the data for their local evaluations and decide what part of program evaluation they need to improve.

Honeylen Mei 03:38 PM, Jan 21, 2020

Hi, May I ask for a follow up on my request? Thank you.

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