Professional Documents
Culture Documents
Chapter I
THE PROBLEM
Introduction
There are lots of strategies and techniques were used to attain high quality of
education in our country. Despite of those strategies, unfortunately, the country still
come up to have low quality education such as high percentage of illiterate youth,
numbers of drop outs and low academic performance. By this, the government
discovered approaches to take care of this issue in which they chose to incorporate the
primary language and utilizations of Mother Tongue Based as procedure. Native language
means one's local dialect or the dialect took in by kids and go starting with one era then
onto the next. Multilingual Education alludes to "first-dialect first" training, that in
school, it starts in the native language and move to extra dialects. The Mother Tongue-
uses the children's mother tongue as a bridge in learning Filipino and English. Utilizing
the dialect they comprehend, the kids build up a solid establishment in their own dialect.
Youth.
ideological difficulties which has as of late been making progress in numerous instructive
settings around the globe. The 2013 Functional Literacy, Education and Mass Media
Survey (FLEMMS) secured around 36 million populace matured six to 24 years. As per
the review, one in each ten or around four million and youth was out-of-school in 2013.
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years who are not going to class while out-of-school youth as people matured 15 to 24
years who did not go to class, were not completed any school or post-optional course, and
were not working. Out-of-school youngsters and youth in ARMM included 14.4 percent,
which was the most noteworthy crosswise over districts. Six areas had extent out-of-
school kids and youth higher than the national figure at 10.6 percent, to be specific,
MIMAROPA (going from 11.2 to 12.3 percent). Beat purposes behind did not go to class,
as indicated by the 2013 FLEMMS comes about likewise demonstrated that of the almost
four million out-of-school kids and youth, 22.9 percent have went into union or marriage.
Another 19.2 percent referred to deficient family pay to send youngster to class as the
purpose behind did not go to class (this alludes to all instructive costs other than
educational cost charge), while 19.1 percent do not have the enthusiasm for going to
class. Among females, four out of each 10 have as of now entered marriage while three in
each 10 guys had no enthusiasm for going to class. The extent of out-of-school
youngsters and youth whose family salary was not adequate to send tyke to class was
22.7 percent and 17.0 percent, among guys and females, separately. These 19.1 percent
who were not inspired by going to class on account of the components and one of these
variables was about the correspondence or the medium of guideline given by the
educators. This study will quantified how powerful MTB (Mother Tongue Based) - MLE
about the two arrangement scores previously, then after the fact the mediation.
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Conceptual Framework
This study was anchored on the DepEd Order No. 28 arrangement of 2013 which
expressed that the seven extra dialects and were utilized as a part of the predefined
districts and divisions beginning SY 2013-2014 were Ybanag for Region II (Tuguegarao
City, Cagayan, and Isabela); Ivatan likewise for Region II (Batanes Group of Islands);
Sambal for Region III (Zambales); Akianon for Region IV (Aklan and Capiz); Kinaray-a
for Region VI (Capiz and Aklan); Yakan for Autonomous Region in Muslim Mindanao
(Basilan territory); and Surigaonon for Caraga (Surigao City and territories). The DepEd
actualized the MTB-MLE a year ago with the presentation of 12 noteworthy dialects
advancement and in addition his or her socio-social mindfulness," Luistro says. This
methodology was an incredible help to the Out-of-School Youth particularly the ALS
12511 (Title 42, The Public Health and Welfare; Chapter 129, National and Community
Service; National and Community Service Grant Program; General Provisions), the
expression "out-of-school youth" signifies "a person who had not achieved the age of
27, had not finished school or the identical thereof, and was not selected in a
Alternative Learning System (ALS) was a free training program executed by the
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which benefits the individuals who cannot bear the cost of formal tutoring and takes
after whatever is their accessible calendar. The program gave a reasonable other option
to the current formal training guideline, incorporating both the non-formal and casual
Rather than utilizing the Tagalog and English dialect, the ALS instructors utilized the
primary language and was arranged by the scientists. Prior to that the specialists had
first the instructor's capability. To check if the procedure was successful, the analysts
kept track on the ALS understudies' arrangement scores/examination scores in the wake
of taking the ALS class. In the wake of having the situation scores, and if the analysts see
to it that the technique was utilized and had it successfully, the specialists continued in
making modules. This alluded to the module that was made by the specialists and was
approved by somebody who was master in his field. It utilized the Sugboanong
Pinulungan.
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Medium of Instruction
DEPED Order No. 28 series of 2013
MTB-MLE
Teacher of Out of
School Youth
Demographic Profile
Gender
Age Frequency of using
Educational Attainment MTB-MLE
Years of expertise
Placement
Scores
Module
6
The reason for this study was to decide the adequacy of the Mother Tongue Based
recurrence of applying the medium of direction on the arrangement scores of the out of
school youth of the governments choice funded schools in Cebu City School Year 2016-
2017.
1.1 Gender;
1.2 Age;
placement scores?
Null Hypothesis
arrangement scores.
As future educators and balanced being, always scan for reply to fulfill the
enthusiasm of information. Confronted with the test of educator practice in various social
setting particularly in dealing with out of school youth. The researchers figured out how
to welcome the significance in directing reviews with regards to issues they experienced.
Out of school youth will profit by the review since it will rouse them and
comprehend that in legitimate school is not a long way from the casual classes like
Alternative Learning System (ALS) and out of school youth classes directed by the Non-
ALS Teachers will profit by the review for it would be simple for them to pick
the sort of medium of direction to utilize. It will decrease the weight of educators in
The Department of Education can utilize the consequence of this review and
University of the Visayas will profit by the review on the grounds that the school
has its group linkages in various barangays, by these they can upgrade their medium of
Researchers will profit by the review since they are competitor educator as well
as in light of the fact that it help them comprehend that an instructor must be adaptable,
Future Researchers will likewise profit by the review as far as giving data in
such identified with their picked point. It will help them comprehend and break down the
Definition of Terms
For better and clearer comprehension of the review, a portion of the terms
which benefits the individuals who can't bear the cost of formal tutoring and takes after
whatever is their accessible timetable. Non formal training program in the Philippines for
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more than one dialect as medium of guideline and which will be used by the ALS
instructor in educating the out of school youth. Primary language is a dialect learned
since birth.
Out of School Youth are a person who have not finished school or the proportional
advanced education.
ALS Teachers are the ones who instruct the out of school youth and are the principal
Chapter II
assessment of the adequacy of the first language base instruction - multilingual training in
educating the out of school youth. Incorporated into the section is connected writing,
Related Literature
The related writing exhibited is a portion of the reviews that helps alternate
scientists to upgrade their work about the advancement of Mother Tongue Based (MTB)
Education and Multilingual Education (MLE). These reviews figured out if the invalid
(2014) in his diary: This article reported the consequences of an activity inquire about
venture that looks at improving understudies' English learning forms through the
particular utilization of their primary languages with the point of conquering their
hesitant mentalities toward learning English in the classroom. This review included the
forty ninth-graders from an all-young ladies state funded school in Medellin, Colombia.
The information assembled included field notes, polls, and members' concentration amass
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interviews. The discoveries demonstrate that the native language assumes a critical part in
motivational, subjective, and attitudinal perspectives. Along these lines, the primary
language fills in as the solid footing for further advances in learning English when
concentrating on English Subject, what about the Math territories and alternate zones or
subjects. Their respondents were just young ladies that being enlisted in the best possible
school, what about the young men and those respondents that are out of school youth. Do
the specialists solely utilize the primary language based medium of guideline?
scholarly accomplishment prior and then afterward the strategy usage in 1998 keeping in
mind the end goal to see whether understudies learn better through their primary
language without giving up their insight into the English dialect. A substance
investigation has been led on the important approach reports, and understudies' open
pointer. Discoveries uncover that first language training is valuable to students' learning
in a few subjects, particularly the dialect concentrated ones Be that as it may, and
approach. We end with proposals in light of the as of late reported fine tuning game plans
generally concentrate on the English zone what about alternate regions like math. The
other issue is that it just led in the correct school, what about to the individuals who are
not going to in school, do the specialists suspect the outline of their medium of direction
(MOI). Does the specialists only utilized the native language based medium of guideline?
Walter, Dekker (2011) in his journal: in the present day time, the overarching model of
government funded instruction has been that of ''one size fits all'', with private tutoring
being a little yet outstanding special case. Dialect (of direction) was by and large seen as
their attention on the explanations behind instructive disappointment, dialect has started
provincial zone of a creating nation intended to look at the impact of dialect of guideline
on instructive results. In the exploratory schools, kids were educated to peruse first in the
neighbourhood dialect (by means of the nearby dialect) and were instructed other key
subjects through the nearby dialect also. English was instructed as a subject. Instructors
in the control or standard schools proceed with the standard national routine of showing
all subjects in either English or Filipino, neither of which was talked by kids when they
start school. Year-end state administered testing was done in all subjects all through
evaluations one to three as a methods for contrasting the two program philosophies. Mata
This review plans to expound a structure for both the establishment and utilization
of expert norms for native language instructors. The primary issue with which this review
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was concerned constituted the absence of an arrangement of clear models for the
underlying preparing of native language educators. As far as hypothesis, that which had
as of now been broke down in this review relates especially to the most pertinent
methodologies and the ebb and flow explore in the field of expert models for dialect
instructors at a general level, and to the reference records for native language educator
approach for the preparation of pre-administration primary language instructors with the
objective of creating academic benchmarks has been expounded in this review. The target
of the ebb and flow inquired about attempts to recognize particular instructive skills at the
level of introductory projects for primary language educator training. The operational
masters in the field of dialect training in advanced education. The consequences of the
poll looked into highlight the openness of subjects toward another point of view of
Related Studies
These are a portion of the many related reviews that the scientists associate its
works, these related reviews could be one of the premise of the invalid theory on the
point picked. Alvarez (2014) strategy and arranging activities first is to improve
Alvarez (2014) wanted to start the accompanying activities: (an) educate understudies
about the review and additionally the usage that is planning to be performed in the
English classes, (b) alter the instructor's discourse in the English classes, (c) understudies
ought to be allowed to fall back on their L1 however guided by built up limits, (d)
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support communitarian work among the understudies amid the classes, and (e) change the
class philosophy towards a more open approach. Moreover, to accumulate subjective and
quantitative information for this review, Alvarez (2014) wanted to utilize the
accompanying instruments: (a) field notes from the majority of the classes watched and
educated amid the school year to take note of the conditions inside the classroom; (b) two
surveys in Spanish, the initially adjusted from Eschewers (1999) and Tang (2002) and
English and L1 utilized, and the second, additionally including shut finished inquiries and
an area for reflections, to break down the brunt of the usage performed in class; (c) sound
recording of two organized meetings with my CT to gather experiences about the class,
the understudies, and their utilization of dialect (L1 and L2); and (d) sound recording of
three semi-organized concentration amass interviews with five understudies each to pick
up bits of knowledge on their points of view toward L1 utilize and the executions
performed in class. In the accompanying area, Alvarez (2014) give more points of interest
of each showing activity and its advancement. To dissect the information gathered,
Alvarez (2014) pick the structure for subjective information examination proposed by
Burns (1999) including amassing, coding and contrasting the information, building
understandings, and detailing the results. To begin with, to examine the field notes,
Alvarez (2014) deliberately looked the changed diary passages composed after each
class. A short time later, after Emerson, Fretz, and Shaw (1995), Alvarez (2014) coded the
information by utilizing open and centered coding to search for rising examples. Alvarez
(2014) then sets some preparatory criteria for masterminding the information. When it
completed, Alvarez (2014) rehash the field notes to code the organized information into
15
the distinguished more extensive classes. Second, to break down the surveys, Alvarez
(2014) accumulated the reactions into an outline orchestrated. A short time later
organized the quantity of reactions for everything and set them into rates.
At that point, taking after the suggestions of Bell (1993), Alvarez (2014) coded
and recorded the reactions when they were organized and orchestrated. At that point,
taking after the suggestions of Bell (1993), Alvarez (2014) coded and recorded the
reactions when they were organized and orchestrated. Third, to break down the CT and
center gathering interviews, first is to interpret the whole meetings for consequent
examination. A while later, Alvarez (2014) coded the meetings' transcripts through open
and centered coding to know rising thoughts, examples, and issues. At last, masterminded
the codes into preparatory and more extensive classes. Toward the end, the whole
procedure was approved by triangulation of the distinctive information sources with the
as coherent and sensible. This procedure helped me to construct understandings and lucid
them with my exploration question and targets. The discoveries of this review, the reason
for which was to upgrade the understudies' English learning forms through the particular
utilization of L1, were incorporated regarding (a) the understudies' utilization of L1 and
(b) the educators' utilization of L1, these containing the part that L1 plays in improving
understudies' English learning forms. The information uncovered how the understudies'
and expanding certainty. Information from this review uncovered that L1 assumed a
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critical part in the EFL classroom by helping understudies to comprehend and get
bunch in which one understudy communicated how her L1 utilize helped her in learning
English vocabulary. The utilization of Spanish helped me a great deal right now of
adapting more vocabulary in English, since when I am educated new words and I don't
have a reasonable importance in Spanish, I overlook them, however when I can and am
ready to interface them with their significance, it is simpler to learn them and hold them.
The utilization of Spanish helped me a great deal right now of the portion above
the grounds that "each new language is defied by an officially existing primary language"
(Butzkamm, 2003, p. 30). This instrument permitted understudies to break down and
contrast words in English with make associations with their partners in L1, accordingly
phonetic device was critical for understudies' learning; they recognized its helpfulness as
accompanying selection from a concentration amass: "For me, Spanish was truly critical
for learning English since it's as I say, for me is a correlation, I contrast a word in English
particularly at lower levels, continually utilizing their insight into the world and their L1
2002, p. 4). The information demonstrated that L1 utilize additionally played a strong and
17
facilitative part inside the EFL classroom by driving the understudies through the way
toward taking in the outside dialect. Understudies used their L1 as a source of perspective
indicate contrast syntax structures and with understand the data that had been given in the
utilization of Spanish helped me right now of adapting more English since it appears to
be less demanding to learn and hold the data when I make some sort of examination
between these two dialects, for instance in the structure of a sentence. In spite of the fact
that it is diverse in every dialect, Spanish helps me to distinguish the parts of the
sentence, for example, the verb, subject, supplement, and so on., and, with this as a base,
to have the capacity to effectively learn and recognize the parts or structures of one
sentence in English. In this way, L1 gave off an impression of being a device for taking in
the remote dialect, which helped understudies to accomplish better comprehension of the
English was recognized by Butzkamm (2003), who expressed that L1 "is the best
instrument which gives us the speediest, surest, most exact, and most entire methods for
getting to an outside dialect" (p. 31). This part of L1 was likewise instinctively
recognized by the understudies, who comprehended that their first language was there a
passage from an understudy's appearance in regards to whether the L1 utilize helped her
improved her learning procedure. The information uncovered that the L1 utilize assumed
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an imperative part in expanding understudies' trust in using the L2 inside the EFL
exercises as an approach to beat apprehension or some other challenges that could have
showed up when they were communicating their thoughts in L2. For example, amid an
action in which understudies needed to portray a few words to their cohorts, I permitted
them to turn to L1 with set up limits, for example, just a particular number of words in
L1, as outlined in the accompanying passage from my diary in which I requested that one
the word corn and she was confounded; she knew neither the importance of the word nor
how to clarify it in English. She inquired as to whether I could permit her to utilize
Spanish to clarify the word. I told the class that I would permit them to utilize Spanish
however only for three words. This particular utilization of L1 expanded understudies'
certainty to confront the test of utilizing L2 amid class exercises and expanded their
and on the grounds that we could talk in Spanish, we could improve, and thusly, we could
rest easy". Thusly, utilizing L1 amid class exercises expanded understudies' inspiration
toward and enthusiasm for the subject, which was reflected in their enhanced execution,
investment, and states of mind toward learning English, as prove in the accompanying
numerous points of view. For instance, I gave careful consideration in class, I was more
the understudies' English learning forms in particular angles, for example, helping them
to grasp vocabulary, illuminating questions when giving clarifications, and giving full of
feeling backing in the English classroom . The information demonstrated that the
English. At that point, utilizing L1 specifically to inspire meaning and giving precise
understudy developed her own particular explanations to depict a few words to her
colleagues as a major aspect of a class movement: Another understudy came, and this
time the word was submarine. She asked me how she could state bajo el agua, I
immediately answered "submerged," and afterward she began saying, "is something
submarine. Walter and Dekker (2011) indicated in his related reviews. The significant
schools in the Lubuagan region consented to be separated into two gatherings onein
which the nearby dialect is utilized as a dialect of direction (the trial gathering) and one in
which the overall national model of giving guideline in English and Filipino is utilized
(the control bunch). The biggest school takes an interest in both models with one area of
each review in the trial gathering and one segment of each review in the control
assemble. Task to one of the two segments is irregular except for intermittent particular
solicitations from guardians. The aftereffect of this course of action is three ""schools""
or classes in the control gathering and three in the exploratory gathering. For evaluation
20
purposes, tests were produced in the accompanying substance ranges: perusing, Math,
Filipino, English and Social reviews (Makabayan3). The dialect of the test took after the
plan utilized as a part of guideline. The tests were built by the exploration group (the
creators in addition to two very experienced nearby educators) utilizing the national
educational modules proclamation of learning results for each review. The group initially
separated arrangements of learning results in each substance territory and after that built
test things intended to gauge authority of each learning result. The tests were initially
arranged in English (perusing, Math and English) or (Filipino and social reviews). Each
test thing on each test was exclusively investigated by the whole group together to
guarantee lucidity, bent and fittingness. At that point, as required, the tests were rendered
utilize the numerous decision design in test-taking. This configuration was furthermore
clarified by the test executives a few circumstances as they directed the tests to guarantee
Instructions on how to take the test were given to all children in both groups in
Lilubuagen so that all children heard the same explanations and had the same training in
test-taking. Directions on the best way to take the test were given to all kids in both
gatherings in Lilubuagen so that all youngsters heard similar clarifications and had a
similar preparing in test-taking. Two test executives both local speakers of Lilubuagen
and speakers of both English and Filipino as second dialects directed every one of the
tests to guarantee equality of organization. All tests were displayed in composed frame
21
with every tyke having an individual duplicate of each test. All tests were displayed in
composed frame with every kid. In evaluations one and two, each test thing in each test
was perused to the kids by the test chairman (for both controls and trial) to make up for
clarification or clue was given about the test thing. The test executives did not read the
rundown of conceivable answers leaving this errand to the test-taker. Review three kids
were in charge of the whole test with the test overseer basically delegating the test. After
the tests were controlled, they were scored locally, with the scoring spot checked by one
of the creators who speaks Lilubuagen. This spot-checking distinguished two things on
the math test for one review which were conflictingly scored, so these two things were
disposed of from all tests for that review for both control and trial amasses before
examination. Discoveries expressed that the score announced in the ""Mean"" section is
the normal crude score for all understudies tried on all tests for that review. The score in
the ""Percentage"" segment is essentially the mean score changed over to a rate in light of
the aggregate number of test things in all tests consolidated. A few focuses emerge in
Table 2. To begin with, the (rate) scores crosswise over evaluations are very uniform
recommending proper scaling of the test things in the test instruments. Besides, the
Experimental gathering reliably scored 21 to 22 rate focuses higher than the Control
assemble. What's more, third, the level of factual criticalness (of the distinction) is high.
Since the test instruments were planned as measure referenced tests, the information
propose that kids in the control schools are reliably acing just somewhat more than 50 for
every penny of the substance while those in the trial schools are reliably acing 75 to 80
The related writing and the related reviews are like the researchers subject since
it addressed the issue of the understudies in their advancement through vocabulary and
comprehension to new words. It was comparable in way that they are meaning to help
However, there are likewise contrast between the analysts' worked and the other related
writing and studies in light of the fact that the scientists work concentrating on five
schools and has working ALS program. The review was a novel and solid since it was
one of the most serious issue in Education at this moment particularly here in Philippines,
the analysts were willing to help Schools who has Community Linkages and Extension,
NGO who had an awesome vision regarding Education, and particularly Aspirant Teacher
who helped through educating in their places in a method for adjusting or making their
recorded on the native language training strategy were gathered from the Hong Kong
the two open examinations, the Hong Kong Certificate of Education Examination
accumulated from the Hong Kong Examinations and Assessment Authority (2008a and
understudies toward the finish of their5-year optional training (auxiliary 1 to 5). The
admission to auxiliary six relied on upon understudies' HKCEE comes about. The
HKALE is taken by understudies toward the finish of their one-year sixth frame
23
(auxiliary 6 and 7) studies The HKALE figured out if understudies can get elevated to
college. Because of the time requirements of the present research, just 11subjects were
chosen for examination; these have been arranged by the scientists into three gatherings:
HKALE, arithmetic, science, and material science); and c) dialect subjects (English and
Chinese).
These 11 subjects were chosen by the researchers as they were the most common
core subjects provided by secondary schools for their senior secondary levels (secondary
4 to 7). By taking these subjects (the decision relies on upon whether the understudy was
in human expressions or science stream), understudies can meet the based on the
Chapter III
This section of the review displayed the ideas of coordinating MTB-MLE on educating
out of school youth, basically the review was about evaluating the instructors medium of
guidelines and have the capacity to make a module that will fit on the level of the out of
school youth.
Design
The analysts utilized the spellbinding relationship strategy keeping in mind the
end goal to accumulate information and data from the out of school youth instructors, in
this manner the researchers requested the situation scores of the understudies from the
comprehended the theme. The researchers will included five out of school youth
Environment
Elementary School, Mabolo National High Scool, Abellana National School, Gothong
National High School. The said schools above were the centered of the review for its
ceaseless support of the humanity particularly in creating quality people who wish to seek
after their reviews to the more elevated amount. In this way, it was normal that educators
in the said schools utilized its fluctuated strategies in showing that is the principle
motivation behind why the analysts subjected it to be nature of the review since MTB-
Respondents
Along these lines, it is typical that teachers in the said schools was varied
procedures in demonstrating that was the rule inspiration driving why the experts
Instrument
In the scientist utilized an independent survey. The instrument had two (2)
sections: section one (1) is the statistic profile and section two (2) will be the recurrence
The researcher followed the following process in order to gather all the necessary
data needed in the study. The analyst requested a consent from the DepEd Superintendent
and to the principals to direct the review in the said schools. After the researchers gained
26
the permission, the researchers then directly gathered data on the respondents needed in
the study. The analyst disclosed to the respondents what the review about. The
classification issues likewise talked about and by what means the analyst kept all the
assembled information like putting every one of the polls in the private bureau of the
scientist. Moreover, the researcher likewise clarified the very center significance of the
review all together for the respondents to trust and give their full investment in the
review. After the respondents gave their assent, the specialist then gave the review polls.
Statistical Treatment
Keeping in mind the end goal to think of dependable outcomes, the scientists
made utilization of various measurable apparatuses, for example, finding the Mean,
Where:
G remains for the quantity of out of school youth educators who are female
B remains for the quantity of out of school youth educators who are male
m = x/n
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Where:
s = (((x-m)^2)/((n-1) ))^(1/2)
Where:
x is the scores
n = N/(1+Ne^2 )
Where:
N = add up to populace
Where:
Ethical Considerations
To guarantee that the review was directed as altogether and morally as would be
prudent, the accompanying moral rules were put into thought for the whole research time
frame. As indicated by Polit and Beck 2008, the potential advantages of the respondents
are: (1) comfort in having the capacity to talk about their circumstance or issue with a
well- disposed and target individual; (2) increment learning about themselves or their
conditions, either through open door for thoughtfulness and self-reflection or through
direct collaboration with specialists; and (3) fulfillment that data they give may help other
Benefits
Understudies were benefited by the review for they picked up learning on how
they utilized their devices for positive and quality training. The fear in mathematics
vanished for they applied it to daily life especially in E-games. Parents will be able to
know their childs academic performance and they will be able to guide their child
properly. Teachers will benefit from the study in such a way that it would be easy for
them to connect the class into the big picture of the real-world scenario as teachers use
high-tech gadgets. Also, it lessens their time in preparing instructional media and
challenges the student through E-games. The School will benefit from the study in the
29
sense that the administration could revise their curriculum if the study is found to be
effective. Furthermore, the researchers will benefit from the study not only because the
researchers are aspiring to become math teachers in the nearer future but because it helps
them to understand that a teacher must be innovative and productive. Teachers must be
Risks
There was distinguished minor hazard that was anticipated in the direct of the review
particularly amid the overview and examination of the respondents. The respondents
losthalf an hour of their time and will be unable to have their empty time. When they feel
some uneasiness at reacting a few inquiries, they are allowed to make a request to skirt
the question. The scientists ensured that the respondents are not to be subjected to hurt in
Keeping in mind the end goal to shield the privileges of the respondents in this
Review Board) was given to respondents together with the dialog of the way of the
and consented to the said research was approved by the respondents' mark in the
out of school youth and an examination to gauge their execution and that
2. Study Goals.
3. Type of data.
4. Procedures.
Information gathering strategy incorporated a study and a various
and the various decision sort examination was checked by the appropriate
a one time overview and examination. The researcher considered the most
6. Sponsorship.
7. Participant selection.
researchers made few capabilities for the respondents such the respondents
8. Potentail risks.
There was recognized minor hazard that was anticipated in the lead
respondents. The respondents lost 30 minutes of their time and were most
likely unable to invest their empty energy. The researcher attempted their
best to keep the in sources in their most casual minutes to stay away from
9. Potential benefits.
respondents should they wished to get them. Their brains were rehearsed
researchers were profited by the study not just in light of the fact that the
beneficial.
10. Alternatives.
32
11. Compensation.
respondents. Respondents did not get any installment for their interest in
and reports; and destroying notes, study came about and some other
from the given poll, consequently still, the respondents had the privilege to
take an interest with the said think about or generally had their entitlement
The respondents were given the flexibility to pull back from the
learned whenever they wished. Rest guaranteed, that they dealt with in the
Contact information.
The researchers and respondents may contact Marites G. Arcilla, UV Main Colon St.,
Cebu City, UVirb2015@gmail.com, 416-8607 from the Institutional Review Board of the
University of the Visayas for further questions, comments or complaints at any time
information about the respondents and the documents or was just disclosed only if the
respondents will sign an authorization can be incorporated into the consent form, or it can
of the consent form were included the following first (1) the following school received
the information: Gothong National High School, Abellana National High School, Tejero
National High School, Guadalupe Elementary School and Mabolo Elementary School
who will receive the information. Second (2) the type of information disclosed was the
confidentiality of the information. And lastly, (3) the need for the respondents
34
authorization to access their identity that were obtained for date that was created as part
C. Confidentiality Procedures
The researchers ensured the confidentiality of the answer of the respondents and still
it were kept confidential. Their responses to the survey and examination were
anonymous. Every effort was made by the researchers to preserve their confidentiality
including assigning code names/ numbers for participants that were used on all research
notes and documents and shredding notes, survey results and any other identifying
participant information. After analyzing the data gathered, the researchers submitted the
answered questionnaires to the IRB office provided with strict outmost confidentiality.
with the interaction of the respondents. There were formal strategies done by the
researchers like communicating with respect and concern with the respondents.
E. Incentives or Compensation
There was no compensation between the researchers and the respondents. The
researchers only gave gratitude to the respondents for their active and voluntary
F. Conflict of Interest
35
There was no conflict of interest to the study or unto the respondents and to
whatsoever in the related study. If the faculty or the adviser will make use of the study in
the future, they will be required to sign an agreement and the students will become co-
authors.
CHAPTER IV
This chapter presented the data collected from the respondents of the study. The
study shows the interpretation, analysis and interpretation of the data gathered from the
respondents. Analysis is a process of finding out the result while interpretation is giving
of explanations and implications that are derived from the result. The purpose of this
chapter was to answer all the sub problems raised in the study. Data were presented in
accordance with their appearance in the questionnaire. Specific care was exercised to
36
avoid mixing of information and the researchers validated all information entered on the
Demographic Profile has been defined as a consensus of data about the degree of
exposure of the respondents in teaching out of school youth. Gender needs to be included
as it helped investigate the nature of gender, and thereby helped the society and
Table 1
Male 1 20%
Female 4 80%
Total 5 100%
n=5
The tabular data presented showed that most ALS teachers were female or 80%
while on the other hand male ALS teacher was 20% with a total of 100%.
The table simply showed that most of the teachers in the ALS program were
female. According to Cook (2015), most of the teachers were females compared because
they were more likely to choose teaching as a profession. Hence, they had greater rates in
connoted for female teachers. Out of school youth needed a motherly love which most
37
female teachers can give. Thus, female teachers were not only playing the role of a
teacher but also a mother to her child or children who were responsible in caring for their
learnings. The table below showed the age of the respondents of the study. The
researchers assured that they covered all possible ages of the respondents and divided
Table 2
The tabular data presented showed that most ALS teachers were in the age of 30
39 and 40 49. For 30 39 there were two out of five or just simply 40% and for the
40 49 there two out five or just simply 40% while on the other hand 50 59 with a
The table simply showed that most of the teachers in the ALS program were in
It implied that teachers with the age of 30 - 49 or middle age had more
capabilities to handle different students in the out of school youth because they were
patient and energetic compared to those teachers with the age of 50 60 above.
Compared to the teacher who were 20 29 years old, middle aged teachers were more
matured because teacher who were 20 29 years old were much active in terms of
38
romantic feeling of affection. It was also more risky because they might have a students
that were older than the teacher and might fight back in some arguments.
degree.
Table 3
Baccalaureate 4 80%
Total 5 100%
n=5
The tabular data presented showed that most ALS teachers graduated as
baccalaureate with the frequency of four out of five or just simply 80%. On the other
hand, there was one for masters degree or simply 20% and 0 for doctors degree or 0%.
The table simply showed that most of the teachers in the ALS program were
It implied that most of the ALS teachers attained only baccalaureate, out of five
Table 4
11-20 3 60%
Total 5 100%
n=5
The tabular data presented showed that most ALS teachers in terms of year of
expertise were at the range of 11-20 years with the frequency of three or just simply
60%. While others are one-10 year, 21 and beyond with the frequency of one or 20%.
The table simply showed that most of the teachers in the ALS program were in
Table 5
language
2. Giving energizer using mother tongue language 2.2 Sometimes
3. Checking attendance with the use of mother tongue 2.0 Sometimes
language
4. Introducing themselves with the use of mother tongue 3.0 Always
language
5. Writing an excuse letter when absent with the use of 2.6 Always
40
language
7. Sharing ideas with the use of mother tongue language 3.0 Always
8. Having an oral exam with the use of mother tongue 3.0 Always
language
9. Giving advices with the use of mother tongue 3.0 Always
language
10. Giving instructions with the use of mother tongue 3.0 Always
language
n = 5; 1.000 1.66 as Never, 1.67 2.33 as Sometimes and 2.34 3.00 as Always.
The tabular data presented showed that all ALS teachers in terms of frequency of
one until teacher five with the mean of 2.680 and the standard deviation of 0.4712 it
showed that the teachers were always using MTB-MLE as medium of instruction in
The table simply showed that all of the teacher in the ALS program applied or
Table 6
The tabular data presented showed the placement test scores of out of school
youth from the participating school. School A with 13 number of students or out of school
youth got the scores of 291 in all with weighted mean of 5.740 and standard deviation of
2.136. School B with 17 number of students or out of school youth got the scores of 336
in all with the weighted mean of 6.900 and standard deviation of 1.717. School C with 17
numbers of student or out of school youth got the scores of 289 in all with weighted mean
of 5.780 and standard deviation of 2.188. School D School with 22 number of students or
out of school youth got the scores of 505 in all with weighted mean of 10.180 and
standard deviation of 3.640. School E with 15 number of students or out of school youth
got the scores of 307 in all with weighted mean of 6.140 and standard deviation of 1.818.
The table simply showed that the placement scores of the ALS students.
Table 7
placement scores?
Scores
n = 5; level of significance alpha 0.05
The tabular data presented showed that all ALS teachers in terms of frequency of
subjected school it showed that the school A had the weighted mean of 3.938 and had
42
total Standard Deviation of 1.3095. School B had total weighted mean of 4.9 with
Standard Deviation of 1.0165. Teacher C had total weighted mean of 4.19 with Standard
Deviation of 1.352. Teacher D had 6.44 weighted mean with Standard Deviation of
2.0615 and lastly the Teacher E had total weighted mean of 4.41 with standard deviation
of 1.1446. It showed that Teacher D had the largest weighted mean from the placement
scores who got 6.44. On the other hand Teacher B class had less spread in terms of
homogeneity,
This implied that Teacher D was more effective in giving instruction but were
more spread because teacher has a lot of students compared to other school or teacher.
Table 8
Is there a significant relationship between the Gender of the teacher and placement
scores
C Female 17.00
D Male 22.95
E Female 20.47
The tabular data presented showed that the weighted mean of the all the
placement scores weighted mean across gender is 6.948. On the other hand in the female
groups weighted mean 6.960 while males groups weighted mean 6.900 simply showed
the relationship between the gender of the teacher and placement scores.
43
This implied that female teacher was more effective in terms of teaching in the
Table 9
Is there a significant relationship between the Age of the teacher and placement scores
C 52 17.00
D 39 22.95
E 35 20.47
The tabular data presented showed that the weighted mean of the all the
placement scores weighted mean across age is 6.948. On the other hand in the 20 29
years old groups weighted mean zero (0) while 30 39 years old groups weighted mean
6.52, 40 - 49 years old groups weighted mean of 5.76 and lastly the 50 years old
beyond got 10.180 weighted mean. It showed the relationship between the age of the
This implied that teacher who aged 50 beyond is more effective in terms of
teaching in the ALS program in subjected school because the teacher already mastered
Table 10
C Baccalaureate 17.00
D Baccalaureate 22.95
E Baccalaureate 20.47
The tabular data presented showed that the weighted mean of the all the
placement scores weighted mean across Educational Attainment was 6.948. On the other
hand, the Baccalaureate Degree groups weighted mean of 5.740 while the masters
degree groups weighted mean is 7.25 and finally the Doctors degree groups weighted
mean of 0. It showed the relationship between the educational attainment of the teacher
This implied that most teacher who took up mastered degree were more proficient
Table 11
Is there a significant relationship between the Years of expertise of the teacher and
placement scores?
C 35 17.00
D 13 22.95
E 10 20.47
The tabular data presented showed that the weighted mean of the all the
placement scores weighted mean across teachers expertise was 6.948. On the other hand
in the one-10 years groups weighted mean of 6.140, 11-20 years groups weighted mean
of 7.62 and the 21 years and beyond was 5.740. It showed the relationship between the
This implied that most teacher who were in the mid of 11-20 years in the service
Chapter V
This chapter encapsulated the study by highlighting the research directed on the
school youth was where the conclusion given were stressed from. Moreover, the
suggestions were based from the findings and conclusion of the study.
Summary of Findings
47
From the previous chapter, the researchers presented the results from the work
data. In this section, the researchers put together the results of the study to answer the
From the presentation, based on the computed mean of the item analysis, the
researchers found out that that using MTB-MLE was effective in teaching out of school
youth. Moreover, there was a significant relationship of the frequency of using MTB-
MLE and placement scores. While gender, educational qualification, teaching experience,
and age had a significant difference on the extent of usage of MTB-MLE in class
instruction. And then, age, educational qualification, and teaching experience had no
class instruction. Also, gender had no significant difference in terms of the challenges
From the presentation, the researchers found out that majority of the ALS teachers
were female since it garnered 80% of the total respondents. While on the other hand most
ALS teacher were in the age of 30 39 and 40 49 that garnered 80% or 40% to both of
the age ranges. Moreover, more ALS teachers graduated as baccalaureate that gained 80%
48
from the respondents. Next, most ALS teachers were ranges from 11-20 years of
expertise.
The tabular data presented showed the placement test scores of out of school
youth from the participating school. School A with 13 number of students or out of school
youth got the scores of 291 in all with weighted mean of 5.740 and standard deviation of
2.136. School B with 17 number of students or out of school youth got the scores of 336
in all with the weighted mean of 6.900 and standard deviation of 1.717. School C with 17
numbers of student or out of school youth got the scores of 289 in all with weighted mean
of 5.780 and standard deviation of 2.188. School D with 22 number of students or out of
school youth got the scores of 505 in all with weighted mean of 10.180 and standard
deviation of 3.640. School E with 15 number of students or out of school youth got the
scores of 307 in all with weighted mean of 6.140 and standard deviation of 1.818.
Conclusions
Based on the findings, action need to be taken such as providing module which
used MTB-MLE and acquired additional subject which was mother tongue. ALS teachers
were able to produce quality learning to out of school youth for they understood the
lesson easily.
Recommendations
49
MTB MLE.
students and to arouse the attention of students. In designing a lesson, teachers put into
consideration that students learned best if they made use of a MTB-MLE as the medium
of instructions so that the students will be more active in learning and be able to explore
Conduct a seminar to students, teachers and parents on how to manage the use of
Ethical Consideration
50
To ensure that the study was conducted as thoroughly and ethically as possible, the
following ethical guidelines were put into consideration for the research period:
3. The respondents were able to read, understand and fill-up the informed consent form
4. The respondents were given the freedom to withdraw from the study at any time they
wished, rest assured that they were treated in the usual and customary fashion;
5. All data collected from the respondents were coded in order to protect their identity.
Following the study there was no way to connect their name with their data.
6. The results of the study were made available to them should they wished to receive
them; and
7. The research data remained confidential to protect the identity and privacy of the
respondents given that they were not obliged to provide their real names in the
research