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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-

Based Multilingual Education (MTB-MLE) is a formal or non-formal education which

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.

Accordingly, this study evaluated the adequacy of Mother Tongue Based-Education-

Multilingual Education as medium of guidelines through reconciliation to out of school

Youth.

First language Based Multilingual Education (MTB-MLE) has auxiliary and

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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Out-of-school youngsters is characterized in the FLEMMS as people matured six to 14

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,

SOCCSKSARGEN, Davao, Central Luzon, Zamboanga Peninsula, Caraga and

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

(Multilingual Education) as medium of guideline to out of school youth and thought

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

Tagalog, Kapampangan, Pangasinense, Iloko, Bikol, Cebuano, Hiligaynon, Waray,

Tausug, Maguindanaoan, Maranao, and Chabacano.

"The MTB-MLE points enhance the understudy's dialect and intellectual

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

understudies through incorporation of MTB-MLE in their classes. As per 42 USCS

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

rudimentary or auxiliary school or establishment of advanced education." The

Alternative Learning System (ALS) was a free training program executed by the
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Department of Education (DepEd) under the Bureau of Alternative Learning System

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

wellsprings of learning and abilities.

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
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Figure 1 Schematic Diagram of the Conceptual Framework of the study

Statement of the Purpose

The reason for this study was to decide the adequacy of the Mother Tongue Based

(MTB)- Multilingual Education (MLE) as a medium of guideline and partners the

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. What is the demographic profile of the ALS teachers in terms of:

1.1 Gender;

1.2 Age;

1.3 Educational attainment; and

1.4 Years of Expertise

2. How often the teacher use or apply MTB-MLE as a medium if instruction?

3. What is the placement test scores of out-of-school youth?

4. Is there a significant relationship between the frequency of using MTB-MLE and

placement scores?

5. Is there a significant relationship between the:

5.1 Gender of the teacher and placement scores;


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5.2 Age of the teacher and placement scores;

5.3 Educational Attainment of the teacher and placement scores; and

5.4 Years of Expertise of the teacher and placement scores.

Null Hypothesis

Ho 1 : There is no huge relationship of recurrence of utilizing MTB-MLE and

arrangement scores.

Ho 2 : There is no critical connection between the:

Ho 2.1 : Gender of the teacher and placements scores;

Ho 2.2 : Age of the teacher and placements scores;

Ho 2.3 : Educational Attainment of the teacher and placement scores; and

Ho 2.4 : Years of Expertise

Significance of the Study

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.

The discoveries of the review were valuable to the following:

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-

Government Organization (NGO) and hopeful educators in group.


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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

having inspiration and also it makes the instructors more inventive.

The Department of Education can utilize the consequence of this review and

give conceivable activities to help instructors give better comprehension to the

understudies to exceed expectations in school.

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

direction as educational modules.

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,

proficient and above all else various in training.

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

hole of the issue or marvel.

Definition of Terms

For better and clearer comprehension of the review, a portion of the terms

were operationally characterized;

ALS (Alternative Learning System) is a free instruction program actualized by the

Department of Education (DepEd) under the Bureau of Alternative Learning System

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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dropouts in rudimentary and optional schools, out-of-school young people, non-perusers,

working Filipinos and even senior subjects.

Mother Tongue Base-Multilingual Education (MTB-MLE) is a system which utilizes

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

thereof, and is not enlisted in a rudimentary or auxiliary school or organization of

advanced education.

ALS Teachers are the ones who instruct the out of school youth and are the principal

respondents of the review.


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Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

Displayed in this section is the combination of research that backings the

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 reviews and general synopsis of the audit.

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

speculation is satisfactory or should we continue the options. As indicated by Alvarez

(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

understudies' English learning forms by cultivating understudies' full of feeling,

motivational, subjective, and attitudinal perspectives. Along these lines, the primary

language fills in as the solid footing for further advances in learning English when

utilized specifically. The examination investigation of Alvarez (2014) was just

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?

In the paper of Li and Majhanovich (2010) it expressed: This paper reported an

investigation of the viability of the required primary language instruction approach in

post-frontier Hong Kong. Exceptional consideration has been set on understudies'

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

examination comes about have been assembled to fill in as an arrangement adequacy

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

students performance in English learning has been antagonistically influenced by the

approach. We end with proposals in light of the as of late reported fine tuning game plans

of the primary language training approach.


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The exploration investigation of Li and Majhanovich (2010) was at range yet it

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

a minor variable promptly overcome by standard classroom guideline. As analysts honed

their attention on the explanations behind instructive disappointment, dialect has started

to rise as a critical variable in delivering picks up in instructive effectiveness. This paper

reported the transitional consequence of a controlled review in an exceptionally

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

(2014) expressed in her diary:

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

training at a particular level. In concurrence with current methodologies, an imaginative

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

classifications of instructive skills were subjected to the ability of a gathering of 38

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

shaping proficient measures for pre-benefit primary language instructor training.

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

understudies' English learning wrapped up the particular utilization of L1 or first dialect,

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

including shut finished inquiries to investigate the understudies' recognitions toward

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
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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

point of improving the dependability of my discoveries and by associate examination to

decide my consultant's suppositions in regards to the discoveries, which were recognized

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'

utilization of L1 improved their English learning forms in particular viewpoints, for

example, obtaining and characterizing vocabulary, which prompted to English learning

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

vocabulary in English, as showed in the accompanying portion from a concentration

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

shows how the L1 utilization helped understudies in learning vocabulary by giving a

compelling instrument to cross-phonetic examination to face both English and Spanish on

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

encouraging procurement and maintenance. Moreover, the utilization of L1 as a cross-

phonetic device was critical for understudies' learning; they recognized its helpfulness as

an approach to evoke significance from the English vocabulary, as showed in the

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

and one in Spanish to have the capacity to comprehend it".

This procedure of examination was worth thought since "understudies are,

particularly at lower levels, continually utilizing their insight into the world and their L1

to make correlations with English attempting to make it L2 more conceivable" (Ferrer,

2002, p. 4). The information demonstrated that L1 utilize additionally played a strong and
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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

L2, as showed in the accompanying portion from a concentration aggregate: 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

mechanics of English by making correlations and making signposts to relate comparable

structures in both dialects. This part of L1 in encouraging understudies' entrance to

English was recognized by Butzkamm (2003), who expressed that L1 "is the best

resource individuals conveyed to the undertaking of remote dialect learning . . . the

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

dependable balance to progressing in L2, which encouraged their comprehension and

filled in as a guide in learning L2, as delineated in Figure 1, which demonstrated 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

classroom. Actually, understudies were permitted to tolerably turn to L1 in a few

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

understudy depict a particular word as a major aspect of an amusement in class: I gave

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

fulfillment in the wake of playing out those exercises, as is delineated in the

accompanying extract from a concentration aggregate: "The utilization of Spanish gave

me certainty. For instance, when we need to go in front to clarify something in English

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

passage from a concentration gathering: "The utilization of Spanish helped me from

numerous points of view. For instance, I gave careful consideration in class, I was more

urge to take part in class and I locked in to do the undertakings in class".


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Educator's Use of L1 to Enhance Students' English Learning Processes, the

information uncovered that the instructor's particular utilization of L1 served to upgrade

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

educator's particular utilization of L1 helped understudies to fathom vocabulary in

English. At that point, utilizing L1 specifically to inspire meaning and giving precise

interpretations to L1 when essential helped understudies in grasping and taking in the L2

vocabulary, as outlined in the accompanying passage from my diary in which an

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

submerged with periscopio" periscope. Understudies quickly comprehended it was a

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
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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

in Lilubuagen and again checked for clearness and inclination as communicated in

Lilubuagen. Most test things utilized a numerous decision arrangement to decrease

equivocalness in scoring. The arrangement of tests incorporated various cases of how to

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

that kids Makabayan is the Tagalog expression for social reviews.

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
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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

restricted or capricious levels of perusing aptitude among this gathering. No further

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

for each penny of the curricular substance.


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Overall Summary of the Reviews

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

understudies and in addition themselves in the advancement of Education in the nation.

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

medium of direction. On alternate investigations of Li and Majhanovich (2010) pertinent

recorded on the native language training strategy were gathered from the Hong Kong

Education Bureau site. On alternate investigations of Li and Majhanovich (2010)

significant The arrangement destinations were recognized and understudies' outcomes in

the two open examinations, the Hong Kong Certificate of Education Examination

(HKCEE) and the Hong Kong Advanced Level Examination (HKALE),were

accumulated from the Hong Kong Examinations and Assessment Authority (2008a and

2008b) as an approach adequacy pointer. The HKCEE is an open examination taken by

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
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(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:

a) dialect concentrated subjects (financial aspects, topography, history, and science); b)

non-dialect serious subjects (additional arithmetic in HKCEE, connected arithmetic in

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

prerequisites of most college projects.


24

Chapter III

RESEARCH METHODOLOGY PROCEDURES

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

educators to gauge the improvement of the understudy's capacity on how understudies

comprehended the theme. The researchers will included five out of school youth

educators from different ALS program setting.


25

Environment

The review was conducted in the Guadalupe Elementary School, Tejero

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-

MLE can likewise be a system in instructing the out of school youth.

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

subjected it to be nature of the audit since MTB-MLE can moreover be a framework in

training the out of school youth.

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

of utilizing MTB-MLE of the educators.

Data Gathering Procedure

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,

Standard Deviation, Slovins Formula, and Pearson Product Moment Correlation

Coefficient. The formula are as per the following:

To discover the rate of Gender, we utilize

Pg = G/N x 100 Pg = B/N x 100

Where:

Pg is the rate of sexual orientation (male/female)

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

N remains for the populace

To locate the mean of the scores, we utilize

m = x/n
27

Where:

m is the gathering mean

xstands for the summation of the scores

n remains for the example scores

To locate the standard deviation, we utilize

s = (((x-m)^2)/((n-1) ))^(1/2)

Where:

s is the standard deviation

stands for the summation

x is the scores

m remains for the mean

n is the specimen estimate

Slovin's recipe is composed as

n = N/(1+Ne^2 )

Where:

n = the quantity of tests required

N = add up to populace

e = mistake resilience/safety buffer

To discover the Pearson Product Correlation Coefficient, we utilize

X,Y= (cov (X,Y))/XY

Where:

p = the Pearson item relationship coefficient

cov = is the variance


28

Y =is the standard deviation of Y

Ethical Considerations

A. Risks and Benefits Assessment

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

people comparable issues or condition.

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

eager to educate their students in challenging and appealing settings.

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

any ways at all.

Content, Comprehension and Documentation of Informed Consent

Keeping in mind the end goal to shield the privileges of the respondents in this

review, an educated assent frame showing endorsement by the IRB (Institutional

Review Board) was given to respondents together with the dialog of the way of the

exploration contemplate. Cooperation in the exploration study was totally deliberated

and consented to the said research was approved by the respondents' mark in the

assent frame. There will be 15 components required in the educated assent.


1. Respondents Status.

Respondents obviously comprehended that the review included a

meeting to discover the recurrence of utilizing MTB-MLE in educating


30

out of school youth and an examination to gauge their execution and that

information gathered was for research reason as it were.

2. Study Goals.

The researcher displayed to the respondents the motivation behind

the review before the lead of the eye to eye meet.

3. Type of data.

Preceding the lead of study and examination, respondents were

given the kind of information gathered by the specialist.

4. Procedures.
Information gathering strategy incorporated a study and a various

decision sort examination. The consequences of the review then counted,

and the various decision sort examination was checked by the appropriate

response key gave.


6. Nature of the commitment.
The researcher approached the accessibility of the respondents for

a one time overview and examination. The researcher considered the most

advantageous time to the respondents. The overview and the examination

lasted not the greater part 60 minutes.

6. Sponsorship.

The study is a piece of a scholarly necessity and the costs caused

were financed by the analysts.


31

7. Participant selection.

The study utilized a stratified irregular testing system wherein the

researchers made few capabilities for the respondents such the respondents

must be an out of teachers from Gothong National High School, Tejero

National High School, Abellana National High School, Guadalupe

Elementary School and Mabolo Elementary School.

8. Potentail risks.

There was recognized minor hazard that was anticipated in the lead

of the review particularly amid the overview and examination of the

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

stress both physically and inwardly.

9. Potential benefits.

The consequences of the study were made accessible to the

respondents should they wished to get them. Their brains were rehearsed

to limit while they took notes of the examination. Moreover, the

researchers were profited by the study not just in light of the fact that the

researchers sought to wind up instructors in the closer future but since it

helped them to comprehend that an educator must be imaginative and

beneficial.

10. Alternatives.
32

The researchers relied on upon the empty or leisure time of the

respondents in leading their overview and examination.

11. Compensation.

This study had no pay between the researchers and the

respondents. Respondents did not get any installment for their interest in

this exploration thought.

12. Confidentially pledge.

The researchers was illuminated the respondents that the

information accumulated was kept private. Their reactions to the review

and examination were unknown. Each exertion was made by the

researchers to protect their privacy including doling out code

names/numbers for members that were utilized on all exploration notes

and reports; and destroying notes, study came about and some other

recognizing member data. Subsequent to dissecting the information

accumulated, the researchers presented the addressed surveys to the IRB

office gave strict outmost classification.

13. Voluntary Consent.

The respondents had the privilege to request their willful answer

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

to decrease their collaboration.


33

14. Right to withdraw and withhold information.

The respondents were given the flexibility to pull back from the

learned whenever they wished. Rest guaranteed, that they dealt with in the

typical and standard design.

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

during the research study.

B. Authorization to Access Private Information

The covered entity such as College of Education concealed the individuals

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

be a separate document. The authorization, whether it was obtained separately or as part

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

of the researchers, as well as the information already maintained in institutional records.

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.

D. Debriefing, Communications and Referral

The researchers were proactive in minimizing emotional risk by carefully attending

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

participation in the conduct of the study.

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

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

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

table to ensure its reliability.

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

individuals establish healthy gender-related expectations and models of identity. Below,

showed the gender of the respondents of the study.

Table 1

Demographic profile of the respondents in terms of gender

Gender Frequency Percentage

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

acceptance and offers.

Based on the researchers point of view, teaching profession was always

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

into equal parts or 10 years as the range.

Table 2

Demographic profile of the respondents in terms of age

Age Frequency Percentage


30 - 39 2 40%
40 - 49 2 40%
50 above 1 20%
Total 5 100%
n=5

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

frequency of one or just simply 20%.

The table simply showed that most of the teachers in the ALS program were in

the age of 30 39 and 40 49.

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.

Educational attainment referred to the highest level of education that in which

the respondents attained. Researchers classified it via baccalaureate, and Masters

degree.

Table 3

Demographic profile of the respondents in terms of Educational attainment

Educational Attainment Frequency Percentage

Baccalaureate 4 80%

Masters Degree 1 20%

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

bachelors degree only.

It implied that most of the ALS teachers attained only baccalaureate, out of five

teachers 80% of it attained baccalaureate and 20% attained masters degree.

Table 4

Demographic profile of the respondents in terms of Year of Expertise


39

Year of Expertise Frequency Percentage


1-10 1 20%

11-20 3 60%

21 and beyond 1 20%

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

the age of 11-20 years of expertise.

It implied that teacher 1-10 of year of expertise has a

Table 5

How often the teacher use or apply MTB-MLE as a medium of instruction

Indicator MEAN Interpretation


1. Starts the class with a prayer using mother tongue 3.0 Always

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

mother tongue language


6. Discussing lessons with the use of mother tongue 3.0 Always

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

using MTB-MLE as a medium of instruction were implemented or applied. For teacher

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

teaching out of school youth.

The table simply showed that all of the teacher in the ALS program applied or

implemented the MTB-MLE as medium of instruction.

Table 6

What is the placement scores of out-of-school youth?

Teachers WM Average Placement Scores


Teacher A 2.7 22.38
Teacher B 2.9 18.66
Teacher C 2.6 17.00
Teacher D 2.7 22.95
Teacher 2.68 20.47
n=5
41

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

Is there a significant relationship between the frequency of using MTB-MLE and

placement scores?

SCHOOL r-value p-value Decision

MTB-MLE VS Placement -0.006 0.954

Scores
n = 5; level of significance alpha 0.05

The tabular data presented showed that all ALS teachers in terms of frequency of

using MTB-MLE as a medium of instruction were implemented or applied in the

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

Teachers Gender Placement Scores


A Female 22.38
B Female 18.66

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

ALS program in various school.

Table 9

Is there a significant relationship between the Age of the teacher and placement scores

Teachers Age Placement Scores


A 46 22.38
B 42 18.66

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

teacher and placement scores.

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

the topic well.


44

Table 10

Is there a significant relationship between the Educational Attainment of the teacher

and placement scores

Teachers Educational Attainment Placement Scores


A Masters Degree 22.38
B Baccalaureate 18.66

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

and placement scores.

This implied that most teacher who took up mastered degree were more proficient

compared to the teacher who finished bachelors degree.


45

Table 11

Is there a significant relationship between the Years of expertise of the teacher and

placement scores?

Teachers Years of Expertise Placement Scores


A 25 22.38
B 19 18.66

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

years of expertise and placement scores.

This implied that most teacher who were in the mid of 11-20 years in the service

were more proficient in giving instruction in MTB-MLE.


46

Chapter V

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter encapsulated the study by highlighting the research directed on the

topic. The outcomes of the research on integration of MTB-MLE in teaching out of

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

research questions the researchers have presented on the first chapter.

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

significant bearing on the challenges encountered by the teachers in using MTB-MLE in

class instruction. Also, gender had no significant difference in terms of the challenges

encountered by the teacher.

Demographic profile of the ALS teachers in terms of Gender, Age, Educational

attainment and Years of Expertise.

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.

ALS program are applying or implementing MTB-MLE

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

The following actions were recommended to improve students learning in using

MTB MLE.

At the beginning of the discussion, the teacher used MTB-MLE to motivate

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

the benefits of what MTB-MLE can give.

Conduct a seminar to students, teachers and parents on how to manage the use of

MTB-MLE in teaching learning experience.

Propose a MTB-MLE to students and teachers in terms of medium of instruction.

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:

1. The researchers made sure that there were no minor respondents;

2. The respondents were not to be subjected to harm in any ways whatsoever.

3. The respondents were able to read, understand and fill-up the informed consent form

before he or she became an official research respondent;

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