Difficulties and challenges in teaching science:

the aftermath of MTB-MLE

Leonora F. de Jesus, Ph.D.,LPT

College of Education, Bulacan State University, Philippines
Leonora.dejesus@bulsu.edu.ph

Abstract

One of the changes in Basic Education Curriculum brought about by K-12 is the
implementation of Mother Tongue- Based Multilingual Education (MTB-MLE) Program
in Kindergarten, Grades 1, 2 and 3. MTB-MLE refers to “first-language-first” education,
meant to address the high functional literacy of Filipinos that begins with the native
language. It encourages active participation of children in the learning process because
they understand what is being discussed and what is being asked of them. On the other
hand, there are speculations that English literacy may be threatened by the
implementation of the MTB-MLE. Students may lose the chance of learning English
during the best years of learning it; the primary level. Subjects like Science should be
taught in mother tongue until Grade III as mandated by the MTB-MLE. Problems and
issues maybe observed and felt by the subject teacher and pupils as well when they reach
Grade IV. This paper list the difficulties and challenges Grade IV Science teachers
encountered after students were placed and exposed in the MTB-MLE program then
enumerate intervention that they do to help students cope with their lessons. This paper
used Descriptive -Phenomenological approach with the use of Thematic Coding Analysis
with the use of questionnaire and interview guide. Purposive sampling for the selection of
forty public school teacher -respondents was used. It was found that not all Grade IV
teacher- respondents use English as medium of instruction in teaching Science; instead
they consider the learners’ needs and capabilities in choosing the most suitable language
to enhance learning. This also affirms through the gathered experiences of teachers brace
the fears of parents and techers that children’s global competence in English maybe
weakened by MTB-MLE Program.

Keywords: Difficulties and Challenges, Code Switching, Science IV, MTB-MLE Program

Introduction
As a response to the act of UNESCO enjoining countries to preserve national identity and
make education available to all, the Philippines passed Republic Act No. 10533 otherwise known
as the Enhanced Basic Education Act of 2013. One of the changes in Basic Education
Curriculum brought about by the new K-12 program in the Philippines is the implementation
of Mother Tongue- Based Multilingual Education (MTB-MLE) Program in Kindergarten,
Grades 1, 2 and 3. This policy lets children start formal education in their mother tongue and
finish in a more dominant language (Malone, 2016). Aside from the addition of years to basic
education, this act requires instruction, instructional materials, and assessment to be in the
learners’ mother tongue. MTB-MLE refers to “first-language-first” education that is, meant to

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address the high functional illiteracy of Filipinos where language plays a significant factor. It
encourages active participation of children in the learning process because they understand what
is being discussed and what is being asked of them. On the other hand, in the global perspective,
there are certain privileges that are only accessible to people who are proficient in, or at least
knowledgeable of the English language (Hillman, 2015). MTB-MLE can reduce the English
input students receive (Li & Majhanovich, 2010). English literacy development may be
threatened by the implementation of the MTB-MLE. Students may lose the chance of learning
English during the best years of learning it. There are speculations that MTB-MLE reduces
individuals’ amount of exposure to the English language, thus adversely affecting students’
English proficiency. Subjects like Mathematics and Science should be taught in mother tongue
until grade 3 as mandated by the MTB-MLE Program. Problems and issues maybe observed and
felt by the subject teacher and pupils as well when they reach grade IV because it is required
that Science teacher should taught the subject in English. The major objective of this paper is to
list the difficulties and challenges Grade IV Science teachers encountered after students were
placed and exposed in the MTB-MLE program from Kindergarten to Grade III; and then later
require them to use English as medium of instruction in the same subject for Grade IV students
who happened to be well- founded in their mother tongue for their primary level. Specifically,
the problems to be given attention are the following:
1. What is the medium of instruction in teaching Science in Grade 4?
2. What are the difficulties and challenges Grade IV Science teachers experienced in the use
of English as medium of instruction?
3. What interventions do teachers uses in helping students understand Science lessons if
thought in English?

Methodology
This study used Descriptive method -Phenomenological approach with the use of
Thematic Coding Analysis. Questionnaire and interview guide were used to document the
problems. Percentage was utilized in presenting the number of teachers who are using English,
Filipino or do Code Switching in presentation of lessons in Science IV. Difficulties and
challenges were shown using Frequency and Percentage. Thematic Coding and analysis were
used in collecting teachers’ intervention. Purposive sampling for the selection of teacher
respondents was considered. There were 40 public elementary school grade 4 teachers -
respondents from different locality of Bulacan were interviewed by the researcher. Saturation of
answers was met in deciding for the number of respondents. The researcher used unstructured
form of interview to gather information on how they help students cope with their lessons; and
later made a thematic coding of responses to name their interventions. The questionnaire and
unstructured form was locally criticized and validated by a head teacher, Research instructor and
Language specialist (for the Filipino translation ).
The paradigm adapts the input-process-output scheme. Input is steered by the related
literature and studies and DepEd memoranda on the use of English in elementary and circulars
on MTB-MLE Program. The process involves the analysis of difficulties and challenges of
teachers . This was followed by a careful listing of their interventions; after which, the researcher
posits that the expected output is the proposed recommendation to lessen or minimize problems
in teaching Science in the second language of the students.

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Findings and Discussion
Medium of instruction in teaching Grade IV- Science

Figure1
Teacher’s Medium of Instruction in Teaching Grade IV- Science

Medium of Instruction in Teaching

Science IV
English

Code Switch

Filipino

The graph shows that half of the teacher respondents use English as medium of
instruction in teaching Science IV. The least percentage of respondents use the First language.
But it is also clear that teachers do the code switching as seen by the 33% who are using
Tagalog- English combined. If students cannot understand the lesson when English is being
used, they have to switch from English to Tagalog or vice versa so that learning happen. As per
statement of the teachers who are using English; they have to follow the order of their principal
and the department. Department of Education Order No. 16, Series of 2012 states that Mother
tongue shall be used as a medium of instruction in all learning areas in all Kindergarten to Grade
3 except for Filipino and English was mandated to all public schools. As understood by the
teachers, English will be utilized in teaching Science when students reach grade 4. Students who
are competent in English plays important role in the global perspective in Science. Early learners
can have the pleasure of processing language much more implicitly and holistically than older
learners, provided that the teacher, the course, and the materials support this type of learning. If
early instruction stimulates out-of-class practice and learning, its benefits could multiply.
Learning English in elementary school may offer children a number of possible advantages if the
instructional goals and methods are appropriate for the learners‟ ages (Morrow, 2011). That is
one of the many reasons teachers are employing the use of English in teaching Science in spite of
hardships and difficulties because they knew that pupils were used to their mother tongue as
medium of instruction and discussion in their previous grade levels. Many educational systems
around the world have adopted English as medium of instruction in schools. The reason for
adopting English is to provide high quality human resources, sufficiently qualified in terms of
professional knowledge and skills as well as competent in global language. Moreover, it is
essential for everyone to learn the English language to face the challenges in the global
market. One must realize the importance of English in the contemporary world and make
others realize and learn English language not only for communication but also for other
purposes( Parupalli, 2018 ).
For the 17% who are still using the mother tongue in teaching Science IV concept shared
that they need to undergo transition period from Tagalog to English. They still believe in the

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concept of literacy as the most fundamental competency necessary for school success. If students
do not understand the lecture, there’s a tendency for a teacher to use Filipino or code switching if
needed. The implementation of MTB-MLE in teaching helps the teacher in explaining the
lessons well. This is also true for the pupils where they can understand and express their thoughts
in the language where they are most comfortable with; and this is something teachers kept in
their mind.
Difficulties and challenges of Science IV teachers in using English as medium of
instruction.
Table 1
Difficulties and Challenges of Science IV Teachers

Difficulties F %
Slow in discussion of Science topics because terms need to be 40 100
translated in Filipino.
Difficulty of students in communication with teacher 40 100
Pupils do not understand English 36 90
Science terms in Filipino are not applicable, 40 100
Challenges F %
There are Science terms that can’t be translated to Filipino 36 90
that’s made it difficult for pupils to understand the lesson.
The teacher will look/create for the translation
Pupils are unfamiliar with words 20 50
Lack of teaching materials like Science books and Science 20 50
Dictionary ( English- Tagalog )
Difficulties and challenges were enumerated in table 1. All teacher respondents shared
their grievances when they use English in teaching Science lessons to grade 4 pupils; that they
did not receive active participation because pupils were speechless during the discussion.
Students cannot speak in English because they are used to talk in their mother tongue. Teachers
need to go over the lesson again and / or explain the same lesson in the mother tongue of the
pupils so that learning may take place. Science teachers also lamented that if they need to use
Filipino for their discussion, they cannot think of exact word in translating Science terms. This
study support the result of Namanya’s experiment (2017 ) when his findings reveal that MTB-
MLE may indeed adversely affect children’s English literacy and, therefore, jeopardize their
fighting chance in the global arena. MTB-MLE reduces individuals’ amount of exposure to the
English language, thus adversely affecting their English proficiency (Li & Majhanovich, 2010).
It was revealed in as short as about two weeks when students taught purely in their mother
tongue showed a significant decline in their English proficiency. On the other hand, it is
encouraging to note that even in so short a time, students taught in English showed significant
progress in their English proficiency. The results of his study affirm that MTB-MLE may
adversely affect children’s English literacy development. Additionally, the current study through
the gathered experiences and observation of teachers brace the fears of parents and teachers that
children’s global competence maybe weakened.
In addition to teachers’ difficulties, fifty percent of the respondents declared that teaching
materials are insufficient especially the reference book for students and Science Dictionary (
English- Filipino ). According to the interview, since pupils are in the adjustment period, subject

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teacher employ a lot of time in preparing materials especially in translating Science terms. They
insist that the school should provide reference books for school and personal use of pupils; books
must be in English and Filipino language. In the study of Bernardo et al (2018) they have
encountered serious problems in attracting pupils interest due to lack of textbook. This also
happens in the current study when teachers express their sentiments on the need for textbook and
other teaching materials.

Teachers’ interventions in helping students understand Science lessons if thought in

English
Interventions are intended to facilitate acquisition of skills and competence to help the
students develop their learning interest to a more efficient, convenient and plausible teaching.
Interventions enhance academic achievement; develop social and emotional skills, feeling of
self-worth and motivation of pupils. From the thematic coding analysis, teachers were very much
amenable in sharing their short intervention activities to their students. Many of them extend
time in the afternoon to entertain pupils’ queries; some of them gave modules and other activities
and submitted to the teacher the following day or week.
TR7, 9, 10 - Provide paper works, modules and activities to be answered at home
TR1-5 - Provides opportunity for students to interact with the teacher during vacant
hours aside from the consultation hour set by the teacher.

When they were asked what they usually do “during” the discussion if unexpected
concerns of students arises; codes and themes have been noted:

T1-10 - Entertain students’ questions even they use Tagalog, Filipino or in any other
languages..
TR1, 2, 3- Assists written and oral language problems through eliciting, clarifying,
praising, etc., in purposeful conversation and writing.
TR10- Connects student language with literacy and content area through speaking,
listening, reading, and writing activities in both languages; English and Filipino.
TR6-9 - Encourages students’ use of first and second languages in instructional
activities; especially they can’t go on with the lesson.
*TR1= teacher respondent’s number

In the study of Santiago (2014), interventions were recommended to lessen the number of
students who are dropping out from their classes. The interventions were subdivided into five
categories: student related intervention, teacher’s intervention, school related interventions,
family related and community related intervention. Tyler (2016) proved that interventions
produced greatest effects in areas that were explicitly targeted, although incidental effects were
also achieved. He recommended a continuum care for pupils. Academic interventions are needed
for struggling students and help a child improve his academic performance. This study is
coherent to what has been cited; that grade IV Science teachers are aware of the pupils’ problems
in learning Science that is why they put forth more time and effort to entertain problems and
adversity of pupils who cannot let go of mother tongue. On the other hand, teacher could do
more interventions with the support of the school administrator and the community as Santiago
(2014) found these effective.

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Conclusions
MTB-MLE is a red-hot highly debated program from the time it was included in the K to
12 Curriculum. Others claim that it is the best way to give all children equal chance for
education. Those who oppose disagree with the argument of the proponents. They are concerned
about its long-term effect on children. In this study it was visible from the data that not all Grade
IV public school teacher- respondents follow the order of their superior in using English as
medium of instruction in teaching Science. Teachers consider the learners’ needs and capabilities
in choosing the most suitable language to enhance learning. It was noted that students are
experiencing difficulty in the use of English language and that could be the earnest impact of
MTB-MLE program to primary graders when they moved to the next grade level.

Recommendations
Considering all the findings and conclusion, the following recommendations are drawn:
1. Science subject teachers should develop appropriate instructional material specifically a
textbook in Science IV printed separately in English and Filipino for the use of students
who cannot forget their mother tongue; then evaluate the material annually.
2. The school may develop a long term intervention program with different categories that
will enhance grade IV students’ ability to understand, write and speak English in
coordination with the school administrator and the community.
3. Filipino specialist and Science teachers may work together in the production of Science
Dictionary in Filipino.
4. A similar study is recommended in a different locale and at a bigger scope so that a more
accurate picture of teachers’ challenges will be drawn.

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