Study: Teachers rose to MTB-MLE challenge
We are writing to correct an impression readers may have gained from the article
“Language-in-education row: A ‘bibingka’ solution” (Front Page, 8/20/14). The article discussed a curriculum forum held at the UP Balay Kalinaw last July 31, at which the Phase 1 results of a scoping study conducted by the Assessment, Curriculum and Technology Research Centre (ACTRC) were revealed. Contrary to an impression the article might have made, the study “Understanding Best Practices of MTB-MLE in the Philippines” did not find evidence of teachers being overwhelmed. In fact, the scoping study found that the challenges faced by teachers in the implementation of MTB-MLE are being met with resourceful and effective strategies. In the eight schools studied, teachers are facing challenges but they are also finding strategies to address these challenges, often with support from school administrators and from the division staff of the Department of Education.
The ACTRC research project is composed of three phases. Phase 1, which was recently concluded, is a scoping study which aims to identify the nature of challenges and strategies in selected Philippine schools. Phase 2 is a wide-scale survey that aims to check if the patterns and findings identified in Phase 1 are replicated in more schools. It also aims to identify four schools that can serve as cases for the successful use of strategies. Phase 3 is a deeper investigation of the MTB-MLE program as it is implemented in four schools which exemplify best practices.
Since the scoping study (Phase 1) worked with eight schools only, we cannot yet comment on the extent of the findings beyond the eight schools visited. Our research to date has found that teachers in the schools we investigated are devising strategies to address the challenges of implementing MTB-MLE. It is important to note that teachers have devised strategies for almost all challenges identified in the study. We recognize the efficiency, hard work and resourcefulness of the teachers in the midst of the challenges they face, and these are reflected in the list of strategies that was presented in the curriculum forum at the University of the Philippines last July 31.
Finally, we wish to emphasize the importance ACTRC assigns to good research to
inform debates and discussion so that debates are based on data and research findings. This is one of our missions at ACTRC. We appreciate the interest and discussion on MTB-MLE in the country, and we are in accord with researchers, advocates and stakeholders in hoping that more studies will be conducted to make
Philippine MTB-MLE thrive.
—DR. ALAN WILLIAMS, DR. ROMYLYN METILA,
LEA ANGELA PRADILLA,
Assessment Curriculum and Technology Research Center, [email protected]
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