Perceptions on Mother Tongue-Based Multilingual Education Removal: Basis for Localized Literacy Enhancement Activities

AUTHOR(S)

Mary Jay Y. Aligato Jeanette Z. Alqueza

ABSTRACT

—— In order to propose localized literacy activities, this study assessed teachers’ opinions about the elimination of the Mother Tongue-Based Multilingual Education (MTB-MLE) program in the DepEd Schools Divisions of San Carlos, San Carlos City, Negros Occidental during the School Year 2025–2026. It specifically looked at teacher characteristics, how learners’ comprehension, communication, and classroom engagement were affected by the absence of MTB-MLE, and how these factors related to learners’ academic achievement in both English and Filipino. A quantitative-descriptive correlational design was utilized. The respondents were primary school instructors recruited using purposive sampling. A researcher-made survey questionnaire collected data on teacher perceptions, while learners’ grades in Filipino and English for the first grading period were utilized to assess academic success. Descriptive statistics (frequency, percentage, weighted mean) defined instructor profiles and perceptions, whereas Pearson r indicated significant connections between variables. Findings showed that teachers usually had neutral to positive attitudes on abolishing MTB-MLE. While some identified potential positives, such as faster learning progression, many remained concerned about students’ comprehension and participation. Statistical results found few meaningful correlations between instructor characteristics and student accomplishment, while factors like experience and training may still impact views. The study advises localized literacy activities to boost students’ Filipino and English skills while keeping cultural and linguistic relevance despite the phase-out of MTB-MLE.. Keywords: Mother Tongue-Based Multilingual Education, policy removal, teacher perceptions, localized literacy, quantitative research