ABSTRACT
This study aimed to determine and evaluate the self-reported competency and perceived effects in teaching Mother Tongue (Tagalog) subject in the teaching and learning process among grades 1, 2 and 3. It also looked into the challenges encountered by the teacher in using Mother Tongue. There were one hundred forty-one (141) teacher respondents teaching Mother Tongue from grades 1-3 in Nasugbu West District. This study used the descriptive method of research. Percentage rank, weighted mean, and P-Value were used to determine the respondent’s self-reported competency and perceived effects in teaching Mother Tongue (Tagalog) subject in terms of teachers’ delivery of lessons, teachers’ practice of Mother Tongue subject and pupils’ performance. The salient findings are: 1.) Under the assessment of Mother Tongue in terms of curriculum the respondents strongly agreed on the curriculum with grand weighted mean of 3.55 (SD = 0.50) with verbal interpretation of Strongly Agree. In terms of Methods in teaching The findings showed that the respondents strongly agree with grand weighted mean of 3.60 (SD = 0.537) with verbal interpretation of Strongly Agree. As regards to Instructional materials the respondents strongly agree with the idea of Instructional materials which had a grand weighted mean of 3.58 (SD = 0.069) and has a verbal interpretation of Strongly Agree. Coming in last is the traditional instructional materials such as visual aids; manila papers and cartolinas. 2.) The respondents mark very effective based on the results of Self-Reported Competency with grand weighted mean of 3.55 (SD = 0.661) 3.) When it comes to perceived effects of Mother Tongue (Tagalog) the respondents marked very effective on the language acquisition with grand weighted mean of 3.51 (SD=0.679). it terms of grammatical awareness the respondents marked very effective with grand weighted mean of 3.56 (SD=0.547). The respondents marked very effective on the academic performance with grand weighted mean of 3.58 (SD=0.604) while on teacher-pupil relationship the respondents marked very effective on the grammatical awareness with grand weighted mean of 3.62 (SD=0.488). Likewise, the respondents marked very effective on the grammatical awareness with grand weighted mean of 3.49 (SD=0.672). 4.) There is a significant relationship among Mother Tongue as a subject, self-reported competency in teaching Mother Tongue and and the perceived effects of teaching Mother Tongue with computed p-valueof 0.000. 5.) Mother Tongue Learning Activities was created by the respondents
Based on the conclusions drawn from the study, the following recommendations are hereby endorsed. 1.) Teachers should be taken into consideration to address the areas of concern that should be given attention, and which hopefully would provide solutions regarding the teaching Mother Tongue as a subject. 2.) The teacher should maintain their self-reported competency in teaching Mother Tongue. However, they need to continue to attend seminar for further enhancement of their skill in teaching the subject. 3.) Teachers should use differentiated instructions to further enhance the effectiveness of teaching Mother Tongue for the improvement of performance of pupils in the subject. 4.) Teachers should address the needs of seminars and workshops of Mother Tongue especially in the preparation of assessment test. 5.) The designed learning activities in Mother Tongue is highly recommended for use to enhance the skills of pupils in the subject.
Keywords: Mother Tongue, perceived, instruction, performance