Best Practices in Developing Reading Proficiency in the Mother-Tongue Among Public Schools in Butuan City, Philippines

Abstract

The purpose of this paper is to determine best practices in the implementation of mother tongue (MT) as a subject in primary education – grades I, II and III. Accordingly, this paper examined the efficacy of mother-tongue-based instruction (MTBI) strategies in developing reading proficiency of primary graders. To address this research goal, the mixed method design embedded in correlation model was used. Survey questionnaires were administered to teacher and learner participants chosen at random from the elementary schools of East 1 Butuan District. Percent and mean were used to describe extent of practices and reading proficiency while pearson correlation or spearman correlation was used to describe and test correlation. Findings show that MTBI strategies such as making instructional materials, listening with MT words, translating first language (L1) to second language (L2) and vice versa, use-of- imagination strategy, team-building strategy, and strategy for cognitively challenged were highly employed in the schools of East 1 Butuan District while integration of technology and reading MT words are of moderate manifestation. Pupils have frustration or poor proficiency in terms of reading fluency which needs remediation while they are independent or have high proficiency in terms of listening and comprehensions skills. Analysis of the results and findings shows that the best practices in the MTBI include strategies on listening with materials in MT such as listening with Visayan stories and listening news from local radio station, on using of imagination and on making of instructional materials.