Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 22 no. 10 (2024)

Implementation of the Department of Education’s Language Programs for Public Elementary Schools

Rustum Geonzon

Discipline: Education

 

Abstract:

This study assessed the extent of implementation of DepEd’s language programs in the elementary schools in the Division of Samar as basis for a learning and development scheme. This study used the descriptive-correlation method of research. The respondents of the study were 282 elementary school heads, and 282 teachers of elementary schools in the Division of Samar. Frequency counts, percentages, means, Pearson r, Eta Correlation and t-test test for independent samples were the statistical tools used. Likewise, to treat the qualitative data derived from the focus group discussion (FGD), Nvivo application was utilized. The teacher respondents in this study, as well as the elementary school heads, perceived that two (2) of the DepEd’s language programs were fully implemented. These were MTB-MLE with a mean of 4.56 (teachers’) and 4.51 (school heads’); and ELLN with a mean of 4.50 (teachers’) and 4.21 (school heads’). In the correlations established between the school heads profile variables and their perceptions on language program implementation not one was significantly related There was a significant relationship between the teachers’ and school heads’ perceptions on the extent of implementation of language programs. On the issues and challenges encountered by school heads on the implementation of DepEd’s language programs the following themes emerged: language programs not properly implemented or introduced, no appropriate training for teachers, no monitoring and evaluation of the programs, language and other programs overlap, and lack of instructional materials.



References:

  1. Ablay, R. (2017). Implementation of Mother Tongue-Based Multilingual Education (MTBMLE) and Academic Achievement of Pupils  in the Division of Eastern Samar. Doctoral Dissertation. Eastern Visayas State University, Tacloban City.
  2. Apacible, A. (2016). Mother Tongue-Based Instruction and Reading Performance in English of Pupils in Leyte Division. Doctoral  Dissertation. Eastern Visayas State University, Tacloban City.
  3. Aquino, G. V. (2001). Educational management: Principles, functions, concepts. Rex Book Store. 
  4. Bokhari, R., Rashid, S. M., & Heng, C. S. (2015). Teachers’ perception on the implementation of the literacy, numeracy and screening  (LINUS LBI 2.0) programme among lower primary ESL pupils. Malaysian Journal of ELT Research, 11(1). 
  5. Bryant, P. C. (2012). Instructional Practices To Support PreK English Language Learners (Doctoral dissertation, College of Saint  Elizabeth). 
  6. DepEd Order No. 14, s. 2018. Policy guidelines on the administration of the revised philippine informal reading inventory.  Https://www.deped.gov.ph/2018/03/26/do-14-s-2018-policy-guidelines-on-the-administration-of-the-revised-philippine-informal reading-inventory/
  7. DepEd Order No. 12, s. 2015. Guidelines on the early language, literacy, and numeracy program: professional development component.  Https://www.deped.gov.ph/2015/04/10/do-12-s-2015-guidelines-on-the-early-language-literacy-and-numeracy-program-professional development-component/
  8. DepEd Order No. 74, s. 2009. Institutionalizing Mother Tongue-Based Multilingual Education (MLE).  https://www.deped.gov.ph/2009/07/14/do-74-s-2009-institutionalizing-mother-tongue-based-multilingual-education-mle/
  9. DepEd Order No. 45, s. 2002. Reading Literacy Program in the Elementary Schools. https://www.deped.gov.ph/2002/09/11/do-45-s 2002-reading-literacy-program-in-the-elementary-schools/
  10. Marmor, T. & Bartels, E. (2017). Managing Language Programs, Perspectives, Processes and Practices, SIL International. Ocampo, D. (2016). K to 12 Languages Curriculum. Pasig City: DepEd Publications.

Tools


Copyright © 2025  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic