Problems and Issues in Teaching Mother Tongue-Based Multilingual Education and Pupils' Academic Performance

This descriptive-correlational research was conducted to determine teachers’ problems and issues in teaching mother tongue-based multilingual education and pupils’ academic performance in the District of Dingle. The entire population of Grade two Elementary teachers representing the different schools and sections in the whole District of Dingle was the respondents of this study. The descriptive statistical tools employed were the mean and the standard deviation, and for the inferential statistics, the Kruskall-Wallis test, the Mann-Whitney test, and Spearman’s rho were used. The findings revealed that as an entire group, the problem and issues in teaching mother tongue-based multilingual education of the respondents were severe. When they were classified to age, length of teaching experience, teaching position, and educational attainment, they also exhibited severe problems and issues in teaching mother tongue-based multilingual education; as a whole, in the categories of age, length of teaching experience, teaching position and bachelor's degree with MA units categorized in educational attainment, their pupils have approaching proficiency academic performance; however, those who are bachelors' degree with masters' degree their pupils have developing academic performance; there is no significant difference in the levels of the problems and issues encountered by the respondents when classified as to age, length of teaching experience, teaching position and educational attainment; there is no significant difference in the academic performance of the respondents when classified as to age, length of teaching experience, teaching position and educational attainment. Finally, there is no significant relationship between the problems and issues encountered by the respondents and the academic performance of the respondents' pupils