Knowledge Acquisition of Pupils and  Effectiveness of MTB-MLE in Private and Public Schools: Basis for Primary Curriculum Review

Mayflor Cerbas Asurquin

doi:10.36948/ijfmr.2025.v07i06.63322

Knowledge Acquisition of Pupils and Effectiveness of MTB-MLE in Private and Public Schools: Basis for Primary Curriculum Review

Author(s)	Dr. Mayflor Cerbas Asurquin
Country	Philippines
Abstract	This mixed-research study, with its significant findings, not only provides a comprehensive understanding of the level of knowledge acquisition of learners, the effectiveness of MTB-MLE curriculum implementation, and factors affecting the implementation of MTB-MLE Curriculum in public and private schools in the Province of Capiz for the school year 2022-2023 but also offers practical insights for educators, policymakers, and researchers. The data on knowledge acquisition in private and public schools were gathered using an assessment test adopted from Manuel (2022). The effectiveness of the Mother Tongue-based multilingual education was measured using a researcher-made survey questionnaire. The factors affecting MTB-MLE implementation's effectiveness were determined using an FGD guide questionnaire. The study's key findings reveal that learners' knowledge acquisition level in private schools is high. In contrast, learners' overall level of knowledge acquisition in public schools is moderate. The effectiveness of MTB-MLE Curriculum implementation in private schools is moderate, and the efficacy of MTB-MLE Curriculum implementation in public schools is also moderate. There is a significant difference in knowledge acquisition between private and public schools, favoring the private schools. A similar distinction is observed in the effectiveness of MTB-MLE implementation between private and public schools, favoring public schools. No significant relationships were found between knowledge acquisition and the effectiveness of MTB-MLE curriculum implementation. Finally, the factors found influencing the implementation of MTB-MLE Curriculum were categorized into enabling factors such as awareness of learner’s language background, teacher’s ability to apply multilingual approach, relevant and learning resources, teacher’s initiative and commitment, teacher’s knowledge of the objective of MTB-MLE Curriculum, positive influence of the curriculum on the learner’s performance and parental support and involvement and the hindering factors are learner and teachers diverse language background, learner’s inadaptability to language transition, non-translatable technical concepts, difficulty of parents to follow-up, perceived lack of practicability and benefits, limited teaching and learning resources, limited teacher’s training and capability building and pandemic-related factors.
Keywords	Knowledge Acquisition, Mother Tongue-Based Multilingual Education, Curriculum Review
Field	Sociology > Education
Published In	Volume 7, Issue 6, November-December 2025
Published On	2025-12-24
DOI	https://doi.org/10.36948/ijfmr.2025.v07i06.63322

View / Download PDF File

E-ISSN 2582-2160

doi

CrossRef DOI is assigned to each research paper published in our journal.

IJFMR DOI prefix is
10.36948/ijfmr

Downloads

Research Paper Format Copyright Permission Form and Undertaking Form Cover Page Vol 8 Isu 2 Cover Page Vol 8 Isu 1 Cover Page Vol 7 Isu 6

All research papers published on this website are licensed under Creative Commons Attribution-ShareAlike 4.0 International License, and all rights belong to their respective authors/researchers.

CC-BY-SA

About IJFMR Fees & Payment Current Issue Publication Archive	Submit Research Paper Track Submission Status Publication Guidelines Publication Ethics Peer Review & Plagiarism	Join as a Reviewer Editors & Reviewers Reviewer Referral Program Get Reviewer Membership Certi.	Website/Journal Policies Usage Policy Content Policies Privacy Policy

Contact Us		+91-9687-828-838	editor@ijfmr.com

International Journal For Multidisciplinary Research

A Widely Indexed Open Access Peer Reviewed Multidisciplinary Bi-monthly Scholarly International Journal

Knowledge Acquisition of Pupils and Effectiveness of MTB-MLE in Private and Public Schools: Basis for Primary Curriculum Review

Share this