Effectiveness of Culture-based Literary Text of Mother Tongue-based Multi-Lingual Education Curriculum

Abstract

Purpose: This study investigates the effectiveness of culture-based literary texts within the Mother Tongue-Based Multilingual Education (MTB-MLE) curriculum in the Philippines. It aims to enhance student engagement, academic performance, and cultural awareness by integrating learners' native languages and cultural contexts into the educational framework. Methods: The research involved the development of culture-based literary texts, specifically Ilocano poems, which were aligned with the learning objectives for grades II and III. These texts were incorporated into lesson plans and evaluated by educational experts. Data were collected through surveys administered to students before and after the implementation of the culture-based materials, measuring engagement levels and academic performance. Descriptive statistics, including frequency counts and means, were employed to analyze the data. Findings: The results indicated a significant increase in student engagement, with 60% of students reporting disengagement prior to the implementation, which dropped to only 15% post-implementation. Academic performance also showed improvement, with an overall effectiveness mean score of 4.58, categorized as highly valid. The study revealed that students were more active and interested in discussions when lessons were connected to their cultural experiences. Conclusions: The findings suggest that integrating culture-based literary texts into the MTB-MLE curriculum significantly enhances the educational experience for learners. The use of culturally relevant materials not only fosters greater engagement and academic success but also promotes cultural awareness among students. It is recommended that educators adopt these instructional materials to preserve and promote local culture while improving educational outcomes.