Development and Validation of Mother Tongue-Based Learning Materials for First Graders

Abstract

This study developed and validated Mother Tongue-Based learning materials for Grade One pupils. It used the descriptive developmental research paradigm wherein the pupil and teacher respondents' profiles were identified and the K-12 competencies were used as the basis for making the material validated by experienced Grade One teachers and language/materials preparation experts from Philippine Normal University. Two hundred seventy-seven Grade One students and twenty-two experienced Grade One teachers answered the profile instruments and three language/materials experts and eleven skilled Grade One teachers assessed the materials through a checklist. Results showed that most enrollees for Grade One are from East Prosperidad Central Elementary School (EPCES) of Prosperidad District 1. Most of the pupils belong to the Visayan tribe and their most spoken language at home is Visayan/Cebuano, which only meant that the medium of instruction to be used to make the Mother Tongue-based reading material was Visayan/Cebuano. The majority of the teacher-respondents' first language was Visayan/Cebuano. They also belonged to the Visayan ethnic group. All of the Grade One teachers in the central schools of Prosperidad District I had attended MTBMLE seminars and training. Overall, the developed Mother Tongue-Based learning materials were very satisfactory, and it was recommended to be used by the public elementary pupils and teachers the
usability validation.