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| Main Authors: | , , , , , , , , , , |
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| Format: | Recurso digital |
| Language: | English |
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Zenodo
2023
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| Online Access: | https://doi.org/10.5281/zenodo.14854867 |
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| _version_ | 1866902263432216576 |
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| author | Canoy, Cristalyn Evangelista, Joel Patrick Olmillo, Felix Jr Orola, Cecilio Jr. Padero, Jamaicah Padero, Mirah Angelou Quilang, Michelle Quimada, Floriza Khem Salarda, Kristel Mae Zarate, Chzing Casino, Michael Vincent |
| author_facet | Canoy, Cristalyn Evangelista, Joel Patrick Olmillo, Felix Jr Orola, Cecilio Jr. Padero, Jamaicah Padero, Mirah Angelou Quilang, Michelle Quimada, Floriza Khem Salarda, Kristel Mae Zarate, Chzing Casino, Michael Vincent |
| contents | <p><em><span>This study investigates the implementation level of the Mother Tongue-Based Multilingual Education (MTB-MLE) program and its relationship to the English spelling skills of Grade 4 learners at Baluarte Elementary School during the academic year 2021-2022. Employing a quantitative approach with a descriptive research design, the study assessed both the extent of MTB-MLE program implementation and the students' English spelling proficiency. Data was collected using a survey questionnaire, which included five questions on self-learning modules and eight on modular learning, alongside a spelling dictation test adapted from Bader’s English Spelling Diagnostic Test, featuring ten items to evaluate the English spelling skills of Grade 4 students. The findings suggest that the MTB-MLE program may have reduced learners' exposure to English words at the primary grade level, which may have negatively impacted their English spelling skills<a href="https://journals.aiias.edu/info/article/download/70/61" target="_blank" rel="noopener">1</a>. Consequently, the study recommends the use of a Developmental English Spelling Workbook as a supplementary learning material to improve English spelling proficiency</span></em></p> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_14854867 |
| institution | Zenodo |
| language | eng |
| publishDate | 2023 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | The Level of Implementation of Mother Tongue-Based Multilingual Education (MTB-MLE) Program and the English Spelling Skills of Grade 4 Learners Canoy, Cristalyn Evangelista, Joel Patrick Olmillo, Felix Jr Orola, Cecilio Jr. Padero, Jamaicah Padero, Mirah Angelou Quilang, Michelle Quimada, Floriza Khem Salarda, Kristel Mae Zarate, Chzing Casino, Michael Vincent <p><em><span>This study investigates the implementation level of the Mother Tongue-Based Multilingual Education (MTB-MLE) program and its relationship to the English spelling skills of Grade 4 learners at Baluarte Elementary School during the academic year 2021-2022. Employing a quantitative approach with a descriptive research design, the study assessed both the extent of MTB-MLE program implementation and the students' English spelling proficiency. Data was collected using a survey questionnaire, which included five questions on self-learning modules and eight on modular learning, alongside a spelling dictation test adapted from Bader’s English Spelling Diagnostic Test, featuring ten items to evaluate the English spelling skills of Grade 4 students. The findings suggest that the MTB-MLE program may have reduced learners' exposure to English words at the primary grade level, which may have negatively impacted their English spelling skills<a href="https://journals.aiias.edu/info/article/download/70/61" target="_blank" rel="noopener">1</a>. Consequently, the study recommends the use of a Developmental English Spelling Workbook as a supplementary learning material to improve English spelling proficiency</span></em></p> |
| title | The Level of Implementation of Mother Tongue-Based Multilingual Education (MTB-MLE) Program and the English Spelling Skills of Grade 4 Learners |
| url | https://doi.org/10.5281/zenodo.14854867 |