International Journal of Research Studies in Education
CollabWritive Special Issue
Volume 13 Issue 17
Available Online: 21 November 2024
Author/s:
Aguelo, Jenelyn C.
Central Bicol State University of Agriculture-Calabanga, Philippines (jenelyn.aguelo@cbsua.edu.ph)
Abstract:
The use of mother tongue or the native language of the learners as a medium of instruction in Kindergarten, Grade 1, 2, and 3 has been the primary ideal of the K-12 curriculum. Thus, this study was an attempt to develop a Learning Material (LM) in Mother Tongue-Based Multilingual Education (MTB MLE) written in Bikol Central and with integration of gender-neutral aspects as its distinctive feature and be able to measure its effectiveness and statistical validity by the teacher-validators and kindergarten learners. Descriptive, evaluative, and developmental methods of research were used to achieve these objectives. Based on the results, the developed LM in MTB MLE has an excellent content and technical aspects in terms of activities and exercises, and content format. The utilization of the developed learning material leads learners to have a very highly significant difference in the pre-test and post-test results which can be attributed to the language used, the Bikol Central and the contextualized activities and exercises related to the experiences of the respondents. Finally, the various distinctive features of the LM such as its contextualized learning activities help the students to appreciate and understood the lessons being taught and became an avenue for them to develop awareness of Gender and Development concepts. In addition, it is suggested to conduct further studies contemplating on the other factors that is contributory to improve learners’ learning skills.
Keywords: internal stakeholders, external stakeholders, education quality, private health institutes, health profession
DOI: https://doi.org/10.5861/ijrse.2024.24761
Cite this article:
Aguelo, J. C. (2024). Gender-neutral learning material for MTBMLE in kindergarten and primary level learners. International Journal of Research Studies in Education, 13(17), 221-230. https://doi.org/10.5861/ijrse.2024.24761