Abstract
The implementation of Mother Tongue-Based Multilingual Education (MTB-MLE) under the K-12 curriculum aims to enhance learning using pupils' first language, yet it presents challenges in instruction and comprehension. This study examined the language challenges in teaching MAPEH and Mathematics using Hiligaynon terminologies and the corresponding responses of grade one pupils. Using purposive sampling, a questionnaire and checklist were utilized, with the correlation coefficient as the primary statistical tool. Data from 30 randomly selected pupils were validated at a non-respondent school, while 125 respondents from five schools in Koronadal West District II participated. Results showed no significant relationship between language challenges and pupils’ responses, despite difficulty with Hiligaynon terms. To address these challenges, teachers, parents, and administrators should implement varied instructional techniques, professional training, and diverse activities to support learning. Further research on language instruction effectiveness and MTB-MLE implementation is recommended.
