ABSTRACT
This study determined the evaluation of the designed mother tongue-based module in Mathematics 9 as perceived by the teachers in selected junior high school in the First Congressional District of Batangas during School Year 2021-2022. The respondents of the study were eighty-two (82) secondary Mathematics Teachers. The following results were drawn in the study: Most of the respondents’ ages belong to 21-30 age range, female, with MA Units and have 10 years and below of teaching experience. The respondents strongly agreed on the competencies, content, understanding, knowledge acquisition, suitability and effectiveness of the designed mother tongue-based module in Mathematics 9. In competencies and content, there was no significant difference on the evaluation of respondents in designed mother tongue-based module in Mathematics 9 when profile is considered. In understanding and knowledge acquisition, there was a significant deference on the evaluation of the respondent in designed mother tongue-based module in Mathematics 9 with respect to their sex and years of experience. However, there was no significant deference on the evaluation of designed mother tongue-based module in Mathematics 9 with respect to their age and highest educational attainment. In suitability and effectiveness, there was a significant deference on the evaluation of the respondent in the designed mother tongue-based module in Mathematics 9 with respect to their years of teaching experience. However, there was no significant deference on the evaluation of the respondents in designed mother tongue-based module in Mathematics 9 with respect to their age, sex and highest educational attainment. The action plan was designed by the researcher to develop a reinforcement program to further evaluate the designed mother tongue-based module in Mathematics 9.
Keywords: mother tongue, module in Mathematics, Mathematics, junior secondary schools
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