Effect of First Language Component-Bridging Program (FLC-BP) Approach on Secondary Students’ MACRO Skills

The First Language Component-Bridging Program (FLC-BP) methodologycalls for teaching the skills in reading, writing and math concepts in the first language. One major principle of FLC-BP is a child’s cultural model of the world which helps him process perceptual information, understand concepts and formnew ones. New concepts and skills are built on existing knowledge and structuresrather than bypassing them by using a rote memorization methodology. The studywas undertaken to find out the effects of the First Language Component-BridgingProgram on the Performance of Junior High School Learners in their Four MACROSkills. The study adopted the quasi experimental design, specifically the Pre-test PosttestControlGroupFactorialDesign.Threesections of JuniorHighSchool studentswereutilizedasrespondentsandassignedtoTagalog-English,Iloko-English,andEnglish-Englishteaching approaches.After four months of study,the researcherfound out that students exposed to the English-English approach indicated a high level of performance in listening, moderate in speaking and reading and low in writingskill. The Tagalog-English and Iloko-English showed a high level of performancein listening. Tagalog-English indicated a high level of performance in speaking andreading and moderate in writing. The Iloko-English students were moderate in speaking, reading and writing skills. Furthermore, English-only used as a medium of instruction is not the best solution to learn to speak and use English as the ladder tosuccess. Hence, the researcher recommended the use of first language to improve theperformance of students in learning.Keywords: Socio Linguistics, First Language Component-Bridging Program,Mother Tongue Based-Multilingual Education, Macro Skills, Factorial Design,Philippines