The dearth of MTB-MLE materials for classroom use is widely felt by lower primary teachers. It is for this reason that this study produced teaching materials, by collecting and categorizing local printed songs in the vernacular to be included as MTB-MLE instructional materials for Grades 1, 2 and 3 Waray-waray speaking pupils in the DepEd, Division of Tacloban City, Philippines. The Grades One to Three teachers categorized the Winaray folk songs in terms of level of appropriateness, using a survey instrument designed for this particular study. Descriptive and correlation statistics were used to analyze and interpret the data. Based on the results of this study it is recommended that male teachers in the academe should be given equal chances to be assigned in the primary levels. Lack of gender diversity in elementary education has a negative impact on young children. Age should not be a prime criterion for assigning teachers to a particular grade level. For many adults, as they age, they accumulate life experiences which allow them to be confident in the teaching?learning situation. Attendance in music related-seminar trainings and workshops is recommended as well, to lift teacher?s morale and boost their confidence to teach music. Recruiting and assigning a music specialist in every district of the DepEd Tacloban City is highly recommended. This study echoes the suggestion that since Universities that offer a music degree are limited and the tuition fee is expensive, perhaps more scholarships should be provided to those individuals who cannot afford the cost but have the music talent and skills that are perfect for a music educator. One of the salient features and objective of the K to 12 program is to preserve and promote cultural identity and heritage. This is the best time for music educators to do more research on production of materials that fit the Philippine setting especially the ones which are culture-based, up-to-date and state-of-the-art educational instruction. Hence, it is highly recommended that further studies of this kind be conducted. For one, this study can be replicated by collecting other untapped songs that are pricedly kept by musicians found somewhere else in the region. The potential to collect mother tongue-based compositions from contemporary songwriters should also be considered in future research investigation along this line.

Waray-waray Music

Mother Tongue-Based Teaching Materials

Winaray Folk Songs

K 12 Music for Grades 1 to 3