Keywords
Indigenous Cultural Community
IPED
Framework
How to Cite
Abstract
DepEd Order 32, series of 2015, and DepEd Order 62, series of 2011, promotes the indigenization of teaching in the Indigenous Cultural Community (ICC) like Tabuk City, Kalinga. The approach aims to incorporate indigenous perspectives in the teaching-learning process to make it more culturally relevant to indigenous learners. This study explores the extent to which teachers indigenize Science teaching across five educational components (Course Content, Instructional Materials, Teaching Methods, Learning environment, and Assessment), their challenges, and their best practices in indigenizing Science teaching. It also examines how Grade 10 learners perceive the influence of the approach on their Knowledge, Skills, and Attitude (KSA). Additionally, this research answers whether there is a significant difference in the extent to which teachers Indigenize science teaching when grouped according to their profile, as well as whether the profile of the Grade 10 learners influences their perception of the influence of Indigenization of Science teaching on their KSA. The research tool includes a self-structured questionnaire; the researcher used the mean to analyze the responses of the teachers and the grade 10 learners. At the same time, the Analysis of Variance (ANOVA) was used to analyze the relationship of profile variables and the extent to which teachers indigenize Science teaching and how learners perceive the influence of the approach on their KSA. The researcher used the Triangulation method to add credibility and validity to the findings. The five educational components and the perceived influence on learners’ KSA received a high mean rating. The Analysis of Variance showed that age and years of teaching had a statistically significant influence on the extent to which teachers indigenize Science teaching. In contrast, the learners’ grades in science significantly influenced their responses. The results confirm the integration of the IPED framework in science teaching among secondary school teachers in Tabuk City. Furthermore, learners highly recognize the influence of the Indigenization of Science teaching on their knowledge, skills, and attitudes. The findings suggest that school administrators and policymakers establish guidelines for effectively implementing indigenized Science teaching, promote partnerships between schools, ICC leaders, LGUs, and other academic institutions to improve cultural immersion, and establish effective teaching strategies.References
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