Teaching-learning perspective of indigenous Grade 10 students in Bangkal High School : a proposed science learning intervention [manuscript] / Maria Joma Sta. Mina Morales.

Includes bibliographic information.

The study entitled "Teaching-Learning Perspective of Indigenous Grade 10 Students in Bangkal High School: A Proposed Science Learning Intervention" was aimed to explore the teaching-learning perspective of the indigenous Grade 10 students in Science. The sequential, explanatory research design was utilized in this study. The analysis and interpretation of data was explained in two phases. The first part, which was based on the results of the questionnaire, dealt with a quantitative analysis of data. The second, which was based on the results of the interview, was a qualitative interpretation. Based on the findings, it was apparent that the experiences of the indigenous Grade 10 students have a great effect on their teaching-learning perspectives. The insights that were derived from their experiences can be used as a basis in developing the appropriate learning intervention. The proposed Science learning intervention must apply methods that are interpersonal, kinesthetic and spatial or visual. Since teachers perform the final implementations of the current curriculum, teachers must design learning activities that incorporates indigenous knowledge to encourage more students, both enrolled and prospective, to become active in their education. Teachers must develop teaching strategies that are designed through the assistance of the members of the indigenous community to make them more aware of the positive influence they can have to their children because of their participation. Proper implementation of the Indigenous People Education Program (IPEd) must be applied in order to promote the value of their indigenous knowledge, skills, and other aspects of their cultural heritage. Teachers, not only in Science but also in other disciplines, must design learning interventions that really cater the needs of the indigenous students based on their teaching-learning perspective.