TY  - MANSCPT
AU  - Morales,Maria Joma StaMina
TI  - Teaching-learning perspective of indigenous Grade 10 students in Bangkal High School : a proposed science learning intervention
PY  - 2019///
CY  - Balanga City
PB  - BPSU
KW  - Indigenous people
KW  - Education
KW  - sears
KW  - Services for
N1  - Includes bibliographic information
N2  - 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
ER  -