CULTURE-BASED INTEGRATION IN TEACHING SOCIAL STUDIES SUBJECT AMONG SENIOR HIGH SCHOOL STUDENTS

Abstract

ABSTRACT

The integration of Indigenous People's Education (IPEd) into the curriculum is crucial, especially in regions like the Cordillera Administrative Area of the Philippines, home to diverse indigenous communities. With culture and indigenous knowledge systems being integral to the educational process, teachers serve as pivotal implementers of culturally responsive pedagogy. However, ensuring effective integration presents challenges, particularly in diverse settings such as Santa Maria National High School in Alfonso Lista District. This study aimed to determine the current context of Indigenous People’s Education (IPEd) in the Social Studies subjects of the Secondary School students at Sta. Maria National High School. The study employs a descriptive research design, utilizing quantitative approach to examine the integration of Indigenous Peoples Education (IPEd) in teaching Social Studies. Quantitative methods, including descriptive design, measure the extent of integration across various teaching aspects. The instrument undergo validation and reliability testing. Statistical tools were used for quantitative analysis. Participants were purposively selected. The study on the integration of Indigenous Peoples' Education (IPEd) within Social Studies curricula reveals that both learners and teachers perceive IPEd as beneficial, although teachers tend to underestimate the cultural integration compared to students. This highlights the importance of incorporating student feedback for assessing the effectiveness of IPEd integration. Based on the findings, it is recommended that the social studies teachers were advised to further empower themselves with training and resources to enhance cultural integration, ensuring that both teachers and students continue to benefit from its effective utilization. Educators should reflect on their teaching methods and acknowledge the significant impact they have on student progress. Implementing feedback mechanisms and collaborative discussions could help align perceptions and enhance cultural inclusivity. Finally, teachers should diversify their use of IPEd resources and incorporate more reflection and project-based learning activities to deepen student engagement and understanding of social sciences.

Keywords: Indigenous Peoples Education (IPEd), Social Sciences, Cultural Integration, Cultural Relevance, and Teacher Pedagogy