Indigenous People Education (IPEd) Program on Learners’ Engagement and Cultural Identity Development in Geographically Isolated and Disadvantaged Areas (GIDA)
DOI:
https://doi.org/10.5281/zenodo.21682994Keywords:
Indigenous Peoples Education, learner engagement, cultural identity development, culturally responsive education, community participation, geographically isolated and disadvantaged areasAbstract
This study examined the implementation of the Indigenous People Education (IPEd) Program and its prediction of learners’ engagement and cultural identity development in geographically isolated and disadvantaged schools in Lake Sebu East District 1, Schools Division of South Cotabato. A quantitative descriptive-correlational design and complete enumeration were used, involving five school administrators, 55 teachers, and 143 Grade 6 learners (N = 203). Data were collected through researcher-adapted questionnaires validated by six experts and pilot-tested in comparable Indigenous schools. Means, standard deviations, and multiple linear regression were used for analysis. The IPEd Program was implemented at a Very High level (M = 4.34, SD = 0.82), led by learning resources (M = 4.38) and community participation (M = 4.35). Learner engagement was Very High (M = 4.51, SD = 0.70), with behavioral engagement rated highest, while cultural identity development was also Very High (M = 4.48, SD = 0.74), led by cultural pride and values. The IPEd dimensions collectively predicted learner engagement (adjusted R² = .52) and cultural identity development (adjusted R² = .47). Community participation was the strongest predictor of engagement (β = .453, p < .001), whereas learning resources had the strongest standardized effect on cultural identity development (β = .327, p < .001). Instructional strategies and learning resources were significant in both models, while curriculum integration was not independently significant. The findings indicate that culturally relevant content becomes most influential when supported by authentic materials, responsive pedagogy, and sustained participation of elders, culture bearers, families, and communities.
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