Education
Volume: 170 , Issue: 1 , April Published Date: 12 April 2025
Publisher Name: IJRP
Views: 19 , Download: 24 , Pages: 144 - 156
DOI: 10.47119/IJRP1001701420257774
Publisher Name: IJRP
Views: 19 , Download: 24 , Pages: 144 - 156
DOI: 10.47119/IJRP1001701420257774
Authors
| # | Author Name |
|---|---|
| 1 | Sharmagne F. Lavilles |
| 2 | Joselyn C. Estrellan, PhD |
Abstract
The IPEd Program aims to provide marginalized ethnic groups with an inclusive curriculum that respects their ethnic identity. This study aimed to determine the curriculum management of the indigenous peoples education (IPEd) contextualization program and the performance of IP learners in Tboli East District. A descriptive-correlational design was used. The survey questionnaires were from 238 respondents. The data were analyzed using mean, standard deviation, and Pearson r-moment correlation. The findings revealed that curriculum management of the IPEd program was rated agree. Utilization of policies and guidelines was rated strongly agree while management of learning environment, capacity building, accommodation of diversity in the classroom, and education planning are rated agree. The IPEd curriculum contextualization was highly utilized along with contextualized learning resources, sustainable community engagement, localization, classroom teaching practices, and indigenization. The performance of IP learners was high along with their communication, Creativity, and innovation, using technology as a tool for learning, collaboration, self-direction, critical thinking, and problem-solving. The curriculum management and performance of IP learners are associated with each other. Implementing IPED curriculum contextualization was significant to the performance of IP learners. It was concluded that the IPEd curriculum emphasizes learning outcomes, enabling teachers to teach the program. The contextualization program focused on contextualized learning materials. The contextualization was highly relevant in the context of the local setting in the community for better transition to the needs of the IP learners. This study recommends that education curriculum officials intensify the training of school heads and teachers on culture-responsiveness and curriculum contextualization by including the budget in the School Improvement Plan (SIP).