Assessment of Text-Based Instructional Materials Used Among Indigenous Peoples (IP) Learners in a New Normal Classroom

Abstract

This study aimed to assess the effectiveness of instructional materials used for Indigenous Peoples (IP) learners in the Division of Butuan City during distance learning. Employing a mixed-methods approach, the research incorporated both quantitative and qualitative methods. Correlation analyses were utilized to determine significant associations between variables, while teachers' profiles and the integration of Indigenous Knowledge Systems and Practices (IKSPs) were described using frequency tables and weighted means. The findings indicated that many teachers in IP schools were newly hired, with few pursuing graduate studies, and most of them were non-IPs. Their level of cultural literacy, based on relevant training programs, was moderate, with a few teachers considered experts who could contribute to future capacity-building efforts. IP learners generally had positive learning experiences when teachers incorporated indigenized big books, Weekly Learning Activity Sheets, and indigenized lesson plans. However, there were no significant relationships found between the grade level taught and the frequency of integrating IKSPs or the use of Weekly Learning Activity Sheets and Indigenized Lesson Plans. Nonetheless, a significant relationship was observed between the use of big books and the grade level taught. The study also found a significant relationship between the educational attainment of teachers in IP schools and the integration of IKSPs, with a moderate strength of association. Cultural literacy among teachers had a highly significant but moderate positive correlation with learning outcomes and the interface of IKSPs. These findings serve as a foundation for developing Continuing Professional Development (CPD) programs that enhance instructional materials for IP learners while promoting cultural literacy.