Contextualization of indigenous instructional materials in the delivery of instruction/ Edith Sodela-Mato

Thesis Doctor of Philosophy Major in Educational Management University of Rizal System Pililla

The study aimed to provide contextualization of indigenous instructional materials in the delivery of instruction. The researcher utilized the descriptive type of research to give solutions to a variety of problems and questionnaire- checklist as the main tool in gathering data complemented with interview validate to the responses. The study was conducted in Public Elementary Schools with IPEd classes namely five (5) schools in Tanay II-A, eight (8) schools in Tanay II-B One(1) in Tanay I-B and one (1) school in Rodriguez II in the Province of Rizal. The subjects of the study were the fifteen (15) School Heads of Public Elementary Schools with IPEd classes, one hundred six (106) Indigenous pupils and commonly utilized Indigenous Instructional materials. The numbers were identified using the quasi-systematic random. The study revealed that in terms of facilities academic room, science laboratory, feeding center, home economics, canteen, industrial arts, E-classroom, kindergarten room, SPED, special Science, MRF center, library, toy library. guidance room, playground, math garden, hardin ng mga bayani, gulayan s paaralan, GAD Center, DRMM Center and IPED Center are all found in school H, also fourteen schools had more than ninety percent of the facilities such as academic classroom, gulayan sa paaralan, playground and IPED Center. For existing water and sanitation almost eighty percent of the school had septic tank except schools G, L and M. In terms of ratio of books to pupils most of the schools had ratio 1:50 in book # 9 except school E and I. The most common indigenous instructional materials used by the teachers in the lessons are basket, sandok, banig, bayuhan, real objects in the environment (plants, trees, fruits and flowers) pictures of IP's, pictures of animals, pictures of plants, itak, lambat, sibat, costume, books, songs, language, poems, traditions, alphabet of numbers and custom. In terms of faculty development training program, there were six schools which participated in SLAC training, in Regional IPED training were attended by three schools. On the seminars training attended by level, almost thirty three percent of the school attended six number of seminars in school level, in district level, schools B and C attended four trainings, and school G and H attended six trainings, schools A, D, G and J atlended four trainings in the division level, schools A, C, D, F, H and L attended two trainings in regional level, only school M had attended to National trainings. With regard to the academic performance, both IP pupils and Non IP pupils obtained fairly satisfactory performance. With respect to significant difference on the level of performance of indigenous pupils it was statistically found out that there is significant difference in the performance in the pretest and posttest results of IP pupils in schools A, C, D, E, G, H and I. While there is no significant difference in the pretest and posttest results found in schools B and F. With respect to the significant difference on the level of performance of Non- IP pupils it was found out that there is significant difference between the performance of the respondents in the pretest and post test results in schools A, B, D, E, G, H, I and school J. On the other hand it was statistically found out that there is no significant difference on the pretest and posttest performance in schools C and F. These are the indigenous instructional materials used in the delivery of instruction they are lebro, besket, sandok, banig, bayuhan, ras-ay, gugo. lumanay, kibing, rambang, paraan ng pagpupuyos, paraan ng pagbubunyog, ugat ng tigbi, saging matsing, rongyo, damong hapon, kahoy na dalaga, kinapal na lupa, bintak, salamaot, pondohan, katutubong kasuotan, surob, biskal, kuwintas, baklaw, ngito, bidang, suklong, agakat, pugahan, yuro, talisi, ayo, katmon, pulot, abukot, buyag, limuran, ubag, lima-lima, name, aypanan, paynot, kutkutin o arimongayen. Based on the daily teaching-learning process of the teacher respondents the pupils were very responsive during motivation, group work and application using those indigenous instructional materials because they are within their environment and experiences. Other activities and practices available that can be used in the delivery of instruction are ritual for KALALAGSANG (Outpouring Water), play and leisure, marriage, panliligaw, pagpapasita, pagnganganga, pamamanhikan, parenthood, death and burial, treatment, making house (RONGARONG), the flow pagtatanom and ritual fishing. Based on the findings, many of the Public Elementary Schools with IPEd classes in the Division of Rizal have no functional facilities that can help the welfare of the pupils. Majority of the facilities mentioned were seen in Sampaloc Elementary School. There was insufficient number of reference books for pupils for IPED classes. Environment, pictures of IP's, pictures of animals, and pictures of plants were the most commonly used indigenous learning materials. Most of the teachers in schools with IPEd classes attended only the District and Division level and one school attended the National level seminars. Teachers in IPEd classes should utilize contextualize indigenous instructional materials, other strategies and techniques in all subject areas that will suit the level of pupils to improve the academic performance of elementary schools with IPED class in the Division of Rizal.