Title: The Influence Of Teachers Practices, Strategies And Use Of Instructional Materials Towards Learners' Perception On Inclusion
Authors: Charmie L. Intes,
Volume: 9
Issue: 5
Pages: 89-97
Publication Date: 2025/05/28
Abstract:
Inclusive education is essential in addressing the educational disparities among Indigenous Peoples (IP) learners in the Philippines. However, there is limited empirical evidence on how these innovative strategies impact the inclusion and cultural identity preservation of Indigenous Peoples (IP) in the Philippines. This study employed a descriptive-correlational research design to examine the relationship between teachers' practices, strategies, and instructional materials and learners' perceptions of inclusion. The study involved 160 elementary IP learners from Miaray Elementary School, Sawebseb Te Untong Te Katablaran, and Anaranan Te Saluringan in District II, Cabanglasan, Division of Bukidnon, for the school year 2024-2025. Findings revealed that teachers implement culturally responsive innovations, including contextualized teaching strategies, interactive activities, and customized instructional materials, significantly influencing learners' perceptions of inclusion. Learners viewed these innovations as supportive and engaging, fostering a sense of belonging and improving participation. A significant difference was observed in learners' perceptions of inclusion based on teaching strategies, practices, and instructional materials. Correlation analysis showed a strong positive relationship between teachers' innovations and learners' perception of inclusion, highlighting the importance of culturally responsive teaching methods. The study concludes that teacher-driven innovations enhance learners' academic engagement and cultural identity, reinforcing the need for continuous adaptation in inclusive education. Recommendations include developing culturally aligned instructional materials, teachers' training on inclusive education, and ongoing assessment of teaching strategies to improve IP learners' educational experiences.