Title: Learner Performance Outcomes of Indigenized Instructional Designs in Selected Elementary Competencies
Authors: Julius C. Estomata Marivic M. Cuizon
PhD
Volume: 10
Issue: 3
Pages: 180-185
Publication Date: 2026/03/28
Abstract:
This study examined and refined indigenized instructional designs in Edukasyon sa Pagpapakatao (ESP) and to determine their effectiveness in improving the learning performance of Indigenous Peoples (IP) learners. Specifically, it sought to compare the pretest and posttest performance of learners in Kaugaliang Pilipino, Tuntunin ng Kaligtasan, and Ligtas na Pamayanan, and to identify whether significant differences existed after the instructional intervention. A descriptive-evaluative research design was employed. The study was conducted at Lusong Elementary School, a rural and mountainous school in Cabadbaran City, Agusan del Norte, serving Manobo and Mamanwa learners. The participants consisted of sixteen (16) Grade 3 IP learners selected through intact group sampling. A researcher-developed test questionnaire focusing on least-learned ESP competencies was used and validated by experts to ensure content validity, cultural appropriateness, and alignment with the Grade 3 ESP curriculum. Data were collected through a pretest-posttest procedure following the implementation of expert-validated indigenized instructional designs. A learner perception questionnaire was also administered to support the evaluation of instructional relevance and effectiveness. Statistical analyses included mean, weighted mean, frequency, percentage, standard deviation, and paired-samples t-test. Results indicated that learners generally progressed toward higher performance levels after the intervention. However, no statistically significant differences were found between pretest and posttest scores in Kaugaliang Pilipino and Tuntunin ng Kaligtasan. In contrast, Ligtas na Pamayanan showed a statistically significant improvement, characterized by a substantial upward shift in learner performance categories. Despite these gains, no learners reached full mastery across the competencies. The study concludes that indigenized instructional designs are most effective when instructional content is closely aligned with learners' community contexts and lived experiences, emphasizing the need for sustained and well-supported implementation to achieve mastery-level outcomes.