Hussien R. Mabaya^1,, Dennis B. Roble¹, Jennifer O. Parcutilo¹

This study determined the effectiveness of Meranaw Culture-Based Instruction integrated with the 5I's Learning Path in improving the conceptual understanding of Grade 9 students in Mathematics. An explanatory sequential mixed-methods design was employed. The quantitative phase utilized a quasi-experimental pretest-posttest control group design involving 90 Grade 9 students divided equally into experimental and control groups. The experimental group received Meranaw culture-based instruction while the control group received conventional instruction. A researcher-developed Conceptual Understanding Test measured students' achievement, while interviews, classroom observations, and reflection journals were conducted to explain the quantitative results. Descriptive statistics and Analysis of Covariance (ANCOVA) were used to analyze the quantitative data, whereas thematic analysis was used to analyze the qualitative findings. Results revealed that the experimental group achieved significantly higher conceptual understanding than the control group after controlling for pretest scores (F = 1137.51, p < .001). Four major themes emerged from the qualitative data: (1) traditional instruction was perceived as abstract; (2) culture-based instruction improved conceptual understanding; (3) cultural contexts made mathematics meaningful; and (4) students became more engaged during instruction. The integration of both quantitative and qualitative findings confirms that Meranaw Culture-Based Instruction significantly enhances conceptual understanding by connecting mathematical concepts with learners' cultural experiences. The study recommends the integration of indigenous cultural knowledge into mathematics instruction to promote meaningful and contextualized learning.

Meranaw culture-based instruction, conceptual understanding, culturally responsive teaching, mathematics education, 5I's Learning Path, mixed methods