The Impact of Indigenized Practical Tasks to Higaonon Students’ Learning Behavior and Mathematics Performance: A Case Study

Rachel E. Pelenio^1, and Maria Antonieta A. Bacabac¹

¹Department of Mathematics Education, University of Science and Technology of Southern Philippines, Cagayan de Oro City, Philippines

Cite this paper:
Rachel E. Pelenio and Maria Antonieta A. Bacabac. The Impact of Indigenized Practical Tasks to Higaonon Students’ Learning Behavior and Mathematics Performance: A Case Study. American Journal of Educational Research. 2024; 12(4):141-146. doi: 10.12691/education-12-4-3

Abstract

This study explored the impact of indigenized practical tasks on the Higaonon students learning behavior and mathematics performance. Employing a qualitative exploratory case study, data were gathered through observation of students’ behavior and performance in the mathematics classroom. Thematic analysis was utilized to identify the themes related to students’ responses to the integration of indigenized practical tasks in mathematics instruction. The results revealed a positive impact on Higaonon students learning behavior and mathematics performance. The students displayed heightened engagement, enjoyment, learning progress and understanding of mathematics, and application of knowledge in real life. In addition, the indigenous students appreciated the cultural relevance of the lesson through the integration of practical tasks in mathematics instruction. These findings highlight the impact of incorporating indigenous knowledge and practical tasks to create a more meaningful and culturally relevant learning experience for Higaonon students.

Keywords:
indigenized practical task learning behavior mathematics performance case study

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