Sign In Register |
EN TR
Education Mind
Research Article Open Access

Assessing the educational needs of Philippines' indigenous Kalinga teachers and students in mathematics

Julius Ceasar C. Hortelano Julius Ceasar C. Hortelano Corresponding Author Br. Andrew Gonzalez Fsc College Of Education, Science Education Department, De La Salle University, Manila, Philippines ORCID 0000-0003-0067-1704 View Profile , Lydia S. Roleda Lydia S. Roleda Br. Andrew Gonzalez Fsc College Of Education, Science Education Department, De La Salle University, Manila, Philippines ORCID 0000-0002-9412-7744 View Profile

Abstract

Society 5.0 and the post-pandemic trends in mathematics education have presented significant challenges, especially to the teachers and students of indigenous communities. Because of the uniqueness of these groups, different studies present varied ways of addressing problems particular to a certain group. Through an Exploratory Sequential Research Design (ESRD), this study identified and analysed the challenges encountered by the Philippines’ Indigenous Kalinga teachers and students in mathematics education with the goal of recommending evidence-based solutions to address emerging issues. The primary qualitative phase consisted of a presentation of the general landscape of teacher education and education in the community obtained from a systematic review of pertinent literature and records. Zooming in, a focused view of the Kalinga teachers and students was achieved through 2 focus group discussions integrated with a semi-structured interview. The secondary quantitative phase was subsequently conducted through the measurement of the teachers’ TPACK skills and students’ learning engagement. The results from both phases showed that the teachers are challenged to equip themselves with various technological resources, misalignment of instruction with the mandated framework, a mismatch between the teacher education program courses and the expected mathematical content knowledge for teachers, and a lack of pedagogical understanding regarding the interplay of culture and technology. For students, their emotional and social engagement is limited, affecting their overall engagement in learning mathematics. In the integration phase, practical solutions for how teachers can effectively integrate cultural elements into the design of technology-based instructional materials, such as authoring tools, are presented. By implementing these recommendations, we anticipate significant improvements in students’ engagement in mathematics from the teachers’ transformed pedagogical practices that conform to current trends.
Keywords: Culturally relevant pedagogy Indigenous mathematics education Learning engagement Needs analysis TPACK

References

Alangui, W.V. (2017). Ethnomathematics and culturally relevant mathematics education in the Philippines. In M. Rosa, L. Shirley, M. Gavarrete, & W. Alangui (Eds.), Ethnomathematics and its diverse approaches for mathematics education (pp. 183-208). ICME-13 Monographs. Springer. https://doi.org/10.1007/978-3-319-59220-6_8

Asrowiah, O., Sujadi, I., & Slamet, I. (2021). Needs analysis of mathematics modules as learning materials in distance learning during covid-19 pandemic. Proceedings of the International Conference of Mathematics and Mathematics Education (I-CMME 2021). https://doi.org/10.2991/assehr.k.211122.030

Baka, A. & Figgou, L. (2012). ‘Neither agree, nor disagree’: a critical analysis of the middle answer category in voting advice applications. International Journal of Electronic Governance, 5(3), 244-263. https://doi.org/10.1504/IJEG.2012.051306

Battiste, M., Bell, L., & Findlay, L. M. (2002). Decolonizing education in Canadian universities: An interdisciplinary, international, indigenous research project. Canadian Journal of Native Education, 26(2), 82-95. Retrieved from https://www.proquest.com/scholarly-journals/decolonizing-education-canadian-universities/docview/230305394/se-2

Berman, E. (2017). An Exploratory sequential mixed method approach to understanding researchers’ data management practice at UVM: integrated findings to develop research data services. Journal of eScience Librarianship, 6(1). https://doi.org/10.7191/jeslib.2017.1104

Creswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods research (2nd ed.). SAGE Publications. https://books.google.com.ph/books/about/Designing_and_Conducting_Mixed_Methods_R.html?id=YcdlPWPJRBcC&redir_esc=y

Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). SAGE. http://bayanbox.ir/view/236051966444369258/9781483344379-Designing-and-Conducting-Mixed-Methods-Research-3e.pdf

D'Ambrosio, U. (1985). Ethnomathematics and its place in the history and pedagogy of mathematics. For the Learning of Mathematics, 5(1), 44–48. https://www.jstor.org/stable/40247876

Department of Education. (2021). DepEd marks 1st decade of Indigenous Peoples Education Program (IPEd) with 2.5M learners served. Department of Education Philippines. https://www.deped.gov.ph/2021/10/08/deped-marks-1st-decade-of-indigenous-peoples-education-program-iped-with-2-5m-learners-served/

Department of Education. (2011). Department Order No. 62: Adopting the National Indigenous Peoples (IP) Education Policy Framework. Department of Education Philippines. https://www.deped.gov.ph/wp-content/uploads/2011/08/DO-No.-62-s.-2011.pdf

Figgou, L. & Pavlopoulos, V. (2015). Social Psychology: Research Methods. International Encyclopedia of the Social & Behavioral Sciences (2nd ed.). 544-552. https://doi.org/10.1016/B978-0-08-097086-8.24028-2.

Fredricks, J. A., Blumenfeld, P.C., & Paris, A. H. (2004). School engagement: potential of concept, state of the evidence. Review of Educational Research, 74(1), 59-109. https://doi.org/10.3102/00346543074001059

Freire, P., Ramos, M., Patton, L., Sleezer, C., Russ-Eft, D., & Gupta, K. (2020). Diverse students’ needs assessment case study. In D. Russ-Eft & C. Sleezer (Eds.), Case Studies in Needs Assessment (pp. 189-196). SAGE Publications, Inc. https://doi.org/10.4135/9781544342351

Fuschi, D. L., Ong, B., & Crombie, D. (2008). How Technology Can Support Culture and Learning. In K. Ng & P. Nesi (Eds.), Interactive Multimedia Music Technologies, 195-230. https://doi.org/10.4018/978-1-59904-150-6.ch010

Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2), 106-116. https://doi.org/10.1177/0022487102053002003

Hortelano, J. C., & Lapinid, M. R. (2024). Recontextualizing Kalinga’s batek and laga into an ethnomathematical teaching resource: An application of the second generation of didactical engineering. Journal on Mathematics Education, 15(2), 385-402. https://doi.org/10.22342/jme.v15i2.pp385-402

Karampelas, K. (2021). Trends on Science Education Research Topics in Education Journals. European Journal of Science and Mathematics Education, 9(1), 1-12. https://doi.org/10.30935/scimath/9556

Karoui, A., Marfisi-Schottman, I., & George, S. (2020). JEM Inventor: a mobile learning game authoring tool based on a nested design approach. Interactive Learning Environments, 30(10), 1851-1878. https://doi.org/10.1080/10494820.2020.1753214

Kaya, S. (2021). From needs analysis to development of vocational English language curriculum: a practical guide for practitioners. Journal of Pedagogical Research, 5(1),154-171. https://doi.org/10.33902/JPR.2021167471

Koehler, M. J., Mishra, P., Kereluik, K., Shin, T. S., & Graham, C. R. (2013). The Technological Pedagogical Content Knowledge Framework. In J. Spector, M. Merrill, J. Elen, & M. Bishop (Eds.), Handbook of Research on Educational Communications and Technology (pp. 101-111). Springer, New York, NY. https://doi.org/10.1007/978-1-4614-3185-5_9

Leis, M., Schmidt, K. M., & Rimm-Kaufman, S. E. (2015). Using the Partial Credit Model to Evaluate the Student Engagement in Mathematics Scale. Journal of Applied Measurement, 16(3), 251–267. https://pubmed.ncbi.nlm.nih.gov/26753221/

Lorenzana, A., & Roleda, L. (2024). Development and validation of technological pedagogical and content knowledge— action research in teaching science instrument. International Journal of Learning and Teaching, 10(1), 118-125. https://doi.org/10.18178/ijlt.10.1

McKillip, J. (1987). Need analysis. SAGE Publications, Inc. https://doi.org/10.4135/9781412985260

Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108(6), 1017-1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x

Morales, M. P. E., Anito, J. C., Jr., Avilla, R. A., Sarmiento, C. P., Palisoc, C. P., Elipane, L. E., Ayuste, T. O. D., Butron, B. R., Palomar, B. C., Casilla, N. A., Bornales, J. B., Prudente, M. S., Nepomuceno, C. T., Viray, K. R., Villanueva, R. M. R., Padama, A. A. B., Alcantara, E. C., Mercado, F. M., Sagun, R. D., Bernarte, R. P., & Pagkatipunan, P. M. N. (2019). TPACK in Philippine STEAM education. Manila, Philippines: Philippine Normal University. https://pnu-onlinecommons.org/omp/index.php/chedpnutpack/catalog/book/753

Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 16(1). https://doi.org/10.1177/1609406917733847

Patrick, H., Ryan, A.M., & Kaplan, A. (2007). Early adolescents’ perceptions of the classroom social environment, motivational beliefs, and engagement. Journal of Educational Psychology, 99(1), 83-98. https://doi.org/10.1037/0022-0663.99.1.83

Reschly, A. L., & Christenson, S. L. (2012). Jingle, jangle, and conceptual haziness: Evolution and future directions of the engagement construct. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of Research on Student Engagement (pp. 3-19). New York, NY: Springer. https://doi.org/10.1007/978-1-4614-2018-7_1

Reyteran, R. (2021). Teaching in IP schools: an analysis of teachers’ as input to pre-service teacher education. International Journal of Language and Literary Studies, 3(4). https://doi.org/10.36892/ijlls.v3i4.758

Rosa, M., & Orey, D. C. (2016). Humanizing mathematics through ethnomodelling. Journal of Humanistic Mathematics, 6(2). https://doi.org/10.5642/jhummath.201602.03

Rosa, M., & Orey, D. C. (2018). The Anthropological Dimension on Ethnomodelling Research Based on Ethnomathematics and Modelling. Open Access Journal of Archeology & Anthropology, 1(1). https://doi.org/10.33552/OAJAA.2018.01.000503

Rubia-Avi, B. (2023). The research of educational innovation: Perspective and strategies. Education Sciences, 13(1), 26. https://doi.org/10.3390/educsci13010026

SEI-DOST & MATHTED. (2011a). Framework for Philippine mathematics teacher education. Manila: SEI-DOST & MATHTED. https://www.sei.dost.gov.ph/images/downloads/publ/sei_mathteach.pdf

SEI-DOST & MATHTED. (2011b). Mathematics framework for Philippine basic education. Manila: SEI-DOST & MATHTED. https://www.sei.dost.gov.ph/images/downloads/publ/sei_mathbasic.pdf

Setiana, D. S. (2019). The role of ethnomathematics in welcoming the Society 5.0. Advances in Social Sciences, Education and Humanities Research. https://doi.org/10.2991/assehr.k.200827.130

Shukla, P. (2008). Exploratory research design. In Essentials of Marketing Research (Chapter 2). Bookboon. http://bookboon.com/en/marketing-research-an-introduction-ebook

Sudirman, S., Yaniawati, R. P., Melawaty, M., & Indrawa, R. (2020). Integrating ethnomathematics into augmented reality technology: exploration, design, and implementation in geometry learning. Journal of Physics: Conference Series. https://doi.org/10.1088/1742-6596/1521/3/032006

Thomas, D. R. (2006). A general inductive approach for analyzing qualitative evaluation data. American Journal of Evaluation, 27(2), 237-246. https://doi.org/10.1177/1098214005283748

Ulla, M. B., & Winitkun, D. (2017). Thai learners’ linguistic needs and language skills: Implications for curriculum development. International Journal of Instruction, 10(4), 203-220. https://doi.org/10.12973/iji.2017.10412a

Yig, K. G. (2022). Research trends in mathematics education: a quantitative content analysis of major journals 2017-2021. Journal of Pedagogical Research, 6(3), 137-153. https://doi.org/10.33902/JPR.202215529