AAJMRA131Learning Styles of Grade 9 Indigenous Students and Academic Performance: Basis for a Contextualized Culture-Inclusive Teaching Strategy Manual

Abstract

INTRODUCTION

One of the most debated concepts in teaching is the study of learning styles. Diversity is one of the main factors why learning styles also differ in its effectiveness especially in classrooms with culturally diverse students. These learners have different foundations, cultural experiences, upbringing, norms and preferred learning environments. This study explored the learning styles of Grade 9 section Mendeleev IP students of Malungon National High School to develop a culture-inclusive learning strategy manual for effective teaching and learning.

METHODS

This study utilized the descriptive design test and administered to the Grade 9 Mendeleev IP students of Malungon National High School. The data obtained helped develop a Culture-Inclusive Teaching Strategy Manual. The respondents of the study are the Grade 9 IP students specifically those with B'laan, Kaolo and K'lagan bloodlines of Malungon National High School.

RESULTS

The study found that the Grade -9 sections Mendeleev IP students' preferred different learning styles. It was also foundthat more than half (52.64%) 10 out of 19 students are auditory learners; seconded by the visual learners (31.58%) 6 respondents'; followed by 1 tactile learner (5.26%); and, the remaining 2 students say that they can learn equally with different learning styles. The study also found that nobody has reached the outstanding level of academic performance thus no IP students were included in the 1st quarter achievers list with the general average of 90% and above.

DISCUSSIONS

The results demonstrate that there is a need to design a contextualized culture inclusive teaching strategy manual considering the respondents learning styles integrating the cultural traditions in literature, poem, songs, dances, practices, games etc. The use of this manual will help enhance the inclusiveness of the IP students in education that will lead them to more productive classroom participation and outstanding academic achievement.