Personal and Socio-Cultural Orientations Relative to the Academic Performance of Agta Dumagat Students in Quezon Province: Basis for Developing a Student Service Program

Abstract

INTRODUCTION

Agta/Dumagat high school students who come from the far-flung and mountainous areas of Northern Quezon encountered a lot of problems because of their cultural status, that is, membership to ethnic or minority groups when they pursue secondary education. They experienced struggles both in their personal and socio-cultural orientations. Personal orientations covered their self-concept and adjustment while socio-cultural orientations included their social acceptability and values. In this study, the researcher explored factors that affect Agta/Dumagat students' academic performance.

METHODS

The descriptive-correlational method of research was employed coupled with observations and informal interviews. It was participated by fifty Agta/Dumagat youths who have currently enrolled as Grade 7 to Grade 12 students in the public high schools. Data were gathered using a contextualized survey questionnaire that employed a 4-point scale coupled with a set of open-ended questions.

RESULTS

Results revealed that the Agta/Dumagat students have a very high level of self-concept. Their adjustment problems do not adversely affect their academic performance. Their evaluative perception of social acceptability in the school or community is high. They still uphold and practice traditional Filipino values but with some changes. They were average to low average academic achievers. The students' personal and socio-cultural orientations have a low degree of correlation with each other. Likewise, the students' orientations do not relate to their academic performance.

DISCUSSIONS

The results demonstrate the needs of the teachers to consider other aspects such as the integration of culturally appropriate education, students' motivation, study habits, and socioeconomic status. Home visitation is highly encouraged to personally witness and understand the student's situation. Relevant and effective guidance program where parents are involved should be organized in all secondary schools. High schools where Agta/Dumagat students were enrolled should also sponsor on-campus celebrations highlighting the students' ethnic festivals. There is a need for the faculty to shape the classroom instructional atmosphere and modify their teaching styles in a manner that best match the students' learning styles, educational preferences, and personal and socio-cultural orientations. Lastly, to understand the needs of the students, the researcher suggested in-depth case studies of Agta students who dropped-out from high school.