Improving Class Performance of indigenous Learners through Reality Pedagogy

Abstract

INTRODUCTION

One of the most important elements of Indigenous Teaching and Learning revolves around "learning how to learn". It cannot be denied that teachers have multifarious and voluminous tasks, duties and responsibilities. In short, they wear different hats. In spite of these, they should not neglect their topmost duty which is to look into how their teaching affects every learner inside the classroom; how their learners with diverse backgrounds absorb the strategies and approaches that suit them. The study aims to improve the class performance of indigenous learners through Reality Pedagogy Approach. Specifically, it sought to know the impact and efficacy of using the Reality Pedagogy Approach among indigenous learners in Malitam Elementary School.

METHODS

The use of a survey approach in particular and the utilization of a descriptive method was observed in this research study. Survey questionnaires had been distributed that has four sets of questions which were answered by teachers. The quantitative research techniques using a Likert scale was used to rate the teachers' perception in considering reality pedagogy approach in teaching different disciplines which then affects IP's class performance.

RESULTS

In terms of assessing the level of efficacy of the Reality Pedagogy approach in the teaching and learning process, 9 out of 10 pieces of evidence/ indicators achieve a very high level. 86% of the answers attest how effective is such an approach in teaching indigenous learners which then signifies improvement and development in their class performance when done objectively.

DISCUSSIONS

Though the approach has the potential to impact the teaching and learning of indigenous learners and provide theoretical and practical approaches to support the effectiveness of teachers, they must first be accepted into both teacher preparation programs and professional development offerings in schools. Therefore, discussions about societal inequities and achievement gaps often come at the expense of providing the tools for teaching effectively. The work produced provides a set of practices that teachers can readily implement in their classrooms. These practices are conducive to both the needs of potential teachers who are clamoring for what to do once they are in classrooms and those in the classroom struggling for tools to become more effective. As teachers and researchers, we must accept that there is much work to be done in transforming education for indigenous people.