Sample Manustrcipt
Sample Manustrcipt
Sample Manustrcipt
MAYLON D. MANALOTO
December 2022
APPROVAL SHEET
pupils: Notions for a Learning Enhancement Program”, prepared and submitted by Maylon
D. Manaloto, in partial fulfillment of the requirements for the degree Doctors of Education
Major in Educational Management has been examined and found in order and is hereby
PANEL OF EXAMINERS
Approved and accepted in partial fulfillment of the requirements for the degree Master of Arts in
ABSTRACT
The study generally aimed to come up with the determinants of the academic
Division of Mabalacat City for the School year 2018-2019. The Research design was
mixed methods research in gathering data and determining the determinants that
affects the academic performance of the indigenous peoples pupils. Mixed methods
focus on collecting, analyzing and mixing both qualitative and quantitative data in a
single study or series of studies. The study aims to determined the determinants that
affects the academic performance of the indigenous pupils in which comprised the
quantitative data of the study while the qualitative methods were being adopted to
further solicit solution to cope up with a learning enhancement program to more over
improve their academic performances. The respondents were the 200 aeta pupils from
grade 4 to grade 6, 95 aeta parents and 30 teachers teaching in the 6 atea schools in the
Division of Mabalacat City. The researcher concluded the following based on the data
collected the determinants that affects the academic performance of the pupils are
themes as follows : being playful with the E-gadgets, Absenteeism and anti social due
idleness and lack of vision lack of knowledge in education and discrimination among
the IP learners. Based on the summary of findings and conclusion the researcher is
pupils and teachers, as language use is critical in teaching and learning, Address early
performance, Provide guidance and support for IP teachers to help IP pupils with
diverse learning needs and abilities, Increase access to facilities and resources to
improve the overall learning environment, Address a lack of interest and confidence
by providing motivation and alternatives to enhance learning, Foster a belief and value
for education and understand the importance of education in school activities, Address
culture and tradition that dominate the influence to improve academic performance.
TABLE OF CONTENTS
PAGE
Title Page………………………………………………………………………………… I
Approval Ii
Sheet……………………………………………………………........................
Acknowledgment……………………………………………………......…….................. Iii
Abstract……………………………………………………………................................... Iv
Table of Contents…………………………………………………………….................... V
List of Vii
Tables……………………………………………………………...........................
List of Appendices…………………………………………………………….................. Ix
Introduction…………………………………………………….. 1
…...................................
Conceptual Framework………………………………………..…………………………. 14
DON HONORIO VENTURA STATE UNIVERSITY
DETERMINANTS OF THE ACADEMIC PERFORMANCE OF INDIGENOUS PUPILS
Definition of 17
Terms……………………………………………………………………….
Chapter 2: METHOD
Research Design………………………………………………...…….………................. 20
Participants/Respondents……………………………………….….………….................. 21
Instruments………………………………………………………..................................... 23
Data Collection……………………………………………………….……….................. 24
Ethical Considerations…………………………………………………………………… 27
Data Analysis…………………………………………………………………................. 27
Statistical Treatment……………………………………………………………………... 28
Qualitative Phase………………………………………………………………………… 30
performance of IP pupils………………………………………………………………. 95
96
Summary of
Findings……………………………………………………………………..
Conclusions……………………………………………………………............................ 96
.
Recommendations………………………………………………………………………... 98
References…………………………………………………………….............................. 100
Appendices……………………………………………………………............................. 109
ACKNOWLEDGMENT
The researcher would like to acknowledge with deepest and sincerest gratitude to the
following persons who in one way or another shared in the realization of this research endeavor:
Dr. Enrique G. Baking, the University President, for his untiring encouragement given to the
graduate school students to finish their graduate education just like this researcher;
Dr. Dolores T. Quiambao, the Dean of the Graduate School, and concurrent Vice President
for Student Affairs and Services for her endless reminder to graduate student to complete the
Dr. Eduardo D. Cusipag, Dr. Adonis A. David his advisers for their countless ideas and
Dr. Reynaldo C. Nicdao, Dr. Ethelbert P. Dapiton, and Dr. Elena S. Tesoro, professors of
the Graduate School and panelists, for their immeasurable inputs to improve the manuscript;
Jaime and Carmelita Manaloto, his parents, for their unconditional love and moral support
well pleased for the love, understanding, encouragement and support during the creation of this
study.
The Participants for their time, and willingness to cooperate and participate in the
Above all, the Lord Jesus Christ God the Omniscient and Omnipotent for all His graces of
M.D.M
Chapter 1
Introduction
There can be no standstill in life, only evolution or devolution. Either one evolves or one
devolves. To be stagnant is the same as to recede. One way to progress in one’s life is through
education. It is a universal human right to attain education and is essential to bridge human well-
being, equity, and opportunity gaps. Isn’t it about time this be made sure that everyone can
exercise this basic human right without prejudice to the marginal sectors of society? In response
to this paper's initial concern, in 1990, an international initiative was launched at the World
Conference on Education for all. This was held in Jomtien, Thailand, and attended by UNESCO,
UNDP, UNFPA, UNICEF, and the World Bank. The participants of the said conference
endorsed an expanded vision of learning and pledged to universalize primary education and
massively reduce illiteracy towards the end of the decade. Another conference was held in
Dakar, Senegal, and affirmed the commitment to achieving Education For All. This time, the
participants identified six key education goals that address meeting the learning needs of all
children, youth, and adults by the year 2015. These goals include: a) expand and improve
disadvantaged children; b) ensure that by year 2015 all children in particular the girls, those in
difficult circumstance, and those belonging to ethnic minorities, have access to and complete free
and compulsory primary education of good quality; c) ensure that the learning needs of the
young people and adults as well are met through equitable access to appropriate learning and
life-skills programmes; d) achieve a 50% improvement in adult literacy in 2015 especially for
women and equitable access to basic and continuing education for all adults; e) eliminate gender
disparities in primary and secondary education by 2005, with a focus on ensuring girls full and
equal access to and achievement in basic education of good quality; and f) improve all aspects of
the quality of education and ensure the excellence of all so that recognized and measurable
learning outcomes are achieved by all, most especially in literacy, numeracy and essential life
skills (World Education Forum, 2000). It can be deduced from this conference that the assurance
of quality education must be attained regardless of whether someone belongs to the mainstream
or ethnic minorities. However, it does not explicitly address factors that may affect the learners'
performance. At this juncture, the researcher would like to present the primary concern of this
paper is to determine those possible factors that may influence the academic performance of this
minority group, the so-called Indigenous People. In this study, it refers to the Aeta.
categorize the influencing factors of the academic performance of Australian aboriginal children
into four. These are individual-level factors that cover the student's physical health status and
social and emotional well-being; carer-level factors which emphasize the socioeconomic status
and the physical and mental health of the carer's family; household environment factors and
school environment factors. The social and economic development of the country is directly
DON HONORIO VENTURA STATE UNIVERSITY
DETERMINANTS OF THE ACADEMIC PERFORMANCE OF INDIGENOUS PUPILS
linked with student academic performance. (Irfan and Khan, 2012). Furthermore, the Australian
aboriginal peoples are just one of the two indigenous peoples living in Australia. The other is the
Torres Strait Islander peoples (Tonkinson, 2021). The present study explores the factors that may
influence pupils' academic performance. The researcher believes other peculiar factors may be
elicited from this group of participants since the locale and culture differ from the Australian
Still, in Australia, Nakata et al. (2008) identify several factors that inhibit the students'
success. These are personal, family, financial, and other social issues. Evidently, the issues
associated with the academic content, academic skills, and teaching and learning approaches are
show that academic support is an essential factor in the success of many Indigenous students,
especially those who enter university under-prepared. This is another study related to the present
one being conducted to identify the possible effects on students' academic performance.
Similarly, the study of Cochrane and Maposa (2018) reveals the following themes in
ensuring the academic success of indigenous pupils: a) personal interaction with the instructor
and peer is essential; b) learning tools should be sensitive to learning needs and visual learners;c)
flexibility must be integral, allowing for learning/family needs balance; d) preference for cultural
relevance and appropriate materials enhance learning; and e) technological access and ongoing
support in its use are imperative. These are other sets of factors to ensure the academic success of
indigenous pupils. The researcher may still look into different results from the present study he
conducted.
services are perceived as enabling factors in students' tertiary education. Moreover, younger
students are more likely to discuss their progress and development with their peers rather than
with teaching or support staff. On the other hand, female and part-time students believed they
would perform better if they had excellent domestic support. Finally, he finds that the lower the
Grade Point Average (GPA, the greater the perception of their likelihood of dropping out and
that students who consider dropping out of tertiary studies are more likely to do so. Although this
study reveals factors affecting academic performance, which is similar to the present study's
perspective, it is still different in the nature of the participants regarding their educational level.
In Malaysia, Rosnon (2016) studied the indigenous education of the Orang Asli. The study
focuses on the normalization issues in the education policy for indigenous peoples, which has
impacted o the academic performance of the Orang Asli students. It analyzes the current
practices that can improve the current policy to ensure justice for all students, specifically on
improving equity and self-determination, including social justice for Orang Asli in the country.
This is similar to the present study in the area that both focus on the academic performance of
indigenous students. However, they differ on the variables since the present study has yet to
explore the participants' responses. Another policy-driven study conducted by D'Este and Einio
(2018) suggests that desegregation policies may generate benefits in student achievement. The
Orang Asli are the first people in Malay comprising the peninsular of Malaysia. They are
generally divided into three distinct groupings: the Negritos, Senoi, and Proto-Malay.
Moreover, the Orang Asli, Orang Ulu, and Anak Negeri constitute the Indigenous
population of Malaysia. The Malaysian government adopted the United Nations Declaration on
sense of urgency among teachers to make systemic changes that can offer students of color the
In the rural areas of Taiwan, where most of the aborigines live, the learning problems
include: a) the education levels of most of the parents were below college level (72.3%); b) most
of the parents are staff members and workers (73%); c) while 26-4 % of the pupils in the school
belong to the disadvantaged group; and d) the age range of the parents was from 30 to 64 years
old. Regarding the sustainability of education in rural areas, the study recommends that
educational management invest more excellent resources, and effective policies for teachers
should be a priority. The teachers must pay more attention to aboriginal students' learning
motivation, and active interaction with parents is essential (Cheng et al., 2019). This study is also
related to the present study since both deal with the academic concerns of indigenous pupils.
mountainous regions along the country's east coast. There have been 16 aborigines, Amis,
Atayal, Bunun, Hla'alua, Kanakanavu, Kavalan, Paiwan, Puyuma, Rukai, Saisiat, Sakizaya,
Seediq, Thao, Truku, Tsou, and Yami (Stephens, 2018). Similarly, the country has several
indigenous peoples (IP); however, in this study, the IP refers to the Aeta.
In North America, Mohatt et al. (2006) argue that variables outside and inside the school
must be carefully and concurrently considered to understand and improve the school
performance and achievement of Native American children. They emphasize that for a culture-
based education technique to succeed, it must chart a course toward a set of ideals and principles
consistent with the nature of the lifeways and thought ways of tribal or village cultures. Native
Americans are also called American Indian, Amerindian, Amerind, Indian, Aboriginal American,
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DETERMINANTS OF THE ACADEMIC PERFORMANCE OF INDIGENOUS PUPILS
or first nation members of any of the aboriginal peoples of the Western Hemispheres. They are
connoted to be those whose original territories were in Canada and the United States. They are
the indigenous peoples of Canada and the United States. (Paul, n.d.) In addition, Ingram et al.
(2021) explore how the research findings in their study of American Natives or Indigenous
people of North America can be used by professional societies to provide leadership to higher
education institutions and industry. The study focuses on modifying standard practices to be
more inclusive of indigenous people in consonance with the Science, Technology, Engineering,
Mathematics, and Medicine (STEMM) field, which professional societies shall use to guide them
for future practices in various STEMM disciplines. This study is related to the present, where the
participants are students of indigenous people. They differ in the focus of the study. The present
study aims to determine the factors which may affect academic performance.
Previously, in 2014, a White House report on the state of education for Native American
students reached similar conclusions, asserting that “Native youth – and Native education – are
in a state of emergency”. Bilingual education programming, the inclusion of elders and other
respected teachers in the community, and the inclusion of culturally appropriate curriculum were
suggested as a way to address this. The same prescription for change could apply to numerous
important role in producing the best quality graduates who will become great leaders and
manpower for the country thus responsible for the country’s economic and social development.
research, it is challenging aspects of academic literature, and science student performance are
affected due to social, psychological, economic, environmental and personal factors. These
DON HONORIO VENTURA STATE UNIVERSITY
DETERMINANTS OF THE ACADEMIC PERFORMANCE OF INDIGENOUS PUPILS
factors strongly influence student performance, but these factors vary from person to person and
country to country.
A 2009 UN study on the challenges of the right to indigenous education identified a number
of serious concerns and barriers to realizing the right to indigenous education. It found that
indigenous people felt a lack of control over educational initiatives aimed at their children – they
weren’t being consulted when these programs and services were being designed and
implemented. As a result, they found that the programs put in place were not being delivered by
indigenous people themselves, were not available in their languages, and did not respect their
In the Philippines, one of the Department of Education thrusts and as stated in the DepEd
Order 27, s 2016, known as the implementation of EFA is the “Education for All. Accessing
quality education to all Filipino children to ensure that there were no children left behind, is
made through establishing public schools in the upland territories among the indigenous peoples’
Alcueres (2020) revealed as a result of her study that indigenous learners showed a high extent
on their individual, instructional, and socio-cultural perceived factors. Moreover, the data
indicated that the academic performance of the respondents on the core subjects such as English,
Science, and Mathematics is “Fairly Satisfactory” on the first quarter and satisfactory level
during the second quarter. Accordingly, there is a strong relationship between the individual
factors like study habits, academic self-concept, and confidence in academic life on their
academic performance. While they are in a moderate relationship in their interest. A very weak
lessons, reading and actively participating in a group activity may help students to learn and have
an excellent Academic Performance. We concluded that not all of our 10 respondents have elder
brother and sister who may help them in studying. The person who may help them is their
Most of the parents of the IP’s Learners were illiterate, so it happens that the learners learn
more in school. Based on the data that we gathered out of the 10 parents, five of them only know
how to write their name, four were illiterate and the other one is a teacher. Teacher has a more
knowledge an ability for the IP’s Learners to learn. Teacher were the contributions of knowledge
to her students a model and a good influencer. Teachers must have patience and adaptability an
In the study of Andaya (2016 ) entitled Factors that affect the academic performance of
indigenous people (IP) students of Philippine Normal University in North Luzon also showed
satisfactory; 2) HSGPA and GA yielded significant positive correlation; 3) factor that affect perf
management and evaluation factors; 5) GA yielded negligible correlation to all the factors; 6)
individual and instructional are the factors that greatly affect/influence academic
performance of IP students.
realizing other human rights and fundamental freedoms. It is the gateway by which economically
and socially marginalized peoples can lift themselves out of poverty and obtain the means to
recognized not simply as stakeholders, but rights holders. This means they must participate in
decisions that affect them, including the right to development and education on their own terms
The Indigenous People represent nearly 14% of the country’s population. They are among
the poorest and the most disadvantaged social group in the country. Illiteracy, unemployment
and incidence of poverty are much higher among them than the rest of the population. IP
settlements are remote, without access to basic services, and are characterized by a high
incidence of morbidity, mortality and malnutrition. There are One Hundred Ten (110) major
Indigenous groups in the Philippines. Most of the Indigenous Peoples depend on traditional
swidden agriculture utilizing available upland areas. However, most of these traditional
cultivation sites and fallow areas have now been degraded and are further threatened by the
influx of migrant farmers who have introduced unsustainable low land commercial farming
practices. Furthermore, most Indigenous Communities do not have legal recognition over their
traditional lands, thus limiting their ability to freely conduct their livelihood activities and are
As stipulated in the Indigenous Peoples Rights Act (IPRA) of 1997, Section 3(h), IPs or
indigenous cultural communities (ICCs) refer to” a group of people or homogenous societies
identified by self-ascription and ascription by others, who have continuously lived as organized
community on communally bounded and defined territory, and who have, under claims of
ownership since time immemorial, occupied, possessed and utilized such territories, sharing
common bonds of language, customs, tradition and other distinctive cultural traits, or who have,
religions and culture, became historically differentiated from the majority of Filipinos. ICCs/IPs
shall likewise include peoples who are regarded as indigenous on account of their descent from
the populations which inhabited the country, at the time of conquest or colonization, or at the
time of inroads of non-indigenous religions and cultures, or the establishment of present state
boundaries, who retain some or all of their own social, economic, cultural and political
institutions, but who may have been displaced from their traditional domains or who may have
resettled outside their ancestral domains.” 3.2 IP Education (IPEd) Program – refers to the
“program that supports education initiatives undertaken through formal, non-formal, and
informal modalities with emphasis on any of, but not limited to, the key areas of Indigenous
Knowledge Systems and Practices and community history, indigenous languages, Indigenous
Learning System (ILS) and community life cycle-based curriculum and assessment, educational
goals, aspirations and competencies specific to the Indigenous Cultural Community (ICC),
assessment, and management of the initiative, recognition and continuing practice of the
community's ILS, and the rights and responsibilities of ICCs” (Section 8.4, Implementing Rules
The Indigenous Peoples Education (IPEd) Program is DepEd’s response to the right of
indigenous peoples (IP) to basic education that is responsive to their context, respects their
identities, and promotes the value of their indigenous knowledge, skills, and other aspects of
their cultural heritage. Specifically, the objectives of the IPEd Programare the following: a. make
the curriculum culturally responsive to the specific community context of IP learners; b. build
the capacity of teachers, school heads, and other concerned personnel at different levels of
DON HONORIO VENTURA STATE UNIVERSITY
DETERMINANTS OF THE ACADEMIC PERFORMANCE OF INDIGENOUS PUPILS
governance in implementing culture-based education for IPs; c. support the development of
culturally appropriate learning resources and learning environment responsive to the specific
community context of IP learners; d. strengthen the policy environment supportive of IPEd; and
e. address the learning needs of IP learners who lack access to basic education services. 1.2 The
IPEd Program supports the realization of the K to 12 Basic Education Curriculum, which
subscribes to the following standards and principles, among others: inclusive, culture-sensitive,
and flexible enough to enable and allow schools to localize, indigenize, and enhance based on
the community’s educational and social context. 1.3 To strengthen the capacity of DepEd in
based, a Program Support Fund (PSF) shall be provided to regional and schools division offices
in FY 2016. For the implementation of the program in 2016, the PSF shall be used solely for
IPEd-related activities that support three (3) thematic focus areas, namely: (1) curriculum and
learning resources development; (2) capacity building; and, (3) education planning for IPEd.
These focus areas aim at further building the institutional capacity of DepEd offices in
indigenization of the curriculum at the school/division level, and formulating education plans at
the division and school levels that are culturally relevant and responsive. Activities under these
Minority group of aeta communities located in the Mabalacat City specifically in the
Barangay Marcos Village Sitio Haduan and Calapi, Barangay Macapagal Village and
Calumpang Sitio Monicayo. The DepEd Division of Mabalacat City serve the IP communities
with the 5 Public Elementary School within the upland Communities of each barangay.
According to the local history of Mabalacat Father Andres de San Fulgencio founded the
DON HONORIO VENTURA STATE UNIVERSITY
DETERMINANTS OF THE ACADEMIC PERFORMANCE OF INDIGENOUS PUPILS
Mission of Mabalacat in the year 1717. He noted that in the mountains of Mabalacat, there lived
more than a thousand Aetas and Balugas. Fr. Andres convinced the heads of the clans to relocate
to a more convenient town site to facilitate their Christianization. He believed that when the
heads are resettled, their followers would be tagged along. More or less thirty (30) native chiefs
and their families acquiesced. They constructed their houses and fields around the town site
centered on the church. They comprised the core populace of the town. On September 3, 1717,
The town of Mabalacat, that began in the year 1717, is currently showing auspicious beginnings,
not only in spiritual terms but also temporal, with the fields and houses that were already made,
with many requests for baptism and of making the township an excellent foothold towards the
mountains, where, as I already indicated, it is more convenient and proportionate to the ends that
I have dwelt this year (1717) among them in these mountains of Mabalacat; having reduced the
natives of the elevated vicinity, making them go down and settle in this place that I believe at
this moment is very convenient for such a purpose. Most of the aeta communities represent the
majority group which the main source of their income is farming in mountains, and selling crops.
As the Department of Education main trust to provide accessible quality education to all. The
desire of the researcher is to help in determining the determinants of the academic performance
of the indigenous pupils and provide a life changing learning enhancement program.
Figure 1 below shows the framework of the study. The researcher used the IPO model
where the input is whereby the gathered data both in the interview for the qualitative phase and
in the questionnaire for the quantitative phase are reflected. The process which shows the
procedure used in data gathering included the unstructured interview to gather the data for the
qualitative part and the questionnaire for the quantitative part. Both instruments were subjected
to validation from the experts. Another instrument used was documents where the ratings of the
student-participants were gathered. The output covers the learning enhancement program which
will be proposed based on the results of the gathered data after a thorough analysis and
interpretation. The arrow emanating from frame 1 which is the input pointing at frame 2 which
is the process shows how both qualitative and quantitative data will be gathered by the use of the
instruments as indicated in the latter. Moreover, the arrow emanating from frame 2 pointing at
frame 3 which is the output shows the implication of the results and findings of the gathered
data.
Peoples’ pupils in the Division of Mabalacat City for S.Y. 2018-2019 in order to propose
1. What are the determinants affecting academic performance of Indigenous Peoples’ Pupils
as perceived by;
a. IP Pupils
b. IP Parents
c. Teachers
2. What are the determining factors that affect the academic performance of the Indigenous
a. IP learners
b. IP Parents
c. Teachers
3. What is the extent of the effect of the determining factors in the academic performance of
5. Based on the results and findings of the study, what Learning Enhancement Program can
be crafted?
The significance of the study may be viewed under the following perspectives:
can be motivated to pursue their studies and the different identified determining factors may be
of help in the pursuit of their personal adjustments to improve their academic performance.
The IP Teachers. This study may serve as a valuable reference to homeroom teachers and
guidance counselors that they may use the result of the study as bases for the selection of
activities to be provided to the indigenous pupils to prevent, limit and eliminate the possible
causes or problems of poor academic performance and to ensure effective teaching and learning
process.
Indigenous Peoples Parents. They may use this study for better understanding of their
roles and responsibilities in supporting the education of their children and to instill in the minds
of their children the importance of education. This may also be a wake-up call for them that
somehow the socio-cultural beliefs of early marriage is not the sole answer to poverty.
Officials in the Division of Mabalacat City and Research Unit. The findings may be used
as a metric tool to determine the major determinants that affect the academic performance of
indigenous pupils. It may serve as the baseline to come up with programs that are beneficiaries to
the IP pupils.
Education as an Academic Discipline. This study may provide insights on how to improve
the principles of effective and instructional models with emphasis on student centered and
Researchers/Readers. Through this study, exploratory research may serve as the basis for
their future research undertaking, helping to improve educational outcomes for Indigenous
The study focused on the determinants that affect the academic performance of indigenous
pupil-respondents and aimed to propose a learning enhancement program for the five (5) aeta
schools in the Division of Mabalacat City school year 2018-2019. There are 200 indigenous
pupil-respondents, thirty (30) teachers of IP schools, and ninety-five (95) aeta parents.
Definition of Terms
For purposes of better understanding, the following terms are hereby defined conceptually
and operationally:
institution has attained their short or long-term educational goals and is measured either by
continuous assessment or cumulative grade point average (CGPA)(Tadese, Yeshaneh, & Mulu,
2022). Operationally, this refers to the performance of the indigenous people pupils as measured
competence, time management, strategic studying, and test anxiety were studied as determinants
of academic performance, i.e., Grade Point Average. (Talib and Sansgiry, 2012). Operationally,
in this study, the determinants are those identified themes by the participants as results of the
from the dominant or mainstream society; hence, these characteristics put them at disadvantage
in the process of development as per Asian Development Bank while according to the United
Nations Permanent Forum, they are most often mentioned as tribal people or ethnic groups or
communities (Biana, et al, 2016). Operationally, these refer to the Aeta pupil who served as the
Acronyms
IP - Indigenous People
Chapter 2
METHOD
This chapter presents the research design, respondents, instruments, data collection,
Research Design
This study utilized mixed methods research in gathering data and determining the determinant
that affects the academic performance of the indigenous peoples’ pupils. Mixed methods
research focuses on collecting, analyzing, and mixing both qualitative and quantitative data in a
single study or series of studies. Its central premise is the use of qualitative and quantitative
Thus this study aims to determine the determinants that affect the academic performance of
the indigenous peoples’ pupils which comprised the quantitative data of the study while the
qualitative methods were being adopted to further solicit solutions to come up with a learning
Furthermore, the researcher also used the mixed methods exploratory sequential mixed
method design to draw the determinants of the academic performance of indigenous pupils from
the perception of the IP learners, IP parents and Teachers based on the qualitative data.. The
purpose of the exploratory sequential design is to collect data from qualitative and quantitative
data at different times. Quantitative study depends on qualitative results. Identifying quantitative
(Creswell and Clark, 2011). Therefore, the merging of the data generated both from quantitative
and qualitative methods were judiciously taken into consideration to produce a proficiency
reference framework. In using the exploratory sequential design, the researcher employed the
Qualitative phase. Design and implement the qualitative strand by formulating the
qualitative research questions and determining the qualitative approach. Identifying the
qualitative samples by collecting qualitative data through interviews using a guided interview
questions as instruments and analyzing their responses and process by coding and themes to be
use in crafting the instrument tools and validated by the top management who are experts in
teaching and handling IP learners such as the division CID chief, division SGOD Chief, EPS in
Special and Inclusive Education and IP School Principals. The qualitative parts were participated
by twenty (20) aeta pupils, twenty (20) aeta parents and twenty (20) teachers teaching in the aeta
schools.
Quantitative phase. Use qualitative results through refining and crafting the quantitative
instrument tool. Determining the selected participants for the quantitative samples and designing
quantitative data collection protocols; Design and implement the quantitative strand through
stating quantitative research instrument that came from the themes of the qualitative result and
determine approach; selecting a quantitative sample that can help explain the qualitative result;
After the completion of the quantitative instrument followed by the reliability and validity test
though a reliable certified statistician in preparation for pilot testing with 20 aeta learners, 5
Teachers of aeta school and 5 aeta parents after that followed by the actual data collection with
the 200 aeta learners, 98 parents and 30 teachers teaching in the aeta schools.
DON HONORIO VENTURA STATE UNIVERSITY
DETERMINANTS OF THE ACADEMIC PERFORMANCE OF INDIGENOUS PUPILS
Interpreting the connected results through summarizing and interpreting the quantitative
results; summarizing and interpreting the qualitative findings and discussing to what extent and
in what ways the qualitative results helped to explain the quantitative results.
In addition Cross-sectional studies are observational studies that analyze data from a
population at a single point in time. They are often used to measure the prevalence of health
outcomes, understand determinants of health, and describe features of a population. Unlike other
types of observational studies, cross-sectional studies do not follow individuals up over time.
They are usually inexpensive and easy to conduct. They are useful for establishing preliminary
evidence in planning a future advanced study. This article reviews the essential characteristics,
describes strengths and weaknesses, discusses methodological issues, and gives our
recommendations on design and statistical analysis for cross-sectional studies in pulmonary and
critical care medicine. A list of considerations for reviewers is also provided.It is described as
based on the outcome status) or cohort studies (subjects selected based on the exposure status),
the subjects in a cross-sectional study are simply chosen from an available population of
Once the subjects are selected, the investigators will collect the data and assess the associations
Informants / Participants
Qualitative phase. The respondents of the study were the two-hundred (200) aeta pupils (4
to 6 grades), ninety-five (95) aeta parents and thirty (30) teachers teaching in aeta school in the
Division of Mabalacat City for the school year 2019-2020. The universal sampling techniques or
Calapi Negrito ES 40 20 6
Haduan Negrito ES 40 19 6
Monicayo ES 40 18 6
Marcos Village ES 40 19 6
Macapagal Village ES 40 19 6
TOTAL 200 95 30
Parents, and 6 Teachers respectively with a total of 200 aeta learners, 95 Parents and 30
Teachers.
Research Instruments
Qualitative Instrument
For the qualitative part, an interview guide semi-structured open-ended questions will be
designed as the instrument and validated by the 5 professional expert in the IpEd curriculum
such as SGOD Chief, CID Chief, EPS in IPEd, focal person in the IPEd program and School
Heads of IP Schools in the Division of Mabalacat City to gather insights and relevant data
relative to the views and perceptions of the participants such as the 5 IP Pupils, 5 IP parents and
After the interview researcher incorporated all the responses and underwent coding and formed
a theme based on their feedback and let the respondents again validate the constructed theme and
make sure that 100% of respondents approved the themes. The respondent came from the 5 aeta
schools in the Division of Mabalacat City Composed of 5 Parents 5 Teachers and 5 Learners.
The researcher personally prepared the instrument in consultation with his adviser. After
finalizing the first draft, it was subjected to a validation by three (5) experts in the academe: a
chief supervisor in CID and SGOD, Supervisor and focal person in the IPEd program, school
heads of the IP’s Schools. All the recommendations of these experts were considered in the
Quantitative Instrument
On the other hand, another instrument was designed for the quantitative part. The concepts
and themes drawn as results of the qualitative analysis were used to formulate the questionnaire
to be adopted in gathering data for the quantitative part. After the formulation of the Quantitative
DON HONORIO VENTURA STATE UNIVERSITY
DETERMINANTS OF THE ACADEMIC PERFORMANCE OF INDIGENOUS PUPILS
Instrument tool validated again by the 5 professional experts in the IpEd program in preparation
for the pilot testing. Instrument also facilitate by the reliable statistician for validity and
Data Collection
The researcher requested permission through a letter addressed to the Schools Division
Superintendent of the Division of Mabalacat City. After acquiring the official approval, the
researcher prepared the plan of activities and consent of the respondents for the actual data
gathering phase to the school heads of the participating schools and elders of the communities as
Qualitative phase. The researcher interviewed the 20 aeta pupils, 20 teachers and 20 Atea
Parents in the 5 participating schools of the Division of Mabalacat City to find solutions on
improving the current state of the academic performance of the aeta pupils. Using the Guided
Interview Questions validated by the 5 professional experts in IP’s curriculum such as SGOD
chief, CID Chief, EPS in Special and Iped Curriculum together with the school Heads of the
Aeta schools. Data gathered from qualitative part process through coding and themes to be used
in crafting the instrument tools to be used for the quantitative part of the study.
Quantitative phase. After the process of qualitative data the questionnaires or instrumental
tool is validated again by the experts and certified its reliability test by the statistician in
preparation for floating after the pilot test for 20 atea pupils, 20 Teachers and 20 Parents before
were distributed to the identified 200 aeta pupils, 95 Parents and 30 Teachers in the aeta schools
in the Division of Mabalacat City. The researcher personally administered and retrieved the
questionnaires to the respondents. Numeric data was the product of this phase of the study.
understanding on the proposed learning enhancement program for the aeta pupils.
Ethical Considerations
The researcher first created a communication letter to the Schools Division Superintendent
and schools principal of the aeta schools asking permission to conduct the study, after the
approved letter next to ask the permission of elders and chieftain as their local protocol after their
approval the researcher requested consent of the respondents and participants involved or not
involved in the study to observe ethical norms in the conduct of the study. The anonymity of the
respondents and participants was secured and their responses were treated with utmost
confidentiality to protect the interest and credibility of the schools. Finally, the results and
findings of the study were treated with full objectivity which was an evident of professional
respect on the quantitative and qualitative data. The data privacy law was strictly observed and
adhered to DepEd Order No. 16 s. 2017 was also strictly followed. This issuance is a guideline
about ethical standards in research involving learners, teaching and non-teaching related
personnel, the guidelines aim to maintain the ethical conduct of research at the regional, division
and school levels. Due to the pandemic the researchers wait for the right time to lift the band
caused by the pandemic to penetrate with the aeta community and school for the gathering of the
data.
Data Analysis
Qualitative Phase.
data, such as language. By using this method, researchers can identify patterns of meanings,
known as themes, within their resources. They can use these patterns to answer the research
question that their study aims to answer. Qualitative data analysis was used in analyzing the data
in this phase. The procedure was as follows: 1.) What are the viewpoints of the experts in
improving the factors on the academic performance of Indigenous peoples’ pupils? 2.) Based on
the results and findings of the study what Learning Enhancement Program can be suggested?
Quantitative Phase.
In analyzing the quantitative part the following statistical tools were used such as
Frequency, Percentage, Mean, Ranking and Standard Deviation. Statistical treatment of data was
used in analyzing the data in this phase. Descriptive statistics was used to process the gathered
data. Frequency counts, percentage and ranking procedures were used in describing and
analyzing the results of 1.) What factors have significant effects on the academic performance of
Indigenous Peoples’ Pupils? 2.) What is the extent of effect of each factor? 3.) What are the
viewpoints of the experts in improving the factors on the academic performance of Indigenous
peoples’ pupils?
This chapter presents the findings, results and discussion of the gathered data based on the
Indigenous Peoples’ Pupils. This statement focuses on the perceptions of the participants towards
this study. Perception is identified as the act or faculty of perceiving, or apprehending by means
of the senses or of the mind; cognition; understanding based on the given situation. Based on the
results of the interview through the qualitative part of this study the perception of the three
respondents which include the Students, Parents and Teacher are presented on the following
themes.
Pupil-participants perceived that being playful with gadgets affects their academic
performances. Paradoxically, these gadgets have been used to continually improve and expound
methods through which pupils can learn, however, the same resources affect the academic
performance of the pupil disadvantageously. The gadgets mostly used by learners are tablets,
mobile phones, cameras and Computers. The pupil participants are amenable that the used of
Ang nagiging epekto sa aking pag aaral ay ang palagihan kong paglalaro
paglalaro sa computer kasi ako ay nawiwili duon (For me, playing the
These findings showed how the used of gadgets affected the academic performance of the
participants. However, there are debates concerning the advantages and disadvantages of
electronic gadgets usage inside the classroom.(J Collison, 2020). Furthermore, he emphasized
that being playful with gadgets and excessive used of it are clearly indication of low in the
academic performance
Being anti-social was due to the bullying that the participants encountered. Absenteeism
and being anti-social may create a great impact in the academic performance of each participant.
Evidently, bullying in the form of discrimination in the Aeta community developed in them
antisocial behavior and it will lead to low or poor performance of learners since they tend to shy
away from the class and eventually missed the class. To avoid bullying, they have to join the
The findings showed that due to bullying, the participants develop anti-social behavior as
manifested by the avoidance attitude in joining and participating in their respective group.
Shahria et al. (2015) reported that bullying is deemed as a serious problem in academic
settings in all parts of the world. They found that bullying has a negative impact on academic
performance. Females were more affected than males by bullying. Alison (2016) stated that
bullying is considered as a global problem that affects emotional, social, and physical
wellbeing of school-age children worldwide. Sekol and Farrington (2016) found that bullies,
compared to non-bullies, have been bullied before. Bullying at school affects academic
achievement since bullied children feel fearful and weak and at the same time it affects
students’ personality traits and self-confidence. As I interview the participant I can see the
feeling of discrimination in their eyes which lead them to stop dreaming for their future.
their academic performance. Since education for all EFA is one of the department trusts and
making quality education is accessible to all. But in reality in order to perform well in the
academic setting it requires materials and means to get rid of the academic activity and come up
with the requirements of the curriculum. Children who lack provision of reading
materials perform poorly in schools. Pupils who do not have a background which have resources
like books sometimes perform poorly at school although they are taught by highly qualified
teachers.
The adequacy of TLR determines the success or failure of the educational system. The
parents, and sponsors should continue to be encouraged. This is because lack of such facilities
Poverty is when an individual or family’s income is in the poverty line whose income is
below minimum wage. They may also be those unemployed individuals for a number of
reasons like lack of skills, and did not complete basic education. Thus,
Walang trabaho ang aming mga magulang (Our parents are unemployed) PAS2
Walang trabaho ang mga magulang (Parents do not have job PAS3
Kahirapan na makakagawa ng desisyon (Decisiveness is affected by poverty) PAS5
McKenzie (2019) stressed that poverty has become one of the most prevalent indicators of
academic achievement in the schools today. As the number of students raised in poverty
increases, it is vitally important that educators be aware of the effects of poverty on student
behavior and learning capacity in the classroom. Teachers must incorporate proven strategies
to be able to help address the gap in academic achievement between the learners raised in
poverty and those in more affluent families. Another finding is that the students raised in
poverty are indeed more apt to emotional and social challenges, mental health issues, and
cognitive lags due to significant changes in their brain structure. He recommended that to be
able to decrease the achievement gap due to poverty, there is a need to build strong
Idleness is putting the work aside. In teaching and learning, idleness is displayed when
learners tend to put aside or ignore the assignment or activity required of them to complete or
Dahil sa mga dahilan ito ay nawawalan ng gana ang mga batang ayta sa pag
aaral hangang sa huminto nlang sila sa pag aaral., SAS3
Idleness is due to lack of discipline, planning, foresight, and organization. Idleness results
in time that is wasted in unproductive (Fong, 2018) If the learners loses sight of the big
picture goals and objective, however, they can lose interest in their studies.
Discrimination is evidently observed within the community among the IP’s by the other
people from the lowland. Self-pity and sensitivity is one of the characteristics usually seen in the
behavior of the IP people. One of the names that the IP’s do not want to hear calling them is “
Baluga ” which locally means low class, “ walang alam “ (Not knowledgeable) Mahinang
validating the qualitative responses based on their lived experiences encountered while they are
studying.
DON HONORIO VENTURA STATE UNIVERSITY
DETERMINANTS OF THE ACADEMIC PERFORMANCE OF INDIGENOUS PUPILS
Table 2
Weighted Means, Standard Deviations and Verbal Interpretation of the Responses of the
Respondents on their Perceptions regarding the determinants of academic performance of the
IP Pupils.
Table 2 presents the weighted means, standard deviations and verbal interpretations of the
performance of the IP Pupils. The findings showed that the respondents agreed that being playful
of e gadget (X =3.27 with 1.03 SD) is a prime determinant of their academic performance. This is
followed by discrimination ((X =3.15 with 1.02 SD) and closely to employment is limited to
mountain work (X =3.13 with 1.05 SD). Another determinants that they perceived affecting their
academic performance is that they have no school supplies which lead them to lack of resources
to be used in the school activities (X =3.09 with 1.08 SD). Eventually, due to this issue they are
led to develop idleness and lack of visioning (X =3.02 with 1.04 SD) which further trails
absenteeism and becoming anti-social established by bullying (X =2.87 with 1.18 SD).
indicators is X =3.07 with 1.07 SD with verbal description equivalent to “Agree.” This implies
that all the indicators cited herein are their perceptions on the determinants of the academic
performance. This further validates the textual responses of the participants formed into themes
as part of their lived experiences on their perceptions about the determinants of academic
performance.
Rashid, J.A., Aziz, A., A et., al. (2020). found that the more the students engage in their
mobile phones, the more their academic performance is affected. They concluded that their
addiction to the use of their mobile phones affects their performance academically. They further
elaborated that such a result has been validated that the addictive use of mobile phones have
On the other hand, Sanders (1997) his study indicated that some African American students
with a high awareness of racial discrimination respond to this discrimination in ways that are
conducive rather than detrimental to academic success. For these students, positive racial
pupils.
Increase your self-confidence and happiness in learning, Expanding our skills and working
towards something that we can achieve as we understand the importance of language. Based on
the actual experience of teachers, one of the reasons that affects the academic performance of the
Mahina ang pasensya nila kapag di nila alam ang gamit na terminolohiya,(They
are impatient when they do not know how to use the terminology) TAS 3
at Save the Children UK, children are approximately 12 years old before they fully
master their native language. Before this point, children are not able to pick up a second
More often than not, parents who completed a college degree are likely to motivate their
children to also finish a college degree of either child’s preference of their own choice. Basically,
these parents who have knowledge of education show a better glimpse of the essence of
There are many factors that may affect the academic performance of IP learners
and barely see the importance of education (TAS2)
There are lots of factors that may affect the academic performance of the IP
learners one of the factors is the parents educational background (TAS5)
Nelson (2009) argued that parents who have advanced degrees have shown they value
education. Accordingly, those parents who attained higher GPAs or General Point Average in
DON HONORIO VENTURA STATE UNIVERSITY
DETERMINANTS OF THE ACADEMIC PERFORMANCE OF INDIGENOUS PUPILS
college often pursue graduate and doctoral degrees. The past achievements become a benchmark
for their children to follow as parents’ past pursuits in education may augment structural factors
on intergenerational behaviors. Their performance and behavioral traits are passed down to their
children. Higher achieving parents foster those things that are important in their children and
Theme 3. Proper orientation develop right attitude and behavior towards studies
Proper orientation is crucial because it usually lays the foundation and directs behavior
towards a goal at the same time for the IP parents to address the right attitude and behavior
towards education. They must be properly oriented with the significance of education. Just as
the saying goes, “you cannot give what you do not have.
Lack of guidance and support from parents, Lack of follow up at home, TAS 3
According to Faroog, et.,al. (2022) parents keep check and balance on their children and
provide a guiding mechanism for their academic matters. Child's academic performance assisted
through regular monitoring, consistent meetings with child and check directly all the matters of
Based on the perception of teachers respondents that the Life condition in the aeta community
is always dominated by their IKSP local cultures, tradition and beliefs. Learners will always look
upon the life how they see and experience within the community as their culture and traditions.
The most influential factors that affects their academic performance is their
environment. Environment play an important role in developing their
performances. TAS 2
According to Lynch (2016) a person’s culture and upbringing has a profound effect on how
they see the world and how they process information. This fact was discussed by Richard Nisbett
in his work, The Geography of Thought: How Asians and Westerners Think Differently — and
why Nisbett worked with psychologists in Japan and China and determined that the holistic way
of viewing the world typical of many students from those countries differed from that of their
American counterparts, who tended to view the world in parts or distinct classes of objects that
could each be defined by a set of rules. In other words, the Asian children see the world in terms
of the relationship between things, whereas American children see the world in terms of objects
as distinct entities. This information is helpful when we consider how cultural background might
influence approach to both learning and school performance. There are a number of theories that
seek to explain differences in school performance among different racial and ethnic groups.
Three theories particularly stand out: the cultural deficit theory, the expectation theory, and the
cultural difference theory. The expectation theory focuses on how teachers treat students.
When teachers expect students to perform poorly, they approach teaching in ways that align with
their low levels of expectations. In these instances, students tend to perform at the low levels
expected of them by teachers. Rosenthal and Jacobson tested this theory in their Pygmalion
effect study. A group of teachers were told that their students were due for an intellectual growth
spurt during the school year. Even though the students were average in terms of academic
performance, the teachers interacted with them based on this expectation. All students in the
experimental group improved both academically and socially by the end of the year. Based on
the notion of a self-fulfilling prophecy, students who experience high expectations seek to reach
the level of expected behaviors. Correspondingly, students who experience low expectations act
A sound mind in a sound body is one of the statements in another context proving the finances
and resources among families and schools greatly affects the learners performance in terms of
finances and resources support. It is a normal situation that teachers observe in their classes that
aeta learners go to school with their empty stomach and school became a culture of preparing
foods and snacks for the aeta learners that came from their own pockets. Parents cannot also
provide school materials and other things to be used by their children because of their lack of
Table 3
Weighted Means, Standard Deviations and Verbal Interpretation of the Responses of the
Teacher-Respondents on their Perceptions regarding the determinants of academic
performance of the IP Pupils.
Guimaraes and Correa (2014) found that financial resources are paramount in producing
Aeta parents perceived that one of the reasons why their children did not continue their
education is because they do not know the importance of education since they just stay in the
mountains.
Dahil sa paniniwala nila na hindi mahalaga ang edukasyon mas mahalaga ang
makatulong sila kagad sa knilang magulang dahil sa kahirapan,(Due to their
belief that education is not important, what matters is to help the parents at
once to address poverty) PAS 4
According to the University of people, it states that with education, people can become better
citizens, knowing right from wrong, allowing for a better society where laws are followed. An
educated nation knows about the importance of voting, doing so with the knowledge not blindly,
but also having an understanding of what their party truly stands for. Education can also help
One of the reasons for discontinuance of education among the aeta learners is the early
marriage and being part of their culture and tradition and acceptance by the community as well.
It is customary for the children to help their parents to work in the mountains or seek income for
the family and their way to help augment expenses is to marry early.
Ang maagang pag aasawa ng mga katutubong ayta ang dahilan,(Early marriage
of the Aeta is the reason) PAS2
Maagang pag aasawa dahil ang kanilang mga magulang mismo ang nagtutulak
sa kanilang mga anak para sila ay mag asawa ng maaga.(Early marriage was
due to their parents insistent that caused the children to get marry early)PAS 3
Agad na pag aaswa ang ibang mga batang ayta yung iba nman mas gusto ang
tumulong sa magulang kesa sa pag aaral. PAS 4
In this type of locale discrimination has always been an issue. Treating someone unfairly
because of personal features that are not relevant like race, disability or age.
Discrimination is evidently observed within the community among the IP’s by the other
people from the lowland. Self-pity and sensitivity is one of the characteristics usually seen in the
behavior of the IP people. One of the names that the IP’s do not want to hear calling them is
According to Bracic (2016) at the individual level, discrimination that leads to the decrease in
cooperation is likely to create further harm to the person. If cooperation is a social acceptance
norm in a society, individuals who go beyond may face further negative personal repercussions.
Hence, if discrimination leads someone to cooperate less, that lack of cooperation may itself
drive further harm. This increased harm makes the initial discrimination may seriously become
more problematic
Customarily, children would always want to help their parents to earn a living. With the
nature and culture of the Aeta children as early as at young age they are trained to help their
parents in the farm for their livelihood and earn income for the family. Such a notion is the
bundok,PAS 1
Ang epekto ay ang kailangan na tumulong sa kanilang magulang sa pagtratrabaho sa
bundok, PAS2, PAS3
Mas pinipili ng aming mga anak na tumulong nlang sa pagtatrabaho sa bundok kesa sa
magaral PAS3
people like the one she saw a person on the street eat out of a garbage can. This sight motivated
her that she could help alleviate poverty and homelessness. At 8, she decided to do something
big to help the homeless. She created the Ladybug Foundation with the help of parents. This is
a non-profit group that helps poor and homeless people all over Canada.
More often than not, an ordinary family learning from their neighbors that the children have
completed their education, they seemed to be motivated. Thus, they also want their children to
complete their education. As such is contaminating events in the community and this Aeta
Purohit (2022) emphasized that to understand how to motivate oneself, one must celebrate the
small wins people around they achieved. This is the best way one can motivate or boost
someone to get more from themselves, be a part of others’ happiness and make one feels proud
and good about oneself. When one is happy for others, he or she always gets their blessings.
Eventually, this helps build positivity to somebody and may make them optimistic for their
lifetime.
Table 4
Weighted Means, Standard Deviations and Verbal Interpretation of the Responses of the
Parent-Respondents on their Perceptions regarding the determinants of academic
performance of the IP Pupils.
Determining factors that affect the academic performance of the Indigenous Peoples’
Pupils
According to Misty Lacour and Laura D. Tissington 2011 in their study The effects of
affects academic achievement due to the lack of resources available for student success. Low
achievement is closely correlated with lack of resources, and numerous studies have
documented the correlation between low socioeconomic status and low achievement.
DON HONORIO VENTURA STATE UNIVERSITY
DETERMINANTS OF THE ACADEMIC PERFORMANCE OF INDIGENOUS PUPILS
Kakulangan sa Pagmulat ng kahalaghan ng edukasyon, kawalan ng tiwala sa sarili,
maagang pag-aasawa Di sapat sa suportang pinansiyal ito ay ang mga dahilan bakit di
na nakakapagpatuloy sa pag-aaral PAS1
Isa sa dahilan ay ang kahirapan sa buhay dahil para sa kanila ang pag aasawa ay ang
tanging paraan para sila ay makaalis sa kahirapan, PAS3
Kawalan ng pinansiyal na suporta ng mga magulang kaya di sila makapag aral, PAS4
Lack of Skills and employment ability is the main reason why aeta communities experience
poverty and that leads to discontinuing their children's education to work with their parents in the
Participants)
Tuknang lang magaral mas inuuna ang mga magulang para makatulong sa
bundok, SAS3.
One of their culture that their children prefer to work in the mountain instead of going to
school and their parents allowed it because it will lighten their work if their children will help
Sajjad Hossine Sarif Impact of Poverty on Academic Performance. Selected Students in the
Despite the many declarations on education of children, the majority of children are still
out of school. Poverty has been one of the factors that has caused the above phenomena. One
of the most pernicious aspects of poverty is that it is self-reinforcing. For example, it at once
magnifies the power of educational success as a means of social mobility and interferes with
the probability of such success occurring. Because poor children have lower rates of
DON HONORIO VENTURA STATE UNIVERSITY
DETERMINANTS OF THE ACADEMIC PERFORMANCE OF INDIGENOUS PUPILS
achievement in the core curricula of the educational system, they are less able to obtain the
high-status academic credentials that have become necessary for securing well-paying, stable
jobs in the modern American economy and, therefore, are more likely to face economic
According to Nkwain Adeline Yafi 2018 Poverty is the main reason behind early
marriages in rural areas as most families have large family sizes. With such families, most
parents are unable or unwilling to take care of their children. Early marriages are therefore
seen as opportunities to reduce this burden. Others who cannot feed or send their children to
school, give young girls off marriage to older men. Some parents arrange marriages between
their children and their creditors as a way of settling debts. The main argument here is, if early
Kagad nakakapag asawa ang mga batang ayta dahil narin sa utos ng kanilang magulang at
sumasama sa pagtatrabaho sa bundok, SAS2
Kawalan ng pinansiyal sa pag aaral at at pagaasawa hangang di na makapag aral.SAS3
Hindi pagpapatuloy sa pag-aaral at pag aasawa nlang para makawala sa puder ng
magulang, SAS2
Dahil sa kawalan ng edukasyon lalung nahihirapan ang mga batang ayta dahil sa
maagang pag aasawa para makawala sa responsibilidad, SAS4
Employment is limited and Mountain Work. Because of the location and situation of the
community together with the educational background of the parents, there is no availability of
According to Khimm 2011 the researchers concluded, “one percentage point higher
unemployment rate leads to a 0.3 percentage point increase in the probability that a child repeats
a grade. It shows that a parental job loss increases the probability of children’s grade retention by
Based on the status and condition of the Indigenous people a greater part of their academic
According to Wondu Teshome Beharu Psychology is among many things that matters in
human day-to- day activities. The success and failure we face in various activities we perform
each day most often depends on our every day psychology. As such people can suffer from
various psychological problems that severely disrupts their daily functioning on various
occasions. These problems mainly emanate from psychological factors such as stress, anxiety,
achievements, test anxiety, poor performance, low self confidence, unrealistic worry and fear or
(S)
Based on the actual experience as observed by the researcher, aeta children find difficulty
in comprehension in their studies and lead it to idleness and lack of confidence. Since they have
Sub Theme 2: Lack of interest causes inability to follow academic activities (P)
One of the usual situations in the aeta school is when the aeta children did not undretand the
lesson they begin to lose their interest to listen and participate in the discussion and later on they
The determining factors that may affects the academic performance may be considered
helpful if there can be imparted or change it possible to enhance the learning
performance of the IP learners, TAS1
Good thing that the Department of education in the Division of Mabalacat City has a program to
train teachers and continuous retooling of teachers together with the commitment of teachers to
Family and Parents supports is really place an improtant part in the performance of the
learners, TAS1
Parents involvement, Culture, beliefs and tradition can also be at help for the academic
performance of the learners, TAS2
Lack of guidance and support from parents may affect the acdemic performance of the
child in the school, Lack of follow up in the home, TAS3
Lack of guidance from family, Educational Background of Parents may affect the
academic performance of the children, TAS4
Parents unavailability to guide or teach their children at home because the parents have
a reading ability which is low, TAS5
parents and Family supports is very useful to encourage the learners to performs well,
TAS1
Parents Involvement make a greater help in the improvement of academic performance
of the learners, TAS2
Parents unavailability to guide or teach their children at home makes a great impact in
their academic performances, TAS5
Sub Theme 3: Discrimination leads to drop out and lack of confidence (P)
According to Parent-Respondents, they believe that discrimination among their children is also
one that causes their children to stop from school and lose their self confidence.
Ang Pagdidiskriminasyon sa aming mga anak ang dahilan lalo na kung ang ibang tao ay
nakapag aral na at nakakuha ng kolehiyo sa bayan,
Nagging epekto po sa academic ng mga katutubo ay ang pag didikriminasyon, PAS1
DON HONORIO VENTURA STATE UNIVERSITY
DETERMINANTS OF THE ACADEMIC PERFORMANCE OF INDIGENOUS PUPILS
It is because of the culture and tradition of the indigenous peoples before that formal education
was not their priority. Parents did not have formal education, that is why they cannot encourage
their children to focus on education because they don't have a better understanding about the
essence of education. Their focus is survival of the fittest meaning they have to work for the
In the actual situation of the Indigenous people living in a low poverty line lack of employment
opportunity for parents and they just got their income from planting their own harvest and selling
it to nearby areas. Parents can't provide enough food and other necessities for their children. That
is why they are sickly and unable to perform well in the schools.
Instructional materials especially the ICT Materials, lack of resources, economical status of the
Based on the actual observations of teachers and participants, 100% of aeta learners do not have
a specific study venue or place where they can do their homework or assignment at home.
Meaning their houses are not conducive to learning. In addition to that, because both parents are
too busy in the mountains, they don't give guidance or support to their children.
Table 5
Weighted Means, Standard Deviations and Verbal Interpretation of the Responses of the
Respondents on the determining factors of academic performance of the IP Pupils.
IP pupils
Sub Theme 1: Aeta children prefer to help parents to work in the mountain (S)
Due to their culture and tradition stating that “ Survival ” their focus is to earn income by
cultivating lands and producing more harvest to sell, parents accept the idea that they can do it if
their children will help them working in the mountains or taking care of their siblings.
Ang epekto ay ang pagtulong nila at pagtatrabaho sa bundok kasama mga magulang,
SAS1
Kagad nakakapag asawa ang mga batang ayta dahil narin sa utos ng mga magulang at
pinapatulong na magtrabaho sa bundok, SAS2
Tuknang lang magaral at mas inuuna ang mga magulang para makatulong sa bundok,
SAS3
Sub Theme 2: Prefer to help parents in the fields rather than going to school (P)
According to parents-respondents stated that it is because of poverty and they don't have an idea
on the value of education. They have to choose their children to help them in working,
cultivating land and planting in mountains for them to have a bigger income due to their own
harvest.
Sub Theme 3: Selling farm products in the lowland help unemployed parents to
their harvest in the nearby places such as Clark and Mabalacat City public market.
According to the Pupil-Respondents most of the IP’s do not have enough understanding about
the importance of education and their poverty does not have dreams or vision and they find
difficulty to follow school activity and they are contented on their life situation.
Ang kakulangan sa sapat na edukasyon ay isa ang kahirapan sa buhay ang mga batang
ayta ay walang pangarap at hirap umunawa sa mga liksyon, SAS4
Karamihan sa mga batang ayta ay nag aasawa nalang ng maaga at di na nakakatapos
ng kanilang pag aaral, wala na sila pangarap dahil alam nila na sila ay mahirap lang,
SAS4
Due to limited number of enrollment the schools has only one section per grade level and
Determining factors that may affect the academic performance of the IP learners: the
following Language Barrier, attitude of learners, Parents educational Background,
Curriculum, Study habits, Lack of Materials especially ICT Materials. TAS1
Due to diversity learners have different experiences hence the outcomes towards their
academic performance may also different from one another., TAS2
parents support their children only based on their educational attainment. Since most of their
parents don't have enough formal education that is why they don't know how to support or
According to Teachers-Respondents the study habits of IP learners depend on the attitudes and
Determining factors that may affect the academic performance of the IP learners
the following Language Barrier, attitude of learners, Parents educational
Background, Curriculum, Study habits, Lack of Materials especially ICT
Materials, TAS1
According to Parents-Participants when the IP learners lose their interest in schooling it may lead
Dahil sa mga dahilang ito nawawalan ng gana ang mga bata para magtapos ng pag
aaral at lalo sila nahihirapan. PAS4
Sociocultural factors are described by Shier et al. (2016) “those aspects of the social
environment that are a direct result of the intersection between the cultural underpinnings of a
society (such as a collective system of values, beliefs, and thoughts) and its social processes and
organisational mechanisms (such as, social interaction and relationships and institutional
dynamics).”
situation for them. 100% of them already experience bullying and discrimination because of their
races.
It is in their culture and tradition that aeta children usually get married at an early age. Either it is
their own choice or parent’s choice or fix marriage. When an IP learner stops their studies or
According to the Teacher-Participants based on their observation shows that almost their culture
(T)
It can be physical and non physical factors which may affect IP pupils academic
performances, TAS3
It is Physical and Non Physical factors that affect the academic performance of
the Ip learners ,Non Conducive learning environment, Lack of guidance from
family, Lack of Educational Background of parents and guardians, TAS4
Sub Theme 4: Children are convinced to early marriage as part of culture (P)
again to almost the majority of the children in their community. For them It is also their one way
Sub Theme 1: Aeta parents due to lack of education do not know the activities in the
school (S)
Pupil-Responders also admitted that their parents do not have formal education and they do not
have the idea about the school activities that is why they don't get support from their parents.
Kagad nakapag asawa ang mga batang ayta dahil narin s autos ng mga
magulang at sumasama sa pagtatrabaho sa bundok.SAS2
Parents involvement, culture belief and tradition, study habits, economic status
The most influential factors that affect their academic performance is their
Determining factors that may affect the academic performance of the IP learners
the following Language Barrier, attitude of learners, Parents educational
Background, Curriculum, Study habits, Lack of Materials especially ICT
Materials, TAS1
Ang kakulangan sa sapat na edukasyon ay isa ang kahirapan sa buhay, ang mga
batang ayata ay walang pangarap, at mahirap umunawa sa mga leksyon, SAS4
Sub Theme 1: Aeta children’s lack of food cause them not to comprehend the lesson
(S)
Since the economic status of the aeta family such as their parents works only in the mountains,
parents do not have formal schooling which leads to poverty and parents can't provide enough
food for their children and their children go to school with an empty stomach that is why they
Table 6
Weighted Means, Standard Deviations and Verbal Interpretation of the Responses of the
Respondents on the extent of effect of the determining factors of academic performance of the
IP Pupils.
Based on the respondents and participants of the qualitative part the above framework
Peoples Pupils.
Determining factors that affects the academic performance of the Indigenous Peoples
Pupils
1. Economic Factors
2. Cognitive Factors
3. Psychological Factors
5. Literary Factors
DON HONORIO VENTURA STATE UNIVERSITY
DETERMINANTS OF THE ACADEMIC PERFORMANCE OF INDIGENOUS PUPILS
6. Physical Factors
On the extent of the effect of the determining factors in the academic performance of the
1. Economic Factors
2. Cognitive Factors
3. Psychological Factors
5. Literary Factors
6. Physical Factors
The main objective of the Learning Enhancement Program is to identify the learning gaps and
equip learners with core learning prerequisites appropriate to the particular grade level. This
provides opportunities for each learner to 'be the best they can be by supporting holistic growth
backgrounds and skills, who work respectfully and collaboratively with the learners and
families. They inspire and challenge learners to perform to their learning potential and with
b.) Collaborative planning, teaching, assessing and reporting with class teachers to cater for
the diverse needs of learners - Differentiation, Universal Design for Learning, Bloom's
Taxonomy
c.) Specialist planning and instruction with class teachers to maximize learning outcomes for
d.) Provision of Enrichment programs within and beyond the classroom - extension,
problem-solving, co-curriculum and quality sports program, eg. Sports Excellence and
TAS Sports
e.) Being mindful of family and learner well-being and needs - the learner is central to
f.) Providing 'at risk' adolescents with the opportunity to journey on an alternative pathway
g.) Transition processes for new enrolments and learners with cognitive, physical, sensory,
h.) Lunchtime and after school tutoring - assignments, homework, study skills, time
development
i.) One to one, small group and in class support for literacy, numeracy and Non-English
Indigenous Pupils (in terms of knowledge, skills, and attitude), the researcher of this
study has charted the Learning Enhancement Activities Plan (LEAP) for the learners.
A list of planned activities for 2020-21 is listed below, which is subject to change from
Psychological
Factors
Socio Cultural
Factors
Socio Cultural
Factors
The matrix below revealed the essence of the study based on the issues cited in chapter 1 of
this study. The findings showed that each player composite in the academic world plays a
crucial role in the success of the undertaking in the teaching and learning processes. Each player
sees themselves in a different perspective as how they affect the performance of the learners.
performance of the learners, the learners see themselves as explorers of the use of recent
technology as means to improve learning as cited in the scope of the learning competencies
introduced by the teachers while at the same time enjoying browsing the social trends and
uploading of bloggers. However, the parents see this as the essence of education. The learners
see themselves too as objects of trouble. Bullying exists as part of educational experiences and
parents emphasize that teachers must teach children to develop self-confidence to address the
of factors affecting the academic performance of the learners like lack of resources to support
their studies, poverty and lack of knowledge and visioning while parents on the other hand,
stressed that early marriage, financial supports, discrimination, loss of interest and the preference
of the learners to help their parents to earn a living were among the other determinants affecting
Chapter 4
This chapter presents the summary of findings, conclusions and recommendations based on
Summary of Findings
Based on the gathered data the following findings are hereby presented:
performance
performance: being playful of e-gadgets, absenteeism and being antisocial due to bullying,
DON HONORIO VENTURA STATE UNIVERSITY
DETERMINANTS OF THE ACADEMIC PERFORMANCE OF INDIGENOUS PUPILS
lacking resources to support studies, poverty due to unemployment, the lack of knowledge and
mountain work, obstructions in schooling are caused by lack of knowledge in education, lack of
food to eat and discrimination, and other causes of stopping from school. The teacher-
in Academics, it is a daily life condition, it is about educational experiences, and, they are a
number of factors. On the other hand, the parent-participants considered the determinants as:
essence of education, education is mean to teach children, self confidence is needed, early
marriage is the ultimate reason, finances may supports studies, discrimination of the community,
loss of interest leads to idleness in study, and prefer to help the parents to work.
The study revealed that there are five distinct determining factors of the academic
performance of the IP Pupils when the responses of the three groups of participants such as
students (S), teachers (T) and parents (P) are combined. These are the following with their
corresponding subthemes: 1. Economic Factors - this had the sub-themes covering prefer life in
the mountain (S); poverty causes lack of resources (S); selling and early marriage alleviate
poverty (S); and unemployment drives mountain work and selling. 2. Cognitive and
Psychological Factors - difficulty in comprehension leads to idleness and lack of confidence (S);
lack of interest causes inability to follow academic activities (P); and; thinking and sourcing out
solutions to impart learning (T). 3. Social and Cultural Factors - parents' support and
involvement motivate learning (T); guidance and follow-up is necessary (T); discrimination
leads to drop and lack of confidence (P); and; early marriages solve poverty (P). 4. Literacy
Factor - parents lack of education unable to teach children (P); and belief in the essence of
DON HONORIO VENTURA STATE UNIVERSITY
DETERMINANTS OF THE ACADEMIC PERFORMANCE OF INDIGENOUS PUPILS
education (P). and 5. Physical Factor - lack of food and nutrition cause illness (S); facilities,
On the extent of the effects of the determining factors in the academic performance of IP
pupils
The findings showed the following extent of the determining factors in the academic
performance of the IP pupils: In terms of economic factors, the aeta prefers to help in the
mountain (S); prefer to help parents in the farm field rather than going to school (P); and; selling
farm products in the lowland help unemployed parents solve poverty. In cognitive and
psychological factors, the learners are diverse (T); support depends on parents’ educational
background (T); study habits depend largely on learner’s attitude (T); and; loss of interest
develops lack of confidence (P). Speaking of social and cultural factors, the extent of effect is
that still culture and tradition dominate the influence (T); socio-physical and motivation are
alternatives in enhancing learning (T); and children are convinced to early marriage as part of
their culture (P). In terms of literacy factor, the extent showed that the aeta parents due to lack of
education do not know the activities in the school (S); fostered belief and value for education
(T); language use is prime teaching-learning (T); and; lack of important understanding in
education creates uneducation. Finally, the physical factor affecting the aeta children's lack of
Conclusions
resources and food, poverty and unemployment of parents, early marriages, and preference to
work in the mountains. Teacher-participants perceived that the determinants affecting the
academic performance of the IP pupils is caused by the language used in the classroom, the
domination of culture, belief and tradition, the educational background of parents and the
necessities of resources and finances. Finally, the parent-participants concluded that early
marriage can cause discontinuance of education of their children and that they are motivated
when they see some IP learners complete their education. They also experienced that lack of
resources and finances would lead to idleness of their aeta children and cause them to lack
There are five determining factors elicited as a result of the study and these are economic
factors, cognitive and psychological factors, social-cultural factors, literacy factors, and physical
factors.
The extent of the effect of the determining factors concluded that economically, the aeta
prefer to help their parents work in the farm field and sell the farm products. Psychologically
speaking, this affects the study habits, interest in the study, support of the parents, and diversity
of learners. Social-culturally, the extent of the effect is that culture and tradition still dominate
the influences, the children are still easily convinced to marry at an early age, and proper
motivation may enhance learning. In terms of literacy factor, the extent of effect lies on the
educational background of the parents, their language is still primary, and the belief and values
are crucial. Finally, the physical aspect affects their comprehension due to a lack of food and
nutrition.
DON HONORIO VENTURA STATE UNIVERSITY
DETERMINANTS OF THE ACADEMIC PERFORMANCE OF INDIGENOUS PUPILS
Finally, the academic performance of the IP pupils is described and affected by the above
mentioned determinants as agreed and conforme by the group of respondents on the side of
And that the inclusion of the learning enhancement program covers the whole aspects to
improve the academic performance of the Indigenous pupils and is highly recommended.
Recommendations
Based on the summary of findings and conclusions, the following recommendations are
hereby presented:
1. Provide language support for IP pupils and teachers, as language use is critical in
2. Address early marriage and other cultural practices that may negatively impact
academic performance.
3. Provide guidance and support for IP teachers to help IP pupils with diverse learning
4. Increase access to facilities and resources to improve the overall learning environment.
enhance learning.
school activities.
8. Address the culture and tradition that dominate the influence to improve academic
performance.
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Appendix A.
Dear Sir :
The undersigned is asking permission to conduct his research work to his chosen school
respondents to gather the necessary data which is entitled “ Determinants of the Academic
Performance of Indigenous pupils : Notion for a Learning Enhancement Program” this school
year. This is in relation to the requirement set forth for the completion of the degree Doctor of
Education Major in Educational Management.
The researcher will conduct his study in the following aeta schools of the Division of Mabalacat
City such as Calapi Negrito Elementary School, Haduan Negrito Elementary School, Monicayo
Elementary School, Marcos Village Elementary School and Macapagal Village Elementay
School using the 200 aeta pupils from grade 4 to 6, their aeta parents and Teachers as
respondents and participants.
Respectfully yours;
Noted :
Recommending Approval:
(SGD) DOLORES T. QUIAMBAO, Ed. D
Dean Graduate School
Approved :
Appendix B.
CHEVY A. TANGLAO
School Head
Monicayo Elementary School
Division of Mabalacat City
Dear Sir :
The undersigned is asking permission to conduct his research work to your school to gather the
necessary data which is entitled “ Determinants of the Academic Performance of Indigenous
pupils : Notion for a Learning Enhancement Program” this school year. This is in relation to the
requirement set forth for the completion of the degree Doctor of Education Major in Educational
Management.
The researcher will conduct his study in the following aeta pupils from grade 4 to 6, their aeta
parents and Teachers as respondents and participants.
Respectfully yours;
Noted :
Recommending Approval:
(SGD) DOLORES T. QUIAMBAO, Ed. D
Dean Graduate School
Approved :
Appendix B.
FE T. LAYSON
School Head
Haduan Negrito Elementary School
Division of Mabalacat City
Dear Sir :
The undersigned is asking permission to conduct his research work to your school to gather the
necessary data which is entitled “ Determinants of the Academic Performance of Indigenous
pupils : Notion for a Learning Enhancement Program” this school year. This is in relation to the
requirement set forth for the completion of the degree Doctor of Education Major in Educational
Management.
The researcher will conduct his study in the following aeta pupils from grade 4 to 6, their aeta
parents and Teachers as respondents and participants.
Respectfully yours;
Noted :
Recommending Approval:
(SGD) DOLORES T. QUIAMBAO, Ed. D
Dean Graduate School
Approved :
Appendix B.
Dear Sir :
The undersigned is asking permission to conduct his research work to your school to gather the
necessary data which is entitled “ Determinants of the Academic Performance of Indigenous
pupils : Notion for a Learning Enhancement Program” this school year. This is in relation to the
requirement set forth for the completion of the degree Doctor of Education Major in Educational
Management.
The researcher will conduct his study in the following aeta pupils from grade 4 to 6, their aeta
parents and Teachers as respondents and participants.
Respectfully yours;
Noted :
Recommending Approval:
(SGD) DOLORES T. QUIAMBAO, Ed. D
Dean Graduate School
Approved :
Appendix B.
Dear Sir :
The undersigned is asking permission to conduct his research work to your school to gather the
necessary data which is entitled “ Determinants of the Academic Performance of Indigenous
pupils : Notion for a Learning Enhancement Program” this school year. This is in relation to the
requirement set forth for the completion of the degree Doctor of Education Major in Educational
Management.
The researcher will conduct his study in the following aeta pupils from grade 4 to 6, their aeta
parents and Teachers as respondents and participants.
Respectfully yours;
Noted :
Recommending Approval:
(SGD) DOLORES T. QUIAMBAO, Ed. D
Dean Graduate School
Approved :
Appendix B.
MERLINA M. MIRANDA
School Head
Marcos Village Elementary School
Division of Mabalacat City
Dear Sir :
The undersigned is asking permission to conduct his research work to your school to gather the
necessary data which is entitled “ Determinants of the Academic Performance of Indigenous
pupils : Notion for a Learning Enhancement Program” this school year. This is in relation to the
requirement set forth for the completion of the degree Doctor of Education Major in Educational
Management.
The researcher will conduct his study in the following aeta pupils from grade 4 to 6, their aeta
parents and Teachers as respondents and participants.
Respectfully yours;
Noted :
Recommending Approval:
(SGD) DOLORES T. QUIAMBAO, Ed. D
Dean Graduate School
Approved :
Appendix B.
Dear Sir :
The undersigned is conducting a study entitled “ Determinants of the Academic Performance of
Indigenous pupils : Notion for a Learning Enhancement Program” in partial fulfillment of the
requirements of the degree Doctor of Education Major in Educational Management.
In recognition of your professional competence and valued research expertise, the undersigned is
earnestly requesting your kind assistance to validate the herewith attached questionnaire .
Attached also the problems of the study for your reference..
Respectfully yours;
Noted :
Recommending Approval:
(SGD) DOLORES T. QUIAMBAO, Ed. D
Dean Graduate School
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Appendix B.
Dear Sir :
The undersigned is conducting a study entitled “ Determinants of the Academic Performance of
Indigenous pupils : Notion for a Learning Enhancement Program” in partial fulfillment of the
requirements of the degree Doctor of Education Major in Educational Management.
In recognition of your professional competence and valued research expertise, the undersigned is
earnestly requesting your kind assistance to validate the herewith attached questionnaire .
Attached also the problems of the study for your reference..
Anticipating your favorable action on this request, Thank you so much and God Bless!
Noted :
Recommending Approval:
(SGD) DOLORES T. QUIAMBAO, Ed. D
Dean Graduate School
__________________________________________________________________________
___
__________________________________________________________________________
___
__________________________________________________________________________
___
Appendix B.
Dear Sir :
Respectfully yours;
Noted :
Recommending Approval:
__________________________________________________________________________
___
___
__________________________________________________________________________
__
Appendix B.
Dear Madam :
The undersigned is conducting a study entitled “ Determinants of the Academic Performance of
Indigenous pupils : Notion for a Learning Enhancement Program” in partial fulfillment of the
requirements of the degree Doctor of Education Major in Educational Management.
In recognition of your professional competence and valued research expertise, the undersigned is
earnestly requesting your kind assistance to validate the herewith attached questionnaire .
Attached also the problems of the study for your reference..
Anticipating your favorable action on this request, Thank you so much and God Bless!
Respectfully yours;
Noted :
Recommending Approval:
(SGD) DOLORES T. QUIAMBAO, Ed. D
Dean Graduate School
__________________________________________________________________________
___
___
__________________________________________________________________________
___
Appendix L
pagbubully sa mga batang ayta ng mga unat, Being bullied by the unat
descriminasyon sa lipunan, Discrimination
paniniwala galing sa magulang Believe on parents
paghuhuli ng mga paro paro Catching butterflies
pagliban sa klasi Absenteeism
takot sa guro, Fear of teachers
walang pagkain, No food to eat
walang kagamitan sa paaralan No school supplies
walang trabaho ang mga magulang. Unemployed parents
nag aasawa nalang kapag hindi natapos sa kanilang Getting married if failed to
pag aaral. continue schooling
Are diverse and different from another Diverse and different from
another
Physical Physical
None Physical factors Non Physical factors
Dahil hindi nila alam ang kahalagahan ng edukasyon They don’t know the
importance of education
Kanila ang maagang pag aasawa ang sagot sa Early marriage is the solution
kahirapan for poverty
Maagang pag aasawa ng mga katutubong ayta Early marriage among aeta
children
Kakulangan sa pinasyal na bagay o pera Lack of financial
Kawalan ng trabaho ng mga magulang Unemployed parents
Di marunong bumasa at sumulat ang mga magulang Parents did not know how to
read and writes
Walang maituro sa mga anak They can’t teach their children
Mga dahilan ay walang tiwala sa sarili ang mga They don’t have self-confident
batang ayta
Hindi sila makasunod sa liksyon sa paaralan They can’t follow the lesson at
the school
PAS 5 Kawalan ng interest sa pag aaral ng mga bata Loss of interest among
children
Inuuna nila ang pagtatrabaho They choose to work
Para makatulong sa kanilang mga magulang To help their parents
Codes IDs
Playing with cellphone SAS 1, SAS 3
Joining with Friends SAS 1
Timid to participate SAS 2
Around with Unat SAS 2
Being Bullied SAS 2
Lack of Finances for schooling SAS 2
Unemployed Parents SAS 2
Lazy to read SAS 3
Playing with computer SAS 3
Lack of knowledge in education SAS 4
Poverty in life SAS 4
No vision SAS 4
Difficult to comprehend the lesson SAS 4
Prefer to plant in the mountain SAS5
No money no job SAS 5
Support in the study SAS 5
TAS
1
Academic Performance TAS1, TAS2
Affected by many factors TAS1
Status in Life TAS2
Day to Day living TAS2
Importance of Education TAS2
Physical Factors TAS3, TAS4
Non Physical Factors TAS3, TAS4
Personal and Social Factors TAS3
Behavioral and environmental Factor TAS3
Parents Educational Background TAS5
2
Language Barrier TAS1, TAS5
Attitude and Behavior TAS1
Parents Educational Background TAS1, TAS3, TAS4
Parents Involvement TAS2
Culture, beliefs and tradition TAS2
Study Habits TAS2
Economic Status TAS2
Lack of guidance TAS3, TAS4,
Lack of Financial TAS3
Lack of Resources TAS3
3
Curriculum TAS1
Study Habits TAS1, TAS5
Lack of Materials TAS1
Lack of Resources TAS1
Environment TAS2, TAS5
Environment role in their performance TAS2
Physical TAS3, TAS4
Non Physical TAS3 TAS4
Language Barrier TAS5
4
Imparted or Change TAS1
Enhance Learning Performance TAS1
Source to Solve the Problem TAS1
Advantage and Disadvantage in Development TAS2
Parents Involvement TAS2
Culture, beliefs and tradition TAS2
Environment and Outside influence TAS2
Economic Status TAS2
Lack of guidance TAS3
Support from family TAS3
5
Culture and Tradition TAS1
Value to education TAS1
Belief in Education TAS1
Educational Background TAS1
Parents Support TAS1
Curriculum TAS1
Study Habits TAS1
Attitude of Learners TAS1
Community and social aspect TAS1
Economic Status TAS2
Diversity of Learners TAS2
Classified them TAS3
Lack of Guidance TAS4
Educational Background TAS4
Identifying factors TAS5
Think or Come up solution TAS5
6
Can be classified TAS1, TAS4
7
Null and Alternative TAS1
Diversity of Learners TAS2
Learning Environment at Home TAS3, TAS5
Parents Educational Background TAS4
Language Barrier TAS5
Study habit TAS5
Classified and Determining Factors TAS5
PAS
1
Instill the Importance of Education PAS1
Lack of Self Confidents PAS1, PAS4
Early Marriage PAS1, PAS3
Financial Constrain PAS1
Lack of education PAS2
Discrimination PAS2
Parents push their children to get early marriage Pas3
2
Decided to stop education PAS1
Not to continue their studies PAS1
Early Marriage of IP’s PAS2, PAS5
Discrimination among IP PAS2
Lack of Education PAS2
Parents Formal Education PAS2
Enlighten their parents on the importance of education PAS3
That they may able to teach their children PAS3
They don’t have Self Confident PAS4
They can’t follow the lessons PAS4
They help their parents instead to study PAS5
3
Instill the importance of education PAS1
They don’t know the importance of education PAS1
Early marriage is the solution to poverty PAS1, PAS5
Discrimination PAS2
Some people finished their college in the City PAS2
4
Don’t know the importance of education PAS1
Early Marriage is the solution to poverty PAS1, PAS3, PAS5
Don’t know the importance of education PAS1
Belief of the Parents is their priority PAS1
Early marriage among IP’s PAS2, PAS3
Lack of Financial PAS2
Unemployed Parents PAS2
Illiterate Parents PAS2
They can’t teach their children PAS2
Lack of Self Confident PAS3
Loss of Interest among children PAS4
5
Work in Mountains PAS1
Foods for their family PAS1
Parents understanding on the importance of education PAS1, PAS3, PAS4
They can’t follows academic activity PAS1
6
They can’t follows academic activity PAS1
Lack of self-confident PAS1
They can’t follow with their classmate PAS1, PAS5
Lack of education PAS2
Early marriage of IP’s PAS2, PAS3
They Works at Mountain and field with their parents PAS2
Sell of their products in lowland PAS2
Stop their study PAS3
Poverty PAS3, PAS5
Loss of Interest among children PAS4
They cant finish their education PAS5
7
Lack of Importance in Education PAS1
Early Marriage PAS1, PAS2
Codes Themes
1. Perception in Determinants
Playing with cellphone/ Playing with cellphone Being Playful of e-gadgets
Playing with computer
Joining with friends
Timid to participate
Around with unat Being anti-social due to bullying
Being bullied
Lack of Finances for schooling/ Support in the Lacking resources to support studies
study
Unemployed parents/ Poverty in life/ No
money, no job
Poverty due to unemployment
Prefer to plant in the mountain
Lazy to read/ Difficult to comprehend the Idleness to understand the lesson
lesson
Lack of knowledge in education Due to lack of knowledge and visioning
No vision
2. Knowledge of Determining Factors
DON HONORIO VENTURA STATE UNIVERSITY
DETERMINANTS OF THE ACADEMIC PERFORMANCE OF INDIGENOUS PUPILS
Parents Perception on the Determinants of the academic performance of the Indigenous Peoples
Pupils
Determining Factors that affect the academic performance of the indigenous Peoples Pupils
On the extent of the effect of the determining factors in the academic performance of the IP
pupils
DON HONORIO VENTURA STATE UNIVERSITY
DETERMINANTS OF THE ACADEMIC PERFORMANCE OF INDIGENOUS PUPILS
By Maylon D. Manaloto
Name ______________________________________
Direction: Please rate each item below to measure the determinants of the academic
performance of Indigenous pupils for the development of enhancement learning program. Use
the scale below and put a check on the appropriate box that corresponds to your rating in each
item for indicators A and B.
4 SA Strongly Agree
3 AG Agree
2 DA Disagree
1 SD Strongly Disagree
4 VH Very High
3 HI High
2 LO Low
1 VL Very Low
By Maylon D. Manaloto
Name ______________________________________
Direction: Please rate each item below to measure the determinants of the academic
performance of Indigenous pupils for the development of enhancement learning program. Use
the scale below and put a check on the appropriate box that corresponds to your rating in each
item for indicators A and B.
4 SA Strongly Agree
3 AG Agree
2 DA Disagree
1 SD Strongly Disagree
4 VH Very High
3 HI High
DON HONORIO VENTURA STATE UNIVERSITY
DETERMINANTS OF THE ACADEMIC PERFORMANCE OF INDIGENOUS PUPILS
2 LO Low
1 VL Very Low
By Maylon D. Manaloto
Name ______________________________________
Direction: Please rate each item below to measure the determinants of the academic
performance of Indigenous pupils for the development of enhancement learning program. Use
the scale below and put a check on the appropriate box that corresponds to your rating in each
item for indicators A and B.
4 SA Strongly Agree
3 AG Agree
2 DA Disagree
1 SD Strongly Disagree
4 VH Very High
3 HI High
2 LO Low
1 VL Very Low
1. Education is essential
Findings:
The result indicated that all expert validators rated all the items of the instrument to be
highly relevant. This indicates that the instrument passed the validity test having a content
validity index of 1.00. Furthermore, the instrument also passed the reliability test having
Cronbach Alpha Coefficient greater than the threshold of 0.70. This only implies that the self-
made questionnaire is both valid and reliable.
Prepared by:
Statistician
CURRICULUM VITAE
MAYLON D. MANALOTO
L 42 B 12 Fiesta Community Dapdap Mabalacat City Pampanga
Contact No. 09424051-363
Sir_maylon.manaloto@yahoo.com
PERSONAL INFORMATION
Gender : Male
DON HONORIO VENTURA STATE UNIVERSITY
DETERMINANTS OF THE ACADEMIC PERFORMANCE OF INDIGENOUS PUPILS
Height : 5’6
Weight : 72 kilos
Nationality : Filipino
Religion : Baptist
EDUCATIONAL BACKGROUND
Doctor of Philosophy
Major in Educational Management
Bulacan State University
City of Malolos
25 units
WORK EXPERIENCE
ELIGIBILITY
ACHIEVEMENTS
SPEAKERSHIP