Research study involving APC Grade 6 students: Performance in Basic Mathematics of Indigenous Students (2016)

APC shares the 2016 research study by Lolita V Sicat and Maria Elena D David from Tarlac State University analyzing the performance in mathematics of indigenous students from a public school in Capas, Tarlac (from the Aeta community) and from the APC school in Bendum, Malaybalay, Bukidnon (from the Pulangiyēn community). The abstract is re-posted from the website of the Institute of Education Sciences (ERIC), and the full text of the study is from the Universal Journal of Educational Research 4(2), pages 320 to 325 and can be accessed here.

This 2016 study analyzed the performance in Basic Mathematics of the Grade 6 Aeta students of Santa Juliana Elementary School, Capas, Tarlac, and the Grade 6 Pulangiyēn students at the APC culture-based school in Sitio Bendum, Busdi in Malaybalay City, Bukidnon.

Results were compared with regular students in rural, urban, private, and public schools to analyze indigenous students’ weaknesses and strengths. Data were gathered using a teacher-made test in Basic Mathematics. The test was adapted to the students’ respective settings.

In basic mathematical computation skills, the Pulangiyēn students were better performing compared to the Aeta students who were mainstreamed in regular school. Their average is passing above 50% compared to the Aetas whose general average is below that mark.

The Pulangiyēn students were of equal performance in basic mathematical skills with the Grades 5 and 6 students of a private rural school. Their performance is comparable to the Grade 4 students of public elementary school in a rural setting. On the hand, the Aeta students were one grade level behind their school mates, whose Grade 6 level is comparable with the Grade 3 level of a private rural school in Capas, Tarlac.

For Aeta students, cultural adjustment and poverty are the main causes of their level of performance in mathematics. Cultural incompatibilities seen in the language and materials used for instruction make the lessons hard for them to understand. On the other hand, their poverty makes their focus divided between desire to scholastically develop and to struggle for life.

Results show that the Pulangiyēn students were weakest in multiplication (50.95%) and strongest in addition (85.7%). The grand mean for computation skill is 68.2% and for problem solving, 71.1%. Among the Aeta pupils, the most learned skill was addition with 84.42 mastery level while subtraction was the least learned with 29.49% mastery level, below average.

A conclusion of the study is the the need for legislation of culturally responsive approaches to service delivery in school education. The Aeta students, similar to the Pulangiyēn students in APC, should have a school for their own group, to help address their fear of being discriminated.

Leave a Comment

Your email address will not be published. Required fields are marked *

This site uses Akismet to reduce spam. Learn how your comment data is processed.

Subscribe to the APC newsletter