Home⇛JPAIR Multidisciplinary Research Journal⇛vol. 56 no. 2 (2024)

High School Aetas’ Course Experience: Benchmark for Streamlining Curricular Program Management

Arlan V. Payad

Discipline: Education

 

Abstract:

Many of the Aeta students in the province are included in mainstream classrooms. As this causes the Indigenous some difficulty coping, the study analyzed four high schools regarding the course experience of 162 of their Aeta students. The researcher used a survey that he, through referenced studies, localized and translated—”Survey on Aetas’ High School Course Experience.” The survey yielded the most pronounced needs of Aetas—starting lessons with Aetas’ prior knowledge, school-based Indigenous centers, indigenized learning content, and more understandable media of instruction. The study used a quantitative and descriptive design, using a questionnaire to quantify the Aetas’ assessment of their high school experience with non-Indigenous classmates, teachers, and administrators. The study’s resulting discussion and conclusion suggested improvements through particularized versions of programs that could center on Inclusiveness Training for the teachers; school-based Indigenous Centers; the inclusion of indigenous knowledge in lessons; implementation and consistent management of school services and events that reflect inclusive on-campus services; generation of livelihood programs and on-the-job trainings that are mindful of the job-readiness of the Aetas; content training that is coupled with motivational counseling; the integration of technology that democratizes the access to information for all, with no exclusion against the non-mainstream.



References:

  1. Abejuela III, R. B. (2005). Indigenous Education in the Philippines: A Case Study of the Sagu-Ilaw School of Indigenous Knowledge and Traditions.
  2. Alhojailan, M. I. (2012). Thematic analysis: a critical review ofits process and evaluation. In WEI international European academic conference proceedings, Zagreb, Croatia.
  3. Andrew, N. P. (2010). Applicability of the student Course Experience Questionnaire (SCEQ) in an African context: The case of Nigerian Universities. Literacy Information and Computer Education Journal (LICEJ), 1(3), 143-50.
  4. Asmar, C., Page, S., & Radloff, A. (2015). Exploring anomalies in Indigenous student engagement: Findings from a national Australian survey of undergraduates. Higher Education Research & Development, 34(1), 15-29.
  5. Australian Council for Educational Research. (2011). Australasian Survey of Student Engagement research briefing.10. April 2011.
  6. Braun, V. & Clarke, V. (2006). Using thematic analysis in psychology.  Qualitative research in Psychology, 3, 77-101. http://dx.doi.org/10.1191/1478088706qp063oa
  7. Creswell, J. (2007).  Mixed methods of research, 2nd edition. Prentice-Hall: New York.
  8. Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Pearson Education, Inc.
  9. Diller, J. V., & Moule, J. (2005). Cultural competence: A primer for education. Canada: Thompson.
  10. Downie, N., & Möller, I. (2002). The Ramsden course experience questionnaire: a pilot study of final-year students taking hospitality, leisure, sport and tourism degree courses. Journal of Hospitality, Leisure, Sport and Tourism Education, 1(1), 77-81.
  11. Ely, D. P. (1999a). New perspectives on the implementation of educational technology innovations. Paper delivered at the Association for Educational Communications and Technology Annual Conference, Houston, TX, Feb. 1999.
  12. Ely, D. P. (1999b). Conditions that facilitate the implementation of educational technology innovations.  Educational Technology, 39(6), 23–27. ERIC Document Reproduction Service No.EJ, 595,513.
  13. Ferrer, O.P. (1999). Rural Communities and the Impact of Globalization: The Case of an Aeta Indigenous Community in Central Luzon, Philippines. https://cswcd.upd.edu.ph/wp-content/uploads/2022/10/CDJ-1999_06_O.P.-Ferrer.pdf
  14. Fiagoy, G. L. (2000). Adult Education and Indigenous Peoples in the Philippines. International Survey on Adult Education for Indigenous Peoples. Country Study: The Philippines.
  15. Harrison, B. (1998). Te Wharekura o Rakaumangamanga: The development of an indigenous language immersion school. Bilingual Research Journal, 22(2-4), 297-316.
  16. Hellsten, D. (2011). Indigenous students experience of university education.  https://eprints.usq.edu.au/19532.
  17. Hsu, K. T., Kenji, H., & Chen, H. C. H. (2011, January). Traditional and Digital Education: Arts and Culture Education of the Indigenous Paiwan Tribe of Taiwan. In International Conference on Education and e-Learning (EeL). Proceedings (p. 65). Global Science and Technology Forum. https://openaccess.adb.org. Available under a CC BY 3.0 IGO license.
  18. Ismailov, M. and Tang, H.  (Reviewing editor) (2021) Virtual exchanges in an inquiry-based learning environment: Effects on intra-cultural awareness and intercultural communicative competence. Cogent Education, 8(1), DOI: 10.1080/2331186X.2021.1982601
  19. King, M. A., Sims, A., & Osher, D. (2000). How is cultural competence integrated in education. Center for Effective Collaboration and Practice. Retrieved Nov 14, 2008.
  20. Kolagari S., Shahroodi M., Sabzi, Z., Hosseinzadeh Y. E. (2022). Cultural competence of nurses working in intensive care units and its relationship with demographic factors: two-centers cross-sectional study. J Crit Care Nurs. 15(4):0–0. https://doi.org/10.30491/JCC.15.4.4 
  21. Lambe, J. (2003). Indigenous education, mainstream education, and native studies: Some considerations when incorporating indigenous pedagogy into native studies. American Indian Quarterly, 308-324.
  22. Lee, Y.H., Lin, S.C., Wang, P.Y. et al. (2020). Objective structural clinical examination for evaluating learning efficacy of Cultural Competence Cultivation Programme for nurses. BMC Nurs 19(114). https://doi.org/10.1186/s12912-020-00500-3.
  23. Liu, T.-T., Chen, M.-Y., Chang, Y.-M., & Lin, M.-H. (2022). A Preliminary Study on the Cultural Competence of Nurse Practitioners and Its Affecting Factors. Healthcare, 10(4), 678. MDPI AG. http://dx.doi.org/10.3390/healthcare10040678 
  24. McHenry, M., Anwar-McHenry, J., Vincent S., Balilla, V., & Parkinson, R. (2013).  The Indigenous Aetas of Bataan, Philippines: Extraordinary genetic origins, modern history, and land rights.  Singapore Journal of Tropical Geography 34 (2013) 292–306.
  25. Mertens, D. (2014).  A Momentous Development in Mixed Methods Research.      Journal of Mixed Methods Research. January 2014 8: 3-5, doi:10.1177/1558689813518230.
  26. Metallic, J., & Seiler, G. (2009). Animating Indigenous knowledges in science education. Canadian Journal of Native Education, 32(1).
  27. Mobaraki-Asl, N., Ghavami, Z., Gol, M.K. (2019). Development and validation of a cultural competence questionnaire for health promotion of Iranian midwives. J Educ Health Promot. 8:179–9. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6796298/ 
  28. Mohsen, S. and Sajad, Y.  (2023). Cultural competence in critical care nurses and its relationships with empathy, job conflict, and work engagement: a cross-sectional descriptive study. BMC Nursing, 22:113. https://doi.org/10.1186/s12912-023-01285-x BMC Nursing 
  29. National Commission on Indigenous Peoples Region III. NCIP strategic directions. https://www.ncipr3.com/ncip-strategic-directions-2016-2022/
  30. Oanh, T. T. H. (2019). The effect of integrating teaching cross-cultural knowledge and teaching listening skill in tertiary education on improving EFL students' intercultural communication competence. Ho Chi Minh City Open University Journal of Science-Social Sciences, 9(1), 86-102.
  31. Sarvi, J., Munger, F., & Pillay, H. (2015). Transitions to K–12 Education Systems: Experiences from Five Case Countries.
  32. Sashkin, M., & Egermeier, J. (1993). School change models and processes: A review and synthesis of research and practice. U.S. Government Printing Office.
  33. Scott, G. (2003). Effective change management in higher education. Educause Review, 38, 64–80.
  34. Serrat, O. (2020). Minority Population Analysis: The Aeta of the Philippines. https://www.slideshare.net/Celcius233/minority-population-analysis-the-aeta-of-the-philippines
  35. Shah, M., & Widin, J. (2010). Indigenous Students' Voices: Monitoring Indigenous Student Satisfaction and Retention in a Large Australian University. Journal of Institutional Research, 15(1), 28-41.
  36. Shoham, S. & Perry, M. (2009). Knowledge management as mechanism for technological and organizational change management in Israeli universities. Higher Education, 57, 227-246.
  37. Sonn, C., Bishop, B., & Humphries, R. (2000). Encounters with the dominant culture: Voices of Indigenous students in mainstream higher education. Australian psychologist, 35(2), 128-135.
  38. Suha H. (2022). Assessing teachers’ cultural competency. The Journal of Educational Foundations, 35(1), pp. 108-128. 
  39. Tashakkori, A., & Teddlie, C. (2003). The past and future of mixed methods research: From data triangulation to mixed model designs. Handbook of mixed methods in social and behavioral research, 671, 701.
  40. Taylor, J. E. (2005). Three perspectives on innovation in inter-organizational networks: systemic innovation, boundary object change, and the alignment of innovations and networks. (Dissertation). Stanford University.
  41. Teddlie, C., & Tashakkori, A. (2009). Foundations of mixed methods research: Integrating quantitative and qualitative approaches in the social and behavioral sciences. Sage.
  42. Toulouse, P. R. (2006). Supporting Aboriginal student success: Self-esteem and identity, a living teachings approach (p. 10). Ontario Ministry of Education.
  43. Usher, A. & Cervenan, A. (2005). Global higher education rankings 2005. Toronto, ON: Educational Policy Institute.
  44. White, C., & Fogarty, G. J. (2000). Educational implications of the values held by Australian Aboriginal students. Journal of College Student Retention: Research, Theory & Practice, 2(3), 253-270.
  45. Yang, R., & Gao, C. Y. (2020). Rethinking cultural competence education in the global era: Insights from Fei Xiaotong’s theory of cultural self-awareness. Frontiers of Education in China, 15(4), 539-563.

Tools


Copyright © 2026  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic