Development and Validation of Contextualized Blaan Learning Material and Its Effects on Grade 10 Students’ Ecology Mastery
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Abstract
Grounded in culturally responsive pedagogy and constructivist learning theory, this study examined the effectiveness of Contextualized Blaan Learning Material in improving ecology mastery among Grade 10 students at Landan National High School. Achievement disparities among Indigenous Blaan learners are frequently linked to the limited integration of culturally relevant knowledge systems in formal science instruction. A quasi-experimental pre-test–post-test control group design was employed with 60 students assigned to experimental and control groups. The intervention incorporated Blaan cultural narratives and indigenous ecological knowledge to scaffold conceptual understanding and promote meaningful learning. Ecology mastery was assessed using validated, curriculum-aligned instruments with established reliability coefficients (α = [ ]). Paired-samples t-tests revealed a significant within-group increase in post-test scores for the experimental cohort (t = [ ], p < .05), while independent-samples t-tests indicated significantly higher mean gain scores relative to the control group (t = [ ], p < .05), with a moderate-to-large practical effect (Cohen’s d = [ ]). Participants exposed to the intervention advanced to a “Moving Toward Mastery” proficiency level, whereas the control group-maintained baseline performance. These results demonstrate that culturally contextualized instruction yields statistically and educationally meaningful gains in ecological understanding. The findings contribute empirical support to the theoretical proposition that integrating Indigenous knowledge systems enhances cognitive engagement and conceptual retention. The study underscores the need for systemic curriculum innovation, sustained teacher professional development, and policy-level support to institutionalize culturally responsive science education and advance equity for Indigenous learners.
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