Integration of Indigenous Knowledge Systems and Practices for Improved Performance in Secondary Science Education in Southern Nueva Vizcaya

Abstract

This study explored the integration of Indigenous Knowledge Systems and
Practices (IKSP) in Secondary Science Education, examined the perceptions,
practices, challenges, and strategies of science teachers. Additionally, it evaluated
students' Science performance and investigated the relationships between these
factors. Grounded in the context of culturally responsive teaching, this research
emphasized the importance of incorporating IKSP to enhance learning outcomes
and promote cross-cultural understanding. The study utilized a descriptive-
correlational research design, involving 41 Secondary Science 10 teachers and
their respective students. Data were gathered through surveys and performance
assessments. The findings revealed that teachers strongly agree on the importance
of IKSP in fostering scientific innovation, environmental awareness, and cultural
inclusivity, as reflected by a high mean perception score of 3.53. However, the
extent of IKSP integration in Science teaching practices remained limited, with an
overall mean of 3.49, indicated a need for improvement in areas such as
community involvement and use of indigenous knowledge articles. Challenges in
IKSP integration, rated as "Moderate" with a mean score of 2.14, included limited
resources, lack of training, and time constraints. Despite these challenges, teachers
"Often" employed strategies to integrate IKSP, achieved a mean score of 3.09.
These strategies include the use of culturally inclusive materials and fostered
curiosity through environmental perspectives. The students’ average Science
performance of 85.49 fell under the "Very Satisfactory" category, with most
students demonstrated competency in their Science studies. However, no
significant relationship was found between students’ performance and teachers’
perceptions, practices, challenges, or strategies in integrating IKSP.