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Chapter I

The Problem

Introduction

The family influences the lives and outcomes of their children.

They play a significant role in the school performance of their children

which serves as primary socialization agent that may give low or

great influences over interest in school and even aspirations in life as

well.

A persons’ education is closely linked to their life chances,

income and well-being (Battle and Lewis 2002). Hence, it is therefore

necessary to have clear and better understanding of what benefits or

hinders one’s academic or educational achievements.

Education plays a vital role in the growth and development of

any nation. It is a vital tool for economic stability and political

independence. Education in order to obtain its objective must have

quality. The quality of education is said to be dependent upon various

factors affecting the pupils learning process.

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Indigenous people (IPs) have habit of dropping out of

school, or say they stopped going to school because they were bored

and unmotivated - not because they were failing academically.

Attendance in school is mandated in DepEd Order. Students

are in school on a voluntary basis and submit to the state mandate

and School Committee policy as a condition of enrolment. It is clear

to all connected with schools that attendance at school is, in addition

to the legal considerations, absolutely necessary for academic

success. Regular attendance results in a sense of responsibility

which is necessary for survival in the workplace.

It has been observed that many Indigenous People cannot

finish their education even in the elementary level. The IP’s students

also display relatively low academic performance.

The Department of Education (DepEd) in partnership with Basic

Education Assistance for Mindanao (BEAM) of the Australian

government spearheaded the implementation of the Indigenous

People (IP) Education Curriculum.

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The development of IP Curriculum is in response to the need of

the IP communities for a culture-sensitive, appropriate and holistic

education. The IP curriculum is consistent to the mandate of the

Department of Education, to develop a curriculum that is culture-

specific and relevant to the needs of the existing situation of the

indigenous people. The basic core ideas, which set the framework of

the curriculum development, include the responsibility for their

ancestral domains, IP skills, knowledge in IP culture, love and pride in

their culture and basic functional literacy skills.

It is in this premise as a teacher in the district proposes to

conduct a research study in which he found that the school and the

district has so many problems arising from educational and material

needs of every indigenous people in the Secondary/Integrated school

in North District of Glan. While there is educational assistance

extended by the Basic Education Assistance in Mindanao (BEAM) in

the district, it is the time to assess and evaluate their performance

and how to strengthen their participation in school and community

affairs.
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Statement of the Problem

The researcher aimed to find out the socio-demographic

profile of IP students in relation to their academic performance

in Secondary/Integrated schools in North District of Glan,

Division of Sarangani.

Specifically, the researcher sought to answers the

following inquiries:

1. What is the demographic profile of the respondents

when grouped according to their:

1.1 Age;

1.2 Income

1.3 Family size?

2. To what extent do the following sociological characteristics

affect the academic performance of IP students in terms of:

2.1. Survival Rate;

2.2. Retention Rate;

2.3. Graduation Rate;

3. What is the level of academic performance of IP students?

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4. Is there as significant relationship between academic

performance and the sociological characteristics of IP’s

students?

5. Do the respondents’ academic performance affected by

sociological characteristics such as;

5.1 age;

5.2 Income

5.3 Family size?

Significance of the Study

This study on the socio-demographic characteristics of the

Indigenous people ( IPs) Students is important on several aspects.

This importance is gauged from what and how people or entities use

the results of this study. In addition, significance is seen based on

what benefits the end-users of this study may derive.

To the school administrator, the study can provide concrete

information for them to plan out for meeting possible needs like
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teacher training and acquisition of instructional materials geared

towards the specific needs of the Indigenous People (IP) students.

To the teachers, result from this study could help them improve

the use of varied teaching methodologies and strategies to intensify

the interest of the Indigenous People (IP) students.

To the parents, this study could bring a more heightened

awareness of the importance of their children and the privileges that

their children could enjoy. Such awareness may bring off better

appreciation.

To the researcher, the result of this study serves as an eye

opener for him to be able to use varied teaching methodologies and

strategies to arouse the interest of the students to learn and for him to

be able to help develop positive attitudes toward his students.

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Scope and Delimitations

This study is delimited only on the socio-demographic profile of

Indigenous People Students enrolled in the North District of Glan for

the S.Y. 2015-2016.

The study also determined significant difference in the

academic performance among Indigenous People students in North

District of Glan according to their socio-demographic profile.

DEFINITION OF TERMS

To have a clear idea regarding the different terms used in this

study, the following terms were defined:

Academic Performance refers to the grade point average of the IP

pupils at Elementary School in Glan South District during the

School Year 2014-2015.

Indigenous People Students refer to the children who belong to one

of the cultural tribes residing in Sarangani and were enrolled

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from grade 1 to grade six at the Elementary Schools in Glan

South District.

Demographic Profile – refers to groupings of pupils according to

their age, gender, and family size.

sociological characteristics - refers to the

Dropout raterefers to the percentage of IP pupils who enrolled on the

school year 2008-2009 but left school on or before the school

year 2011-2012 started.

Graduation Rate refers to the percentage of Grade VI IP pupils who

could finish and commence this SY 2013-2014

Retention Raterefers to the percentage of IP pupils who enrolled in

grade one level and have finished the school year study.

Survival ratemeans the percentage of IP pupils who enrolled in the

grade 1 level from school year 2008-2009 and still in school

before the opening of the school year 2013-2014.

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CHAPTER 11

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the related literature and studies and

conceptual framework of the study.

Indigenous People

The IndigenousPeoples of the Philippines number about 7. 2

million and are found in the three main islands of Luzon, Visayas

and Mindanao. They comprise 10% of the total population. Some

groups live in forest ecosystems, while others are found in the plains

and coasts. The biggest concentration of indigenous peoples are

found in the Cordillera region in northern Philippines, namely Luzon

island. This mountain region which straddles the Gran Cordillera

mountain range, is the ancestral home of some 14 indigenous roups

like the Ibaloy, Kankanaey, Bontok, Kalinga and Ifugao. Population is

estimated at 1.3 million. The peoples in this area are generally

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referred to as Igorots which means people of the mountains. They are

also the majority peoples in the region. Another large aggravation are

the indigenouspeoples of Mindanao who are collectively called

Lumad or "born of the earth." The Lumads comprise 18

ethnolinguistic groups such as the Subanen, Higaonon, Manobo,

Mamanua, Tiboli and B'laan. Numbering about 2.5 million, the

Lumads are spread over 17 provinces in Mindanao and comprise

20% of the total population of the island. Also in Mindanao are those

who have been islamized and called Moro (from Moor) by the

Spansih conquerors. The Moros are grouped into three: Maranao or

dwellers of Lake Lanao numbering 742,962; Maguindanao of

Cotabato province numbering 650,000 and the Tausug or people of

the current, numbering 502,200. The latter are the majority people in

the southern province of Basilan.

Other indigenous groups are the Mangyan of Mindoro island in

the southwestern part of Luzon. The Mangyan, composed of seven

groups, number about 111,000. Negrito groups are found in the three

major islands such as the Agta, Aggay and Dumagat in Luzon, Ati in

the Visayan islands and Mamanua in Mindanao. The

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indigenouspeoples speak languages belonging to the

Austronesian family. The peoples have diverse cultures although

there are similarities, like the belief in animism. Several groups living

apart from each other have similar practices such as the tattoo and

betel nut chewing cultures which are common to many indigenous

groups throughout the country. The presence or absence of either

practice among the groups depends on the level of acculturation

achieved. Non-indigenous Filipinos stopped tattooing their bodies a

long time ago as a result of their conversion to Christianity.

Indigenouspeoples are defined as a comprehensive set of

learning processes that integrates both indigenous knowledge and

other knowledge systems. It is that builds on the people’s cultures

and experiences and at the same time trains them to be critical and

analytic regarding their situation to enable them to make sound

decisions and actions. Adult n should go beyond literacy and skills

training for livelihood projects and ensure that indigenouspeoples are

empowered to be able to actively participate in the maintenance or

development of a just and democratic society where the integrity of

their culture and their quest for self-determination are ensured and
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recognized. Indigenouspeoples are those that inhabited the country

at the time of colonization. In the Philippine setting, indigenous

peoples are those who resisted colonization and succeeded in

retaining their cultures and traditions. While all peoples in the

Philippines may be considered indigenous before the coming of the

Spanish invaders, the colonization process resulted to a majority-

minority dichotomy (Scott). When the Spaniards invaded the islands

more than three hundred years ago, they started the colonization

process by subjugating them physically and enticing them to be

baptized. Those who refused Spanish rule moved to the mountains

to join those who resisted colonization.

Meanwhile, the peoples who accepted hispanisation forgot their

traditional cultures and looked down on those who refused to change.

The westernized peoples became the majority while the rest formed

the minority. The former would later become the decision makers in

the formation of a Philippine state. Like many indigenouspeoples

around the world, Philippine indigenouspeoples are victims of

discrimination and neglect as a result of "the cognitive frameworks of

imperialism and colonialism" (Daes, 1999). This issue was brought

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out earlier by Stalin when he said that national oppression was "that

system of exploitation and plunder of subject peoples, those

measures of forcible restriction of the sovereign rights of subject

peoples, which are resorted to by imperialist circles." Stalin

articulated several forms of national oppression such as what was

experienced by the multinational states in Tsarist Russia and the

colonization by England of her neighboring nation-states.

In the Philippines, national oppression takes the form of

oppression by the ruling classes through state instrumentalities

against minority nationalities. Discriminatory laws and policies

deprived indigenouspeoples of their lands and resources. Neglect

was shown through the lack of basic services for the people and

programs that would National oppression is also the non-recognition

of the identity of minority nationalities and the denial and violation of

their rights to self-determination (Sawadan, 1995). Discrimination

against indigenouspeoples is reflected in the policies and programs

formulated by the state. The integration policy shows the non-

recognition by the state of the integrity of indigenouspeoples

cultures. Earlier considered as "objects of study by anthropologists

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and subjects for proselytizing by missionaries, " they have been

largely ignored by the state.

However, their territory is considered a resource base whose

potential resources such as minerals, timber, water and land should

be exploited. In addition, land laws and development projects

affecting indigenous territory show that the state does not recognize

ancestral land rights. In the past and even up to the present, the

people are considered useful only as tourist attractions wherein they

are made to perform their dances and rituals for a public whose

understanding and appreciation of indigenous cultures may not

improve but deteriorate.

Institutions and Organizations Involved in Adult Education

There is one national governmental organization tasked to look

after the affairs of more than 7 million indigenouspeoples in the

country. On the other hand, there are numerous non-governmental

organizations working with indigenouspeoples in the field of adult.

Out of the 90 survey questionnaires sent to potential respondents, 45

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responded. Follow up was done through mail and personal visits.

Despite the existence of thousands of NGOs in the Philippines, many

were organized to take advantage of the contracts on reforestation

and other related projects offered by the government.

A study of the NGOs accessing contracts shows

that community organizing was not a priority; what was important

was the implementation of the reforestation activity which was

participated in by the community because of the wages offered.

Financial support is always a problem for many NGOs involved in and

development. By being part of consortiums, NGOs survive as they

can share the resources of the other members in terms of finances,

equipment, office space and human resources. People's

organizations-many of which do not have the capacity to meet the

requirements of funding agencies in terms of proposal writing-are

given support by NGOs in terms of on specific issues such as

ancestral land rights or paralegal trainings.

In the Philippines the government agency working on

indigenouspeoples affairs is the National Commission on

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IndigenousPeoples (NCIP). It has a national office in Manila headed

by a chairman consulting with six commissioners. There are regional

directors in the various regions to implement and oversee the NCIP

programs and projects. The NCIP has multiple tasks which include

implementing development projects in the communities including

livelihood, medical missions and infrastructure projects. On

indigenouspeoples' rights, it supports the recently enacted

IndigenousPeoples Rights Act (IPRA). The contents of this legal

instrument include indigenouspeoples' rights to ancestral

domain, self-governance and empowerment, social justice and

human rights and cultural integrity. These rights are recognized and

promoted "within the framework of the Constitution." It was on this

issue that the NCIP actively embarked on an information programme

in 1998 and conducted consultations in the various regions attended

by some NGOs, peoples' organizations, individuals and local

government officials. This is in conjunction with the objectives of the

commission regarding ancestral land which is the recognition,

delineation and titling of ancestral domains and the sustained

development for ancestral domain resources. In terms of

 P a g e | 17

consultation, aside from the information campaign on the IPRA, the

agency conducts consultations on projects such as cooperatives and

livelihood since it is the objective of NCIP to help in poverty

alleviation. In addition the NCIP hired an NGO to conduct a province-

wide consultation in Benguet to ask the people-represented by local

government officials and community members-what kind of

development they wanted. The information was intended for policy

formulation. Another objective is to promote cultural integrity among

the indigenouspeoples.

In the Philippinesindigenous groups are exposed to other local

cultures through the system. The official language is Filipino, which

originates from Tagalog-the language of several provinces in Luzon

Island where the seat of government is located. Schoolchildren also

have to learn English since some of the subjects are taught in this

language. The Constitution mandates that the local languages will

also be used as auxiliary media of instruction. People to people

exchange are facilitated by NGOs to enhance cultural understanding

and solidarity. At the same time this exchange can be a venue for

peoples with similar problems to learn from each other especially how
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they are responding to issues affecting them. Gender specific

programmers are provided by NGOs and indigenous women's

organizations. At the same time NGOs working in indigenous

communities conduct specific and training programmers for their

beneficiaries which are appropriate to the needs and aspirations of

indigenous women. NGOs working specifically with indigenous

women have differing programs and objectives. Some provide

livelihood projects so that women can increase the family income.

Others provide livelihood projects and at the same time legal and

psychosocial assistance to victims of domestic violence.

Studies based at the University of the Philippines provide funds

for academic researches. Depending on the project proponent and

organizing can be integrated into the proposal. The biodiversity

project being conducted in Misamis Oriental in Mindanao is an

interdisciplinary research project aimed at mapping out the coastal,

forest and marine biodiversity in the province. The Social Sciences

Faculty is involved in and organizing work among the people,

including the indigenous Subanen. The objective is to enable the

people to protect and conserve their environment and resources. This

 P a g e | 19

project is also being conducted in coordination with the local

government.

Academic institutions do not usually have the time to engage in

full-time adult work considering the multiple loads of the faculty in

terms of teaching, research and administrative tasks. More often

academic institutions conduct joint projects with NGOs as the latter

are already accepted in the communities and have more time to

integrate with the people.

Government agencies and local government bodies involved in

the project also provide technical expertise and logistics, such as the

use of their vehicles and offices for meetings. Universities have been

been helpful in supporting people's struggles against threats to their

land and livelihood.

In Mankayan, Benguet province where the operations of mining

company have caused soil subsidence and the destruction of a

school and some houses, geologists from the State University who

investigated the matter declared that the incident was a result of the

numerous mine tunnels dug by the company.

 P a g e | 20

On the other hand, studies coming from researchers have also

been used by the state and big business to enforce their

development plans in indigenouspeoples' territories Meanwhile, in

the schools, some efforts to integrate indigenous cultures and

traditions in the curricula of a majority of the students have been

carried out. The aim is to prevent the young from being alienated

from their cultures and also to make non-

indigenous students understand other cultures.

Quality Education for Indigenous Peoples

The enjoyment of the right to education is not fully realized for

most indigenous peoples. The Expert Mechanism on the Rights of

Indigenous Peoples says that without access to quality education

indigenous communities will not be able to fully enjoy their rights. The

Expert Mechanism is a group of five independent specialists who

provide expertise on the rights of indigenous peoples to the Human

Rights Council.

In their report to the Council on the right of indigenous peoples

to education the experts say, “Deprivation of access to quality

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education is a major factor contributing to social marginalization,

poverty and dispossession of indigenous peoples”. The report makes

the case that designing education programs for indigenous

communities must take into account many factors that acknowledge

the special needs of these communities. Indigenous students cannot

be forced into mainstream education systems which do not integrate

indigenous culture, it says.

An approach using a single model is inappropriate because of the

diversity of indigenous peoples.

Promoting “indigenous perspectives, innovations and practices

in an environment that replicates traditional ways of learning” is

another interest of the Expert Mechanism. This includes having

mother-tongue based bilingual and multilingual education at the

primary as well as at higher levels. Indigenous languages should be

integrated into the teaching programs. The report proposes that

community members be trained as language teachers and the

development of indigenous literacy material.

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The report identifies gender issues as a common impediment to

education for both boys and girls in indigenous communities. In fact,

girls are regularly prevented from attending school. The report found

that “families often prefer girls to remain at home to perform domestic

chores and care for children and siblings”. When put together with

other discrimination issues, this has serious social consequences for

the indigenous communities.

The Expert Mechanism says that indigenous peoples have the

“right to educational autonomy” including “the right to decide their

own educational priorities […] as well as the right to establish and

control their own educational systems and institutions, if they so

choose”.

The report recommends too that human rights education be

included in schools to encourage cooperation between the different

cultures. The Expert Mechanism advises that “learning about human

rights is the first step towards respecting, promoting and defending

the rights of all individuals and peoples.” For this to happen, States

must ensure funding for appropriate teaching materials and the

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recruitment of indigenous teachers. Education is identified by the

report as “one of the best long-term financial investments that States

can make.” This year on December 10, celebrate Human Rights Day

by joining together to celebrate diversity and end discrimination.

INDIGENOUSEDUCATIONSYSTEMS AND INSTITUTIONS

Indigenouspeoples' educationsystems and institutions can be

put into one of two main categories: traditional education or ways of

learning and institutions; or integration of indigenous perspectives

and language in mainstream educationsystems and institutions. 42.

The right of indigenouspeoples to establish and control their

educationsystems and institutions under article 14 (1) of the United

Nations Declaration on the Rights of IndigenousPeoples, articles 27

and 29 of ILO Convention No. 169 or article 29 (1) of the Convention

on the Rights of the Child should be interpreted as being applicable to

both traditional and mainstream educationsystems and institutions.

Consequently, States are expected to equip indigenous communities

by integrating their perspectives and languages into mainstream

educationsystems and institutions, and also by respecting, facilitating

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and protecting indigenouspeoples' right to transfer knowledge to

future generations by traditional ways of teaching and learning.

Indigenous Knowledge System

According to the United Nations Educational, Scientific and

Cultural Organization (UNESCO, 2003), 'Local and indigenous

knowledge' refers to the cumulative and complex bodies of

knowledge, know-how, practices and representations that are

maintained and developed by peoples with extended histories of

interactions with the natural environment.

These cognitive systems are part of a complex that also

includes language, attachment to place, spirituality and wold view.

Many different terms are used to refer to this knowledge, these

includes: traditional ecological knowledge (TEK), indigenous

knowledge (IK), local knowledge, rural people's/farmer's knowledge,

ethnobiology /ethnobotany/ ethnozoology, ethnoscience, folk science,

indi science.
 P a g e | 25

UNESCO says that these many terms coexist because the wide

range of social, political and scientific contexts have made it all but

impossible to for a single term to be suitable in all circumstances.

UNESCO has recognized the importance of Indigenous

Knowledge Systems, that it launched the Local Indigenous

Knowledge Systems (LINKS) Project in 2002. As a cross-cutting inter

sectoral projects, LINKS brings together all five programme sectors of

UNESCO in a collaborative effort on local and indigenous knowledge.

The LINKS Project focuses on this interface between local and

indigenous knowledge and the millennium Development Goals of

poverty eradication and environmental sustainability. It addresses the

different ways that indigenous knowledge, practices and world views

are drawn into development and resource management processes. It

also considers the implications this may have for building equity in

governance, enhancing cultural pluralism and sustaining biodiversity

(UNESCO, 2003).

Local and indigenous knowledge includes the sophisticated

understandings, interpretations and meanings that are accumulated

 P a g e | 26

and developed by peoples having extended histories of interaction

with the natural environment (UNESCO, 2003:1).

For the vast majority of rural and indigenous peoples these

knowledge systems provide the basis for local-level decision-making

about fundamental aspects of day-to-day life, which include

economic, social, cultural, and ecological. Indigenous knowledge is

also one of the key action themes identified by the UNESCO in the

UN Decade foe education for Sustainable Development (2005-2014).

Indigenous Peoples Curriculum

Republic Act number 7610, Article IX, Section 18, says that the

Department of Education Culture and Sports shall develop and

institute in alternative system of education for children of indigenous

communities which is culture-specific and is relevant to th need and

existing situation in their communities.

Indigenous Peoples Right Act (IPRA) Rule V Section 9

promulgated the effort of the National Commission on Indigenous

People (NCIP) in collaboration with the Department of Education

 P a g e | 27

(DepEd), the Commission on Higher Education (CHED) and with

private and public schools at all levels will work towards the

development of appropriate programs and projects related to the

curricula and appropriate teaching materials and resources.

It was in the School Year 2007-2008, that IP curriculum was

developed in relevance with the basic education for Elementary and

Secondary levels which piloted in Region XI was further piloted in 10

schools in Region XII led by South Cotabato Division through the

Center for Indigenous Peoples Education (CIPE) based in Koronadal

City.

The Curriculum for Indigenous Peoples Education was

developed using the Philippine Secondary and Elementary School

Learning Continuum and Indigenous Peoples Republic Act 8371 of

the 1977 of the constitution of the Republic of the Philippines as its

bases.

Last January 28-30, 2008, the IP curriculum of Region XII was

developed, adopted and contextualized to the local IP Cultures- the

B'laan, T'boli, Ubo, and Taga Kaolo cultures, covering all subject
 P a g e | 28

areas of the grades 1to 6 levels. It was then enriched by utilizing the

local folklores, practices, beliefs and customary laws, identifies

heritage and history as reference materials.

IP curriculum is expected to prove accessibility and equity to

the remotest Baragay through Indigenous Peoples Education,

recognition of the cultural experts and elders in the local

communities, extensive community participation of Indigenous

People, and develop culturally responsive and integrative curriculum

and to attain quality education among indigenous peoples. Thus, it is

expected too that increases in the completion rate, retention rate and

participation rate indicators and zero drop-out should also be

attained.

The B’laan and their rights in Education

The Lumads are group of indigenous peoples of the Southern

Mindanao, Philippines. It is a Cebuano term meaning ‘native’ or

‘indigenous’. For more than two decades, it has been used to refer to

the groups of indigenous peoples of Mindanao who are either Muslim

or Christian. The term is short for “Katawhang Lumad” (literally

 P a g e | 29

“indigenous peoples”), the autonym officially adopted by the

delegates of the Lumad Mindanaw Peoples Federation (LMPF)

founding assembly in June 26, 1986 at the Guadalupe Formation

Center, Balindog, Kidapawan, Cotabato, Philippines. It is the self-

ascription and collective identity of the un-Islamized indigenous

peoples of Mindanao.

The B'laan tribe is one of the indigenous peoples of the Southern

Philippine island of Mindanao. Another tribe called the Maguindanao

also inhabits the same area. The two tribes consider themselves to

be brothers and sisters. Long ago, an Arab male (ancestral brother)

married a B'laan female (ancestral sister) and through this marriage

union, Islam infiltrated Southern Mindanao so when the Spaniards

arrived, their attempts to establish Catholicism were unsuccessful in

the South. Eventually the B'laans and the Maguindanao became

trade partners with the B'laans settling in the mountains and the

Maguindanao settling along the coastal areas. From that time until

now, B'laans have been producing rice, vegetables, livestock, and

rainforest products.
 P a g e | 30

The original religion of the B'laans is Animist. Presently, only

5% of the 448,000 B'laan tribal people are considered to be

evangelical (.August 20, 2006Philippine Daily Inquirer).Editorial

Comment: Many traditional crafts in indigenous communities marry

art, science and religion in an expression of cultural creativity. The

crafts are uniquely embedded in the local context of ecology (fibers,

dyes), community (storytelling, apprenticeship) and spirituality. The

article below describes an initiative to keep alive the traditional art of

mat weaving among the B'laan in Southern Mindanao For the B'laan

women of Upper Lasang in Malapatan, Sarangani, mat weaving is a

product of both traditional belief and art weaving, in B'laan culture, is

an expression of the women's relationship with their god D'wata.

Each mat has a unique design inspired by divine guidance, as well as

their dreams and creative imagination. Hence, the women are

popularly called the "dream weavers."Indigenous communities face

many challenges in education. We live in a world that is increasingly

multicultural and the traditional understanding of the content of

curricula and ways of teaching even for those states that are

organized on the assumption that they are culturally homogenous

 P a g e | 31

(Rodolfo Stavenhagen has coined the term ‘technocratic’ for these

kind of states), does simply not work anymore. The world is more

uncertain than ever before, as observed both by the World

Commission on Culture and Development (the de Cuéllar

Commission) and the International Commission on Education for the

Twenty-first Century (the Delors Commission). Secondly, indigenous

peoples and minorities are largely neglected in most countries in the

designing of curricula and in the organization of teaching. In fact, in

many countries almost nothing of the basic principles about

multilingual and multicultural education established by UNESCO in

this field is implemented. And thirdly, there is always the question of

resources. We are poorest among the poor. Even in developed

countries, indigenous communities are not able to offer their children

adequate education – and especially not an education meeting the

aspirations of our peoples themselves.

But indigenous peoples do not come to you only with problems

for you to solve – we come to you with our own answers and we ask

your assistance in ensuring these solutions are systematically and

fully implemented. Quality education is not an absolute and static

 P a g e | 32

concept because education relates to the culture and community it is

supposed to serve. The aspirations of the world’s indigenous peoples

in the field of education is so far best reflected in Article 15 of Draft

United Nations declaration on the rights of indigenous peoples.

Indigenous children have the right to all levels and forms of

education of the State. All indigenous peoples also have this right and

the right to establish and control their educational systems and

institutions providing education in their own languages, in a manner

appropriate to their cultural methods of teaching and learning.

Indigenous children living outside their communities have the right to

be provided access to education in their own culture and language. It

will point to some of the aspects of education in more detail.

One of the key elements in the formal education of the youth in

various levels of formal education is the teachers. The teacher holds

the responsibility of providing stimulations, manipulations, and

enrichment of the learning process and evaluation of the results of

learning. It is through the teacher that students receive their

enthusiasm to
 P a g e | 33

participate in the learning process. The teacher guides the students

to acquire knowledge, skills, interest, values, appreciation and sets of

good habits and practices.

In the hands of good teacher the students are transformed

through a change of behavior. It is also the teacher who helps in the

realization of one of the national goals which is the formation of a

citizenry stepped in the values of patriotism. (Gregorio 1983)

Pupils’ factor also play significant role on academic

performance. B’laan students who have poor study habits, an attitude

of evading work, and liking for pleasure which

are non-educational give rise to poor performance in school. Added

to these negative factors is the dislike of the methods being used by

the teacher in the classrooms. Sometimes, B’laan students dropout of

school because of lack on interest in learning, inability to get the

required textbooks, and incapacity to pay school fees and

contributions. School factors such as the quality of teachers are also

important factor to consider in evaluating the pupils survival in school.

Teachers whose personality is persistent, preserving, reliable,

 P a g e | 34

tolerant, determined and enthusiastic can contribute significantly to

the academic performance of pupils. Even the teachers’ education

and learning experience serve as model for pupils. The teachers are

the primary instruments in the students’ success in their academic

activities. Whatever the teacher does intentionally he acts as model

to the pupils. The pupils’ enthusiasm may be tough depending on the

influence of the teacher. The teacher therefore, is

most important person in the classroom (Banglay 2003). He plays a

key role in learning process of the pupils. Bustos and Espirito (1996)

stated that as teacher assumes various significant roles in the

classroom, he becomes the manager of the classroom situation. He

determines the psychological climate that will prevail in the

classroom. He can facilitate learning method and utilize result of

evaluation as basis for improving learning of pupils.

The right to education is a fundamental human right. Every

individual, irrespective of race, gender, nationality, ethnic or social

origin, religion or political preference, age or disability, is entitled to a

free elementary education. This right is explicitly stated in the United

Nations' Universal Declaration of Human Rights (UDHR), adopted in

 P a g e | 35

1948 that states: "Everyone has the right to education. Education

shall be free, at least in the elementary and fundamental stages.

Elementary education shall be compulsory. Technical and

professional education shall be made generally available and higher

education shall be equally accessible to all on the basis of merit. …"

(Article 26). Ensuring access to education is a precondition for full

realization of the right to education. Without access, it is not possible

to guarantee the right to education. Quality of education is the other

side of coin. Providing access to schools secures only one part of the

right to education. Once in school, children can be subjected to

indoctrination (e.g., in communist countries). As stated, in the UDHR:

"Education shall be directed to the full development of the human

personality and to the strengthening of respect for human rights and

fundamental freedoms. It shall promote understanding, tolerance and

friendship among racial or religious groups" (Article 26).

The right to education does not limit education to the primary or

the first stage of basic education, or among children of a particular

age range. The right to education is also not an end to itself, but an

important tool in improving the quality of life. Education is a key to

 P a g e | 36

economic development and the enjoyment of many other human

rights. Education provides a means through which all people can

become aware of their rights and responsibilities, which is an

essential tool for achieving the goals of equality and peace. Katerina

Tomasevski, former United Nations Special Rapporteur on the right to

education, points out: "There is large number of human rights

problems, which cannot be solved unless the right to education is

addressed as the key to unlock other human

rights. Education operates as multiplier, enhancing the enjoyment of

all individual rights, freedoms where the right to education is

effectively guaranteed, while depriving people of the enjoyment of

many rights and freedoms where the right to education is denied or

violated."

Rights at Stake

The human right to education entitles every individual to: free

and compulsory elementary education, and to readily available forms

of secondary and higher education; freedom from discrimination in all

areas and levels of education, and to equal access to continuing

 P a g e | 37

education and vocational training; and information about health,

nutrition, reproduction, and family planning.

The human right to education is inextricably linked to other

fundamental human rights, rights that are universal, indivisible,

interconnected, and interdependent including the right to: equality

between men and women and to equal partnership in the family and

society; work and receive wages that contribute to an adequate

standard of living; equality between the boy-child and girl-child in all

areas, including education, health, nutrition, and employment

;freedom of thought, conscience, religion, and belief freedom from

discrimination in all areas and levels of education learn in one's own

language. Education for children of migrant workers education for

persons with disabilities and the freedom from discrimination in

access to,education; and share in the benefits of scientific progress.

Nearly a billion people entered the 21st century unable to read a

book or sign their names, and most are poorer and unhealthier than

those who can. They are the world’s functional illiterates and their

total includes more than 130 million children who do not attend
 P a g e | 38

school, 73 million of them are girls. Yet the ability to claim and enjoy

the rights of an informed and responsible citizen rests squarely on a

child’s access to a good basic education. A quality education that

encourages children’s participation and critical thinking and is infused

with the values of peace and human dignity has the power to

transform societies in a single generation. Furthermore, the fulfillment

of a child’s right to education offers protection from a multitude of

hazards, such as a life consigned to poverty, bonded labor in

agriculture or industry, domestic labor, commercial sexual exploitation

or recruitment into armed conflict.

UNICEF has developed a framework for rights-based, child-

friendly educational systems and schools that are characterized as

"inclusive, healthy and protective for all children, effective with

children, and involved with families, communities and children"

(Shaeffer, 1999). Within this framework:

The school is a significant personal and social environment in

the lives of its students. A child-friendly school ensures every child an

environment that is physically safe, emotionally secure and

 P a g e | 39

psychologically enabling; Teachers are the single most important

factor in creating an effective and inclusive classroom; children are

natural learners, but this capacity to learn can be undermined and

sometimes destroyed. A child-friendly school recognizes, encourages

and supports children's growing capacities as learners by providing a

school culture, teaching behaviors and curriculum content that are

focused on learning and the learner. The ability of a school to be and

to call itself child-friendly is directly linked to the support, participation

and collaboration it receives from families. child-friendly schools aim

to develop a learning environment in which children are motivated

and able to learn. Staff members are friendly and welcoming to

children and attend to all their health and safety needs.

Education and the Convention on the Rights of the Child

The right to education is ensured in numerous CRC articles,

including the following: Article 23.3-4 recognized the need for special

education for children with disabilities. In relation to health, the CRC

acknowledges the importance of health education for both children

and their parents in article 24. Education under article 28 creates

 P a g e | 40

obligations for the State who has to provide free primary education

and for children for whom attending primary educations is

compulsory. Article 29continues with setting out the aims of

education, describing that it should be geared towards developing a

child's personality, talents and mental and physical abilities to the

fullest.

On April 2001, the Committee on the Rights of the Child

adopted its General Comment No. 1 "The aims of education" on the

significance of article 29.1. In the Committee's General Comment No.

8 (2006), paragraphs 7, 19 and 20 call for States to

refrain from using corporal punishment in schools, reiterating that

corporal punishment is incompatible with the CRC.

The world cannot afford to tolerate the poverty, injustice, and

waste associated with the mass violation of the right to education.

Education as a Human Right

Education has been regarded in all societies and throughout

human history both as an end in itself and as a means for the

 P a g e | 41

individual and society to grow. Its recognition as a human right is de-

rived from the indispensability of education to the preservation and

enhancement of the inherent dignity of the human person. (Linda

2007) Education in the Philippines literacy rate (ability to read and

write) is 99.5% but does not reflect the educational level attained.

Poverty results to high drop out rate in the elementary and high

school Level. The high cost of education prevents low-income

students from pursuing higher education. Instead they enter the

workforce at an early age. The world cannot afford to tolerate the

poverty, injustice, and waste associated with the mass violation

oTeachers are introspective, cooperative, directive, and expressive.

Teachers look for the very best and expect the best out of those

around them. They are highly capable of helping learners express

their inner potential. Teachers communicate to their pupils that each

one of them has the potential to succeed and motivate others to meet

the teacher's positive expectations.

Teachers like to have things organized, settled and planned

out. They will usually have their work hours and social engagements
 P a g e | 42

planned well in advance and can be trusted to honor their

commitments. However, teachers are also capable of using their

creativity to invent engaging learning activities for their pupils with

little planning. Teachers are more educational leaders than they are

social leaders, their primary interest being the growth and

development of others.

Teachers have a highly developed intuition. They are highly

skilled at understanding what is going on inside themselves and

others. Teachers often find themselves mirroring the beliefs,

characteristics, and emotions of those they have contacted with to

generate rapport. This enables them to feel a close connection with

others and develop a personal involvement in the joys and problems

of others.

Teachers consider people to be their highest priority, and their

communication often asserts a personal concern and willingness to

help others. Teachers are warm, outgoing, and value harmonious

relations and interpersonal communication. Teachers are usually

easy to get along with, tolerant of others, and popular. They may also
 P a g e | 43

be the most expressive of all the role variants. They have exceptional

language skills and don't hesitate to share their feelings, beliefs and

ideas. Teachers are very enthusiastic and

can be charismatic public speakers. Their exceptional language skills

enhance their influence within groups, and they are often asked to

assume leadership roles.

Lack of interest in schooling was the main reason for non-

attendance in school by 38 percent of children in primary school

ages. The same reason was cited for 43 percent of the youth in

secondary school ages and high cost of education for 25 percent of

this population age group. For those in the tertiary school ages,

looking for employment or having a job and high cost of education

were the most commonly cited reason. Reasons not falling into the

specified categories were classified into the other category. For the

age group 6-11 years, the other category includes reasons like too

young to go to school and not admitted in school. For the age group

12-15 years, the reason falling into others includes non compliance of

requirements for enrolment and late registration. The other category

for the age group 16-24 years includes marriage and completion of a
 P a g e | 44

post secondary or tertiary course In NCR, looking for employment or

having a job was the most common reason for the children on

attendance in school.

In CALABARZON, the percentage of those who were out of

schools because of this reason was also high .In Eastern Visayas,

two out of five school age children and youth were not attending

school due to lack of interest in schooling The 2003 FLEMMS

results also showed that around 11.6 million or 34 percent of the 34

million population 6 to 24 years old were not attending school. When

asked about the main reason why their children were not attending

school, 30 percent of the survey respondents said that their

children were either working or looking for work, 22 percent

mentioned that their children lack interest in going to school, and 20

percent stated that they cannot afford the high cost of education.

The reason behind the increase of Out of School Youth in the

Philippine

poverty is stated as the primary contributor to the high growth of OSY

but given that low education as the precarious employment contribute

 P a g e | 45

to poverty the OSY phenomenon largely occurs among the poor

which is difficult trend to escape.

Population growth is another important trend that increases the

number of OSY. High population growth causes increasing stress to

the other educational system. It is estimated that one of the four

barangays (neighborhood) in the Philippines have no elementary

schools, depriving 1.6 million children even of the basic education

and a third of the barangays do not have complete elementary

schools. While virtually every child in the Philippines enrolls grade 1,

only seven out of 10 children enrolled in grade seven graduates from

high school. Often children are required to work to support parents

and younger siblings. This is particularly true for the 15-24 age

groups who often have to quit school to help their parents earn

money an income or do the chores at home while their parents

sought employment. About 1/5 of the WB focus groups' participants

came from single-parent families, or the family's sole wage earner

was either ill or ailing. Often in these cases, the youth take

responsibility of finding a source of income to provide for the family.

Most OSY generally have parents who work in unskilled jobs resulting
 P a g e | 46

from a low level of education. Typically in two-parent households, the

father's job was often low-paying and self or seasonally employed.

Finally despite the adversity these youths face, the study also

revealed that the participants largely hoped for an opportunity to

return to school.

Conceptual Framework

This study is based on the concept that sociological

characteristics are certain factors that could affect the survival rate,

retention rate and graduation rate dropout rate of pupils in school

particularly in the Elementary Schools of Glan South District Various

reasons like the family, the school, the teacher, and the community

where the child leaves contribute much in the educational endeavor

as a s[upil.

Students’ factor includes the attitude of pupils toward

schooling, participation in household chores and participation in

helping augment the family income. Another factor considered is the

community factor. Indigenous People pupils based on survey have

 P a g e | 47

homes that are a bit far from school. Hence, for the community

factors, distance of home, peace and order situation and common

illness are also considered.

This research study will be proved or disproved if the above

reasons and causes affect the survival, drop-out rate and retention

rate of Indigenous and graduation rate of People (IP) pupils of Glan

South District in Glan Sarangani.

 P a g e | 48

SCHEMATIC DIAGRAM OF THE STUDY

Independent Variables Dependent Variables

Sociological Characteristics of School Academic Performance

IPs pupils
in
1. Survival rate
What and how many subjects
2. Retention rate
3. Drop-out rate
4. Graduation rate

Demographic Profile

5. Survival rate
6. Retention rate
7. Drop-out rate
8. Graduation rate

Figure 1 shows the schematic illustration of the conceptual

framework.
 P a g e | 49

Hypothesis

Hypothesis will be tested at 0.05 level of significance.

1. Is there a significant relationship that exist between the

academic performance of grade six indigenous pupils and the

sociological characteristics among Indigenous People (IP)

pupils?

2. Is there a significant difference on the school academic

performance among Indigenous People (IP) pupils according to;

1.1 Age;

1.2 Annual Income?

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CHAPTER III

METHODOLOGY

This chapter presents the details on how the study was

conducted. It includes the Research Design, Locale of the Study,

Respondents of the Study, the Data Gathering Instrument, Data

Gathering Procedure and the Statistical Tools used in treating the

data.

Research Design

This study uses the descriptive-correlation research design

since this study described the present factors affecting the academic

performance of Indigenous People pupils and their academic

performance. Also, the study provides information of the present IP

pupils’ academic performance according to age and gender.

A survey questionnaire was administered to IP pupils to obtain

data as to the factors affecting their academic performance. As to

 P a g e | 51

pupils’ academic performance, the grade point average of Grade VI

IP pupils for the SY 2014-2015 were obtained from the teachers-in-

charge. Test of comparison of mean was done in interpreting

significant difference between the academic performance of IP pupils

according to their profile.

Respondents of the Study

The respondents of the study were the one hundred twenty

(120) IP pupils of Elementary Schools of Glan South District They

were the ones who answered the survey questionnaire to obtain data

for the factors affecting their academic performance as to Survival,

Drop-out and Retention rates. The respondents were taken through

random sampling technique.

Locale of the Study

The study was conducted at the Elementary School in glan

South District, Division of Sarangani There are eighteen (18)

elementary schools under Glan South District.

 P a g e | 52

Data Gathering Instrument

The main instrument used in the study was a survey

questionnaire developed by the researcher validated by experts

through proper presentation of the instrument, and revision and

integration of experts’ comments and suggestions before the

instrument was finalized for administration. The instrument consisted

of statements related to the factors affecting IP pupils academic

performance. The questionnaire was categorized into: Survival rate,

Retention rate, and Graduation rate. A copy of the survey instrument

is attached as one of the appendices.

To obtain data for the extent of effect of the factors affecting the

academic performance of Indigenous (IP), the pupils responded using

the scale below.

Numerical Rating Descriptive Rating

5 Always Affected

4 Oftentimes Affected

3 Sometimes Affected

2 Seldom Affected

1 Never Affected
 P a g e | 53

Data Gathering Procedure

Permission to conduct the study was sought from the Division

Superintendent, District Supervisor and School Principal of Silway 8

Elementary School, Glan South District District.

Names of Indigenous People (IP) pupils who were officially

enrolled during the school year 2013-2014 were obtained from the

Class Advisers.

Upon the approval to conduct of the study, and upon

ascertaining the number of Indigenous People (IP) pupils who are

enrolled in all levels, the survey questionnaire was administered to

the elementary IP pupils who were the respondents of the study. The

same questionnaires were retrieved from the respondents for

tabulation and analysis.

As to pupils’ academic performance, grades of the Grade-VI IP

pupils for the School Year 2013-2014 were asked from their

respective Class Advisers.

 P a g e | 54

Statistical Treatment

The following statistical tools were used in treating the posed

statement of the problem.

1. To describe the extent of effect of the factors affecting the

academic performance of elementary IP pupils as to Survival,

Retention, and Graduation rates, weighted mean was used;

2. To determine the level of academic performance of elementary

IP pupils for the SY 2013-2014, frequency and percentage were

used; and

3. Comparison of means was done to determine if there is

significant difference between IP pupils’ academic performance

according to age and gender.

 P a g e | 55

The mean ratings that were obtained from the responses of the

Indigenous People (IP) pupils’ were to be interpreted using the scale

as follows:

Mean Interval Interpretation

4.20 – 5.00 Extremely Affected

3.40 – 4.19 Highly Affected

2.60 – 3.39 Moderately Affected

1.80 – 2.59 Less Affected

1.00 – 1.79 Least Affected

To determine the level of academic performance of the

elementary IP pupils for the School Year 2013-2014, the scale below

was used.

Grade Interval Description

95 – 100 Superior

90 – 94 Above Average

85 – 89 Average

80 – 84 Below Average

75 – 79 Fair
 P a g e | 56

To determine if there is significant difference between the

academic performance of Grade VI IP pupils according to age and

annual income.
 P a g e | 57

CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the various findings of the study and the

analysis of the results.

Table 1. The Profile of the Respondents according to Age.

Age Interval (yrs.) Frequency Percentage

11 – 12 40 33.33

13 – up 80 66.66
Total 120 100

Table 1 reveals that majority or two-third of the Grade VI IP

pupils who served as respondents were at age ranging 13 years old

and up. The remaining one-third were within 11 to 12 years old.

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Table 3. The Annual Income of the Parents of Indigenous Pupils of Glan

South District

__________________________________________________________________

Scale Population Percent Description

__________________________________________________________________

Over 100,001 2 0.44 Moderate

75,001 - 100,000 10 2.24 Fairly Stable

51,001 - 75,000 186 41.70 Less Stable

50,000 and below 248 55.60 Least Stable

__________________________________________________________________

Total 446 100%

__________________________________________________________________

Mean

Description Less Stable

__________________________________________________________________

The table presents the socio demographic profile of IP pupils in the South

District of Glan, Sarangani. It shows that majority of the pupils belong to income

level of below 50,000.00 described as least stable. This was followed by those

whose income level ranges from 51,000-75,000 which comprises 41.70% of the

respondents while only0.44% which means their income level is less stable while

only 0.44% is within the income level of over 100,000 which means on a
 P a g e | 59

moderate income threshold. With data it showed that majority of the respondents

lived below poverty level considering that according to PSA family of five needs

at least P 5,590 on the average every month to meet the family’s basic food

needs and at least P 8,022 on the average every month to meet both basic food

and non-food needs

Table 3. Summary of Respondents Rating on the Sociological

Characteristics of Indigenous People (IPs) in terms of
Survival Rate.
Items Mean Interpretation

1. Distance of Home from School. 4.38 Extremely Affected

2. Transfer of Residence. 4.20 Extremely Affected

3. Sickness / Illness 4.20 Extremely Affected

4. Dislike on teachers or teacher- 1.67 Least Affected

factor problem.

5. Family Income/Financial 3.96 Highly Affected

Condition

6. Broken Homes/Family Problem 3.87 Highly Affected

7. Unsafe Environment 2.20 Less Affected

8. Unfriendly Classmates 1.89 Less Affected

9. Early Marriage 3.31 Moderately Affected

10.Illiterate Parents 3.44 Highly Affected

 P a g e | 60

11.Lack of eagerness to study. 2.00 Less Affected

12.Distance of parent’s working 3.40 Highly Affected

place in school

13.Sudden death 4.64 Extremely Affected

Mean 3.32 Moderately Affected

It can be seen from Table 3 that items 1, 2,3, and 13 were

factors affecting pupils academic performance which obtained rating

4.38, 4.20, 4.20 and 4.64, respectively and described as “Extremely

Affected”. This suggests that these factors affected the IP pupils very

greatly their academic performance. This means that teachers are

usually easy to get along with, tolerant of others, and popular. They

may also be the most expressive of all the role variants. They have

exceptional language skills and don't hesitate to share their feelings,

beliefs and ideas. Teachers are very enthusiastic and

can be charismatic public speakers. That is, the distance of home

from school, transfer of residence, sickness/illness and sudden death

of a family member had affected most their grades and schooling.

It can be noted from the table that only item 4 which obtained a

mean rating of 1.67 and is described as “Least Affected”. This

 P a g e | 61

implies that the IP pupils’ grades were not affected by teachers or

their teachers are not a problem for them. Teachers are very

enthusiastic and can be charismatic public speakers. Their

exceptional language skills enhance their influence within the groups,

and they are often asked to assume their influence within groups, and

are often asked to assume leadership roles. Also, it is revealed in the

table that family factors like family income, broken families and

uneducated parents highly affected pupils’ academic performance.

Having unsafe environment, unfriendly classmates, and lack of

eagerness to study did not affect much their performance in school

while early marriage moderately affected their grades.

Generally, the mean rating of 3.32 described as “Moderately

Affected” for factors affecting IP pupils academic performance in

terms of Survival Rate implies that these causes sometimes affected

their academic performance in school. Further, this result suggests

that for them, they survive schooling with having all these factors

moderately affecting their studies.

This findings is in consonance with

 P a g e | 62

Table 4. Summary of Respondents Rating on the Sociological

Characteristics of Indigenous People (IPs) in terms of
Retention Rate.
Items Mean Interpretation

1. To finish elementary level 2.91 Moderately Affected

2. To continue schooling in high 4.16 Highly Affected

school.

3. Loves his/ her teacher and 4.31 Extremely Affected

classmates.

4. Adapt school / peer environment 3.58 Highly Affected

5. Free feeding program for pupils 3.67 Extremely Affected

6. Create circles of friends among 3.20 Highly Affected

his/ her classmates

7. Eager to learn more from his / 4.44 Extremely Affected

her teacher

8. To have a beautiful work in the 4.42 Extremely Affected

future
Mean 3.83 Highly Affected

The table 4 shows the summary of respondents rating on

factors affecting their academic performance in terms of retention

rate. It is revealed in the table that items 3, 5, 7 and 8 obtained a

mean rating within the mean interval of 4.20 – 5.00 which is

described as “Extremely Affected”. The rest of the factors were within

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the description of “Highly Affected” except for item 1 which got a

mean rating of 2.91 described as “Moderately Affected”. This entails

that the respondents’ performance in school is greatly affected by

their love for teachers and classmates, free feeding program,

eagerness to learn more and the dream of having good job in the

future. To finish elementary is not just their goal for studying.

The factors affecting Grade VI IP pupils’ academic performance

in terms of Retention Rate obtained a mean rating of 3.83 described

as “Highly Affected”. This implies that the respondents were highly

affected by these factors and remain in school for having these

factors motivating them to continue in their studies. Further

motivations like teachers whose personality is persistent, preserving,

reliable, tolerant, determined and enthusiastic can contribute

significantly to the retention rate of pupils. The teacher therefore is

most important person in classroom (Banglay 2003). He plays a key

role in learning process of the pupils. Bustos and Espirito (1996)

stated that as a teacher assumes various significant roles in the

classroom.
 P a g e | 64

Table 5. Summary of Respondents Rating on the Sociological

Characteristics of Indigenous People (IPs) in terms of
Graduation Rate.
Items Mean Interpretation

1. To help parent work at home. 2.93 Moderately Affected

2. To find work to help family 3.71 Moderately Affected

finances.

3. To find work to support high 3.31 Moderately Affected

school education.

4. To have family on my own. 1.89 Less Affected

5. To take care of my little sisters 1.69 Least Affected

and brothers.
Mean 2.71 Moderately Affected

The data in Table 5 reveals the summary of respondents’

ratings on factors affecting school academic performance of the

indigenous people (IPs) in terms of Graduation Rate. Noticed that

items 1, 2 and 3 obtained a mean rating of 2.93, 3.71 and 3.31,

respectively and is described as “Moderately Affected”. Item 5 got

the lowest mean rating of 1.69 with the description “Least Affected”
 P a g e | 65

while item 4 got a mean rating of 1.89 and is described “Less

Affected”. This suggests that helping their parents work at home and

for earning to support their studies sometimes affected their studies.

Caring for their little sisters and brothers and having a family of their

own did not affect their performance in school.

Generally, the factors affecting the respondents’ academic

performance in terms of Graduation Rate obtained a mean rating of

2.71 described as “Moderately Affected”. Result suggests that the

pupils were motivated to finish their studies with these factors

sometimes affecting them. Further, these factors are perceived by

them not a hindrance to graduate.

 P a g e | 66

Table 6. Level of Academic Performance of the Indigenous

People (IP) Pupils Glan South District.
Grade Frequency Percentage Description
Interval

95 – 100 0 0.00 Superior

90 – 94 0 0.00 Above Average

85 – 89 10 8.33 Average

80 – 84 16 13.33 Below Average

75 – 79 63 52.51 Fair

74 - below 31 25.83 Poor

Total 120 100
Mean = 77.21 Fair

Table 6 presents the academic performance of IP pupils at

Glan South District, Glan, Sarangani Province. It is revealed in the

table that most or 52.51% of the respondents have academic grades

within 75 – 79 described as “Fair”. The highest grade they had is

within 80 – 84 described as “Below Average”, which 13.33% of them

got. Noticed that 25.83% of the respondents got an average grade

within 74 and below which is described as “Poor” performance.

Generally, the academic performance of the IP pupils obtained a

mean of 77.21 described as “Fair”. The result implies that IP pupils

 P a g e | 67

have to work hard and have focus in their studies to improve with this

performance. The factors have to be addressed to improve

academically. This shows that pupils’ factor play significant role in

academic performance. B’laan students who have poor study habits,

an attitude of evading work, and liking for pleasure which are non-

educational give rise to poor performance in school.

Table 7. Test of Comparison of Means on the Academic

Performance of Grade Pupils according to Age.
Variables Mean N F-ratio Prob.

8 – 10 78.21 22 0.617 0.604

11 – 12 77.36 40

13 – up 78.28 58
Total 120
P > .05 Ns – Not Significant

Table 7 presents comparison of means of the academic

performance of IP pupils according to age. Comparison of means

reveals that the academic performance of IP pupils does not

significantly differ in terms of their age. This means that regardless of

the age of IP pupils it does not have significant relationship in terms

 P a g e | 68

with their academic performance. It is in conformity with the idea that

indigenous peoples are defined by their comprehensive sets of

learning process that integrates both indigenous knowledge and other

knowledge system that builds on the peoples cultures and

experiences and at the same time trains them to be critical and

analytic regarding their situation to enable them to make sound

decisions and actions. Further, adult should go beyond literacy and

skills training for livelihood and ensure that they are empowered to be

actively participating in their own development.

 P a g e | 69

CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS

This chapter presents the findings, conclusions and

recommendations.

Summary

The study aimed at determining the profile of the Grade VI IP

pupils in terms of age and gender, and determine the level of

academic performance of IP pupils at the Elementary Schools, in glan

South District

A descriptive-correlation research design was utilized to answer

the objectives of the study. The instrument used to gather the data is

a survey questionnaire. The academic performance of Indigenous

People (IP) were obtained from the IP pupils’ Class Advisers. The

was conducted during the school year 2011-2012.

 P a g e | 70

Frequency counts, mean, t-test and correlation analysis were

used to treat the significant effect between variables at 0.05

confidence level.

Summary of Findings

Based on the data gathered and analyzed, the following

findings were drawn:

1. In the summary of respondents ratings on factors affecting

school academic performance of the indigenous people(IPs) on

prevailing reasons and causes for survival rate . The overall

mean of 3.32 describe as moderate effective.

2. The summary of respondents rating on factors affecting school

academic performance of the indigenous people (IPs) on

educational indicators. The overall mean of 3.83 describe as

much effective.

3. The summary of respondent’s ratings on factors affecting

school academic performance of the indigenous people (IPs)

on graduation rate. The overall mean of 2.71 describe as

moderately effective.
 P a g e | 71

Conclusions

In view of the findings of the study, the following conclusions

were made:

1. The respondents ratings on factors affecting school academic

performance of the indigenous people(IPs) on prevailing

reasons and causes for survival rate is moderately effective.

2. The respondents rating on factors affecting school academic

performance of the indigenous people (IPs) on educational

indicators is much effective.

3. The respondents ratings on factors affecting school academic

performance of the indigenous people (IPs) on graduation rate

is moderately effective.
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Recommendations

The following recommendations are hereby given:

1. School must provide support to increase academic

performance of the Indigenous People.

2. There must be enough budget for Indigenous People’s

education.

3. Teachers must encourage Indigenous People to go to school

and finish their elementary education.

4. Home visitation, rigid monitoring, and counseling must be done

to increase the interest of Indigenous People in studying.

BIBLIOGRAPHY
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ACHPR and IWGIA, Report of the African Commission’s Working

Group of Experts on Indigenous Populations/Communities.
Copenhagen: Eks/Skolens Trykkeri, 2005

Arid Lands Institute, African Regional Workshop Report, Nairobi,

Kenya, November 26-28, 2006.

Bledsoe, Caroline. “Cultural Transformation of Western Education in

Sierra Leone,”Africa 62 (2): 182-202.

Carr-Hill, Rory. The Education of Nomadic People in East Africa:

Review of Relevant Literature. Paris: UNESCO, 2005

Department of Education , DepEd order No. 24 s 2004: “Permit To

Operate Primary Schools for Indigenous Peoples and Cultural
Communities.

Ferrari, Maurizio farhan. Philippines Indigenous Peoples and the

Convention on Biological Diversity, World Rainforest
movements bulletin No. 62.

Menese, Wilfredo Jr. Development of Culturally Responsive

Curriculuum for Indigenous Education. Paper. Asian Council for
peoples Culture, Manila, 2003

The Education of Nomadic People in East Africa: Synthesis Report.

Paris: UNESCO, 2005

Obeng, Cecilia Sem. Life Was Uncomfortable; School was Hell. New
York: Nova Publishers, 2002.

Republic of the. Philippines, 1987 Constitution.

UNESCO . Local and Indigenous Knowledge Systems.

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http://portal.unesco.org/sc_nat/ev.php

http://www.wrm.org.uy/bulletin/62/Philippines.htm

http://www.usep.edu.ph

SURVEY QUESTIONNAIRE

I. RESPONDENT’S INFORMATION:

Name: ______________________________________ ( Optional )

Age _______________ Parents Annual Income_________
Family Size ___________________

Part II. Questionnaire on Indigenous People (IP) Pupil’s

Sociological Characteristics
Direction: Outlined below are the factors affecting your academic
performance. Read the following and choose from the given
options by encircling the number that corresponds to the
extent of effect of this factor to your academic grade in school.
Base your answers on the scale below.

Numerical Rating Descriptive Rating

5 Always Affected
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4 Oftentimes Affected

3 Sometimes Affected

2 Seldom Affected

1 Never Affected

1. Survival Rate

Items Rating

1. Distance of Home from School. 5 4 3 2 1

2. Transfer of Residence. 5 4 3 2 1

3. Sickness / Illness 5 4 3 2 1

4. Dislike on teachers or teacher-

factor problem. 5 4 3 2 1

5. Family Income/Financial 5 4 3 2 1
Condition

6. Broken Homes/Family Problem 5 4 3 2 1

7. Unsafe Environment 5 4 3 2 1

8. Unfriendly Classmates 5 4 3 2 1

9. Early Marriage 5 4 3 2 1

10.Illiterate Parents 5 4 3 2 1
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11.Lack of eagerness to study. 5 4 3 2 1

12.Distance of parent’s working 5 4 3 2 1

place in school

13.Sudden death 5 4 3 2 1

2. Retention Rate

Items Rating

1. To finish elementary level 5 4 3 2 1

2. To continue schooling in high 5 4 3 2 1

school.

3. Loves his/ her teacher and 5 4 3 2 1

classmates.

4. Adapt school / peer environment

5 4 3 2 1

5. Free feeding program for pupils 5 4 3 2 1

6. Create circles of friends among 5 4 3 2 1

his/ her classmates

7. Eager to learn more from his / 5 4 3 2 1

her teacher

8. To have a beautiful work in the 5 4 3 2 1

future
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3. Graduation Rate

Items Rating

1. To help parent work at home. 5 4 3 2 1

2. To find work to help family 5 4 3 2 1

finances.

3. To find work to support high 5 4 3 2 1

school education.

4. To have family on my own.

5 4 3 2 1

5. To take care of my little sisters 5 4 3 2 1

and brothers.