Sample Manustrcipt

DETERMINANTS OF THE ACADEMIC PERFORMANCE OF INDIGENOUS PUPILS
Determinants of the Academic Performance of Indigenous pupils: Notions for a
Learning Enhancement Program
MAYLON D. MANALOTO
This dissertation is submitted in partial fulfillment of the requirements for the
Doctor of Education Major in Educational Management
Don Honorio Ventura State University
December 2022
DON HONORIO VENTURA STATE UNIVERSITY

APPROVAL SHEET
This dissertation is entitled “Determinants of the Academic Performance of Indigenous
pupils: Notions for a Learning Enhancement Program”, prepared and submitted by Maylon
D. Manaloto, in partial fulfillment of the requirements for the degree Doctors of Education
Major in Educational Management has been examined and found in order and is hereby
recommended for approval and acceptance for Oral Examination.
ADONIS A. DAVID, Ed.D.

Adviser
PANEL OF EXAMINERS
Passed by the Committee on Oral Examination with a grade of ________ on _______________.
REYNALDO C. NICDAO, Ph.D

Chairman
ELENA S. TESORO, Ph.D. ETHELBERT P. DAPITON, Ph.D.

Member Member
Approved and accepted in partial fulfillment of the requirements for the degree Master of Arts in
Education Major in Technology and Livelihood Education.
Comprehensive Examination passed.
DOLORES T. QUIAMBAO, Ed.D.

Dean, Graduate School

ABSTRACT
The study generally aimed to come up with the determinants of the academic
performance of Indigenous Pupils notion for Learning Enhancement program in the
Division of Mabalacat City for the School year 2018-2019. The Research design was
mixed methods research in gathering data and determining the determinants that
affects the academic performance of the indigenous peoples pupils. Mixed methods
focus on collecting, analyzing and mixing both qualitative and quantitative data in a
single study or series of studies. The study aims to determined the determinants that
affects the academic performance of the indigenous pupils in which comprised the
quantitative data of the study while the qualitative methods were being adopted to
further solicit solution to cope up with a learning enhancement program to more over
improve their academic performances. The respondents were the 200 aeta pupils from
grade 4 to grade 6, 95 aeta parents and 30 teachers teaching in the 6 atea schools in the
Division of Mabalacat City. The researcher concluded the following based on the data
collected the determinants that affects the academic performance of the pupils are
themes as follows : being playful with the E-gadgets, Absenteeism and anti social due
to bullying, No school supplies or materials, poverty and unemployment of parents,
idleness and lack of vision lack of knowledge in education and discrimination among
the IP learners. Based on the summary of findings and conclusion the researcher is
hereby presented the following recommendations: Provide language support for IP
pupils and teachers, as language use is critical in teaching and learning, Address early

marriage and other cultural practices that may negatively impact academic
performance, Provide guidance and support for IP teachers to help IP pupils with
diverse learning needs and abilities, Increase access to facilities and resources to
improve the overall learning environment, Address a lack of interest and confidence
by providing motivation and alternatives to enhance learning, Foster a belief and value
for education and understand the importance of education in school activities, Address
socio-physical and motivation as an alternative to enhance learning, and Address the
culture and tradition that dominate the influence to improve academic performance.

TABLE OF CONTENTS
PAGE
Title Page………………………………………………………………………………… I
Approval Ii
Sheet……………………………………………………………........................
Acknowledgment……………………………………………………......…….................. Iii
Abstract……………………………………………………………................................... Iv
Table of Contents…………………………………………………………….................... V
List of Vii
Tables……………………………………………………………...........................
List of Figures……………………………………………………………......................... Viii
List of Appendices…………………………………………………………….................. Ix
Chapter 1: THE PROBLEM AND ITS BACKGROUND
Introduction…………………………………………………….. 1
…...................................
Theoretical Framework …………………………..…………...………………………..... 14
Conceptual Framework………………………………………..…………………………. 14
Statement of the Problem………………………….………….. 15

……………….................
Significance of the Study………………………………………...………………………. 16
Scope and Delimitation………………………………..…………..……………............... 17
Definition of 17
Terms……………………………………………………………………….
Chapter 2: METHOD
Research Design………………………………………………...…….………................. 20
Participants/Respondents……………………………………….….………….................. 21
Instruments………………………………………………………..................................... 23
Data Collection……………………………………………………….……….................. 24
Ethical Considerations…………………………………………………………………… 27
Data Analysis…………………………………………………………………................. 27
Statistical Treatment……………………………………………………………………... 28
Chapter 3: FINDINGS, RESULTS, AND DISCUSSION
Qualitative Phase………………………………………………………………………… 30

On perception of the participants on the determinants affecting academic performance

30
of Indigenous Peoples’ Pupils…………………………………………….…………...
On Teachers’ Perception regarding the determinants of academic performance

50
of the IP pupils……………………………………………………………………..….
Parents Perception on the determinants of academic performance of the IP pupils

72
Quantitative Phase of the Study………………………………………………………….
Determining factors that affect the academic performance of the

90
Indigenous Peoples’ Pupils
Interpretation and Analysis………………………………………………………………
Chapter 4: CONCLUSIONS AND RECOMMENDATIONS
On the perceptions of the participants/respondents on the

94
determinants of academic performance…………………………………………………
On the determining factors of the academic performance of the IP Pupils……………..

94
On the extent of the effects of the determining factors in the academic
performance of IP pupils………………………………………………………………. 95
On the Academic Performance of the IP Pupil…………………………………………. 96
96
Summary of

Findings……………………………………………………………………..
Conclusions……………………………………………………………............................ 96
.
Recommendations………………………………………………………………………... 98
References…………………………………………………………….............................. 100
Appendices……………………………………………………………............................. 109

ACKNOWLEDGMENT
The researcher would like to acknowledge with deepest and sincerest gratitude to the
following persons who in one way or another shared in the realization of this research endeavor:
Dr. Enrique G. Baking, the University President, for his untiring encouragement given to the
graduate school students to finish their graduate education just like this researcher;
Dr. Dolores T. Quiambao, the Dean of the Graduate School, and concurrent Vice President
for Student Affairs and Services for her endless reminder to graduate student to complete the
ultimate requirement to earn the degree;
Dr. Eduardo D. Cusipag, Dr. Adonis A. David his advisers for their countless ideas and
information shared for substantiating the content of the manuscript;
Dr. Reynaldo C. Nicdao, Dr. Ethelbert P. Dapiton, and Dr. Elena S. Tesoro, professors of
the Graduate School and panelists, for their immeasurable inputs to improve the manuscript;
Jaime and Carmelita Manaloto, his parents, for their unconditional love and moral support
to realize the attainment of this professional growth;

Ria Joy, Norvin Anteo, Nahomi Adriel and Nolyam Abdiel, his family of whom he was
well pleased for the love, understanding, encouragement and support during the creation of this
study.
The Participants for their time, and willingness to cooperate and participate in the
completion of data needed in this research endeavor; and;
Above all, the Lord Jesus Christ God the Omniscient and Omnipotent for all His graces of
knowledge, wisdom, and unconditional love bestowed upon him.
M.D.M

Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction
If you are not moving forward, you are falling behind

-Sam Waterston
There can be no standstill in life, only evolution or devolution. Either one evolves or one
devolves. To be stagnant is the same as to recede. One way to progress in one’s life is through
education. It is a universal human right to attain education and is essential to bridge human well-
being, equity, and opportunity gaps. Isn’t it about time this be made sure that everyone can
exercise this basic human right without prejudice to the marginal sectors of society? In response
to this paper's initial concern, in 1990, an international initiative was launched at the World
Conference on Education for all. This was held in Jomtien, Thailand, and attended by UNESCO,
UNDP, UNFPA, UNICEF, and the World Bank. The participants of the said conference
endorsed an expanded vision of learning and pledged to universalize primary education and
massively reduce illiteracy towards the end of the decade. Another conference was held in
Dakar, Senegal, and affirmed the commitment to achieving Education For All. This time, the
participants identified six key education goals that address meeting the learning needs of all
children, youth, and adults by the year 2015. These goals include: a) expand and improve

comprehensive early childhood care and education giving emphasis on the most vulnerable and
disadvantaged children; b) ensure that by year 2015 all children in particular the girls, those in
difficult circumstance, and those belonging to ethnic minorities, have access to and complete free
and compulsory primary education of good quality; c) ensure that the learning needs of the
young people and adults as well are met through equitable access to appropriate learning and
life-skills programmes; d) achieve a 50% improvement in adult literacy in 2015 especially for
women and equitable access to basic and continuing education for all adults; e) eliminate gender
disparities in primary and secondary education by 2005, with a focus on ensuring girls full and
equal access to and achievement in basic education of good quality; and f) improve all aspects of
the quality of education and ensure the excellence of all so that recognized and measurable
learning outcomes are achieved by all, most especially in literacy, numeracy and essential life
skills (World Education Forum, 2000). It can be deduced from this conference that the assurance
of quality education must be attained regardless of whether someone belongs to the mainstream
or ethnic minorities. However, it does not explicitly address factors that may affect the learners'
performance. At this juncture, the researcher would like to present the primary concern of this
paper is to determine those possible factors that may influence the academic performance of this
minority group, the so-called Indigenous People. In this study, it refers to the Aeta.
Speaking of ethnic minorities or Indigenous Peoples in Australia, Zubrick et al. (2004)
categorize the influencing factors of the academic performance of Australian aboriginal children
into four. These are individual-level factors that cover the student's physical health status and
social and emotional well-being; carer-level factors which emphasize the socioeconomic status
and the physical and mental health of the carer's family; household environment factors and
school environment factors. The social and economic development of the country is directly
linked with student academic performance. (Irfan and Khan, 2012). Furthermore, the Australian
aboriginal peoples are just one of the two indigenous peoples living in Australia. The other is the
Torres Strait Islander peoples (Tonkinson, 2021). The present study explores the factors that may
influence pupils' academic performance. The researcher believes other peculiar factors may be
elicited from this group of participants since the locale and culture differ from the Australian
aborigines or indigenous people.
Still, in Australia, Nakata et al. (2008) identify several factors that inhibit the students'
success. These are personal, family, financial, and other social issues. Evidently, the issues
associated with the academic content, academic skills, and teaching and learning approaches are
not assessed as critical determinants in Indigenous students' to persist of withdrawal. Reports
show that academic support is an essential factor in the success of many Indigenous students,
especially those who enter university under-prepared. This is another study related to the present
one being conducted to identify the possible effects on students' academic performance.
Similarly, the study of Cochrane and Maposa (2018) reveals the following themes in
ensuring the academic success of indigenous pupils: a) personal interaction with the instructor
and peer is essential; b) learning tools should be sensitive to learning needs and visual learners;c)
flexibility must be integral, allowing for learning/family needs balance; d) preference for cultural
relevance and appropriate materials enhance learning; and e) technological access and ongoing
support in its use are imperative. These are other sets of factors to ensure the academic success of
indigenous pupils. The researcher may still look into different results from the present study he
conducted.

In another study by Morgan (2001), his preliminary findings show that indigenous support
services are perceived as enabling factors in students' tertiary education. Moreover, younger
students are more likely to discuss their progress and development with their peers rather than
with teaching or support staff. On the other hand, female and part-time students believed they
would perform better if they had excellent domestic support. Finally, he finds that the lower the
Grade Point Average (GPA, the greater the perception of their likelihood of dropping out and
that students who consider dropping out of tertiary studies are more likely to do so. Although this
study reveals factors affecting academic performance, which is similar to the present study's
perspective, it is still different in the nature of the participants regarding their educational level.
In Malaysia, Rosnon (2016) studied the indigenous education of the Orang Asli. The study
focuses on the normalization issues in the education policy for indigenous peoples, which has
impacted o the academic performance of the Orang Asli students. It analyzes the current
practices that can improve the current policy to ensure justice for all students, specifically on
improving equity and self-determination, including social justice for Orang Asli in the country.
This is similar to the present study in the area that both focus on the academic performance of
indigenous students. However, they differ on the variables since the present study has yet to
explore the participants' responses. Another policy-driven study conducted by D'Este and Einio
(2018) suggests that desegregation policies may generate benefits in student achievement. The
Orang Asli are the first people in Malay comprising the peninsular of Malaysia. They are
generally divided into three distinct groupings: the Negritos, Senoi, and Proto-Malay.
Moreover, the Orang Asli, Orang Ulu, and Anak Negeri constitute the Indigenous
population of Malaysia. The Malaysian government adopted the United Nations Declaration on
the Rights of Indigenous Peoples. (Dahl, 2009)

According to Jones-Stowera (2021), district leaders are the impetus of change. They foster a
sense of urgency among teachers to make systemic changes that can offer students of color the
opportunities to achieve academic success.
In the rural areas of Taiwan, where most of the aborigines live, the learning problems
include: a) the education levels of most of the parents were below college level (72.3%); b) most
of the parents are staff members and workers (73%); c) while 26-4 % of the pupils in the school
belong to the disadvantaged group; and d) the age range of the parents was from 30 to 64 years
old. Regarding the sustainability of education in rural areas, the study recommends that
educational management invest more excellent resources, and effective policies for teachers
should be a priority. The teachers must pay more attention to aboriginal students' learning
motivation, and active interaction with parents is essential (Cheng et al., 2019). This study is also
related to the present study since both deal with the academic concerns of indigenous pupils.
Moreover, the indigenous peoples of Taiwan, known as Taiwanese aborigines, live in
mountainous regions along the country's east coast. There have been 16 aborigines, Amis,
Atayal, Bunun, Hla'alua, Kanakanavu, Kavalan, Paiwan, Puyuma, Rukai, Saisiat, Sakizaya,
Seediq, Thao, Truku, Tsou, and Yami (Stephens, 2018). Similarly, the country has several
indigenous peoples (IP); however, in this study, the IP refers to the Aeta.
In North America, Mohatt et al. (2006) argue that variables outside and inside the school
must be carefully and concurrently considered to understand and improve the school
performance and achievement of Native American children. They emphasize that for a culture-
based education technique to succeed, it must chart a course toward a set of ideals and principles
consistent with the nature of the lifeways and thought ways of tribal or village cultures. Native
Americans are also called American Indian, Amerindian, Amerind, Indian, Aboriginal American,
or first nation members of any of the aboriginal peoples of the Western Hemispheres. They are
connoted to be those whose original territories were in Canada and the United States. They are
the indigenous peoples of Canada and the United States. (Paul, n.d.) In addition, Ingram et al.
(2021) explore how the research findings in their study of American Natives or Indigenous
people of North America can be used by professional societies to provide leadership to higher
education institutions and industry. The study focuses on modifying standard practices to be
more inclusive of indigenous people in consonance with the Science, Technology, Engineering,
Mathematics, and Medicine (STEMM) field, which professional societies shall use to guide them
for future practices in various STEMM disciplines. This study is related to the present, where the
participants are students of indigenous people. They differ in the focus of the study. The present
study aims to determine the factors which may affect academic performance.
Previously, in 2014, a White House report on the state of education for Native American
students reached similar conclusions, asserting that “Native youth – and Native education – are
in a state of emergency”. Bilingual education programming, the inclusion of elders and other
respected teachers in the community, and the inclusion of culturally appropriate curriculum were
suggested as a way to address this. The same prescription for change could apply to numerous
other countries around the world.
According to Ali (2009), the student’s performance (academic achievement) plays an
important role in producing the best quality graduates who will become great leaders and
manpower for the country thus responsible for the country’s economic and social development.
Student academic performance measurement has received considerable attention in previous
research, it is challenging aspects of academic literature, and science student performance are
affected due to social, psychological, economic, environmental and personal factors. These
factors strongly influence student performance, but these factors vary from person to person and
country to country.
A 2009 UN study on the challenges of the right to indigenous education identified a number
of serious concerns and barriers to realizing the right to indigenous education. It found that
indigenous people felt a lack of control over educational initiatives aimed at their children – they
weren’t being consulted when these programs and services were being designed and
implemented. As a result, they found that the programs put in place were not being delivered by
indigenous people themselves, were not available in their languages, and did not respect their
history, traditional knowledge, or culture.
In the Philippines, one of the Department of Education thrusts and as stated in the DepEd
Order 27, s 2016, known as the implementation of EFA is the “Education for All. Accessing
quality education to all Filipino children to ensure that there were no children left behind, is
made through establishing public schools in the upland territories among the indigenous peoples’
communities within the country.
Alcueres (2020) revealed as a result of her study that indigenous learners showed a high extent
on their individual, instructional, and socio-cultural perceived factors. Moreover, the data
indicated that the academic performance of the respondents on the core subjects such as English,
Science, and Mathematics is “Fairly Satisfactory” on the first quarter and satisfactory level
during the second quarter. Accordingly, there is a strong relationship between the individual
factors like study habits, academic self-concept, and confidence in academic life on their
academic performance. While they are in a moderate relationship in their interest. A very weak
relationship on instructional factors, and moderate extent on parental support.

According to the study of Bariles 2019 concluded that study habits, homework, reviewing
lessons, reading and actively participating in a group activity may help students to learn and have
an excellent Academic Performance. We concluded that not all of our 10 respondents have elder
brother and sister who may help them in studying. The person who may help them is their
parents but their parents were not all illiterate.
Most of the parents of the IP’s Learners were illiterate, so it happens that the learners learn
more in school. Based on the data that we gathered out of the 10 parents, five of them only know
how to write their name, four were illiterate and the other one is a teacher. Teacher has a more
knowledge an ability for the IP’s Learners to learn. Teacher were the contributions of knowledge
to her students a model and a good influencer. Teachers must have patience and adaptability an
also a good communicator
In the study of Andaya (2016 ) entitled Factors that affect the academic performance of
indigenous people (IP) students of Philippine Normal University in North Luzon also showed
that 1) performance of the students in HS-GPA and GA
satisfactory; 2) HSGPA and GA yielded significant positive correlation; 3) factor that affect perf
ormance isinstructional factor (1 st in rank) in a large extent; 4) HS-GPA showed low
correlation to individual and instructional factors and negligible correlation to classroom
management and evaluation factors; 5) GA yielded negligible correlation to all the factors; 6)
individual and instructional are the factors that greatly affect/influence academic
performance of IP students.
Education is recognized as both a human right in itself and an indispensable means of
realizing other human rights and fundamental freedoms. It is the gateway by which economically
and socially marginalized peoples can lift themselves out of poverty and obtain the means to

participate fully in their communities. Within international law, indigenous peoples are
recognized not simply as stakeholders, but rights holders. This means they must participate in
decisions that affect them, including the right to development and education on their own terms
and in line with their values, priorities and needs.
The Indigenous People represent nearly 14% of the country’s population. They are among
the poorest and the most disadvantaged social group in the country. Illiteracy, unemployment
and incidence of poverty are much higher among them than the rest of the population. IP
settlements are remote, without access to basic services, and are characterized by a high
incidence of morbidity, mortality and malnutrition. There are One Hundred Ten (110) major
Indigenous groups in the Philippines. Most of the Indigenous Peoples depend on traditional
swidden agriculture utilizing available upland areas. However, most of these traditional
cultivation sites and fallow areas have now been degraded and are further threatened by the
influx of migrant farmers who have introduced unsustainable low land commercial farming
practices. Furthermore, most Indigenous Communities do not have legal recognition over their
traditional lands, thus limiting their ability to freely conduct their livelihood activities and are
denied access to other natural resources in their communities.
As stipulated in the Indigenous Peoples Rights Act (IPRA) of 1997, Section 3(h), IPs or
indigenous cultural communities (ICCs) refer to” a group of people or homogenous societies
identified by self-ascription and ascription by others, who have continuously lived as organized
community on communally bounded and defined territory, and who have, under claims of
ownership since time immemorial, occupied, possessed and utilized such territories, sharing
common bonds of language, customs, tradition and other distinctive cultural traits, or who have,

through resistance to political, social and cultural inroads of colonization, non-indigenous
religions and culture, became historically differentiated from the majority of Filipinos. ICCs/IPs
shall likewise include peoples who are regarded as indigenous on account of their descent from
the populations which inhabited the country, at the time of conquest or colonization, or at the
time of inroads of non-indigenous religions and cultures, or the establishment of present state
boundaries, who retain some or all of their own social, economic, cultural and political
institutions, but who may have been displaced from their traditional domains or who may have
resettled outside their ancestral domains.” 3.2 IP Education (IPEd) Program – refers to the
“program that supports education initiatives undertaken through formal, non-formal, and
informal modalities with emphasis on any of, but not limited to, the key areas of Indigenous
Knowledge Systems and Practices and community history, indigenous languages, Indigenous
Learning System (ILS) and community life cycle-based curriculum and assessment, educational
goals, aspirations and competencies specific to the Indigenous Cultural Community (ICC),
engagement of elders and other community members in the teaching-learning process,
assessment, and management of the initiative, recognition and continuing practice of the
community's ILS, and the rights and responsibilities of ICCs” (Section 8.4, Implementing Rules
and Regulations of Republic Act No. 10533).
The Indigenous Peoples Education (IPEd) Program is DepEd’s response to the right of
indigenous peoples (IP) to basic education that is responsive to their context, respects their
identities, and promotes the value of their indigenous knowledge, skills, and other aspects of
their cultural heritage. Specifically, the objectives of the IPEd Programare the following: a. make
the curriculum culturally responsive to the specific community context of IP learners; b. build
the capacity of teachers, school heads, and other concerned personnel at different levels of
governance in implementing culture-based education for IPs; c. support the development of
culturally appropriate learning resources and learning environment responsive to the specific
community context of IP learners; d. strengthen the policy environment supportive of IPEd; and
e. address the learning needs of IP learners who lack access to basic education services. 1.2 The
IPEd Program supports the realization of the K to 12 Basic Education Curriculum, which
subscribes to the following standards and principles, among others: inclusive, culture-sensitive,
and flexible enough to enable and allow schools to localize, indigenize, and enhance based on
the community’s educational and social context. 1.3 To strengthen the capacity of DepEd in
responding to IP learning needs, in a manner that is flexible, demand-driven, and evidence-
based, a Program Support Fund (PSF) shall be provided to regional and schools division offices
in FY 2016. For the implementation of the program in 2016, the PSF shall be used solely for
IPEd-related activities that support three (3) thematic focus areas, namely: (1) curriculum and
learning resources development; (2) capacity building; and, (3) education planning for IPEd.
These focus areas aim at further building the institutional capacity of DepEd offices in
responding to and managing the complexities of IPEd implementation, supporting the
indigenization of the curriculum at the school/division level, and formulating education plans at
the division and school levels that are culturally relevant and responsive. Activities under these
thematic focus areas progressively build on previous years’ priority activities.
Minority group of aeta communities located in the Mabalacat City specifically in the
Barangay Marcos Village Sitio Haduan and Calapi, Barangay Macapagal Village and
Calumpang Sitio Monicayo. The DepEd Division of Mabalacat City serve the IP communities
with the 5 Public Elementary School within the upland Communities of each barangay.
According to the local history of Mabalacat Father Andres de San Fulgencio founded the
Mission of Mabalacat in the year 1717. He noted that in the mountains of Mabalacat, there lived
more than a thousand Aetas and Balugas. Fr. Andres convinced the heads of the clans to relocate
to a more convenient town site to facilitate their Christianization. He believed that when the
heads are resettled, their followers would be tagged along. More or less thirty (30) native chiefs
and their families acquiesced. They constructed their houses and fields around the town site
centered on the church. They comprised the core populace of the town. On September 3, 1717,
Fr. Andres de San Fulgencio blissfully reported:
The town of Mabalacat, that began in the year 1717, is currently showing auspicious beginnings,
not only in spiritual terms but also temporal, with the fields and houses that were already made,
with many requests for baptism and of making the township an excellent foothold towards the
mountains, where, as I already indicated, it is more convenient and proportionate to the ends that
are being attempted.
I have dwelt this year (1717) among them in these mountains of Mabalacat; having reduced the
natives of the elevated vicinity, making them go down and settle in this place that I believe at
this moment is very convenient for such a purpose. Most of the aeta communities represent the
majority group which the main source of their income is farming in mountains, and selling crops.
As the Department of Education main trust to provide accessible quality education to all. The
desire of the researcher is to help in determining the determinants of the academic performance
of the indigenous pupils and provide a life changing learning enhancement program.

Theoretical / Conceptual Framework
Figure 1 below shows the framework of the study. The researcher used the IPO model
where the input is whereby the gathered data both in the interview for the qualitative phase and
in the questionnaire for the quantitative phase are reflected. The process which shows the
procedure used in data gathering included the unstructured interview to gather the data for the
qualitative part and the questionnaire for the quantitative part. Both instruments were subjected
to validation from the experts. Another instrument used was documents where the ratings of the
student-participants were gathered. The output covers the learning enhancement program which
will be proposed based on the results of the gathered data after a thorough analysis and
interpretation. The arrow emanating from frame 1 which is the input pointing at frame 2 which
is the process shows how both qualitative and quantitative data will be gathered by the use of the
instruments as indicated in the latter. Moreover, the arrow emanating from frame 2 pointing at
frame 3 which is the output shows the implication of the results and findings of the gathered
data.
Input Process Output
Perception of Qualitative Data Learning

IP’s Pupils. Analysis Enhancement
Perception of IP Program
Parents. Quantitative Data
Perception of Analysis Conceptual
Teachers Framework on the IP
Data Processing Academic
Performance
Fig. 1. Paradigm of the Study

Statement of the Problem
This study aimed to ascertain the determinants of academic performance of Indigenous
Peoples’ pupils in the Division of Mabalacat City for S.Y. 2018-2019 in order to propose
enhancement in their learning approaches.
Specifically, it sought to answer the following questions;
1. What are the determinants affecting academic performance of Indigenous Peoples’ Pupils
as perceived by;
a. IP Pupils
b. IP Parents
c. Teachers
2. What are the determining factors that affect the academic performance of the Indigenous
Peoples’ Pupils as perceived by ;
a. IP learners
b. IP Parents
c. Teachers
3. What is the extent of the effect of the determining factors in the academic performance of
the Indigenous Peoples’ Pupils?
4. How may the academic performance of the pupils be described?
5. Based on the results and findings of the study, what Learning Enhancement Program can
be crafted?
Significance of the Study
The significance of the study may be viewed under the following perspectives:

Indigenous People Pupils. The findings of this study will give them insights on how they
can be motivated to pursue their studies and the different identified determining factors may be
of help in the pursuit of their personal adjustments to improve their academic performance.
The IP Teachers. This study may serve as a valuable reference to homeroom teachers and
guidance counselors that they may use the result of the study as bases for the selection of
activities to be provided to the indigenous pupils to prevent, limit and eliminate the possible
causes or problems of poor academic performance and to ensure effective teaching and learning
process.
Indigenous Peoples Parents. They may use this study for better understanding of their
roles and responsibilities in supporting the education of their children and to instill in the minds
of their children the importance of education. This may also be a wake-up call for them that
somehow the socio-cultural beliefs of early marriage is not the sole answer to poverty.
Officials in the Division of Mabalacat City and Research Unit. The findings may be used
as a metric tool to determine the major determinants that affect the academic performance of
indigenous pupils. It may serve as the baseline to come up with programs that are beneficiaries to
the IP pupils.
Education as an Academic Discipline. This study may provide insights on how to improve
the principles of effective and instructional models with emphasis on student centered and
culturally relevant methods intended for Indigenous people pupils.
Researchers/Readers. Through this study, exploratory research may serve as the basis for
their future research undertaking, helping to improve educational outcomes for Indigenous

pupils. The study may also provide readers with a better understanding of the challenges faced
by Indigenous pupils and how their educational outcomes can be improved.
Scope and Delimitation of the Study
The study focused on the determinants that affect the academic performance of indigenous
pupil-respondents and aimed to propose a learning enhancement program for the five (5) aeta
schools in the Division of Mabalacat City school year 2018-2019. There are 200 indigenous
pupil-respondents, thirty (30) teachers of IP schools, and ninety-five (95) aeta parents.
Definition of Terms
For purposes of better understanding, the following terms are hereby defined conceptually
and operationally:
Academic Performance. This pertains to the extent to which a student, teacher, or
institution has attained their short or long-term educational goals and is measured either by
continuous assessment or cumulative grade point average (CGPA)(Tadese, Yeshaneh, & Mulu,
2022). Operationally, this refers to the performance of the indigenous people pupils as measured
by their grade weighted average reflected in their report card.
Determinants of Academic Performance. This refers to the academic competence, test
competence, time management, strategic studying, and test anxiety were studied as determinants
of academic performance, i.e., Grade Point Average. (Talib and Sansgiry, 2012). Operationally,
in this study, the determinants are those identified themes by the participants as results of the
gathered data based on analysis and interpretation.

Indigenous People Pupils. These refer to those with a social or cultural identity distinct
from the dominant or mainstream society; hence, these characteristics put them at disadvantage
in the process of development as per Asian Development Bank while according to the United
Nations Permanent Forum, they are most often mentioned as tribal people or ethnic groups or
communities (Biana, et al, 2016). Operationally, these refer to the Aeta pupil who served as the
pupil participants of this study.
Indigenous Education - specifically focuses on teaching Indigenous knowledge, models,
methods, and content within formal or non-formal educational systems.
Learning Enhancement Program - refers to intervention that helps in improving the
learning outcomes of identified children.
Acronyms
DepEd - Department of Education
ICC - indigenous Cultural Community
IP - Indigenous People
IPEd - Indigenous Peoples Education
ILS - Indigenous Learning System
IPRA - Indigenous Peoples Right Act
EFA - Education for All
PSF - Program Supports Fund
LEP - Learning Enhancement Program

Chapter 2
METHOD
This chapter presents the research design, respondents, instruments, data collection,
ethical considerations, and data analysis used in the study.
Research Design
This study utilized mixed methods research in gathering data and determining the determinant
that affects the academic performance of the indigenous peoples’ pupils. Mixed methods
research focuses on collecting, analyzing, and mixing both qualitative and quantitative data in a
single study or series of studies. Its central premise is the use of qualitative and quantitative
approaches in combination which provides a better understanding of research problems than
either approach alone (Creswell and Clark, 2011).
Thus this study aims to determine the determinants that affect the academic performance of
the indigenous peoples’ pupils which comprised the quantitative data of the study while the
qualitative methods were being adopted to further solicit solutions to come up with a learning
enhancement program intended for the indigenous peoples’ pupils.
Furthermore, the researcher also used the mixed methods exploratory sequential mixed
method design to draw the determinants of the academic performance of indigenous pupils from
the perception of the IP learners, IP parents and Teachers based on the qualitative data.. The
purpose of the exploratory sequential design is to collect data from qualitative and quantitative
data at different times. Quantitative study depends on qualitative results. Identifying quantitative

results that need additional explanation and usually quantitative data collection is the priority
(Creswell and Clark, 2011). Therefore, the merging of the data generated both from quantitative
and qualitative methods were judiciously taken into consideration to produce a proficiency
reference framework. In using the exploratory sequential design, the researcher employed the
following sequential steps:
Qualitative phase. Design and implement the qualitative strand by formulating the
qualitative research questions and determining the qualitative approach. Identifying the
qualitative samples by collecting qualitative data through interviews using a guided interview
questions as instruments and analyzing their responses and process by coding and themes to be
use in crafting the instrument tools and validated by the top management who are experts in
teaching and handling IP learners such as the division CID chief, division SGOD Chief, EPS in
Special and Inclusive Education and IP School Principals. The qualitative parts were participated
by twenty (20) aeta pupils, twenty (20) aeta parents and twenty (20) teachers teaching in the aeta
schools.
Quantitative phase. Use qualitative results through refining and crafting the quantitative
instrument tool. Determining the selected participants for the quantitative samples and designing
quantitative data collection protocols; Design and implement the quantitative strand through
stating quantitative research instrument that came from the themes of the qualitative result and
determine approach; selecting a quantitative sample that can help explain the qualitative result;
After the completion of the quantitative instrument followed by the reliability and validity test
though a reliable certified statistician in preparation for pilot testing with 20 aeta learners, 5
Teachers of aeta school and 5 aeta parents after that followed by the actual data collection with
the 200 aeta learners, 98 parents and 30 teachers teaching in the aeta schools.
Interpreting the connected results through summarizing and interpreting the quantitative
results; summarizing and interpreting the qualitative findings and discussing to what extent and
in what ways the qualitative results helped to explain the quantitative results.
In addition Cross-sectional studies are observational studies that analyze data from a
population at a single point in time. They are often used to measure the prevalence of health
outcomes, understand determinants of health, and describe features of a population. Unlike other
types of observational studies, cross-sectional studies do not follow individuals up over time.
They are usually inexpensive and easy to conduct. They are useful for establishing preliminary
evidence in planning a future advanced study. This article reviews the essential characteristics,
describes strengths and weaknesses, discusses methodological issues, and gives our
recommendations on design and statistical analysis for cross-sectional studies in pulmonary and
critical care medicine. A list of considerations for reviewers is also provided.It is described as
taking a “snapshot” of a group of individuals.1 Unlike in case-control studies (subjects selected
based on the outcome status) or cohort studies (subjects selected based on the exposure status),
the subjects in a cross-sectional study are simply chosen from an available population of
potential relevance to the study question.There is no prospective or retrospective follow-up.
Once the subjects are selected, the investigators will collect the data and assess the associations
between outcomes and exposures.
Informants / Participants
Qualitative phase. The respondents of the study were the two-hundred (200) aeta pupils (4
to 6 grades), ninety-five (95) aeta parents and thirty (30) teachers teaching in aeta school in the
Division of Mabalacat City for the school year 2019-2020. The universal sampling techniques or

100% of the eata pupils, ninety-five (95) aeta parents and thirty (30) teachers teaching in aeta
school were used as respondents of the study.
The frequency distribution of the respondents by the division is shown in Table 1.
Table 1. Frequency Distribution of the Respondents
Locale Learners Parents Teachers
Calapi Negrito ES 40 20 6
Haduan Negrito ES 40 19 6
Monicayo ES 40 18 6
Marcos Village ES 40 19 6
Macapagal Village ES 40 19 6
TOTAL 200 95 30
Table 1. Shows the frequency distributions of the respondents-participant per school
which is Calapi Negrito ES 40 learners, 20 Parents, 6 teachers, Haduan Negrito ES with 40
Learners, 19 Parents, 6 Teachers, Monicayo ES 40 Learners 18 Parents, 6 Teachers, Marcos
Village ES of 40 Learners, 19 Parents, 6 Teachers, and Macapagal Village Es of 40 Learners, 19
Parents, and 6 Teachers respectively with a total of 200 aeta learners, 95 Parents and 30
Teachers.

Research Instruments
Qualitative Instrument
For the qualitative part, an interview guide semi-structured open-ended questions will be
designed as the instrument and validated by the 5 professional expert in the IpEd curriculum
such as SGOD Chief, CID Chief, EPS in IPEd, focal person in the IPEd program and School
Heads of IP Schools in the Division of Mabalacat City to gather insights and relevant data
relative to the views and perceptions of the participants such as the 5 IP Pupils, 5 IP parents and
5 Teachers to identify the determinants of the Academic Performance of Indigenous pupils.
After the interview researcher incorporated all the responses and underwent coding and formed
a theme based on their feedback and let the respondents again validate the constructed theme and
make sure that 100% of respondents approved the themes. The respondent came from the 5 aeta
schools in the Division of Mabalacat City Composed of 5 Parents 5 Teachers and 5 Learners.
The researcher personally prepared the instrument in consultation with his adviser. After
finalizing the first draft, it was subjected to a validation by three (5) experts in the academe: a
chief supervisor in CID and SGOD, Supervisor and focal person in the IPEd program, school
heads of the IP’s Schools. All the recommendations of these experts were considered in the
finalization of the instrument.
Quantitative Instrument
On the other hand, another instrument was designed for the quantitative part. The concepts
and themes drawn as results of the qualitative analysis were used to formulate the questionnaire
to be adopted in gathering data for the quantitative part. After the formulation of the Quantitative
Instrument tool validated again by the 5 professional experts in the IpEd program in preparation
for the pilot testing. Instrument also facilitate by the reliable statistician for validity and
reliability test of the instrument.
Data Collection
The researcher requested permission through a letter addressed to the Schools Division
Superintendent of the Division of Mabalacat City. After acquiring the official approval, the
researcher prepared the plan of activities and consent of the respondents for the actual data
gathering phase to the school heads of the participating schools and elders of the communities as
part of the conformance with ethical standards.
Qualitative phase. The researcher interviewed the 20 aeta pupils, 20 teachers and 20 Atea
Parents in the 5 participating schools of the Division of Mabalacat City to find solutions on
improving the current state of the academic performance of the aeta pupils. Using the Guided
Interview Questions validated by the 5 professional experts in IP’s curriculum such as SGOD
chief, CID Chief, EPS in Special and Iped Curriculum together with the school Heads of the
Aeta schools. Data gathered from qualitative part process through coding and themes to be used
in crafting the instrument tools to be used for the quantitative part of the study.
Quantitative phase. After the process of qualitative data the questionnaires or instrumental
tool is validated again by the experts and certified its reliability test by the statistician in
preparation for floating after the pilot test for 20 atea pupils, 20 Teachers and 20 Parents before
were distributed to the identified 200 aeta pupils, 95 Parents and 30 Teachers in the aeta schools
in the Division of Mabalacat City. The researcher personally administered and retrieved the
questionnaires to the respondents. Numeric data was the product of this phase of the study.

The integration of the results of the quantitative and qualitative findings offered an enhanced
understanding on the proposed learning enhancement program for the aeta pupils.
Ethical Considerations
The researcher first created a communication letter to the Schools Division Superintendent
and schools principal of the aeta schools asking permission to conduct the study, after the
approved letter next to ask the permission of elders and chieftain as their local protocol after their
approval the researcher requested consent of the respondents and participants involved or not
involved in the study to observe ethical norms in the conduct of the study. The anonymity of the
respondents and participants was secured and their responses were treated with utmost
confidentiality to protect the interest and credibility of the schools. Finally, the results and
findings of the study were treated with full objectivity which was an evident of professional
respect on the quantitative and qualitative data. The data privacy law was strictly observed and
adhered to DepEd Order No. 16 s. 2017 was also strictly followed. This issuance is a guideline
about ethical standards in research involving learners, teaching and non-teaching related
personnel, the guidelines aim to maintain the ethical conduct of research at the regional, division
and school levels. Due to the pandemic the researchers wait for the right time to lift the band
caused by the pandemic to penetrate with the aeta community and school for the gathering of the
data.
Data Analysis
The following procedures were used in analyzing the data.
Qualitative Phase.

Thematic analysis is a method of analyzing qualitative data, or that which relates to observed
data, such as language. By using this method, researchers can identify patterns of meanings,
known as themes, within their resources. They can use these patterns to answer the research
question that their study aims to answer. Qualitative data analysis was used in analyzing the data
in this phase. The procedure was as follows: 1.) What are the viewpoints of the experts in
improving the factors on the academic performance of Indigenous peoples’ pupils? 2.) Based on
the results and findings of the study what Learning Enhancement Program can be suggested?
Quantitative Phase.
In analyzing the quantitative part the following statistical tools were used such as
Frequency, Percentage, Mean, Ranking and Standard Deviation. Statistical treatment of data was
used in analyzing the data in this phase. Descriptive statistics was used to process the gathered
data. Frequency counts, percentage and ranking procedures were used in describing and
analyzing the results of 1.) What factors have significant effects on the academic performance of
Indigenous Peoples’ Pupils? 2.) What is the extent of effect of each factor? 3.) What are the
viewpoints of the experts in improving the factors on the academic performance of Indigenous
peoples’ pupils?

Chapter 3
FINDINGS, RESULTS AND DISCUSSION
This chapter presents the findings, results and discussion of the gathered data based on the
statement of the problem cited in Chapter 1 of this study.
On the perception of the participants on the determinants affecting academic performance
of Indigenous Peoples’ Pupils
The perception of the participants on the determinants affecting academic performance of
Indigenous Peoples’ Pupils. This statement focuses on the perceptions of the participants towards
this study. Perception is identified as the act or faculty of perceiving, or apprehending by means
of the senses or of the mind; cognition; understanding based on the given situation. Based on the
results of the interview through the qualitative part of this study the perception of the three
respondents which include the Students, Parents and Teacher are presented on the following
themes.
Theme 1: Being Playful with E-Gadgets
Pupil-participants perceived that being playful with gadgets affects their academic
performances. Paradoxically, these gadgets have been used to continually improve and expound
methods through which pupils can learn, however, the same resources affect the academic
performance of the pupil disadvantageously. The gadgets mostly used by learners are tablets,
mobile phones, cameras and Computers. The pupil participants are amenable that the used of
gadgets affect their academic performance as revealed in the following responses.

Ang nagiging epekto sa aking pag aaral ay ang paglalaro ng Cellphone at
pakikisama sa mga kaibigan ko. (Playing with my cellphone and
conforming with friends affect my studies)SAS1,
Ang nagiging epekto sa aking pag aaral ay ang palagihan kong paglalaro
ng cellphone at computer.(I play with my cellphone and computer most of
the time affect my studies) SAS2
Para sa akin isa sa managing nakaka epekto sa pag-aaral ko ay ang
paglalaro sa computer kasi ako ay nawiwili duon (For me, playing the
computer affect my studies because I enjoyed it.)SAS3
These findings showed how the used of gadgets affected the academic performance of the
participants. However, there are debates concerning the advantages and disadvantages of
electronic gadgets usage inside the classroom.(J Collison, 2020). Furthermore, he emphasized
that being playful with gadgets and excessive used of it are clearly indication of low in the
academic performance
Theme 2: Absenteeism and being anti-Social was due to bullying
Being anti-social was due to the bullying that the participants encountered. Absenteeism
and being anti-social may create a great impact in the academic performance of each participant.
Evidently, bullying in the form of discrimination in the Aeta community developed in them
antisocial behavior and it will lead to low or poor performance of learners since they tend to shy
away from the class and eventually missed the class. To avoid bullying, they have to join the
caprices of the group.
Nakakaepekto sa aking pag aaral ay ang palaging pakikisama ko sa aking

mga kaibigan.,(Conforming with friends affects my studies) SAS1

Isa din sa dahilan na kami ay nagkakaroon ng mababang grado sa pag
aaral ay ang pag bubulying ng mga batang unat at nanliliit kami sa aming
sarili.(Another reason why we have low grade in our studies was due to
bullying of the non-Aeta pupils and this is also belittling us and makes us
inferior.) SAS1
Hindi na kami papasok dahil sa pambubulying sa aming mga kulot (We

are attending classes due to bullying) SAS1
Hindi kami pinapapasok dahil sa binubully kami sa school.,(We are told

not to attend classes due to bullying)SAS5
Kaming mga katutubong bata ay nahihiyang makipag halubilo pag may

dumarating na mga batang unat.,(We Aeta are shy to group together when
other non-Aeta children are coming.) SAS2, SAS3
Dahilan ng paghinto naming sa pag aaral ay ang pagbubulying ng mga

bata sa amin. (The reason why we stopped from studying was due to
bullying of other children to us) SAS2, SAS4
The findings showed that due to bullying, the participants develop anti-social behavior as
manifested by the avoidance attitude in joining and participating in their respective group.
Shahria et al. (2015) reported that bullying is deemed as a serious problem in academic
settings in all parts of the world. They found that bullying has a negative impact on academic
performance. Females were more affected than males by bullying. Alison (2016) stated that
bullying is considered as a global problem that affects emotional, social, and physical
wellbeing of school-age children worldwide. Sekol and Farrington (2016) found that bullies,
compared to non-bullies, have been bullied before. Bullying at school affects academic
achievement since bullied children feel fearful and weak and at the same time it affects
students’ personality traits and self-confidence. As I interview the participant I can see the
feeling of discrimination in their eyes which lead them to stop dreaming for their future.

Theme 3 No school supplies due to lack of resources.
Participants perceived that no school supplies due to lack of resources is a determinant of
their academic performance. Since education for all EFA is one of the department trusts and
making quality education is accessible to all. But in reality in order to perform well in the
academic setting it requires materials and means to get rid of the academic activity and come up
with the requirements of the curriculum. Children who lack provision of reading
materials perform poorly in schools. Pupils who do not have a background which have resources
like books sometimes perform poorly at school although they are taught by highly qualified
teachers.
Dahilan na para hindi ako makapagpatuloy sa pag aaral ay dahil sa

kakulangan ng pinansiyal na suporta. (The reason why I was not able to
continue my studies was due to land of finances for support)SAS1
Ang epekto nito dahil sa kakulangan sa pinansiyal ay magtatrabaho nlang

kami sa bundok at magtinda sa parkson. (The effect was due to lack of
finances. I rather work in the mountain and sell at parkson)SAS1
Ang dahilan ay ang kawalang ng pinansiyal at trabaho n gaming mga

magulang., (The reason is lack of finances and work of our parents) SAS2,
SAS4
Dahil sa kahirapan ay hindi kami makapag aral sa kakulangan ng

pinansiyal na suporta ng gobyerno.(Poverty caused us not to go to school
and lack of finances and support from the government)SAS5
Dahil wala kami pnansiyal na suporta at mga kagamitan sa pag aaral.,

(Because we lack finances and support for the supplies in our studies)SAS2,
SAS3, SAS4
The adequacy of TLR determines the success or failure of the educational system. The
development and maintenance of physical facilities in educational institutions by communities,
parents, and sponsors should continue to be encouraged. This is because lack of such facilities

interferes with the learning process (Republic of Kenya, 1988a). DFID (2007) indicates the
importance of school facilities in relation to quality education. Difference in school facilities
would be seen to account for difference in achievement.
Theme 4 Poverty due to unemployment
Poverty is when an individual or family’s income is in the poverty line whose income is
below minimum wage. They may also be those unemployed individuals for a number of
reasons like lack of skills, and did not complete basic education. Thus,
Walang trabaho ang aming mga magulang (Our parents are unemployed) PAS2
Walang trabaho ang mga magulang (Parents do not have job PAS3
Kahirapan na makakagawa ng desisyon (Decisiveness is affected by poverty) PAS5
McKenzie (2019) stressed that poverty has become one of the most prevalent indicators of
academic achievement in the schools today. As the number of students raised in poverty
increases, it is vitally important that educators be aware of the effects of poverty on student
behavior and learning capacity in the classroom. Teachers must incorporate proven strategies
to be able to help address the gap in academic achievement between the learners raised in
poverty and those in more affluent families. Another finding is that the students raised in
poverty are indeed more apt to emotional and social challenges, mental health issues, and
cognitive lags due to significant changes in their brain structure. He recommended that to be
able to decrease the achievement gap due to poverty, there is a need to build strong
relationships between students and teachers
Theme 5 Idleness leads to lack of vision.
Idleness is putting the work aside. In teaching and learning, idleness is displayed when
learners tend to put aside or ignore the assignment or activity required of them to complete or

accomplish. Doing this constantly may lead learners to lack of vision or knowledge regarding
their education. (Fong, 2018).
Kakulangan sa sapat na kaalaman tungkol sa edukasyon, kahirapan sa buhay. At

ang mga batang ayta ay walang pangarap sa buhay. SAS3
Dahil sa mga dahilan ito ay nawawalan ng gana ang mga batang ayta sa pag
aaral hangang sa huminto nlang sila sa pag aaral., SAS3
Ang kawalan ng sapat na kaalaman sa edukasyon ay dahilan upang tumigil ang

mga bata sa pag aaral, SAS4
Mas gugustuhin nila ang magtrabaho sa bundok., SAS5
Dahil sa kahirapan at walang sapat na kaalaman ay nawawalan ng gana sa pag

aaral ang mga bata. SAS5
Idleness is due to lack of discipline, planning, foresight, and organization. Idleness results
in time that is wasted in unproductive (Fong, 2018) If the learners loses sight of the big
picture goals and objective, however, they can lose interest in their studies.
Theme 6 Obstruction in schooling and lack of knowledge in education
Discrimination is evidently observed within the community among the IP’s by the other
people from the lowland. Self-pity and sensitivity is one of the characteristics usually seen in the
behavior of the IP people. One of the names that the IP’s do not want to hear calling them is “
Baluga ” which locally means low class, “ walang alam “ (Not knowledgeable) Mahinang
klasing tao, o mababang uri ng tao (second class citizen).
Diskriminasyon sa lipunan (Discrimination of the society) PAS3
Dahil sa kakulangan sa edukasyon lalong nahihirapan ang batang Aeta (Due to

lack of knowledge in education, the more the aeta children) PAS4
On the quantitative phase, Table 2 presents the responses of the student-respondents
validating the qualitative responses based on their lived experiences encountered while they are
studying.
Table 2
Weighted Means, Standard Deviations and Verbal Interpretation of the Responses of the
Respondents on their Perceptions regarding the determinants of academic performance of the
IP Pupils.
Perceptions of the Students Mean Std. Verbal

Dev. Interpretation
(X)
1. Being playful of e-gadgets 3.27 1.03 Agree
2. Anti-social and absenteeism are products of 2.78 1.18 Agree
bullying
3. No school supplies are due to lack of resources 3.09 1.08 Agree
4. Employment is limited to mountain work 3.13 1.05 Agree
5. Idleness leads to lack of visioning 3.02 1.04 Agree
6.Discrimination obstructs schooling 3.15 1.02 Agree
Total 3.07 1.07 Agree
Table 2 presents the weighted means, standard deviations and verbal interpretations of the
responses of the student-respondents on their perceptions regarding the determinants of academic
performance of the IP Pupils. The findings showed that the respondents agreed that being playful
of e gadget (X =3.27 with 1.03 SD) is a prime determinant of their academic performance. This is
followed by discrimination ((X =3.15 with 1.02 SD) and closely to employment is limited to
mountain work (X =3.13 with 1.05 SD). Another determinants that they perceived affecting their
academic performance is that they have no school supplies which lead them to lack of resources
to be used in the school activities (X =3.09 with 1.08 SD). Eventually, due to this issue they are
led to develop idleness and lack of visioning (X =3.02 with 1.04 SD) which further trails
absenteeism and becoming anti-social established by bullying (X =2.87 with 1.18 SD).

It can be gleaned that the overall weighted mean, standard deviation given to this
indicators is X =3.07 with 1.07 SD with verbal description equivalent to “Agree.” This implies
that all the indicators cited herein are their perceptions on the determinants of the academic
performance. This further validates the textual responses of the participants formed into themes
as part of their lived experiences on their perceptions about the determinants of academic
performance.
Rashid, J.A., Aziz, A., A et., al. (2020). found that the more the students engage in their
mobile phones, the more their academic performance is affected. They concluded that their
addiction to the use of their mobile phones affects their performance academically. They further
elaborated that such a result has been validated that the addictive use of mobile phones have
changed communication and connectivity among public students.
On the other hand, Sanders (1997) his study indicated that some African American students
with a high awareness of racial discrimination respond to this discrimination in ways that are
conducive rather than detrimental to academic success. For these students, positive racial
socialization was a primary factor influencing and promoting academic success.
On Teachers’ Perception regarding the determinants of academic performance of the IP
pupils.
Theme 1. Language is a scope in academics.
Increase your self-confidence and happiness in learning, Expanding our skills and working
towards something that we can achieve as we understand the importance of language. Based on
the actual experience of teachers, one of the reasons that affects the academic performance of the
aeta learners is the language barrier, attitudes of learners, Diversity of learners.

Iba ang salita nila dahil sa kanilang cultura, (They have different language due
to their culture) TAS 1
Mahina ang pasensya nila kapag di nila alam ang gamit na terminolohiya,(They
are impatient when they do not know how to use the terminology) TAS 3
Oral Language Development According to Helen Pinnock, Senior Education Adviser
at Save the Children UK, children are approximately 12 years old before they fully
master their native language. Before this point, children are not able to pick up a second
language as quickly as older children or adults ( Elsworth, 2017)
Do Language Barriers Affect Student Performance in School? (theclassroom.com)
Theme 2. Parent’s knowledge of education
More often than not, parents who completed a college degree are likely to motivate their
children to also finish a college degree of either child’s preference of their own choice. Basically,
these parents who have knowledge of education show a better glimpse of the essence of
education to an individual’s life. To wit:
The academic performance of the IP pupils can be parents educational

background (TAS1)
There are many factors that may affect the academic performance of IP learners
and barely see the importance of education (TAS2)
Lack of understanding on the importance of education, educational background

of the family members (TAS3)
Lack of educational background of parents and guardians (TAS4)
There are lots of factors that may affect the academic performance of the IP
learners one of the factors is the parents educational background (TAS5)
Nelson (2009) argued that parents who have advanced degrees have shown they value
education. Accordingly, those parents who attained higher GPAs or General Point Average in
college often pursue graduate and doctoral degrees. The past achievements become a benchmark
for their children to follow as parents’ past pursuits in education may augment structural factors
on intergenerational behaviors. Their performance and behavioral traits are passed down to their
children. Higher achieving parents foster those things that are important in their children and
prioritize academic success.
Theme 3. Proper orientation develop right attitude and behavior towards studies
Proper orientation is crucial because it usually lays the foundation and directs behavior
towards a goal at the same time for the IP parents to address the right attitude and behavior
towards education. They must be properly oriented with the significance of education. Just as
the saying goes, “you cannot give what you do not have.
Attitude of learners, Parents educational Background, Parents value to

education, Parents beliefs in education, Educational background of parents,
Family and parents supports, TAS 1
Parents involvement, Culture belief and tradition, Lack of Family Guidance,

TAS 2, 3
Lack of guidance and support from parents, Lack of follow up at home, TAS 3
Lack of guidance from family, Lack of Educational Background of parents and

guardians, TAS 4
Parents unavailability to guide or teach their children at home because the

parents have a reading level and practices is very low, Parents unavailability to
guide or teach their children, Language barrier, study habits of learners,
Learning environment at home. TAS 5
According to Faroog, et.,al. (2022) parents keep check and balance on their children and
provide a guiding mechanism for their academic matters. Child's academic performance assisted
through regular monitoring, consistent meetings with child and check directly all the matters of
school and class improves the academic performance on

Theme 4. Life condition is dominated by cultures, beliefs and tradition
Based on the perception of teachers respondents that the Life condition in the aeta community
is always dominated by their IKSP local cultures, tradition and beliefs. Learners will always look
upon the life how they see and experience within the community as their culture and traditions.
Culture and tradition, Parents value to education, Parents beliefs in education,

Educational background of parents, Family and parents supports, TAS 1
The most influential factors that affects their academic performance is their
environment. Environment play an important role in developing their
performances. TAS 2
Learning environment at home., TAS 5
According to Lynch (2016) a person’s culture and upbringing has a profound effect on how
they see the world and how they process information. This fact was discussed by Richard Nisbett
in his work, The Geography of Thought: How Asians and Westerners Think Differently — and
why Nisbett worked with psychologists in Japan and China and determined that the holistic way
of viewing the world typical of many students from those countries differed from that of their
American counterparts, who tended to view the world in parts or distinct classes of objects that
could each be defined by a set of rules. In other words, the Asian children see the world in terms
of the relationship between things, whereas American children see the world in terms of objects
as distinct entities. This information is helpful when we consider how cultural background might
influence approach to both learning and school performance. There are a number of theories that
seek to explain differences in school performance among different racial and ethnic groups.
Three theories particularly stand out: the cultural deficit theory, the expectation theory, and the
cultural difference theory. The expectation theory focuses on how teachers treat students.

Teachers often expect less from students of certain racial, ethnic, and cultural backgrounds.
When teachers expect students to perform poorly, they approach teaching in ways that align with
their low levels of expectations. In these instances, students tend to perform at the low levels
expected of them by teachers. Rosenthal and Jacobson tested this theory in their Pygmalion
effect study. A group of teachers were told that their students were due for an intellectual growth
spurt during the school year. Even though the students were average in terms of academic
performance, the teachers interacted with them based on this expectation. All students in the
experimental group improved both academically and socially by the end of the year. Based on
the notion of a self-fulfilling prophecy, students who experience high expectations seek to reach
the level of expected behaviors. Correspondingly, students who experience low expectations act
to meet the level of behavior expected of them.
Theme 5. Necessities of finances and resources
A sound mind in a sound body is one of the statements in another context proving the finances
and resources among families and schools greatly affects the learners performance in terms of
finances and resources support. It is a normal situation that teachers observe in their classes that
aeta learners go to school with their empty stomach and school became a culture of preparing
foods and snacks for the aeta learners that came from their own pockets. Parents cannot also
provide school materials and other things to be used by their children because of their lack of
income and resources.
Lack of Materials especially ICT Materials, Instructional Materials and Family

and Parents Supports, TAS 1
Economic status will also have a great impact, TAS 2
Lack of Financial, Lack of Resources

Lack of Resources, Lack of Nutritious Foods, TAS 3
Table 3
Teacher-Respondents on their Perceptions regarding the determinants of academic
performance of the IP Pupils.
Perceptions of the Teachers Mean Std. Verbal

Dev. Interpretation
(X)
1. Language is scope in academic 3.90 .31 Strongly Agree
2. Parent’s knowledge of education. 3.97 .18 Strongly Agree
3. Proper orientation develops right attitude and 3.90 .31 Strongly Agree
behavior towards studies
4. Life condition is dominated by cultures, beliefs and 3.93 .25 Strongly Agree
tradition
5. Necessity of finances and resource 3.90 .31 Strongly Agree
Total 3.92 .27 Strongly Agree
Guimaraes and Correa (2014) found that financial resources are paramount in producing
performance to the extent that resources availability increases education effectiveness.
Parents Perception on the determinants of academic performance of the IP pupils
Theme 1. Education is essential.
Aeta parents perceived that one of the reasons why their children did not continue their
education is because they do not know the importance of education since they just stay in the
mountains.
Kakulangan sa pagmulat ng kahalagahan ng edukasyon dahil kulang sila sa

kaalaman kung gaano kahalaga ang edukasyon , (Lack of consciousness on the
essence of education because the lack knowledge on how important education

is) PAS 1
Di sapat ang kaalaman ng magulang tungkol sa halaga ng edukasyon.Dahil sa

mga dahilan ang kawalan ng sapat na kaalaman ang kahalagahan ng
edukasyon sa buhay ng mga bata ay nakakapag asawa sila ng maaga at
humihinto sa kanilang pag aaralyung iba nman ay pinipili nilang tumulong sa
kanilang mga magulang. (The parents do not have enough knowledge on the
importance of education. It is for this reason, the children are not given proper
education orientation, thus they marry early and stop from schooling. Others
prefer to help their parents.), PAS 1
Isa na ang pagmulat sa mga magulang sa kahalagahan ng edukasyon (One is

consciousness of the parents in the essence of education) PAS 3
walang pormal na kaalaman ang magulang sa importansya ng edukasyon.,(The

parents did not have formal knowledge about the importance of education) PAS
4
Dahil sa paniniwala nila na hindi mahalaga ang edukasyon mas mahalaga ang
makatulong sila kagad sa knilang magulang dahil sa kahirapan,(Due to their
belief that education is not important, what matters is to help the parents at
once to address poverty) PAS 4
According to the University of people, it states that with education, people can become better
citizens, knowing right from wrong, allowing for a better society where laws are followed. An
educated nation knows about the importance of voting, doing so with the knowledge not blindly,
but also having an understanding of what their party truly stands for. Education can also help
people get jobs, which is what a nation thrives on.
Theme 2. Early marriage causes discontinuance of education
One of the reasons for discontinuance of education among the aeta learners is the early
marriage and being part of their culture and tradition and acceptance by the community as well.
It is customary for the children to help their parents to work in the mountains or seek income for
the family and their way to help augment expenses is to marry early.

Maagang pag aasawa, Di saoat sa supporting pinasyal,(Early marriage due to
lack of financial support) PAS 1

kaalaman kung gaano kahalaga ang edukasyon dahil para sa knila ang maagang
pag aasawa ang sagot sa kahirapan.(Lack of understanding on the essence of
education because they lack knowledge on how important education is. To them
early marriage is the answer to poverty.)
Ang maagang pag aasawa ng mga katutubong ayta ang dahilan,(Early marriage
of the Aeta is the reason) PAS2
Kakulangan sa edukasyon ng mga bata agad na pag aasawa ng mga bata,(Due to

lack of education of the children caused them to early marriage) PAS2
Maagang pag aasawa dahil ang kanilang mga magulang mismo ang nagtutulak
sa kanilang mga anak para sila ay mag asawa ng maaga.(Early marriage was
due to their parents insistent that caused the children to get marry early)PAS 3
Agad na pag aaswa ang ibang mga batang ayta yung iba nman mas gusto ang
tumulong sa magulang kesa sa pag aaral. PAS 4
Pagtitinda sa parksonpagtitinda sa parkson at pag aasawa ng maaga.PAS 5
Theme 3. Community discrimination leads to dropouts.
In this type of locale discrimination has always been an issue. Treating someone unfairly
because of personal features that are not relevant like race, disability or age.
Ang nagiging epekto sa academic sa mga katutubo ay ang kawalan ng edukasyon at

diskriminasyon ng lipunan, Dahilan din ang Pag Diskriminasyon sa mga katutubo kaya
sila di natatapos sap ag aaral.PAS2
Discrimination is evidently observed within the community among the IP’s by the other
people from the lowland. Self-pity and sensitivity is one of the characteristics usually seen in the
behavior of the IP people. One of the names that the IP’s do not want to hear calling them is

“Baluga” which locally means low class, “ walang alam “ (Not knowledgeable) Mahinang
klasing tao, o mababang uri ng tao (second class citizen).
Diskriminasyon sa lipunan (Discrimination of the society) P3
Dahil sa kakulangan sa edukasyon lalong nahihirapan ang batang Aeta (Due to

lack of knowledge in education, the more the aeta children) P4
According to Bracic (2016) at the individual level, discrimination that leads to the decrease in
cooperation is likely to create further harm to the person. If cooperation is a social acceptance
norm in a society, individuals who go beyond may face further negative personal repercussions.
Hence, if discrimination leads someone to cooperate less, that lack of cooperation may itself
drive further harm. This increased harm makes the initial discrimination may seriously become
more problematic
Theme 4. Prefer to help parents to alleviate poverty.
Customarily, children would always want to help their parents to earn a living. With the
nature and culture of the Aeta children as early as at young age they are trained to help their
parents in the farm for their livelihood and earn income for the family. Such a notion is the
answer to help the family to alleviate poverty.
Ang epekto ay ang pagtutulong sa pinasyal sa pagtatrabaho sa bundok at pagtitinda sa

parkson, PAS1
Di nakakapag aral dahil sa pagsasama sa kanilang magulang sa pagtatanim sa
bundok,PAS 1
Ang epekto ay ang kailangan na tumulong sa kanilang magulang sa pagtratrabaho sa
bundok, PAS2, PAS3
Mas pinipili ng aming mga anak na tumulong nlang sa pagtatrabaho sa bundok kesa sa
magaral PAS3

Hofstaedter (2022) related the story of Hannah Taylor who at 5 years old was inspired to help
people like the one she saw a person on the street eat out of a garbage can. This sight motivated
her that she could help alleviate poverty and homelessness. At 8, she decided to do something
big to help the homeless. She created the Ladybug Foundation with the help of parents. This is
a non-profit group that helps poor and homeless people all over Canada.
Theme 5. Completing College of others serves as motivation
More often than not, an ordinary family learning from their neighbors that the children have
completed their education, they seemed to be motivated. Thus, they also want their children to
complete their education. As such is contaminating events in the community and this Aeta
community is no different from the others.
Minsan nakakaingit na Makita ang iba na nakapag-aral sa bayan ng kolehiyo kaya

sinasabi ko na mag-aral ng Mabuti ang anak ko para sya ay makatapos din, PAS1
Masaya kami mga magulang na makita naming ang aming mga na naiinganyo mag-aral
kapag may nkikita sila na nagpapatuloy mag aral. PAS4
Purohit (2022) emphasized that to understand how to motivate oneself, one must celebrate the
small wins people around they achieved. This is the best way one can motivate or boost
someone to get more from themselves, be a part of others’ happiness and make one feels proud
and good about oneself. When one is happy for others, he or she always gets their blessings.
Eventually, this helps build positivity to somebody and may make them optimistic for their
lifetime.
Theme 6. Financial constraints leads to idleness and lack of interest
Kakulangan sa aspetong pinasyal, Ang epekto ng kakulangan sa pinansiyal sa

pamamagitan ng pagtatrabaho sa bundok at pagtitinda sa parkson,. SAS1
Kawalan ng pinansyal at walang trabaho ang aming mga magulang, Kawalan ng
pinansyal para sa pag aaral, kakulangan sa pinansyal, SAS2

Ang epekto ay ang kakulangan sa pinansyal kaya dapat magtrabaho para makatulong sa
mga magulang, SAS3
Table 4
Parent-Respondents on their Perceptions regarding the determinants of academic
performance of the IP Pupils.
Perceptions of the Parents Mean Std. Verbal

Dev. Interpretation
(X)
1. Education is essential 3.66 .58 Strongly Agree
2. Early marriage causes discontinuance of education 3.76 .48 Strongly Agree
3. Community discrimination leads to dropout 3.84 .37 Strongly Agree
4. Prefer to help parents to alleviate poverty 3.89 .37 Strongly Agree
5 Completing College of other serves as motivation 3.84 .42 Strongly Agree
6.Financial constraints leads to idleness and lack of 3.84 .39 Strongly Agree
interest
Determining factors that affect the academic performance of the Indigenous Peoples’
Pupils
Theme 1 Economic Factor: Poverty leads to lack of finances
According to Misty Lacour and Laura D. Tissington 2011 in their study The effects of
poverty on academic achievement published in Researchgate stated that Poverty directly
affects academic achievement due to the lack of resources available for student success. Low
achievement is closely correlated with lack of resources, and numerous studies have
documented the correlation between low socioeconomic status and low achievement.
Kakulangan sa Pagmulat ng kahalaghan ng edukasyon, kawalan ng tiwala sa sarili,
maagang pag-aasawa Di sapat sa suportang pinansiyal ito ay ang mga dahilan bakit di
na nakakapagpatuloy sa pag-aaral PAS1
Isa sa dahilan ay ang kahirapan sa buhay dahil para sa kanila ang pag aasawa ay ang
tanging paraan para sila ay makaalis sa kahirapan, PAS3
Kawalan ng pinansiyal na suporta ng mga magulang kaya di sila makapag aral, PAS4
Lack of Skills and employment ability is the main reason why aeta communities experience
poverty and that leads to discontinuing their children's education to work with their parents in the
mountains for their living.
SubTheme 1: Prefer to work with parents in the mountain (Student-
Participants)
Ang epekto ay ang kakatulon sa pinasyal sa pamamagitan ng pagtatrabaho sa

bundok at pagtitinda sa parkson. Hindi sila pumapasok dahil sa pagbubully at
pagsama nila sa magulang sa pagtatrabaho sa bundok. SAS1
Tuknang lang magaral mas inuuna ang mga magulang para makatulong sa
bundok, SAS3.
One of their culture that their children prefer to work in the mountain instead of going to
school and their parents allowed it because it will lighten their work if their children will help
them to do the task.
Sub Theme 2: Poverty causes lack of resources (S)
Sajjad Hossine Sarif Impact of Poverty on Academic Performance. Selected Students in the
North Bengal of Bangladesh 2018 https://www.grin.com/document/953696
Despite the many declarations on education of children, the majority of children are still
out of school. Poverty has been one of the factors that has caused the above phenomena. One
of the most pernicious aspects of poverty is that it is self-reinforcing. For example, it at once
magnifies the power of educational success as a means of social mobility and interferes with
the probability of such success occurring. Because poor children have lower rates of
achievement in the core curricula of the educational system, they are less able to obtain the
high-status academic credentials that have become necessary for securing well-paying, stable
jobs in the modern American economy and, therefore, are more likely to face economic
hardships as adults (Duncan et al., 1998; Mayer, 1997).
Wang kagamitan sa school, Walang Pagkain at walang pinansiyal na supporta kaya

hindi kami nakakapag aral, SAS3
Ang Kakulangan sa sapat na edukasyon ay isa ang kahirapan sa buhay, SAS4
Mas gugustuhin pa nila magtanim nlang sa bundok dahil sa kahirapan, Walang Pera,
Walang Trabaho at walang pansuporta ang mga magulang sa pag-aaral, SAS5
Sub Theme 3: Selling and early marriage alleviate poverty
According to Nkwain Adeline Yafi 2018 Poverty is the main reason behind early
marriages in rural areas as most families have large family sizes. With such families, most
parents are unable or unwilling to take care of their children. Early marriages are therefore
seen as opportunities to reduce this burden. Others who cannot feed or send their children to
school, give young girls off marriage to older men. Some parents arrange marriages between
their children and their creditors as a way of settling debts. The main argument here is, if early
marriage will end poverty in these families.
Kagad nakakapag asawa ang mga batang ayta dahil narin sa utos ng kanilang magulang at
sumasama sa pagtatrabaho sa bundok, SAS2
Kawalan ng pinansiyal sa pag aaral at at pagaasawa hangang di na makapag aral.SAS3
Hindi pagpapatuloy sa pag-aaral at pag aasawa nlang para makawala sa puder ng
magulang, SAS2
Dahil sa kawalan ng edukasyon lalung nahihirapan ang mga batang ayta dahil sa
maagang pag aasawa para makawala sa responsibilidad, SAS4

Sub Theme 4: Unemployment drives mountain work and selling (P)
Employment is limited and Mountain Work. Because of the location and situation of the
community together with the educational background of the parents, there is no availability of
work and there is the highest level of unemployment.
Ang kadalasan dahilan ay ang kakulangan sa pinansiyal at kawalan ng trabaho

n gaming mga magulang kaya kami ay tumutulong sa pagtratrabaho sa bundok
at pagtitinda sa parkson. SAS1, SAS4
Kawalan ng pinansiyal at kawalan ng trabaho ng mga magulang., SAS2, SAS3,
SAS5
Kagad nakakapag asawa ang mga batang ayta at sumasama sa bundok para
dun magtrabaho., SAS2, SAS4
Kami ay napipilitan na sumamasa bundok para magtrabaho dahil sa kahirapan
sa buhay. SAS2, SAS4
Hindi pinagpapatuloy ang pagaaral dahil sa kawalan ng pinansiyal maagang
pag aasawa at pagtatrabaho sa bundok. SAS3, SAS5
According to Khimm 2011 the researchers concluded, “one percentage point higher
unemployment rate leads to a 0.3 percentage point increase in the probability that a child repeats
a grade. It shows that a parental job loss increases the probability of children’s grade retention by
0.8 percentage points, or around 15 percent.
Theme 2 Cognitive and Psychological Factors
Based on the status and condition of the Indigenous people a greater part of their academic
performance is defined due to their cognitive and Psychological capacity.
According to Wondu Teshome Beharu Psychology is among many things that matters in
human day-today activities. The success and failure we face in various activities we perform
each day most often depends on our every day psychology. As such people can suffer from
various psychological problems that severely disrupts their daily functioning on various
occasions. These problems mainly emanate from psychological factors such as stress, anxiety,
depression, lack of motivation, loneliness, helplessness and phobias. These psychological

problems can lead students in higher education institutions to failure in their academic
achievements, test anxiety, poor performance, low self confidence, unrealistic worry and fear or
uneasiness that interfere with their ability to function normally.
Sub Theme 1: Difficulty in comprehension leads to idleness and lack of confidence
(S)
Hindi nagpapatuloy sa pag-aaral dahil sa di mahintindihan ang liksyon at mag asawa

nalang para makawala sa magulang, SAS2
Hindi pumapasok sa school dahil hirap intindihin ang mga liksyon at tamad gumawa ng
homework, SAS3
Based on the actual experience as observed by the researcher, aeta children find difficulty
in comprehension in their studies and lead it to idleness and lack of confidence. Since they have
low self esteem.
Sub Theme 2: Lack of interest causes inability to follow academic activities (P)
Kakulangan sa pagkamulat sa kahalagahan ng edukasyon, kawalan ng tiwala sa sarili,

kaya di makasunod sa paaralan, Ito ang mga dahilan ng mga karamihan bakit hindi sila
nakakapagpatuloy ng mga bata sa kanilang pag aaral, PAS1
Dahil di nila alam ang kahalagahan ng edukasyon kaya di na sila nkakapag aral,
Ang mga batang ayta ay hindi gaanong nakakasunod sa academic activity at kadalasan
ito ang dahilan bakit nawawalan sila ng tiwala sa sarili dahil hindi sila nakakasunod sa
kanilang mga kamag aral, PAS1
Ang isa sa mga dahilan ay walang tiwala sa sarili ang mga batang ayta ay hindi
makasunod sa mga liksyon sa paaralan, Dahil hirap sila umunawa sa paaralan sila ay
humihinto nalang sa pag aaral, PAS4
One of the usual situations in the aeta school is when the aeta children did not undretand the
lesson they begin to lose their interest to listen and participate in the discussion and later on they
cant follow the academic activities.

Sub Theme 3: Thinking and sourcing out solution to impart knowledge (T)
The determining factors that may affects the academic performance may be considered
helpful if there can be imparted or change it possible to enhance the learning
performance of the IP learners, TAS1
Good thing that the Department of education in the Division of Mabalacat City has a program to
train teachers and continuous retooling of teachers together with the commitment of teachers to
find ways and outsource solutions to import knowledge to their learners.
Theme 3 Socio-cultural Factor
Sub Theme 1: Parents support and involvement motivate learning (T)
Family and Parents supports is really place an improtant part in the performance of the
learners, TAS1
Parents involvement, Culture, beliefs and tradition can also be at help for the academic
performance of the learners, TAS2
Lack of guidance and support from parents may affect the acdemic performance of the
child in the school, Lack of follow up in the home, TAS3
Lack of guidance from family, Educational Background of Parents may affect the
academic performance of the children, TAS4
Parents unavailability to guide or teach their children at home because the parents have
a reading ability which is low, TAS5
Sub Theme 2: Guidance and Follow-up is necessary (T)
parents and Family supports is very useful to encourage the learners to performs well,
TAS1
Parents Involvement make a greater help in the improvement of academic performance
of the learners, TAS2
Parents unavailability to guide or teach their children at home makes a great impact in
their academic performances, TAS5
Sub Theme 3: Discrimination leads to drop out and lack of confidence (P)
According to Parent-Respondents, they believe that discrimination among their children is also
one that causes their children to stop from school and lose their self confidence.
Ang Pagdidiskriminasyon sa aming mga anak ang dahilan lalo na kung ang ibang tao ay
nakapag aral na at nakakuha ng kolehiyo sa bayan,
Nagging epekto po sa academic ng mga katutubo ay ang pag didikriminasyon, PAS1
Theme 4 Literacy Factor
Sub Theme 1: Parents lack of education unable to teach children (P)
Kakulangan sa edukasyon ng mga magulang at hindi nakapag aral na magulang ang

dahilan din kasi di nila maituro ang kahalagaan ng edukasyon sa kanilang anak, PAS2
Walang suporta at pormal na edukasyon ang mga magulang at kaalaman sa
kahalagaann ng edukasyon, PAS4
Sub Theme 2: Belief in the essence of education (P)
It is because of the culture and tradition of the indigenous peoples before that formal education
was not their priority. Parents did not have formal education, that is why they cannot encourage
their children to focus on education because they don't have a better understanding about the
essence of education. Their focus is survival of the fittest meaning they have to work for the
foods to live. That is how they motivate their children in life.
Kakulangan sa kaalaman sa kahalagahan ng edukasyon para sa kanila ang maagang

pag-aasawa ang sagot sa kahirapan, PAS1
Para sa kanila magulang mas mahalaga ang makapag trabaho sa bundok kesa sa
edukasyon, PAS1
Maagang pagaasawa dahil ang mga magulang nila ang mismo nagtutulak para sila ay
mag asawa ng maaga, PAS3
Theme 5 Physical Factor
Sub Theme 1: Lack of food and nutrition cause illness (S)
In the actual situation of the Indigenous people living in a low poverty line lack of employment
opportunity for parents and they just got their income from planting their own harvest and selling
it to nearby areas. Parents can't provide enough food and other necessities for their children. That
is why they are sickly and unable to perform well in the schools.
Dahilan na nakakaapekto ay ang kakulangan sa pagkain at sustansiya, SAS2, SAS3

Walang Pagkain, Palaging wala ang mga magulang, SAS3
Lack of Resources and Nutritious food, TAS3
Sub Theme 2: Facilities, Resources and health condition (T)

Teachers participants stated that what they have most experience in the aeta school is lack of
Instructional materials especially the ICT Materials, lack of resources, economical status of the
learners place a great impact in the academic performance of the learners.
Lack of Materials especially ICT Materials, Economic Status, TAS1

Learning environment at home, TAS5
Sub Theme 3: The Influence of conducive environment(T)
Based on the actual observations of teachers and participants, 100% of aeta learners do not have
a specific study venue or place where they can do their homework or assignment at home.
Meaning their houses are not conducive to learning. In addition to that, because both parents are
too busy in the mountains, they don't give guidance or support to their children.
Learning environment at home may affect academic performance of learners, TAS5

Non conducive learning environment as a factors that affect the learners performances,
TAS4
Physical and Non-Physical factors greatly affect the academic performance of the
learners, TAS4
It can be Physical and Non Physical factors, TAS3
Table 5
Respondents on the determining factors of academic performance of the IP Pupils.
Determining Factors Mean Std. Verbal

Dev. Interpretation
(X)
On Economic Factors
Prefer life in the mountain(S) 3.22 .91 Agree
Poverty causes lack of resources(S) 3.16 .96 Agree
Selling and early marriages alleviate poverty (S) 3.04 1.07 Agree
Unemployment drives mountain work or selling (P) 3.74 .49 Strongly Agree

Total 3.29 Agree
On Cognitive-Psychological Factors
Difficulty in comprehension leads to idleness and lack 3.21 1.0 Agree
of confidence(S)
Lack of interests causes to inability to follow 3.83 .40 Strongly Agree
academic activity (P)
Thinking and sourcing out solution to impart learning 3.73 .45 Strongly Agree
(T)
Total 3.59 Strongly Agree
On Social-Cultural Factors
Parents’ support and involvement motivate (T) 4.0 0 Strongly Agree
Guidance and follow-up is necessary (T) 3.97 .18 Strongly Agree
Early marriages solve poverty (P) 3.65 .34 Strongly Agree
Discrimination leads to drop out and lack of 3.80 .45 Strongly Agree
confidence (P)
On Literacy Factors
Parents’ lack of education unable to teach children 3.53 .52 Strongly Agree
(P)
Belief in the essence of education (P) 3.84 .39 Strongly Agree
On Physical Factors
Lack of food and nutrition cause illness(S) 3.27 .94 Agree
Facilities, Resources and health condition (T) 3.93 .25 Strongly Agree
Influences of conducive environment (T) 3.90 .31 Strongly Agree
* Legend: Symbols used based on respondents responses- Student-repondents (S), Teacher-

respondents (T) and Parent-respondents (P)

On the Extent of the effect of the determining factors in the academic performance of the
IP pupils
Theme 1. Economic Factors
Sub Theme 1: Aeta children prefer to help parents to work in the mountain (S)
Due to their culture and tradition stating that “ Survival ” their focus is to earn income by
cultivating lands and producing more harvest to sell, parents accept the idea that they can do it if
their children will help them working in the mountains or taking care of their siblings.
Ang epekto ay ang pagtulong nila at pagtatrabaho sa bundok kasama mga magulang,
SAS1
Kagad nakakapag asawa ang mga batang ayta dahil narin sa utos ng mga magulang at
pinapatulong na magtrabaho sa bundok, SAS2
Tuknang lang magaral at mas inuuna ang mga magulang para makatulong sa bundok,
SAS3
Sub Theme 2: Prefer to help parents in the fields rather than going to school (P)
According to parents-respondents stated that it is because of poverty and they don't have an idea
on the value of education. They have to choose their children to help them in working,
cultivating land and planting in mountains for them to have a bigger income due to their own
harvest.
Kakulangan sa pagmulat sa kahalagaan ng edukasyon at ang paniniwala ng magulang

ay mas mahalaga ay mag trabaho nalang sa bundok para makakain ang pamilya, PAS1
Dahil sa maaga nilang pag hinto sa pagaaral mas pinipili nalang nila tumulong para
magtrabaho sa bundok, PAS1
Dahil sa kawalan ng interest sa pag aaral ng mga bata ang dahilan ay inuuna nila ang
pagtatrabaho para makatulong sa knilang mga magulang, PAS5
Sub Theme 3: Selling farm products in the lowland help unemployed parents to
solve poverty (P)

According to Parents-Respondents one of their ways to solve their daily living problem is to sell
their harvest in the nearby places such as Clark and Mabalacat City public market.
Dahil sa kahirapan di na nakakapagpatuloy sa pag aaral at pinipili nlang na tumulong

sa pagtitinda sa parkson kasama mga maguang, PAS1
ANg epekto ng kawalan sa pinansyal ay ang pagtatrabaho at pagtitinda sa parkson,
SAS1
Theme 2. Cognitive and Psychological Factors
Sub Theme 1: Aeta children do not have vision (S)
According to the Pupil-Respondents most of the IP’s do not have enough understanding about
the importance of education and their poverty does not have dreams or vision and they find
difficulty to follow school activity and they are contented on their life situation.
Ang kakulangan sa sapat na edukasyon ay isa ang kahirapan sa buhay ang mga batang
ayta ay walang pangarap at hirap umunawa sa mga liksyon, SAS4
Karamihan sa mga batang ayta ay nag aasawa nalang ng maaga at di na nakakatapos
ng kanilang pag aaral, wala na sila pangarap dahil alam nila na sila ay mahirap lang,
SAS4
Sub Theme 2: Learners are diverse (T)
Due to limited number of enrollment the schools has only one section per grade level and
according to teacher-Respondent childrens are group heterogeneous with a variety of levels of
learning and life experiences leading to variety of academic performances.
Determining factors that may affect the academic performance of the IP learners: the
following Language Barrier, attitude of learners, Parents educational Background,
Curriculum, Study habits, Lack of Materials especially ICT Materials. TAS1
Due to diversity learners have different experiences hence the outcomes towards their
academic performance may also different from one another., TAS2
Sub Theme 3: Supports depend on parents’ educational background (T)

You cannot give what you do not have. As observed by the Teacher-Respondent that
parents support their children only based on their educational attainment. Since most of their
parents don't have enough formal education that is why they don't know how to support or
encourage their children to continue their education.

Educational background of parents, Family and parents supports, the curriculum,
the study habit, attitude of learners towards education, community and social
aspect, TAS1
Lack of Family Guidance, Lack of financial, Lack of Resources, Lack of

understanding on the importance of education educational Background of the
family members, TAS3
Lack of guidance from family, Lack of Educational Background of parents and

guardians, TAS4
Sub Theme 4: Study habits depends largely on learner’s attitude (T)
According to Teachers-Respondents the study habits of IP learners depend on the attitudes and
behavior towards learning.
Determining factors that may affect the academic performance of the IP learners
the following Language Barrier, attitude of learners, Parents educational
Background, Curriculum, Study habits, Lack of Materials especially ICT
Materials, TAS1
Sub Theme 5: Loss of interest develops lack of self-confidence (P)
According to Parents-Participants when the IP learners lose their interest in schooling it may lead
to loss of their self confidence to perform in the school.
Kakulangan sa pagmulat ng kahalagahan ng edukasyon, Kawalan ng tiwala sa sarili,

Maagang pag aasawa, Di sapat sa supporting pinansyal, PAS1

kaalaman kung gaano kahalaga ang edukasyon dahil para sa kanila ang maagang pag
aasawa ang sagot sa kahirapan. PAS1
Dahil sa mga dahilang ito nawawalan ng gana ang mga bata para magtapos ng pag
aaral at lalo sila nahihirapan. PAS4
Theme 3. Socio-cultural Factors
Sociocultural factors are described by Shier et al. (2016) “those aspects of the social
environment that are a direct result of the intersection between the cultural underpinnings of a
society (such as a collective system of values, beliefs, and thoughts) and its social processes and
organisational mechanisms (such as, social interaction and relationships and institutional
dynamics).”
Sub Theme 1 Aeta children are being bullied (S)
In the aeta community according to the Pupil-Respondent discrimination is a normal day
situation for them. 100% of them already experience bullying and discrimination because of their
races.
Ang pagbubuli sa aming mga katutubong bata ng mga unat, kakulangan sa

aspetong pinasyal at maagang pagaasawa ng mga katutubong ayta.SAS1
Pagbubully ng mga batang unat sa aming mga batang ayta, kawalan ng

pinancial sa pagaaral at walang trabaho an gaming mga magulang, SAS2
Ang pagbubully sa mga batang ayta ng mga unat, descriminasyon sa lipunan,

paniniwala galing sa magulang, paghuhuli ng mga paro paro, pagliban sa klasi,
takot sa guro, walang pagkain, walang kagamitan sa paaralan, walang trabaho
ang mga magulang.SAS3

Sub Theme 2 Aeta children marry early especially when they fail in the school (S)
It is in their culture and tradition that aeta children usually get married at an early age. Either it is
their own choice or parent’s choice or fix marriage. When an IP learner stops their studies or
fails they just get married.
Kaagad pag aasawa ng mga katutubong ayat, kakulangan sa pinansyal at

kahirapan sa pag aaral dahil sa ingles. SAS1
Maagang pag aasawa ang kasagutan sa kanilang paghihirap, walang suporta sa

pag aaral ang mga magulang dahil sila din ay hindi nag aaral. Mas paniniwala
nila sa kanilang paniniwala na sila ay para sa bundok lamang.SAS4
Sub Theme 2: Culture and tradition dominate the influence (T)
According to the Teacher-Participants based on their observation shows that almost their culture
and tradition dominates and shapes the IP’s influences.

Educational background of parents, Family and parents supports, the curriculum, the
study habit, attitude of learners towards education, community and social aspect, SAS1
Sub Theme 3: Socio-physical and motivation are alternative in enhancing learning
(T)
It can be physical and non physical factors which may affect IP pupils academic
performances, TAS3
It is Physical and Non Physical factors that affect the academic performance of
the Ip learners ,Non Conducive learning environment, Lack of guidance from
family, Lack of Educational Background of parents and guardians, TAS4
Sub Theme 4: Children are convinced to early marriage as part of culture (P)

Parents-Respondent believes that early marriage is part of their culture since it happens again and
again to almost the majority of the children in their community. For them It is also their one way
to escape the poverty experience in their family.
Ang maagang pag aasawa ng mga katutubo, diskriminasyon sa mga

katutubo, kakulangan sa edukasyon at sa hindi nakapag aral ang mga magulang,
PAS2
Maagang pag aasawa dahil ang kanilang mga magulang mismo ang
nagtutulak sa kanilang mga anak para sila ay mag asawa ng maaga.PAS3
Pag aasawa ang unang paraan para makaiwas sa hirap sa buhay
Inuuna ang pagtulong sa magulang bago ang pag aaral. PAS5
Theme 4. Literacy Factors
Sub Theme 1: Aeta parents due to lack of education do not know the activities in the
school (S)
Pupil-Responders also admitted that their parents do not have formal education and they do not
have the idea about the school activities that is why they don't get support from their parents.
Kagad nakapag asawa ang mga batang ayta dahil narin s autos ng mga
magulang at sumasama sa pagtatrabaho sa bundok.SAS2
Dahil sa kakulangan ng edukasyon ng magulang Di alam ang kahalagahan ng

edukasyon. SAS4
Sub Theme 2: Fostering belief and value for education (T)

Educational background of parents, Family and parents supports, the curriculum,
the study habit, attitude of learners towards education, community and social
aspect, TAS3
Parents involvement, culture belief and tradition, study habits, economic status
The most influential factors that affect their academic performance is their

environment. Environment play an important role in developing their
performances.TAS2
Sub Theme 3: Language use is prime in teaching-learning (T)
Parents' unavailability to guide or teach their children, Language barrier, study

habits of learners, Learning environment at home. TAS5
Determining factors that may affect the academic performance of the IP learners
the following Language Barrier, attitude of learners, Parents educational
Background, Curriculum, Study habits, Lack of Materials especially ICT
Materials, TAS1
Sub Theme 4: Lack of important understanding in education creates uneducation (S)
Ang kakulangan sa sapat na edukasyon ay isa ang kahirapan sa buhay, ang mga
batang ayata ay walang pangarap, at mahirap umunawa sa mga leksyon, SAS4
Kakulangan sa pagmulat ng kahalagahan ng edukasyon, Kawalan ng tiwala sa

sarili, Maagang pag aasawa, Di sapat sa supporting pinansyal, Kakulangan sa
pagmulat ng kahalagahan ng edukasyon dahil kulang sila sa kaalaman kung
gaano kahalaga ang edukasyon dahil para sa kanila ang maagang pag aasawa
ang sagot sa kahirapan.
PAS1
Ang kawalan ng sapat na kaalaman sa importansya ng edukasyon dahilan upang

sila ay tumigil sa pag aaral. SAS4
Theme 5 Physical Factor
Sub Theme 1: Aeta children’s lack of food cause them not to comprehend the lesson
(S)
Ang pambubully sa mga batang ayta ng mga unat, diskriminasyon sa lipunan,

paniniwala galing sa magulang, panghuhuli ng mga paro paro, pagliban sa
klase, takot sa guro, walang pagkain, walang kagamitan sa paaralan, walang
trabaho ang mga magulang.Hindi pumasok dahil binubully sa school, palaging
may sakit, kulang sa masustansyang pagkain, Hirap intindihin ang mga leksyon,
tamad gumawa ng homework, SAS3
Since the economic status of the aeta family such as their parents works only in the mountains,
parents do not have formal schooling which leads to poverty and parents can't provide enough
food for their children and their children go to school with an empty stomach that is why they
cant follow and understand their lesson in the school.
On the Academic Performance of the IP Pupils
Table 6
Respondents on the extent of effect of the determining factors of academic performance of the
IP Pupils.
Extent of Effect of the Determining Factors Mean Std. Verbal

Dev. Interpretation
(X)
On Economic Factors
Aeta children prefer to help parents work in the 3.20 .98 High
mountain(S)
Prefer to help parents in the fields rather than going to 3.77 .57 Very High
school.(P)
oducts in the lowland help unemployed parents to 3.84 .45 Very High
solve poverty.(P)
Total 3.61 Very High
On Cognitive-Psychological Factors
Aeta children do not have vision 3.17 1.0 High
Learners’ are diverse (T) 3.97 .18 Very High
Supports depend on parents’ educational background 3.97 .18 Very High
(T)
Study habits depends largely on learners’ attitude (T) 3.87 .35 Very High

Loss of interest develops lack of self-confidence. (P) 3.88 .38 Very High
On Social-Cultural Factors
Aeta children are being bullied (S) 3.17 .99 High
Aeta children marry early especially when they fail in 3.20 .98 High
the school (S)
Culture and Tradition dominate the influence (T) 4.0 0 Very High
Socio-physical and motivation are alternative in 4.0 0 Very High
enhancing learning (T)
Children are convinced to early marriage as part of 3.62 .60 Very High
their culture (P)
On Literacy Factors
Aeta parents due to lack of education do not know the 3.18 .98 High
activities in the school (S)
Fostering belief and value for education(T) 3.90 .31 Very High
Language use is prime in teaching-learning (T) 4.0 0 Very High
Lack of important understanding in education creates 3.69 .49 Very High
uneducation (P)
On Physical Factors
Aeta children lack of food causing them not to 3.19 .99 High
comprehend the lesson(S)
Total 3.19 High
* Legend: Symbols used based on respondents responses- Student-repondents (S), Teacher-

respondents (T) and Parent-respondents (P)
IP Academic Performance Model Framework

Fig. 2. IP Academic Performance Model Framework
Based on the respondents and participants of the qualitative part the above framework
model is their perception in the Determinants of the academic performance of Indigenous
Peoples Pupils.
Determining factors that affects the academic performance of the Indigenous Peoples
Pupils
1. Economic Factors
2. Cognitive Factors
3. Psychological Factors
4. Socio Cultural Factors
5. Literary Factors
6. Physical Factors
On the extent of the effect of the determining factors in the academic performance of the
Indigenous peoples pupils.
1. Economic Factors
2. Cognitive Factors
3. Psychological Factors
4. Socio Cultural Factors
5. Literary Factors
6. Physical Factors
The main objective of the Learning Enhancement Program is to identify the learning gaps and
equip learners with core learning prerequisites appropriate to the particular grade level. This
intervention helps in improving the learning outcomes of identified children. Moreover, it
provides opportunities for each learner to 'be the best they can be by supporting holistic growth
and cultivating each learner's gifts, talents, and interests.
How is Learning Enhancement delivered?
Learning Enhancement is delivered by a cohesive, experienced, professional team with varied
backgrounds and skills, who work respectfully and collaboratively with the learners and
families. They inspire and challenge learners to perform to their learning potential and with
confidence, the Learning Enhancement team is dedicated to:

a.) On-going monitoring of progress and academic achievement for each student;
b.) Collaborative planning, teaching, assessing and reporting with class teachers to cater for
the diverse needs of learners - Differentiation, Universal Design for Learning, Bloom's
Taxonomy
c.) Specialist planning and instruction with class teachers to maximize learning outcomes for
students in a mother tongue language.
d.) Provision of Enrichment programs within and beyond the classroom - extension,
problem-solving, co-curriculum and quality sports program, eg. Sports Excellence and
TAS Sports
e.) Being mindful of family and learner well-being and needs - the learner is central to
decision making processes and practices
f.) Providing 'at risk' adolescents with the opportunity to journey on an alternative pathway
to engage and continue with their education
g.) Transition processes for new enrolments and learners with cognitive, physical, sensory,
social, emotional and medical challenges
h.) Lunchtime and after school tutoring - assignments, homework, study skills, time
management and organization, goal setting, resilience, 'learning to learn' skill
development
i.) One to one, small group and in class support for literacy, numeracy and Non-English
Speaking Background intervention
Learning Enhancement Program Matrix

To enrich pupils' learning experience and to promote the Academic Performance of
Indigenous Pupils (in terms of knowledge, skills, and attitude), the researcher of this
study has charted the Learning Enhancement Activities Plan (LEAP) for the learners.
A list of planned activities for 2020-21 is listed below, which is subject to change from
time to time. Pupils are encouraged to actively participate in the activities.
No. Tentative Activity Determinants Target

Date that greatly Participants
affect
Academic
Performance
1. April to May Parents Orientation Economic Parents/

Factors Teachers
a. The Importance of
Education
b. Deped Vision, Cognitive
Mission and Factors
Objective
c. Parenthood Seminar
Socio Cultural
d. Livelihood Seminar Factors
Workshop
e. Orientation on
Literary
Native Culture and
Factors
Tradition in locale.
f. Brigada Eskwela
( Let them know
what they can do for
the school for the Physical
benefit of the Factors
learners)
Psychological
Factors

2. April to May Teachers Orientation Socio Cultural Teachers
Factors
a. Indigenous Peoples
Education.
b. Indigenous Peoples
Culture, Tradition
and IKS.
( Indigenous Literary
Knowledge Factors
System )
c. Indigenous Rights
and Law
d. Indigenous Culture
and Tradition
3. April to May Early (Enrollment) Learners

Registration
4. Year Round Collaboration Feeding (Lack of Food) Parents,

Program to boost and Teachers,
Economic
motivate learners to School
Factors
continue their schooling governing
supported by parents, council, LGU
school, community, LGU Officials, and
and the stakeholders. Physical Stakeholders
Factors
Socio Cultural
Factors
Year Round Collaboration Program for Lack of IM Parents,

donations of either financial Teachers,
Lack of gadget
and materials needed by the School
school supported by School governing
parents, school, community, facilities, council, LGU
LGU and the stakeholders. school Officials, and
resources Stakeholders

Economic
Factors
Socio Cultural
Factors
5 Quarterly Recognition, Awards and Literary factors Parents,

Incentive Program for Teachers,
Learners, Parents, Teachers School
and Stakeholders Cognitive governing
Factors council, LGU
Officials, and
Stakeholders
Socio Cultural
Factiors
1.0 Perceptions in the determinants of academic performance of the participants.
The matrix below revealed the essence of the study based on the issues cited in chapter 1 of
this study. The findings showed that each player composite in the academic world plays a
crucial role in the success of the undertaking in the teaching and learning processes. Each player
sees themselves in a different perspective as how they affect the performance of the learners.
Accordingly, it is a matter of daily life. In terms of the perceptions in determining the
performance of the learners, the learners see themselves as explorers of the use of recent
technology as means to improve learning as cited in the scope of the learning competencies
introduced by the teachers while at the same time enjoying browsing the social trends and
uploading of bloggers. However, the parents see this as the essence of education. The learners
see themselves too as objects of trouble. Bullying exists as part of educational experiences and
parents emphasize that teachers must teach children to develop self-confidence to address the

development of antisocial behavior among the learners. Teachers believe that there are a number
of factors affecting the academic performance of the learners like lack of resources to support
their studies, poverty and lack of knowledge and visioning while parents on the other hand,
stressed that early marriage, financial supports, discrimination, loss of interest and the preference
of the learners to help their parents to earn a living were among the other determinants affecting
the performance of the learners.
Chapter 4
CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary of findings, conclusions and recommendations based on
the results of the gathered data.
Summary of Findings
Based on the gathered data the following findings are hereby presented:
On the perceptions of the participants/respondents on the determinants of academic
performance
The student-participants perceived the following as determinants in their academic
performance: being playful of e-gadgets, absenteeism and being antisocial due to bullying,
lacking resources to support studies, poverty due to unemployment, the lack of knowledge and
visioning, resorting to early marriage due to parents’ influence, employment is limited to
mountain work, obstructions in schooling are caused by lack of knowledge in education, lack of
food to eat and discrimination, and other causes of stopping from school. The teacher-
participants interpreted determinants of academic performance in terms of the following: scope
in Academics, it is a daily life condition, it is about educational experiences, and, they are a
number of factors. On the other hand, the parent-participants considered the determinants as:
essence of education, education is mean to teach children, self confidence is needed, early
marriage is the ultimate reason, finances may supports studies, discrimination of the community,
loss of interest leads to idleness in study, and prefer to help the parents to work.
On the determining factors of the academic performance of the IP Pupils
The study revealed that there are five distinct determining factors of the academic
performance of the IP Pupils when the responses of the three groups of participants such as
students (S), teachers (T) and parents (P) are combined. These are the following with their
corresponding subthemes: 1. Economic Factors - this had the sub-themes covering prefer life in
the mountain (S); poverty causes lack of resources (S); selling and early marriage alleviate
poverty (S); and unemployment drives mountain work and selling. 2. Cognitive and
Psychological Factors - difficulty in comprehension leads to idleness and lack of confidence (S);
lack of interest causes inability to follow academic activities (P); and; thinking and sourcing out
solutions to impart learning (T). 3. Social and Cultural Factors - parents' support and
involvement motivate learning (T); guidance and follow-up is necessary (T); discrimination
leads to drop and lack of confidence (P); and; early marriages solve poverty (P). 4. Literacy
Factor - parents lack of education unable to teach children (P); and belief in the essence of
education (P). and 5. Physical Factor - lack of food and nutrition cause illness (S); facilities,
resources and health condition (T); and; influences of conducive environment.
On the extent of the effects of the determining factors in the academic performance of IP
pupils
The findings showed the following extent of the determining factors in the academic
performance of the IP pupils: In terms of economic factors, the aeta prefers to help in the
mountain (S); prefer to help parents in the farm field rather than going to school (P); and; selling
farm products in the lowland help unemployed parents solve poverty. In cognitive and
psychological factors, the learners are diverse (T); support depends on parents’ educational
background (T); study habits depend largely on learner’s attitude (T); and; loss of interest
develops lack of confidence (P). Speaking of social and cultural factors, the extent of effect is
that still culture and tradition dominate the influence (T); socio-physical and motivation are
alternatives in enhancing learning (T); and children are convinced to early marriage as part of
their culture (P). In terms of literacy factor, the extent showed that the aeta parents due to lack of
education do not know the activities in the school (S); fostered belief and value for education
(T); language use is prime teaching-learning (T); and; lack of important understanding in
education creates uneducation. Finally, the physical factor affecting the aeta children's lack of
food causes them not to comprehend the lesson.
On the Academic Performance of the IP Pupil
Conclusions
Based on the findings, the following conclusions are hereby presented:

That the students perceived that their academic performance is determined by their
experiences on the improper use of gadgets, absenteeism, discrimination, bullying, lack of
resources and food, poverty and unemployment of parents, early marriages, and preference to
work in the mountains. Teacher-participants perceived that the determinants affecting the
academic performance of the IP pupils is caused by the language used in the classroom, the
domination of culture, belief and tradition, the educational background of parents and the
necessities of resources and finances. Finally, the parent-participants concluded that early
marriage can cause discontinuance of education of their children and that they are motivated
when they see some IP learners complete their education. They also experienced that lack of
resources and finances would lead to idleness of their aeta children and cause them to lack
interest in going to school.
There are five determining factors elicited as a result of the study and these are economic
factors, cognitive and psychological factors, social-cultural factors, literacy factors, and physical
factors.
The extent of the effect of the determining factors concluded that economically, the aeta
prefer to help their parents work in the farm field and sell the farm products. Psychologically
speaking, this affects the study habits, interest in the study, support of the parents, and diversity
of learners. Social-culturally, the extent of the effect is that culture and tradition still dominate
the influences, the children are still easily convinced to marry at an early age, and proper
motivation may enhance learning. In terms of literacy factor, the extent of effect lies on the
educational background of the parents, their language is still primary, and the belief and values
are crucial. Finally, the physical aspect affects their comprehension due to a lack of food and
nutrition.
Finally, the academic performance of the IP pupils is described and affected by the above
mentioned determinants as agreed and conforme by the group of respondents on the side of
learners' parents and teachers.
And that the inclusion of the learning enhancement program covers the whole aspects to
improve the academic performance of the Indigenous pupils and is highly recommended.
Recommendations
Based on the summary of findings and conclusions, the following recommendations are
hereby presented:
1. Provide language support for IP pupils and teachers, as language use is critical in
teaching and learning.
2. Address early marriage and other cultural practices that may negatively impact
academic performance.
3. Provide guidance and support for IP teachers to help IP pupils with diverse learning
needs and abilities.
4. Increase access to facilities and resources to improve the overall learning environment.
5. Address a lack of interest and confidence by providing motivation and alternatives to
enhance learning.

6. Foster a belief and value for education and understand the importance of education in
school activities.
7. Address socio-physical and motivation as an alternative to enhance learning.
8. Address the culture and tradition that dominate the influence to improve academic
performance.
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Appendix A.
PERMISSION LETTER TO CONDUCT THE SURVEY
March 25, 2021
ENG. EDGARD C. DOMINGO, PhD, CESO V

Schools Division Superintendent
Division of Mabalacat City
Dear Sir :
The undersigned is asking permission to conduct his research work to his chosen school
respondents to gather the necessary data which is entitled “ Determinants of the Academic
Performance of Indigenous pupils : Notion for a Learning Enhancement Program” this school
year. This is in relation to the requirement set forth for the completion of the degree Doctor of
Education Major in Educational Management.
The researcher will conduct his study in the following aeta schools of the Division of Mabalacat
City such as Calapi Negrito Elementary School, Haduan Negrito Elementary School, Monicayo
Elementary School, Marcos Village Elementary School and Macapagal Village Elementay
School using the 200 aeta pupils from grade 4 to 6, their aeta parents and Teachers as
respondents and participants.

Rest assured that the data will be treated with utmost confidentiality. Any accommodation that
may be extended to this regard will be highly appreciated.
Respectfully yours;
(SGD) MAYLON D. MANALOTO

Researcher
Noted :
(SGD ) EDUARDO S. CUSIPAG, PhD

Adviser
Recommending Approval:
(SGD) DOLORES T. QUIAMBAO, Ed. D
Dean Graduate School
Approved :
(SGD) ENRIQUE G. BAKING, Ed.D.

SUC President III

Appendix B.
March 25, 2021
CHEVY A. TANGLAO
School Head
Monicayo Elementary School
Dear Sir :
The undersigned is asking permission to conduct his research work to your school to gather the
necessary data which is entitled “ Determinants of the Academic Performance of Indigenous
pupils : Notion for a Learning Enhancement Program” this school year. This is in relation to the
requirement set forth for the completion of the degree Doctor of Education Major in Educational
Management.
The researcher will conduct his study in the following aeta pupils from grade 4 to 6, their aeta
parents and Teachers as respondents and participants.

Respectfully yours;

Researcher
Noted :

Adviser
Approved :

SUC President III

Appendix B.
March 25, 2021
FE T. LAYSON
School Head
Haduan Negrito Elementary School
Dear Sir :
Management.

Respectfully yours;

Researcher
Noted :

Adviser
Approved :

SUC President III

Appendix B.
March 25, 2021
FERNANDO CARLO Y. DATA

School Head
Calapi Negrito Elementary School
Dear Sir :
Management.

Respectfully yours;

Researcher
Noted :

Adviser
Approved :

SUC President III

Appendix B.
March 25, 2021
MA. THERESA TALAVERA

School Head
Macapagal Village Elementary School
Dear Sir :
Management.

Respectfully yours;

Researcher
Noted :

Adviser
Approved :

SUC President III

Appendix B.
March 25, 2021
MERLINA M. MIRANDA
School Head
Marcos Village Elementary School
Dear Sir :
Management.

Respectfully yours;

Researcher
Noted :

Adviser
Approved :

SUC President III

Appendix B.
March 25, 2021
ROGER L. NUQUI, Ed.D.

Chief- School Governance Operation Division
Dear Sir :
The undersigned is conducting a study entitled “ Determinants of the Academic Performance of
Indigenous pupils : Notion for a Learning Enhancement Program” in partial fulfillment of the
requirements of the degree Doctor of Education Major in Educational Management.
In recognition of your professional competence and valued research expertise, the undersigned is
earnestly requesting your kind assistance to validate the herewith attached questionnaire .
Attached also the problems of the study for your reference..

Anticipating your favorable action on this request, Thank you so much and God Bless!
Respectfully yours;

Researcher
Noted :

Adviser
CONTENT NOTED : _____________ Approved ____________Disapproved
Comment and Suggestion :
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

Appendix B.
March 25, 2021
ELIZABETH O. LATORILLA, PhD

Chief- School Governance Operation Division
Dear Sir :

Respectfully yours;

Researcher
Noted :

Adviser
__________________________________________________________________________
___
__________________________________________________________________________
___
__________________________________________________________________________
___

Appendix B.
March 25, 2021
REYNALDO S. GALANG, PhD.

EPS - Special and Inclusive Education
Dear Sir :

Respectfully yours;

Researcher
Noted :

Adviser

__________________________________________________________________________
___

__________________________________________________________________________
___
__________________________________________________________________________
__
Appendix B.
March 25, 2021
ELIZABETH O. LATORILLA, PhD

Chief- Curriculum Implementation Division

Dear Madam :
Respectfully yours;

Researcher
Noted :

Adviser
__________________________________________________________________________
___

__________________________________________________________________________
___
__________________________________________________________________________
___
Thematic Analysis from ID to oKey Point (Verbatim) to Code
Appendix L
ID Key point ( Verbatim ) Code

SAS 1 Ay ang paglalaro ng cellphone Playing with cellphone
pagkakasama sa mga kaibigan ko. Joining with friends

pagbubuli sa aming mga katutubongbata ng mga unat, Being Bullied

kakulangan sa aspetong pinasyal Financial constraints
maagang pagaasawa ng mga katutubong ayta Early marriage
ay ang kakatulon sa pinasyal Lack of finances

pagtatrabaho sa bundok Work in the mountain
pagtitinda sa parkson. Selling
Sapaglalaro sa computer Playing with computer

mga magulang ay hindi nakapag aral Parents did not go to school
nagbubuly sa aming mga katutubong ayta Bullying the aeta
Hindi sila pumapasok dahil sa pagbubully Absent due to bullying

pagsama nila sa magulang sa pagtatrabaho sa bundok. Work with parents in the
mountain
Pagbubuli sa mga batang katutubo Bullying the aeta children

walang pangarap sa buhay. Lack vision/ambition
Tuknang lang mamagaral Stop from studying

ali mayayari Unfinished studying
makisawa la maranun Getting married early
SAS2 nahihiyang makihalubiro Timid to participate

dumating na mga unat. Around with unat
Pagbubully ng mga batang unat sa aming mga batang Being bullied
ayta
kawalan ng pinancial sa pagaaral Lack of Finances for schooling
walang trabaho an gaming mga magulang Unemployed parents
Kagad nakakapag awasa Getting married early

utos ng mga magulang Parents’ influence
sumasama sa pagtatrabaho sa bundok. Work with parents in the
mountain
Pagamit ng cellphone, Using cellphone

paglalaro bago gawin ang modyul Play before doing the module
Kawalan ng pinansyal sa pagaaral Financial Constraints in

studying
maagang pagaasawa Getting married early
dina nagaaral. Stop from schooling
Kaagad pagaasawa ng mga katutubong ayat, Get married early

akulangan sa pinansyal Lack of finances
kahirapan sa pagaaral dahil sa engles Difficulty due to English
Hindi nagpapatuloy sa pagaaral dahil sa di Cannot comprehend the lesson

mahintindihan ang liksyon
magaasawa nalang para makawala sa magulang. Getting married as escape
from parents
SAS 3 paglalaro ng cellphone Playing with cellphone

tamad sa pag babasa Lazy to read
ag aaral, paglalaro ng computer Playing with computer

pagbubully sa mga batang ayta ng mga unat, Being bullied by the unat
descriminasyon sa lipunan, Discrimination
paniniwala galing sa magulang Believe on parents
paghuhuli ng mga paro paro Catching butterflies
pagliban sa klasi Absenteeism
takot sa guro, Fear of teachers
walang pagkain, No food to eat
walang kagamitan sa paaralan No school supplies
walang trabaho ang mga magulang. Unemployed parents
kakulangan sa pinansiyal Lack of finances

dapat magtrabaho Need to work
makatulong sa magulang Help the parents
pagtintinda sa parkson Selling
Pagiging adik sa paglalaro ng computer at cellpone Addicted to playing computer

and cellphone
Hindi pumapasok dahil binubully sa school Absent due to bullying

may sakit, Ill
kulang sa masustansiyang pagkain, Lack of nutritious food
Hirap hintindihin ang mga liksyon, Difficult to comprehend the
lesson
tamad gumawa ng homework Idle to do homework
inaaway sa school Brawling in the school

alang opagkain No food
wala ang magulang, Parents are not around
di alam ni nana yang mga kawain sa paaralan. Do not know schools’
activities
Tuknang lang magaral Stop from schooling

inuuna ang mga magulang Give preference to parents
makatulong sa bundok. Help work in the mountain
SAS 4 kakulangan sa sapat na edukasyon Lack of knowledge in

education
isa ang kahirapan sa buha, Poverty in life
walang pangarap, No vision
hirap umunawa sa mga liksyon Difficult to comprehend the
lesson
2
kakulangan sa edukasyon Lack of knowledge in
education
nahihirapan ang mga batang ayta Encountered Difficulties
pag aasawa ng maaga Getting married early
makawala sa responsibilidad Escape from responsibilities
3
kahirapan Poverty
pinipili nlang nilang mag trabaho sa bundok Prefer to work in the mountain
kasama mga magulang para may makain With their parents for food
maipambili ng mga damit. To buy clothes
4
nawawalan ng gana ang mga bata na mag aral Lack of interest to study
tumulong nalang sa bundok sa kanilang mga Help to work in the mountain
magulang.

5
Maagang pag aasawa ang kasagutan sa kanilang Getting married the answer to
pagjhihirap, poverty
suporta sa pag aaral ang mga magulang Parental support to schooling
sila din ay hindi nagaaral Do not go to school
paniniwala niala na kanilang paniniwala na sila ay Believed they are meant to the
para sa bundok lamang. mountain
6
kawalan ng sapat na kaalaman sa uimportansiya ng Lack of knowledge in
edukasyon education
sila ay tumigil sa pag aaral Stop from studying
7
pagtigil sa pag aaral sila ay napapako nlang sa Stop from schooling
kahirapan sa buhay.
SAS5 gugustuhin pa nila magtanim sa bundok Prefer to plant in the mountain

Walang pera walang trabaho No money, no job
sinusuportahan ng magulang sa pag aaral Support in the study
Mabigyan ng sapat sa hanap buhay Needs employment

gusto nilang tumulong sa bundok sa kanilang Help their parents in the
magulang mountain
sila ay makatapos sa kanilang pag aaral Be able to finish school
mga hadlang upang hindi makapagpatuloy Obstacles in schooling

mga bata sa kanilang pagaaral. Children in their studies
kahirapan na nakakagawa ng desisyon Poverty leads decisiveness

mga bata na huminto na sa pag aaral Children stop from schooling
nanaisin pa nila na tumulong nalang sa kanilang mga Prefer to help their parents
magulang.
kahirapan sa buhay Poverty in life

maaagang pag aasawa d Getting married early
paniniwala na sila ay makawala sa kahirapan at Believe can escape from
responsibilidad poverty and responsibilities
kakulangan ng tiwala sa sarili Lack of self-confidence
di sila nkakapag paptuloy sa pag aaral. Cannot continue studying
nag aasawa nalang kapag hindi natapos sa kanilang Getting married if failed to
pag aaral. continue schooling
TAS 1 Academic Performance of the IP Pupils Academic Performance

Can be affected by many factors Affected by many factors
Language Barrier Language Barrier

Attitude of Learners Attitude and Behavior
Parents Educational Background Parents Educational
background
Curriculum Curriculum
Study habits of Learners Study habits
Lack of Materials specially ICT Lack of Materials
There can be imparted or change Imparted or change

Enhance the learning performance of the IP learners Enhance Learning
performance

Can be based as source to solve the problem Source to solve the problem
Culture and tradition Culture and Tradition

Parent Value to education Value to education
Parents belief in education Belief in education
Educational background of Parent family Educational background
Parents support Parents supports
Curriculum Curriculum
Study habits of learner Study habits
Attitude of learners towards education Attitude of learner
Community and social aspect Community and social aspect
It can be classified Can be classified

Physical Factors Physical factors
Non-Physical Factors Non Physical Factors
Environment Environment
Culture and Tradition Culture and tradition
Family factors Family Factors
Personal and Social Factors Personal and Social
Maybe null and alternative Null and alternative
TAS 2 Academic Performance of IP learners Academic Performance

Status in life Status in Life
Their day to day living Day to day living
Barely see the importance of education Importance of education

Parents involvement Parents involvement
Culture beliefs and tradition Culture Beliefs and tradition
Study habits Study habits
Economic status Economic status
Their environment Environment

Environment play an important role in developing Environment role in their
their performances performances
Their advantage and disadvantages in developing Advantages and disadvantages

themselves and their learning in development
Parents involvement Parents involvement

Culture beliefs and tradition Culture beliefs and tradition
Environment and outside influences Environment and outside
influence
Economic status Economic status
Are diverse and different from another Diverse and different from
another
Learners have different experiences Diversity of learning
Outcomes towards their academic performance may Diversity of learning

also different from one another
TAT 3 Physical factors Physical Factors

Non Physical Factors Non Physical Factors
Personal and Social Factors Personal and Social Factors

Behavioral and environmental factors Behavioral and environmental
factors
Lack of Family Guidance Lack of Family Guidance

Lack of financial Lack of Financial
Lack of resources Lack of Resources
Lack of understanding on the importance of education Importance of education
Educational background of the family members Educational background
Can be physical Physical

Non Physical factors None Physical
Lack of guidance Lack of guidance

Supports from parents Supports from parents
Lack of follow up at home Lack of follow up
Lack of resources Lack of resources
Lack of nutritious foods Malnutrition
Classified them Classified them
Physical factors Physical Factors

Non- Physical factors Non Physical Factors
TAS 4 Physical Factors Physical factors

Non Physical Factors Non Physical Factors
Non conducive learning environment Non Conducive environment

Lack of guidance from the family Lack of guidance
Lack of educational backgrounds of parents and Lack of educational
guardians background
Physical Physical
None Physical factors Non Physical factors
Non Conducive learning environment Non conducive learning

environment
Lack of guidance from the family Lack of guidance
Educational background of the parents and guardians Educational background
Classify the determining factors classifying
TAS 5 Parents Educational background Parents Educational

Background
Parents unavailability to guide or teach their children Unavailability to guide or

at home teach
Parents have a reading level and practices is very low Low reading level and
practices
Language barrier Language barrier
Study habits of the learners Study habits
Learning environment at home Learning environment
Physical factors Physical factors

Non Physical factors Non Physical Factors
Identifying the factors Identifying factors

Think or come up good solution on this problem Think or come up solution
Parents unavailability to guide or teach their children Parents unavailability to guide

and teach
Language barrier Language barrier
Study habits of the learner Study habit
Learning environment at home Learning environment
Classify the determining factors Classify the determining
factors
PAS 1 Kakulangan sa pagmulat ng kahalagahan ng Need to instill the importance

edukasyon of education
Kawalan ng tiwala sa sarili Lack of self-confident
Maagang pag aasawa Early marriage
Salat sa suportang pinansiyal Financial constrain
Naiisipan nilang huminto Decided to stop education

Wag na ipagpapatuloy ang kanilang pag aaral Not to continue their education
Kakulangan sa pagmulat ng kahalagahan ng Need to instill the importance

edukasyon of education
Kulang sila sa kaalaman kung gaano kahalagahan ang They don’t know the
edukasyon importance of education
Kanila ang maagang pag aasawa ang sagot sa Early marriage is the solution
kahirapan. for poverty
Dahil hindi nila alam ang kahalagahan ng edukasyon They don’t know the
importance of education
Kanila ang maagang pag aasawa ang sagot sa Early marriage is the solution
kahirapan for poverty

Dahil hindi nila alam ang kahalagahan ng edukasyon They don’t know the
Paniniwala ng kanilang magulang ang mas mahalaga Belief of their parents is their
priority
Magtrabaho sa bundok Work in mountain

May makain ang pamilya Food for their family
Di sapat ang kaalaman ng kanilang magulang tungkol Not enough their parents
sa halaga ng edukasyon understanding about the
Mga batang ayta ay di gaanong nakakasunod sa Aeta children can’t follows
academic activity academic activity
Nawala sila ng self confident Lack of self-confident
Hindi sila nakakasunod sa kanilang mga kamag aral They didn’t follow with their
classmate
Dahil sa mga dahilan at kawalan ng sapat na Because of their reason and

kaalaman ang kahalagahan ng edukasyon sa buhay lack of the importance of
education
Mga bata ay nakakapag asawa sila ng mas maaaga The aeta children leads to
early marriage
Huminto sa kanilang pag aaral Stop on their studies
Pinipili nilang tumulong sa kanilang mga magulang They decided to help their
parents
Naghihirap ang mga ayta They suffer to poverty

Hindi na nila matapos ang kanilang pag aaral They can’t finish their
education
PAS 2 Ay ang kawalan ng edukasyon Lack of education

Pagdiskriminasyon sa kanila ng lipunan Discrimination by the

community
Maagang pag aasawa ng mga katutubo Early marriage of the IP’s

Pagdiskriminasyon sa mga katutubo Discrimination among IP’s
Kakulangan sa edukasyon Lack of education
Hindi nakapag aral mga magulang Parent’s don’t have formal
education
Pagdiskriminasyon sa aming mga anak Discrimination among our

children
Ibang tao ay nakapag aral na at nakakuha ng kolehiyo Some people finish their
sa bayan education until college in the
city
Maagang pag aasawa ng mga katutubong ayta Early marriage among aeta
children
Kakulangan sa pinasyal na bagay o pera Lack of financial
Kawalan ng trabaho ng mga magulang Unemployed parents
Di marunong bumasa at sumulat ang mga magulang Parents did not know how to
read and writes
Walang maituro sa mga anak They can’t teach their children
Diskriminasyon sa mga katutubo Discrimination among IP’s

Kakulangan sa trabaho ng mga magulang Unemployed Parents
Di marunong mag basa at sumulat ang mga magulang Parents did not know how to
read and writes
Hindi natuturuaan sa bahay ang mga anak Can can’t teach their children
at home
Kakulangan sa edukasyon Lack of education

Mga bata kaagad nag aasawa Early marriage of their
children
Maagang pag tatrabaho sa bundok kasama mga They work early in the fields
magulang with their parents
Pagtitinda sa baba ng kanilang mga produkto They sell in the lowland their
products
Kawalan ng trabaho ng mga magulang Unemployed parents
Kakulangan ng edukasyon ng mga magulang Uneducated Parents
Ang bata ay hindi matapos tapos sa kanilang pag aaral Children can’t finish their
education
PAS 3 Maagang Pag aasawa Early marriage

Ang kanilang mga magulang mismo ang nagtutulak sa Parents push their children to
kanilang mga anak para sila ay mag asawa ng maaga get early marriage
Maipamulat sa mga magulang nila ang kahalaghan ng To enlighten to their parents

edukasyon the importance of education
Maituro din sa kanilang mga anak That they may able to teach
their children
Kahirapan sa buhay poverty

Pag aasawa nga dahilan para makatulong sila sa mga Early marriage is their way to
magulang help their parents

Kawalan ng tiwala sa sarili Lack of self-confident
Pagmulat sa mga magulang sa kahalagahan ng To enlighten to their parents

edukasyon the importance of education
Kawalan ng tiwala sa sarili Lack of self confident
Pagtingil sa pag aaral Stop their study

Nahihirapan lalo sa buhay Poverty in life
PAS 4 Kawalan ng tiwala sa sarili Lack of self-confident

Katamaran sa pag aaral Laziness to education
Kawalan ng pinasiyal na suporta Lack of financial support
Walang supporta ng mga magulang Lack of support from parents
Walang pormal na kahalaman ang magulang sa Parents don’t have formal
importansiya ng edukasyon education
Umihinto mga bata ayta sa knilang pag aaral Dropouts

Nagkakaroon sila ng mababang marka They get failing grades
Mga dahilan ay walang tiwala sa sarili ang mga They don’t have self-confident
batang ayta
Hindi sila makasunod sa liksyon sa paaralan They can’t follow the lesson at
the school
Dahil sa hirap sila umunawa sa paaralan Lack of understanding in the

school
Humihinto nalang sila sa kanilang pag aaral Dropouts
Dahil sa paniniwala nila na di mahalaga ang They beliefs that education is
edukasyon not important
Mahalaga sa kanila ang makatulong sila kaagad sa It better for them to help their

knilang mga magulang dahil sa kahirapan parents because of poverty
Kawalan ng tiwala sa sarili Lack of self confident

Kakulangan sa kahalaman sa edukasyon Lack of understanding on
education
Nawawalan ng gana ang mga bata Loss of interest among
children
Sila nahihirapan poverty
PAS 5 Kawalan ng interest sa pag aaral ng mga bata Loss of interest among
children
Inuuna nila ang pagtatrabaho They choose to work
Para makatulong sa kanilang mga magulang To help their parents
Agad na pag aasawaang ibang batang ayta Early marriage among IP

children
Gusto ang tumulong sa magulang kesa sa mag aral They choose to help their
parents instead to study
Pagtitinda sa parkson They sell in parkson

Pagaasawa ng maaaga Early marriage
Kawalan ng interes Lack of interest
Inuuna ang pagtulong sa mga magulang They choose to help their
parents
Pag aasawa ang unang paraan Early marriage is their first

solution
Makaiwas sa hirap ng buhay To win the poverty

Inuuna ang pagtulong sa magulang bago ang pag aaral They choose to help their
parents instead to study
Hindi sila nakakatapos ng pag aaral They can’t finish their

education
Thematic Analysis from Codes to ID
Codes IDs
Playing with cellphone SAS 1, SAS 3
Joining with Friends SAS 1
Timid to participate SAS 2
Around with Unat SAS 2
Being Bullied SAS 2
Lack of Finances for schooling SAS 2
Unemployed Parents SAS 2
Lazy to read SAS 3
Playing with computer SAS 3
Lack of knowledge in education SAS 4
Poverty in life SAS 4
No vision SAS 4
Difficult to comprehend the lesson SAS 4
Prefer to plant in the mountain SAS5
No money no job SAS 5
Support in the study SAS 5

2
Being bullied SAS 1, SAS 3
Financial Constraints/ SAS 1,
Early marriage/Getting married early SAS 1, SAS 2, SAS 4
Parents’ influence SAS 2
Unemployed parents SAS 3
Discrimination SAS 3
Believed on parents SAS 3
Catching butterflies SAS 3
Absenteeism SAS 3
Fear of teachers SAS 3
No food to eat SAS 3
No school supplies SAS 3
Lack of knowledge in education SAS 4
Encountered Difficulties SAS 4
Escape from responsibilities SAS 4
Help their parents in the mountain SAS 5
Lack of Finances SAS 1, SAS 3
Work in the mountain/ /help their parents /Prefer to work SAS 1, SAS 2, SAS 3, SAS 4
in the mountain /Work with parent in the mountain
Selling, Need to work /With their parents for food SAS 1, SAS 3, SAS 4
Getting married early SAS 2
Poverty SAS4
To buy clothes SAS 4
Be able to finish School SAS 5
3
Lack of finances SAS 1, SAS 3
Work in the mountain/Help the parents SAS 1, SAS 3
Selling/Need to work SAS 1, SAS 3

/using cellphone/ SAS 2, SAS 3
Absent due to bullying SAS 5
Playing before doing the modules SAS 2
Lack of interest to study/idle to do homework SAS 4, SAS 5
Help to work in the mountain SAS 4
Lack of nutritious food SAS 5

Difficulty to comprehend the lesson SAS 5
4
Playing with computer/ Addicted to playing computer and SAS 1 SAS 3
cellphone
Parents did not go to school SAS 1
Bullying the aeta/ SAS 1
/Believed they are meant to the mountain SAS 4
Financial constraint in studying SAS 2
Getting married early /Getting married the answer to SAS 2, SAS 4
poverty
Stop from schooling/ Do not go to school/Obstacle in SAS 2, SAS 4, SAS 5
schooling
Brawling with Aeta SAS 3
Parental support to schooling SAS 4
Children in their studies SAS 5
5
Absent due to bullying SAS 1, SAS 3
Work with parents in the mountain/ Believed they are SAS 1, SAS 4, SAS 5
meant to the mountain/ Prefer to help parents
Getting married early Getting married the answer to SAS 2, SAS 4
poverty
Lack of finances SAS 2
Difficulty due to English/Difficult to comprehend the SAS 2, SAS 3
lesson
Lack of nutritious food SAS 3
Idle to do homework SAS 3
Ill SAS 3
Stop from schooling /Do not go to school SAS 4, SAS 5
Parental support to schooling SAS 4
Poverty leads to decisiveness SAS 5
6
Bullying the aeta children/brawling in the school SAS 1, SAS 3
Lack vision/ambition SAS 1
Cannot comprehend the lesson SAS 2
No food SAS 3
Parents are not around SAS 3
Do not know the school activities /Lack of knowledge in SAS 3, SAS 4
education
Stop from studying/ SAS 4
Poverty in life SAS 5
Getting married early SAS 5
Believed can escape from poverty and responsibilities SAS 5
Lack of self-confidence SAS 5
7
Stop from studying/Stop from schooling SAS 1, SAS 2, SAS 3, SAS 4
Unfinished studying SAS 1
Getting married early Getting married as escape from SAS 1, SAS 2, SAS 5
parents

Give preference to parents SAS 3
Help work in the mountain SAS 3
TAS
1
Academic Performance TAS1, TAS2
Affected by many factors TAS1
Status in Life TAS2
Day to Day living TAS2
Importance of Education TAS2
Physical Factors TAS3, TAS4
Non Physical Factors TAS3, TAS4
Personal and Social Factors TAS3
Behavioral and environmental Factor TAS3
Parents Educational Background TAS5
2
Language Barrier TAS1, TAS5
Attitude and Behavior TAS1
Parents Educational Background TAS1, TAS3, TAS4
Parents Involvement TAS2
Culture, beliefs and tradition TAS2
Study Habits TAS2
Economic Status TAS2
Lack of guidance TAS3, TAS4,
Lack of Financial TAS3
Lack of Resources TAS3

Importance of Education TAS3
Non Conducive Environment TAS4
Parents unavailability to guide and teach TAS5
Parents low reading level and practices TAS5
3
Curriculum TAS1
Study Habits TAS1, TAS5
Lack of Materials TAS1
Environment TAS2, TAS5
Environment role in their performance TAS2
Physical TAS3, TAS4
Non Physical TAS3 TAS4
Language Barrier TAS5
4
Imparted or Change TAS1
Enhance Learning Performance TAS1
Source to Solve the Problem TAS1
Advantage and Disadvantage in Development TAS2
Parents Involvement TAS2
Culture, beliefs and tradition TAS2
Environment and Outside influence TAS2
Lack of guidance TAS3
Support from family TAS3

Lack of Follow up TAS3
Malnutrition TAS3
Non Conducive Learning Environment TAS4
Physical factors TAS5
Non Physical Factors TAS5
5
Culture and Tradition TAS1
Value to education TAS1
Belief in Education TAS1
Educational Background TAS1
Parents Support TAS1
Curriculum TAS1
Study Habits TAS1
Attitude of Learners TAS1
Community and social aspect TAS1
Diversity of Learners TAS2
Classified them TAS3
Lack of Guidance TAS4
Educational Background TAS4
Identifying factors TAS5
Think or Come up solution TAS5
6
Can be classified TAS1, TAS4

Physical factors TAS1, TAS3
Non Physical Factors TAS1, TAS3
Environment TAS1
Culture and tradition TAS1
Family Factors TAS1
Personal and social TAS1
Parents unavailability to guide and teach TAS5
7
Null and Alternative TAS1
Learning Environment at Home TAS3, TAS5
Parents Educational Background TAS4
Language Barrier TAS5
Study habit TAS5
Classified and Determining Factors TAS5
PAS
1
Instill the Importance of Education PAS1
Lack of Self Confidents PAS1, PAS4
Early Marriage PAS1, PAS3
Financial Constrain PAS1
Lack of education PAS2
Discrimination PAS2
Parents push their children to get early marriage Pas3

Laziness to education PAS4
Lack of Financial Support PAS4
Lack of Support from Parents PAS4
Parents Educational Background PAS4
Loss of Interest among children PAS5
They Choose to work PAS5
Helping their parents PAS5
2
Decided to stop education PAS1
Not to continue their studies PAS1
Early Marriage of IP’s PAS2, PAS5
Discrimination among IP PAS2
Lack of Education PAS2
Parents Formal Education PAS2
Enlighten their parents on the importance of education PAS3
That they may able to teach their children PAS3
They don’t have Self Confident PAS4
They can’t follow the lessons PAS4
They help their parents instead to study PAS5
3
Instill the importance of education PAS1
They don’t know the importance of education PAS1
Early marriage is the solution to poverty PAS1, PAS5
Discrimination PAS2
Some people finished their college in the City PAS2

Poverty PAS3, PAS4
Early Marriage is their way to help their parents PAS3
Lack of Understanding in the School PAS4
Dropouts PAS4
Belief that education is not important PAS4
Sell in parkson PAS5
Lack of Interest PAS5
Choose to Help their Parents PAS5
4
Don’t know the importance of education PAS1
Early Marriage is the solution to poverty PAS1, PAS3, PAS5
Don’t know the importance of education PAS1
Belief of the Parents is their priority PAS1
Early marriage among IP’s PAS2, PAS3
Lack of Financial PAS2
Unemployed Parents PAS2
Illiterate Parents PAS2
They can’t teach their children PAS2
Lack of Self Confident PAS3
5
Work in Mountains PAS1
Foods for their family PAS1
Parents understanding on the importance of education PAS1, PAS3, PAS4
They can’t follows academic activity PAS1

Lack of Self confident PAS1, PAS3, PAS4
They can’t follow with their classmate PAS1
Discrimination among IP PAS2
Unemployed Parents PAS2
Illiterate Parents PAS2
Can’t Teach their children at home PAS2
Early marriage PAS3, PAS4
To win the poverty PAS5
Choose to help their parent instead to study PAS5
6
They can’t follows academic activity PAS1
Lack of self-confident PAS1
They can’t follow with their classmate PAS1, PAS5
Lack of education PAS2
Early marriage of IP’s PAS2, PAS3
They Works at Mountain and field with their parents PAS2
Sell of their products in lowland PAS2
Stop their study PAS3
Poverty PAS3, PAS5
They cant finish their education PAS5
7
Lack of Importance in Education PAS1
Early Marriage PAS1, PAS2

Dropouts PAS1
Help their parents to work PAS1
Poverty PAS1, PAS3, PAS4, PAS5
They can’t finished their education PAS1
Unemployed parents PAS2
Uneducated Parents PAS2, PAS3
Children Can’t finish their education PAS2
Thematic Analysis from Codes to Themes
Codes Themes
1. Perception in Determinants
Playing with cellphone/ Playing with cellphone Being Playful of e-gadgets
Playing with computer
Joining with friends
Timid to participate
Around with unat Being anti-social due to bullying
Being bullied
Lack of Finances for schooling/ Support in the Lacking resources to support studies
study
Unemployed parents/ Poverty in life/ No
money, no job
Poverty due to unemployment
Prefer to plant in the mountain
Lazy to read/ Difficult to comprehend the Idleness to understand the lesson
lesson
Lack of knowledge in education Due to lack of knowledge and visioning
No vision
2. Knowledge of Determining Factors
Being Bullied/ Being bullied by the unat

Absenteeism Absenteeism is caused by bullying, difficult
lesson and fear of teachers
Difficult to comprehend the lesson
Fear of teachers
Financial constraints No school supplies is due to finances
No school supplies
Early marriage/Getting married early Resorting to early marriage due to parents’
influence
Parents’ influence/ Believe on parents
Poverty in life
Work with parents in the mountain/ Help their Employment is limited to mountain work
parents in the mountain
Unemployed parents /Needs employment
Obstacles in schooling Obstructions in schooling are caused by lack of
knowledge in education, lack of food to eat and
Lack of knowledge in education
discrimination
No food to eat
Discrimination
Catching butterflies Other causes of stopping from school
No vision/ Be able to finish school
Children in their studies
3.The Determining Factors
Lack of finances Poverty leads to lack of Finances (Economic
Factor)
Poverty /Poverty leads decisiveness
Need to work Selling a means of employment to buy clothes
(Basic Factor)
Selling
To buy clothes
Work in the mountain/ Prefer to work in the Prefer to work with parents in the mountain.
mountain

Help the parents/ With their parents for food (Economic Factor)
Prefer to help their parents
Using cellphone/ Addicted to playing computer Priorities in studying (Psychological Factor)
and cellphone
Play before doing the module
Children stop from schooling
4 Classification of Determining Factors
Parents did not go to school
Believed they are meant to the mountain Philosophy in life or Psychological Factor
Work with parents in the mountain
Help to work in the mountain
Bullying the aeta Peer Pressure (Social Factor
Absent due to bullying
Poverty in life Economic Factor
Financial Constraints in studying
Lack of finances
Getting married early/Get married early
Getting married the answer to poverty Socio-cultural Factors
Believe can escape from poverty and
responsibilities
Stop from schooling/ Do not go to school
Cannot continue studying Personal Factor
Parental support to schooling
Playing with computer
Difficulty due to English Cognitive Factor
Difficult to comprehend the lesson
Idle to do homework
Lack of interest to study Emotional Factor

Lack of self-confidence
Ill Physical Factor
Lack of nutritious food
5. Outcomes in using the Determinants
Bullying the aeta children Aeta children are being bullied
Brawling in the school
Lack vision/ambition
Stop from studying/ Stop from schooling Aeta children do not have vision
Unfinished studying
Getting married early/ Getting married as Aeta children marry early especially when they
escape from parents fail in the school
Getting married if failed to continue schooling
Give preference to parents Aeta children prefer to help parents work in the
mountain
Help work in the mountain
Parents are not around Aeta parents due to lack of education do not
know the activities in the school
Lack of knowledge in education
Do not know schools’ activities
Cannot comprehend the lesson Aeta children lack of food causing them not to
comprehend the lesson
No food
Thematic Analysis of Data

In thematic analysis, you’ll make use of codes. A code is a label assigned to a piece of text, and
the aim of using a code is to identify and summarise important concepts within a set of data, such
as an interview transcript.

The process of assigning codes is called coding, where you categorise data in a way that allows
you to derive themes and patterns. If this is a new concept to you, be sure to check out our
detailed post about qualitative coding.Thematic analysis is the study of patterns of meaning. In
other words, it’s about analysing the themes within your data set to identify meaning. Most
importantly, this process is driven by your research questions, so it’s not necessary to identify
every possible theme in the data, but rather to focus on the key aspects that relate to your
research questions.
Codes are vital as they are a foundation for themes. But what exactly is a theme? A theme is a
pattern that can be identified within a data set. In other words, it’s a topic or concept that pops
up repeatedly throughout your data. Grouping your codes into themes serves as a way of
summarising sections of your data in a useful way that helps you answer your research
question(s) and achieve your research aim(s) and objective(s).
Perception of the Participant on the Determinants affecting academic performance of
Indigenous Peoples pupils
Theme Determinants in Academic Performance
1. Being Playful with E-gadget Playful
2. Absenteeism and Being Antisocial was Absenteeism

due to bullying Anti Social
Bullying
3. No School Supplies due to lack of Lack of Resources

resources
4. Poverty Due to unemployment Poverty

Unemployment
5. Idleness leads to lack of vision. Idleness

lack of vision
6. Obstruction in Schooling and lack of lack of knowledge

knowledge in education
Teachers perception regarding the determinants of Academic Performance of the Indigenous

People Pupils
Theme Determinant in Academic Performance
1. Language is a scope in Academic language barrier

2. Parent’s Knowledge in Education parents education
3. Proper orientation develops the right Proper Orientation

attitude and behaviors towards studies. Attitude and Behavior
4. Life’s condition is dominated by Culture, belief and Tradition

cultural beliefs and tradition.
5. Necessities of finances and resources Finances and Resources
Parents Perception on the Determinants of the academic performance of the Indigenous Peoples
Pupils
Theme Determinants in Academic Performance
1. Education is Essential Essence of Education
2. Early marriage cause discontinuance Early marriage

of education
3. Community discriminations leads to Discrimination

dropouts Drop out
4. Prefer to help parents to alleviate poverty

poverty.
5. Completing College of others serves Completing Colleges as Motivation

as motivation.
6. Financial constraints leads to idleness Financial Constraints

and lack of interest idleness
lack of interest
Determining Factors that affect the academic performance of the indigenous Peoples Pupils
Theme Sub Theme Determinants in Academic

Performance
1. Economic Factors : a. Prepare to work with Economic Factors

Poverty leads to lack parents in the
of finances. mountain

b. Poverty causes lack of
resources
c. Selling and early
marriage alleviate
poverty
d. Unemployment drives
maintain work and
sales.
2. Cognitive and a. Difficulty in Cognitive and Psychological

Psychological Factors comprehension leads Factor
to idleness and lack of
confidence
b. Lack of interest cause
inability to follow
academic activities
c. Thinking and sourcing
out solution to impart
knowledge
3. Socio-Cultural Factors a. Parents supports and Socio Cultural Factor

involvement motivate
learning
b. Guidance and follow
up is necessary.
c. Discrimination leads
to dropout and lack of
confidence
4. Literary Factor a. Parents lack of Literary Factors

education unable to
teach children
b. Belief in the essence
of education
5. Physical Factors a. Lack of food and Physical Factors

nutrition cause illness
b. Facilities, Resources
and Health Condition
c. The influence of
conducive
environment
On the extent of the effect of the determining factors in the academic performance of the IP
pupils
Theme Sub Theme Determinants in Academic

Performance
1. Economic Factors a. Aeta Children prefer Economic Factors

to help their parents to
work in the mountain
b. Prepare to help their
parents in the fields
rather than going to
school.
c. Selling Farm products
in the lowland helped
unemployed parents to
solve poverty.
2. Cognitive and a. Aeta children do not Cognitive and Psychological

Psychological Factors. have vision. Factors
b. Learners are diverse.
c. Supports depend on
parents educational
background
d. Study habits largely
depend on the
learner's attitude.
e. Loss of interest
develop lack of self
confidence
3. Socio Cultural Factors a. Aeta Children are Socio-Cultural Factors

being bullied.
b. Aeta children marry
early especially when
they fail in the school
c. Culture and tradition
dominate the influence
d. Socio-physical and
motivation are
alternative in
enhancing learning
e. Children are
convinced of early
marriage as part of
culture.

4. Literary Factors a. aeta parents due to Literary Factors
lack of education do
not know the activity
in the school
b. Fostering belief and
value for education.
c. Language use is prime
in teaching and
learning
d. lack of important
understanding in
education creates
uneducation
5. Physical Factors a. Aeta children lack of Physical Factors

food cause them not to
Questionnaire for Students

By Maylon D. Manaloto
Name ______________________________________
Direction: Please rate each item below to measure the determinants of the academic
performance of Indigenous pupils for the development of enhancement learning program. Use
the scale below and put a check on the appropriate box that corresponds to your rating in each
item for indicators A and B.
Scale Symbol Adjectival Rating
4 SA Strongly Agree
3 AG Agree
2 DA Disagree
1 SD Strongly Disagree
Use the following scale for the items in indicator letter C
4 VH Very High
3 HI High
2 LO Low
1 VL Very Low
A. Perceptions of students on the determinants affecting 4 3 2 1

1. Being playful of e-gadgets
2. Anti-social and absenteeism are products of bullying

3. No school supplies are due to lack of resources
4. Employment is limited to mountain work
5. Idleness leads to lack of visioning
6.Discrimination obstructs schooling
B. Determining factors that affect academic performance
1. Prefer life in the mountain
2. Poverty causes lack of resources
3. Selling and early marriages alleviate poverty
4. Difficulty in comprehension leads to idleness and lack of

confidence
5. Lack of food and nutrition cause illness
C. Extent of the effect of the determining factors in the

1. Aeta children are being bullied
2. Aeta children do not have vision

3 Aeta children marry early especially when they fail in the

school
4. Aeta children prefer to help parents work in the mountain
5 Aeta parents due to lack of education do not know the

activities in the school
6. Aeta children lack of food causing them not to


Questionnaire for Teachers
Name ______________________________________
4 SA Strongly Agree
3 AG Agree
2 DA Disagree
4 VH Very High
3 HI High
2 LO Low
1 VL Very Low
A. Perceptions of teachers on the determinants affecting 4 3 2 1

1. Language is scope in academic
2. Parent’s knowledge of education
3. Proper orientation develops right attitude and behavior towards

studies
4. Life condition is dominated by cultures, beliefs and tradition
5. Necessity of finances and resources
1. Thinking and sourcing out solution to impart learning
2. Influences of conducive environment
3. Facilities, Resources and health condition
4. Parents’ support and involvement motivate learning

5. Guidance and follow-up is necessary

1. Culture and Tradition dominate the influence
2. Fostering belief and value for education
3 Supports depend on parents’ educational background
4. Study habits depends largely on learners’ attitude
5 Learners’ are diverse
6. Language use is prime in teaching-learning
7. Socio-physical and motivation are alternative in enhancing

learning

Questionnaire for Parents
Name ______________________________________
4 SA Strongly Agree
3 AG Agree
2 DA Disagree

4 VH Very High
3 HI High
2 LO Low
1 VL Very Low
A. Perceptions of parents on the determinants affecting 4 3 2 1

1. Education is essential
2. Early marriage causes discontinuance of education
3. Community discrimination leads to dropout
4. Prefer to help parents to alleviate poverty
5 Completing College of other serves as motivation
6.Financial constraints leads to idleness and lack of interest
1. Parents’ lack of education unable to teach children

2. Early marriages solve poverty
3. Unemployment drives mountain work or selling
4. Lack of interests causes to inability to follow academic activity
5. Discrimination leads to drop out and lack of confidence
6. Belief in the essence of education

1. Lack of important understanding in education creates

uneducation
2. Children are convinced to early marriage as part of their culture
3. Prefer to help parents in the fields rather than going to school.
4. Selling products in the lowland help unemployed parents to

solve poverty.
5. Loss of interest develops lack of self-confidence.

VALIDITY AND RELIABILITY TEST OF THE INSTRUMENT
Proponent: MAYLON D. MANALOTO
Program: Doctor of Education Major in Educational Management
Thesis Title: Determinants of Academic Performance of Indigenous Pupils
Notion for a Learning Enhancement Program
Number of Raters Grand Mean Content Validity Remarks

Item Assessment Index
3 3.90 3 out of 3 raters rated Excellent Content

each item in terms of Validity
content and language on
a scale of 3 or 4
CVI = 1.00
Scale: Internal Consistency of the Survey Questionnaire

Reliability Statistics (N=30)
Scale Number of Cronbach

Items Alpha
Survey Questionnaire 30 0.832
Findings:
The result indicated that all expert validators rated all the items of the instrument to be
highly relevant. This indicates that the instrument passed the validity test having a content
validity index of 1.00. Furthermore, the instrument also passed the reliability test having
Cronbach Alpha Coefficient greater than the threshold of 0.70. This only implies that the self-
made questionnaire is both valid and reliable.
Prepared by:
EDDIEBAL P. LAYCO, Ph.D.
Statistician

CURRICULUM VITAE
MAYLON D. MANALOTO
L 42 B 12 Fiesta Community Dapdap Mabalacat City Pampanga
Contact No. 09424051-363
Sir_maylon.manaloto@yahoo.com
PERSONAL INFORMATION
Age : 40 years old
Gender : Male
Birthday : June 17, 1981
Height : 5’6
Weight : 72 kilos
Birthplace : Porac Pampanga
Nationality : Filipino
Civil Status : Married
Religion : Baptist
Name of Child : Nolyam Abdiel B. Manaloto
Nahomi Adriel B. Manaloto
Norvin Anteo B. Dela Cruz
Languages : Filipino, English, Kapampangan
EDUCATIONAL BACKGROUND
Post Graduate Studies : Doctor of Education

Major in Educational Management
Don Honorio Ventura State University
Bacolor Pampanga
June 2017 – April 2023
Doctor of Philosophy
Bulacan State University
City of Malolos
25 units
Graduate Studies : Master of Arts in Education

Pampanga State Agricultural University
Magalang Pampanga
Tertiary : Bachelor of Secondary Education

Major in Practical Arts and Livelihood
Education
Pampanga State Agricultural University
Magalang Pampanga
Systematic Computer Programming

Major in System Management and
Administration
Integrated Computer School Foundation
Angeles City
Secondary : Pulung Santol High School Annex

Porac Pampanga
June 1994- March 1998
Primary : Dolores Elementary School

Had. Dolores Porac Pampanga
June 1986 – March 1993
WORK EXPERIENCE
Head Teacher III Paralayunan Elementary School

Head Teacher III Magsaysay Elementary School

OIC – Public Schools District Supervisor Cluster II

OIC – Public Schools District Supervisor Cluster VI

Head Teacher III Madapdap Resettlement Elementary School

Head Teacher III : Monicayo Elementary School

February 10 , 2019 – Present
Teacher I – III Monicayo Elementary School

March 12, 2009 - Feb. 10, 2019

College Instructor : Access Computer Learning Center
Angeles City
Secondary Teacher : Jose C. Feliciano College

Mabalacat City
Summer Class Teacher Hillcrest Christian Academy

Angeles City
March 2008 – June 2008
Secondary Teacher : Children of Fatima School Incorporated

San Matias Sto Tomas Pampanga
Summer Teacher Cogic Montessori School Inc.

Angeles City
March 2005 – May 2005
Subject Teacher Magalang Christian Ecumenical School Inc.,

Magalang Pampanga
ELIGIBILITY
Licensure Examination for Teacher 2004
ACHIEVEMENTS
Outstanding Head Teacher III 2022 Bangkok Thailand IESA 2022

Division Writer of IPEd 2018
Outstanding Public Servant Mabalacat Pride 2018
Outstanding Educators 2018 Education Summit India
Most Outstanding Government Employee 2017 Dangal ng Bayan Awardee CSC
Most Outstanding School Head (TIC) 2016
Most Outstanding School Teacher 2015
Most Outstanding Teacher 2014
SPEAKERSHIP
EducTech 2019 International Seminar (K to 12 Program)

Private Schools IPed Seminar 2019
Division Level IpEd Seminar 2019
Division Level Iped Seminar 2018
District Level RPMS 20017

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DETERMINANTS OF THE ACADEMIC PERFORMANCE OF INDIGENOUS PUPILS

Determinants of the Academic Performance of Indigenous pupils: Notions for a

Learning Enhancement Program

This dissertation is submitted in partial fulfillment of the requirements for the

Doctor of Education Major in Educational Management

Don Honorio Ventura State University

DON HONORIO VENTURA STATE UNIVERSITY

This dissertation is entitled “Determinants of the Academic Performance of Indigenous

recommended for approval and acceptance for Oral Examination.

ADONIS A. DAVID, Ed.D.

Passed by the Committee on Oral Examination with a grade of ________ on _______________.

REYNALDO C. NICDAO, Ph.D

ELENA S. TESORO, Ph.D. ETHELBERT P. DAPITON, Ph.D.

Education Major in Technology and Livelihood Education.

Comprehensive Examination passed.

DOLORES T. QUIAMBAO, Ed.D.

DON HONORIO VENTURA STATE UNIVERSITY

performance of Indigenous Pupils notion for Learning Enhancement program in the

to bullying, No school supplies or materials, poverty and unemployment of parents,

hereby presented the following recommendations: Provide language support for IP

DON HONORIO VENTURA STATE UNIVERSITY

socio-physical and motivation as an alternative to enhance learning, and Address the

DON HONORIO VENTURA STATE UNIVERSITY

List of Figures……………………………………………………………......................... Viii

Chapter 1: THE PROBLEM AND ITS BACKGROUND

Theoretical Framework …………………………..…………...………………………..... 14

Statement of the Problem………………………….………….. 15

Significance of the Study………………………………………...………………………. 16

Scope and Delimitation………………………………..…………..……………............... 17

Chapter 3: FINDINGS, RESULTS, AND DISCUSSION

DON HONORIO VENTURA STATE UNIVERSITY

On perception of the participants on the determinants affecting academic performance

On Teachers’ Perception regarding the determinants of academic performance

Parents Perception on the determinants of academic performance of the IP pupils

Quantitative Phase of the Study………………………………………………………….

Determining factors that affect the academic performance of the

Interpretation and Analysis………………………………………………………………

Chapter 4: CONCLUSIONS AND RECOMMENDATIONS

On the perceptions of the participants/respondents on the

On the determining factors of the academic performance of the IP Pupils……………..

On the extent of the effects of the determining factors in the academic

On the Academic Performance of the IP Pupil…………………………………………. 96

DON HONORIO VENTURA STATE UNIVERSITY

DON HONORIO VENTURA STATE UNIVERSITY

ultimate requirement to earn the degree;

information shared for substantiating the content of the manuscript;

to realize the attainment of this professional growth;

DON HONORIO VENTURA STATE UNIVERSITY

completion of data needed in this research endeavor; and;

knowledge, wisdom, and unconditional love bestowed upon him.

DON HONORIO VENTURA STATE UNIVERSITY

THE PROBLEM AND ITS BACKGROUND

If you are not moving forward, you are falling behind

DON HONORIO VENTURA STATE UNIVERSITY

Speaking of ethnic minorities or Indigenous Peoples in Australia, Zubrick et al. (2004)

aborigines or indigenous people.

not assessed as critical determinants in Indigenous students' to persist of withdrawal. Reports

DON HONORIO VENTURA STATE UNIVERSITY

the Rights of Indigenous Peoples. (Dahl, 2009)

opportunities to achieve academic success.

Moreover, the indigenous peoples of Taiwan, known as Taiwanese aborigines, live in

other countries around the world.

According to Ali (2009), the student’s performance (academic achievement) plays an

Student academic performance measurement has received considerable attention in previous

Passed by the Committee on Oral Examination with a grade of on _______.