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

Saved in:

Bibliographic Details
Title:	Integration of Indigenous Knowledge Systems and Practices for Improved Performance in Secondary Science Education in Southern Nueva Vizcaya.
Authors:	Ligmayo, Lennie O.¹ lennie.ligmayo@deped.gov.ph, Pasion, Jonathan P.² jppasion@nvsu.edu.ph
Source:	International Journal of Instruction. Jul2026, Vol. 19 Issue 3, p337-352. 16p.
Subject Terms:	Science education, Culturally relevant education, Traditional knowledge, Academic achievement, Teaching methods, Teacher attitudes, *Environmental literacy
Abstract:	This study explored the integration of Indigenous Knowledge Systems and Practices (IKSP) in Secondary Science Education, examined the perceptions, practices, challenges, and strategies of science teachers. Additionally, it evaluated students' Science performance and investigated the relationships between these factors. Grounded in the context of culturally responsive teaching, this research emphasized the importance of incorporating IKSP to enhance learning outcomes and promote cross-cultural understanding. The study utilized a descriptive-correlational research design, involving 41 Secondary Science 10 teachers and their respective students. Data were gathered through surveys and performance assessments. The findings revealed that teachers strongly agree on the importance of IKSP in fostering scientific innovation, environmental awareness, and cultural inclusivity, as reflected by a high mean perception score of 3.53. However, the extent of IKSP integration in Science teaching practices remained limited, with an overall mean of 3.49, indicated a need for improvement in areas such as community involvement and use of indigenous knowledge articles. Challenges in IKSP integration, rated as "Moderate" with a mean score of 2.14, included limited resources, lack of training, and time constraints. Despite these challenges, teachers "Often" employed strategies to integrate IKSP, achieved a mean score of 3.09. These strategies include the use of culturally inclusive materials and fostered curiosity through environmental perspectives. The students' average Science performance of 85.49 fell under the "Very Satisfactory" category, with most students demonstrated competency in their Science studies. However, no significant relationship was found between students' performance and teachers' perceptions, practices, challenges, or strategies in integrating IKSP. [ABSTRACT FROM AUTHOR]
	Copyright of International Journal of Instruction is the property of International Journal of Instruction and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database:	Education Research Complete

Description
Abstract:	This study explored the integration of Indigenous Knowledge Systems and Practices (IKSP) in Secondary Science Education, examined the perceptions, practices, challenges, and strategies of science teachers. Additionally, it evaluated students' Science performance and investigated the relationships between these factors. Grounded in the context of culturally responsive teaching, this research emphasized the importance of incorporating IKSP to enhance learning outcomes and promote cross-cultural understanding. The study utilized a descriptive-correlational research design, involving 41 Secondary Science 10 teachers and their respective students. Data were gathered through surveys and performance assessments. The findings revealed that teachers strongly agree on the importance of IKSP in fostering scientific innovation, environmental awareness, and cultural inclusivity, as reflected by a high mean perception score of 3.53. However, the extent of IKSP integration in Science teaching practices remained limited, with an overall mean of 3.49, indicated a need for improvement in areas such as community involvement and use of indigenous knowledge articles. Challenges in IKSP integration, rated as "Moderate" with a mean score of 2.14, included limited resources, lack of training, and time constraints. Despite these challenges, teachers "Often" employed strategies to integrate IKSP, achieved a mean score of 3.09. These strategies include the use of culturally inclusive materials and fostered curiosity through environmental perspectives. The students' average Science performance of 85.49 fell under the "Very Satisfactory" category, with most students demonstrated competency in their Science studies. However, no significant relationship was found between students' performance and teachers' perceptions, practices, challenges, or strategies in integrating IKSP. [ABSTRACT FROM AUTHOR]
ISSN:	1694609X
DOI:	10.29333/iji.2026.19318a