Contextualized Teaching-Learning Exemplars for Senior High School Ayta Magbukun Students

This study aimed to develop and evaluate a culture-based communication learning exemplar for Ayta Magbukun students using an exploratory sequential mixed-method design. The qualitative phase examined students’ lived experiences, cultural values, and educational challenges through focus group discussions with students, teachers, and elders. Findings revealed that language serves as the core of cultural identity, supported by intergenerational transmission and communal practices. However, gaps were identified in the limited inclusion of oral narratives, minimal cultural representation in instructional materials, and the use of urban-centered and linguistically complex examples that hindered engagement. Guided by these findings, Contextualized Learning Theory (CLT) and CIPP Model, a culture-based communication learning exemplar was developed, integrating indigenous language, storytelling, and community-based experiences. The quantitative phase assessed its effectiveness using a pretest-posttest design. Results showed a significant improvement in academic performance, with mean scores increasing from 18.40 to 29.20 (p = 0.03), indicating the effectiveness of culturally contextualized instruction in enhancing comprehension and participation. In contrast, no significant difference was found in students’ cultural awareness, as learners already demonstrated a strong sense of cultural identity prior to the intervention. The study concludes that culturally responsive instructional materials improve academic outcomes by aligning learning with students’ lived experiences and cultural contexts. It further emphasizes the importance of integrating indigenous knowledge systems, language, and community practices into formal education to promote meaningful, inclusive, and contextually relevant learning for indigenous learners.