A PRAGMATIC WORLDVIEW TO MEANINGFUL MATHEMATICS LEARNING AMONG INDIGENOUS PEOPLES’ STUDENTS: A SCALE DEVELOPMENT AND VALIDATION

Genciano M. Cambalon, Exequiel R. Gono Jr.

Abstract


The academic performance of Indigenous Peoples (IP) students in mathematics often lags due to the lack of culturally responsive teaching approaches and curriculum designs, highlighting a significant research gap. This study aimed to develop and validate a measurement model of meaningful mathematics learning for Indigenous senior high school students, focusing on factors contributing to culturally relevant and effective mathematics education. Using a mixed-methods research design, the study involved Manobo senior high school students from the Davao Region. Data were gathered through surveys and interviews and analyzed through thematic analysis, Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). The findings revealed four key dimensions of meaningful mathematics learning: Teaching Methods and Understanding, Learning Through Activities and Games, Real-Life Application of Mathematics, and Practice and Mastery. The final model demonstrated strong statistical reliability and validity and was within acceptable thresholds of model fit indices. These dimensions reflect the importance of culturally responsive and student-centered teaching approaches that connect mathematics to real-life contexts and Indigenous cultural practices. The study concludes that meaningful mathematics learning for Indigenous students can be enhanced by integrating cultural relevance, interactive teaching methods, and practical applications into the curriculum.

 

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scale development, indigenous students, mathematics, meaningful learning

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DOI: http://dx.doi.org/10.46827/ejes.v12i6.5950

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