CARE in the new normal for Indigenous People learners

ContextualizedApproachforReadingEnhancement CARE in the New Normal for Indigenous People Learners

Gerum O. Salatan

ISBN:

Hardbound: 979-621-470-613-6

Softbound/paperback: 978-621-470-614-3

MOBI/KINDLE: 978-621-470-615-0

Published by: Poetry Planet Book Publishing House April 27, 2023

CONTEXTUALIZED APPROACH FOR READING ENHANCEMENT (CARE) IN THE NEW NORMAL FOR INDIGENOUS PEOPLE LEARNERS

Lanise

Gerum O. Salatan

Elementary School, Lanise, Claveria, Misamis Oriental

Corresponding author details:

Gerum O. Salatan; gerum.salatan@deped.gov.ph

ABSTRACT

Teaching reading to beginning learners in the indigenous cultural communities has been challenged since the suspension of the face-to-face classes. While the country is along the process of adapting the new landscape of education, continuous innovations in education are considered essential in the learning continuity. This action research aimed to improve the reading levels of Grade One struggling readers in schools implementing Indigenous Peoples Education (IPEd) in Claveria,MisamisOriental,byemployinginnovativecontextualizedapproachesinthenewnormal setting. It was revealed that beginning learners had extreme difficulty in answering and understanding the reading tasks because their parents couldn’t also read apart from the difficulty in understanding the language used in the module. With the implementation of Project CARE, it was found out that the reading levels of the learners have improved. The participants agree that through the innovative and contextualized approach, they could easily understand the words and meaning of words. It was also underscored that parent-teacher collaboration in coming up with relevant pedagogical approaches is one innovative strategy in strengthening contextualization practicesin teachingand learningalongside with parents’role aslearningsupport providersduring the new normal education. Parents/elders as culture masters are essential resource persons in contextualizing teaching and learning processes. Revisiting policies pertaining to hiring and deployment of IP teachers, as well as policies on the development and provision of culturally appropriate learning resources is consequently recommended.

Keywords: contextualized approach, Indigenous Peoples Education, new normal, reading, parent-teachercollaboration

I. Context and Rationale

Contextualization is known to have great impact in the learners’ academic performance as it makes the learning engaging, relevant and motivating to leaners thereby increasing their confidence and interest in learning. (Lorbis, 2019). In the Philippines, various instruments have promoted contextualization in teaching and learning as a tool in providing equitable and caring education for the Indigenous Peoples (IP) learners. In fact, the state is mandated to ensure the provision of quality, equitable, culture-based, and complete basic education to all (RA 10533, 2013). Universal and equitable access of all IP learners to education of relevance and good quality towards functional literacy as elaborated in the Department of Education (DepEd) Order No. 62 s.2011, calls for the promotion and adoption of policy framework to make education responsive to learners’ needs, cognitive and cultural capacity.

However, teaching practices including contextualization have been challenged as schools transitioned from the conventional face to face to the new landscape of teaching and learning. In most of the public schools in the country, Modular Distance Learning(MDL) emerged as the most preferred learning modality (Dangle and Sumaoang, 2020). Following this method of learning, parents and guardians play various roles in enabling learning continuity of their children at home. While some parents can assist their children at home in working on self-learning modules, there are also some who could not provide instructional support due to various reasons e.g., parents couldn’t read and write, no time to help because of work, etc. (Llego, 2021).

With the result of the Program Implementation Review of the MTB-MLE, schools implementing Indigenous Peoples Education (IPEd) were challenged on how should reading be taught in the new normal to improve the reading performance of the IP learners. Aside from being far from high technology like the internet, where influx of reading articles is found, these schools are challenged on how the reading performance of their learners in MTB-MLE should improve if the self-learning modules for Grade One provided by the Regional and Division Offices are in SinugbuanongBinisaya. Forthefouridentifiedschools,withmorethan90%HigaononIPlearners, namely:Aligodon Higaonon TuloganNauhanan,ImpadidingES,MalunsagayESand Lakabangan ES, onlyone school has an IP teacher who can translate the Modules from Sinugbuanong Binisaya to Hinigaonon. It must be recalled that the medium of instruction from Kinder to Grade Three is the community’s mother tongue except for Filipino and English subjects. Beginning reading should have been strengthened especially for Grade One learners, where foundational reading skills must strongly be established.

The above-mentioned schools have a dense population of IP learners from the Higaonon ICC Out of 43 Grade One learners enrolled in these schools, only five (5) or (11.63%) are independent readers, while 18 (41.86%) are instructional and 20 (46.51%) are struggling readers or the frustration and non-readers.

Consideringthe situation above, contextualization is seen vital in helpinglearners improve their reading performance. However, while teachers have no direct contact with the learners, the process of teaching is being challenged. Manyteachers have expressed concern about their lack of knowledge and skills in effectively implementing the above (Harrison and Greenfield, 2011). Aside from the inappropriate learning materials provided, teachers assigned in the Indigenous Cultural Communities (ICC) are mostly non-IPs, making contextualization especially in curriculum enhancement difficult and complex for them despite their attendance in several trainings and seminars on cultural or indigenous education.

Collaboration of teachers and parents is considered vital in teaching reading especially to the IP learners. Strengthened partnership of parents and teachers is one way of developing

approaches to make learning to read among the beginning readers, possible. In this time of pandemic, both teacher and parents are vital in curriculum implementation.

Following the above statement, the parents who know well their children than any teacher does while the teachers are equipped in providing instructions encapsulate a significant role in ensuring learningcontinuity(Llego, 2021). Input from parents is critical in the curricular and other programs of the school. To this end, the researcher investigated an approach that would help improve the reading level of struggling readers in the ICCs considering the implementation of the modular distance learning.

The findings of this studywould therefore benefit the IP learners enablingthem toimprove their reading performance and appreciate reading being a basic skill that a person should acquire and develop.

It would likewise benefit teachersteachinginschoolssituatedinIPcommunities,who may immerse themselves with the community and get acquainted with the cultural practices and the lifeworks of the community. “As links between the learners, the curriculum resources and the instructional environment,” teachers’ role is pivotal in making the learning process relevant to the learnersand community It is the teacher who must identityif there isany gap between the existing curriculum contents and the situation of the learners (Kenea, 2014). The educational leaders (including school principals) on the other hand, may benefit if the result would lead to creation or revision of policies. For instance, a school principal’s primary duty is to promote the learning and success among the learners (Lunenburg, 2011). It has been elaborated that essential among the functions of the educational leaders at various level play in contextualization is vital in providing policy support and technical assistance for their teachers. In fact, it can be argued that teachers’ role in contextualization is largely a function of effective leadership support (Lunenburg, 2011).

Improved reading performance may yield various impact to learners. Employing contextualized approachesinteachingreadinginthe newnormal will not onlyimprove the reading levels of the IP learners but will also improve their interest and motivation to prepare them for life.

II. Innovation, Intervention and Strategy

teaching reading is focused on the context that is of interest to the learners, where learning of foundational skills and curriculum content is effectively connected to the real setting of the learners.

The teacher invited the parents or IP elders for a focus group discussion (FGD) about the reading level of their children. In the FGD, they were invited and encouraged to share “nanangunon” and transcribedthese storiesintobigbooksand otherreadingmaterials. Inthisway, the foundational skills in Mother Tongue are strengthened and learners are encouraged to learn and master reading in a caring, inspiring, and enjoyable way. It is recalled that a motivating environment yields motivated learners, who are excited to learn. This has been affirmed by Kalchik and Oertle (2009) in their journal quoting a statement on contextualized teaching and learning from Predimore (2005), which says “once [learners] can see the real-world relevance of what they’re learning, they become interested and motivated”.

It was emphasized in this process that collaboration with the parents and the IP elders in the community is a way of contextualizing the new normal in teaching reading, where IP learners develop confidence in reading, while empowering their parents and elders as partners in ensuring

Figure 1. Process Flow of Contextualized Approach for Reading Enhancement (CARE)

Figure 1 shows the amalgamation of parents, IP elders and teachers in coming up with contextualized approach in crafting learning materials for reading enhancement. The CARE or Contextualized Approach for Reading Enhancement calls for active involvement of parents and elders in the community, where stories to be used in the readingprocess are “nanangunon” or local stories reflecting the community life cycle and practices of the IPs in the community. In this way,

that learning is continued amid the pressing challenges in the new landscape of teaching and learning. In this way, reading becomes more engaging and relevant to the day-to-day activities of the learners thereby enabling them to appreciate, value and make reading a habit.

III. Research Questions

This study sought to answer the following questions. 1)What are the difficulties encountered by the Grade One IP Learners in learning to read in the new normal setting, which is the Modular Distance Learning? 2) What is the impact of Project CARE or Contextualized Approach for Reading Enhancement to the learners in the ICCs during the modular distance learning? 3) Is there an increment in the reading level of the learners as characterized on the following, namely: word recognition, and reading comprehension?

IV. Action Research Methods

This studymade use of the descriptive method of research. It described and interpreted the impact of the innovation in improving the reading level of the IP learners and in ensuring learning continuity in the new normal setting.

a. Participants and or other sources of Data and Information Table 1. List of Participants

The participants of this study were the Grade One learners of Aligodon Higaonon Tulogan Nauhanan, Impadiding, Malunsagay and Lakbangan Elementary Schools with a total of 43 learners. Other sources of data and information that are relevant to this study were taken from the interview, conference and or focus group discussion with the 43 learners the 24 IP parents and 5 elders following the minimum health protocol on low alert level of COVID-19 by the IATF

b. Data Gathering Methods

In this study, a letter requesting permission was sent to the Office of the Schools Division Superintendent. Community protocols were followed before the onset of the study.

The study strictlyobserved the ethics of research. Free Prior and Informed Consent (FPIC) procedures were also considered as prescribed by law and as indicated in the Research Management Guidelines of the Department of Education (DepEd Order 16 s.2017). Permission and consent from the respondents were also sought.

The tools used to gather data were the weekly reading accomplishment reports of teachers as well as the pretest (before the intervention) and post reading test (after the intervention), and the data drawn from the focus group discussion conducted.

c. Data Analysis Plan

In this study, the five-point Likert scale is used in determining the challenges encountered by the learners in reading during the new normal in which descriptive statistics were employed using frequency, percentage and mean to analyze the level of difficulties. The range, description, and interpretation of the participant’s responses were the following: 1 – strongly disagree; 2

disagree; 3 – undecided; 4 – agree; 5 – strongly agree. For Problem 2, data generated from the focus group discussion were categorized and or grouped to determine the impact of Project CARE to the IP learners in the new normal setting. Descriptive statistics usingfrequency, percentage, and mean were likewise used to examine the level of effectiveness of Project CARE to the IP learners during the modular distance learning. For problem 3, the result of the pretest and posttest were compared to determine whether there was increment or improvement in their reading level after Project CARE was implemented.

Scoring procedures

To determine the level of difficulties encountered by the IP Learners in reading in the new normal setting, and the impact of Project CARE, a five-point Likert Scale was used.The following are the scale, range, description, and interpretation of the responses of the participants.

V. Discussion of Results

Problem1. What are the difficulties encountered bythe Grade One IP Learners in learning to read in the new normal setting, which is the Modular Distance Learning?

Table 2a

Perceived IP Learners’ Difficulties in Learning Reading in the New Normal Setting

Statement (From the FGD)

I had difficulty in…

1.understanding the words/terms in the module (Pagtunduk hu mga lalang/kagi ha piggamit duun hu mudyul)

2.learning to read because of lack or no sufficient learning support from home, e.g. our parents are working; no time to help us. (pugtuun ku pugbasa ta huda hustu ha bulig hu pugnau diya ta balay, e.g. sa laas day tagtalabahu ta bunday; huda dan udas hu pugbulig hu pugnau day)

3.answering and understanding the reading task because my parents couldn’t also read (pugtubag daw pugtunduk hu mga impabasa ta sa mga laas ku hadi daa’g katuun pugbasa

The table above shows the difficulties encountered bythe Grade One IP learners in learning reading during the modular distance learning. Based on the FGD conducted, there were three key statements which emerged as the common difficulties experienced by the learners in learning reading. With the highest mean of (x =4.698), the learners strongly agreed that they had difficulty in answering and understanding the reading task because their parents couldn’t also read. Mataac (2021) in his study defined the role of the parents and or guardians as the prime movers in serving as guide for their children who are beginning readers alongside the teachers in teaching reading during the new normal. In the case above, the IP children have experienced extreme level of difficulty because their parents are unable to read, hence could not teach them in reading as well as the other learning activities at home.

The learners also strongly agreed (x =4.535) that they had difficulty in understanding the words used in the modules. It was learned that the MTBmodules used bythe teacherswere written not in the community’s mother tongue. The mother tongue or the language spoken in these communities is Hinigaonon, while the modules were written in Sinugbuanong Binisaya. Of the four schools, which are involved in this study, only one school has an IP teacher, who was able to provide Self-Learning Modules in MTB-MLE that is in Hinigaonon. Meanwhile, few agreed that they had difficulty in learning to read because their parents have no time to help them because of work. In these communities, most of the parentsare working the field (farm) as early as 5 o’clock in the morning and return home late in the afternoon. This

implies that learners had insufficient learning support at home as far as parent’s time for their children is concerned.

Problem 2. What is the impact of Project CARE to the Grade One IP learners in the indigenous cultural communities during the modular distance learning?

Mean Level of Impact of Project CARE to the Learners

Statement

(From the FGD)

With the implementation of Project CARE…

1.learning to read becomes enjoyable (Su pugtuun ku pugbasa kabayabaya.)

2.I had fun watching and listening to video lessons and reading bigbooks, where stories used in the lessons are bedtimes stories of grandma. (Kabayaan a tag-ahaa daw tagpalimana sa mga video lessons, daw pugbasaha sa mga balasahun, ha sa piggamit duun hu ignau iyan sa nanangunun hi apo bahi ku daluman un.)

3.I could easily understand the words and meanings of words found in the reading materials of Project CARE (Malumu ku da ugkatunduk sa sa mga lalang daw sa mga kaluwasan hu mga lalang ha piggamit duun hu mga basahun)

4.I could finish the learning activities in the module on time. (Ugkapungahan ku sa alan ha mga hinangunun duun ku module sumala hu intagana ha udas.)

5.I could already read long words and sentences, and even stories (Katuun a daan pugbasa hu mga malangkaw ha mga lalang daw mga pigdumalang)

Mean

4.558 Strongly Agree

Extreme level of effectiveness

4.581 Strongly Agree Extreme level of effectiveness

Table 2b presents the mean level of effectiveness of the Project CARE. It revealed that on the average, the learners strongly agree on the given indicators, which means that Project CARE as intervention in enhancing the reading levels of the struggling IP learners, is effective with an average mean of (x =4.563). Meanwhile, the indicator with the highest mean is on “Icould easily understand the words and meaning of words found in the reading materials, with a mean of (x =4.721). This means that learners strongly agree that Project CARE had helped them improved their reading levels in MTB-MLE. It must be remembered that reading is not just knowing how to read but most importantly, understanding the words beingread. On the other hand, with the lowest mean of (x =4.465), they agree that with the given intervention, they could finish the learning activities on time or as scheduled. This implies that Project CARE is highly effective as far as completion oflearningactivitiesisconcerned. Sincethelearnerscouldeasilyunderstandthe words

Table 2b

and meanings of words, it is more likely that they could accomplish the learning tasks on time. Indeed, the result implies that the contextualized intervention has provided the learners with opportunitytolearnandimprovetheirreadingskillsthroughrelevantandmeaningfulwaysthereby affirming the idea of Kenea (2014) defining contextualization as encompassing not only relating to contents but also the materials to meaningful situations that are relevant to the learners’ lives.

Table 2c

Parents and Elders Perception on the impact of Project CARE

Statement

(Generated from the FGD)

Pinaagi hu Project CARE (Through Project Care…)

1. Sa mga basahun daw gamit hu pagtuun panday naka-ayun duun hu sukudunan hu pugnau ta IPEd (The reading materials and other instructional materials have been aligned with the IPEd cultural standards)

2. Kabayaan day tag-ahaa sa mga ligsuk day ha tungkay ugkabayabaya pugbasa gamit su kanay ha inikagiyan. (We love seeing our children enjoy reading using our own language.)

3. Panday kay pakabulig duun hu pugnau ku mga ligsuk day ta agkasabut day daan sa mga impaaha diya ta bidyo. (We can really help our children because we can understand the video lessons presented.)

4.655

4.552

4.517

4. Sa mga tultulanun ha piggamit duun hu mga basahun haum duun hu kanay ha kaguna (The stories used in the reading materials are culturally appropriate.) 4.586

Table 2c shows the mean level of effectiveness of Project CARE as perceived by the parents and elders who were involved in this study. It revealed that on the average, the parents or guardians find the given intervention extremely effective as indicated in the mean of (x =4.578) They believed that the contextualized approach for reading enhancement is effective in improving the reading levels of the learners. Accordingly, it is shown in the indicators that with Project CARE, reading and other instructional materials are aligned with the IPEd Cultural Standards. They also pointed out that through the intervention, stories used in reading became culturally appropriate. Moreover, they could help channeling understanding to their children because they could now understand the video lessons provided by the teachers aside from recognizing that they loved seeing their children enjoy reading using their own language.

The data also implies that engaging parents through provisions of the nanangunon (local stories), which were transcribed by the teachers into big books, video lessons and other reading materials, has significantly improved the interest of the learners in reading, hence improved the reading level of the learners.

Thus, parents’ perception on their engagement in providing learning intervention stressed out the pivotal role of parents in not just supporting the education of their children but in shaping their children’s personality. In the study of Rohita and Krisnawati (2020), it was emphasized that parents serve as role models, where interaction between the parents and children is an essential factor for the normal development of their children. Hence, in this study where parents conduct

storytelling of their local stories (nanangunon) to their children at home to complement the learning materials provided by the teacher, the parent-child interactions were observed.

Problem 3. Is there an increment in the reading level of the learners as characterized on the following: Word Recognition and Reading Comprehension, after the intervention ?

Milestone of the Intervention before, during and after the implementation (On Word Recognition)

As shown in the table, a significant increase in reading level was achieved noting the 58.14% paragraph readers at the end of the implementation from zero (0) before the implementation. It also revealed that at the end of the intervention, there were no longer syllable and word readers. This only means that with the Project CARE, the reading levels of the learners in terms of decoding and word recognition have consequently improved.

Milestone of the Intervention before and after the implementation

(On

Reading Comprehension)

Table3.2showsthecomparativeresultonthereadingcomprehensionlevelsofthe43 grade 1 learners in the four schools within the indigenous cultural community. It is shown that from

Table 3a

Table 3b

46.51% who can’t answer questions in any level, it became zero (0) at the end of the implementation, wherein 37% or 16 out of 43 could already answer critical level questions.

On the other hand, it is revealed that after the implementation of the intervention, most of the learners could already summarize what was being read with 83.72% from 0% at the onset. It wasalsonotedthatlearnerswhocanpredictandgiveopiniontothestorybeingreadhaveincreased significantly at the outset of the intervention.

The extremely high level of effectiveness as shown in Table 2.1 on the mean level of effectiveness of the Project CARE, affirms the significant increment or improvement of the readinglevels ofthe learners asfaras word recognitionand readingcomprehensionare concerned.

It can be recalled that with the reading materials created through the Project CARE, the learners could easily understand the words and meanings of words (Table 2a).

In this study, parent-teacher partnership played a vital role in the education of the children especially during the pandemic. As emphasized in a study, the inputs of the parent community in both curricular and extracurricular programs of the school have significant impact in the academic performance of the children. Accordingly, learners whose parents are less involved in school activities have lower academic performance than those who are activelyengaged and participating in school activities (Mestry and Grobler, 2020).

This research also showed that the parents or elders being the culture masters are vital learning resources in designing contextualized approaches in teaching especially in teaching reading among the beginning learners. Their inputs (the tribe’s stories), which likewise depict the lifeworks and their culture, make teaching and learning meaningful and relevant to the children, thereby developing, and enhancing their interest in learning.

VI. Conclusion

Contextualization plays an important role in improving learning especially in reading for beginning learners, in ensuring learning continuity and in improving learners’ access to education especially in modular distance learning. Consequently, the results of the study also show that parents and elders are significant parts in contextualizing the approach of teaching in the new normal. The parents, as defined by Mataac (2021), are the prime movers of teaching alongside the teachers in the new normal setting. The results also revealed that parent-teacher collaboration in comingwith contextualizedapproachinreadingutilizing“nanangunon” orlocal storiesofthetribe is instrumental in enhancing and improving the reading levels of the children. Employing culturally appropriate approaches and utilization of culturally relevant instructional materials are among the highlights of effective contextualization. Finally, the difficulties encountered by the IP learnersinlearningreadingduringthenewnormalincludethedifficultyinunderstandingtheterms or words used in the module, learning to read because of lack or insufficient learning support at home due to parents’ work, etc., and learning to read and understanding the reading task because parents or guardians can’t also read.

VII. Recommendation

In view of the above findings and conclusions, the following recommendations are made.

1. Based on the results of the study, the researcher recommends that Project CARE should be implemented in other schoolsinthe DivisionofMisamis Oriental,whichare implementing Indigenous Peoples Education (IPEd).

2. Contextualization practicesinteachingshouldbe enhancedtocaterthe changinglandscape of teaching and learning, especially for teaching reading for beginning learners.

3. In the new normal landscape where parents and or guardians serve as the prime learning support providers at home, teacher-parent collaboration should be strengthened. Engaging parents and the community in coming up with relevant pedagogical approaches is one way of enabling a collaborative, caring and responsive education in the new normal setting.

4. The teachingof readingfor the beginning learners requires effective implementationof the Mother Tongue Based Multi-Lingual Education. In the case of this study, Project CARE is recommended as one of the interventions to strengthen MTB-MLE implementation.

5. Revisit policies and other related issuances on the hiring and deployment of IP teachers to serve the indigenous communities, and as well as the policies on the development and provision of culturally appropriate learning resources.

VIII. Reflection

Along the course of this study, the researcher learned deeply the meaning of resilience. Resilience being known as a unique character, likens the Filipinos to a bamboo that dances with the wind and survives any storm. In these trying times, while most of the schools were closed as the pandemic heightened, the education sector most especially the teachers have made a 360degree turn in enablingeducationandlearningcontinuity. While teachingreadingbecame difficult especially for beginning learners during the modular distance learning, the idea of working with the parents and other potential resource persons from the community is one way of coming with a viable solution that would address the emerging learning gaps. Provision of learning delivery that is responsive and culturally appropriate is likewise considered one of the ways to make learning caring and inviting for our learners. Contextualization compels us to maximize teaching and learning in the context of the learners. Accordingly, teacher’s ample knowledge on his learners and theirsituationsispivotal intheacquisition andapplicationofknowledge,skills.andprocesses.

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