Contextualized Instructional Materials in Mathematics for Agta Tabangnon Learners
Abstract: The purpose of this study was to design and test ethnomathematics-based teaching resource which incorporates the farming activity of the Agta-Tabangnon people to enhance mathematics competence of the learners. The study used a qualitative research method and quantitative research method guided by the ADDIE model. In the analysis stage, data from the interviews, focus group discussions, observation, field notes and narratives from the farmers, indigenous elders and community members were thematically analyzed to determine indigenous farming practices that are embedded with mathematical concepts including counting, measuring, estimating, classifying, sequencing, and spatial analysis. The results guided the design and development of mathematics contextualized instructional materials and learning activities that meet curriculum competencies and are culturally relevant. The developed materials were validated by experts with the help of Learning Resource Management and Development System (LRMDS) assessment tool. Results of weighted mean and content analysis showed that the material possessed high acceptance regarding content quality, instructional quality, contextualization, cultural appropriateness and curriculum alignment. In order to determine effectiveness a one group pretest post test approach was used for Agta-Tabangnon learners. The result of the mathematics competency showed that there was significant improvement as seen from the post-test mean score, significant Mann? Whitney U Test result and large Cohen's d effect size. The findings from teacher and learner feedback also further supported the usability, relevance and cultural responsiveness of the instructional materials developed.
Keywords: Contextualized instructional materials, Agta tabangnon
How to Cite?: Aldin D. Labo, "Contextualized Instructional Materials in Mathematics for Agta Tabangnon Learners", Volume 15 Issue 5, May 2026, International Journal of Science and Research (IJSR), Pages: 1679-1685, https://www.ijsr.net/getabstract.php?paperid=SR26524200709, DOI: https://dx.doi.org/10.21275/SR26524200709