Cultural Contextualization in Algebra & Probability: Its Effects on the Engagement and Academic Proficiency Levels of Grade 7 Students

This study investigates the effects of Cultural Contextualization, specifically the materials, beliefs, practices, and instruments of the Blaan Indigenous People, on Grade 7 Algebra and Probability topics. Mathematics is often perceived as complicated and irrelevant to students’ realities. The researchers aimed to make mathematics more relatable, anchored in the idea that learning becomes more meaningful when concepts are connected to learners' lived experiences and practices. Additionally, the objective was to determine whether contextualizing mathematical content based on learners’ cultural backgrounds could improve their academic proficiency and engagement levels. This study addressed the problem of Indigenous students who show limited interest in mathematics, often caused by culturally irrelevant teaching materials. A quasi-experimental design was employed, involving two Grade 7 sections. The experimental group received a culturally contextualized lesson plan, while the control group was taught using the DepEd Lesson Exemplar. Data were collected using pretests and post-tests to measure academic proficiency, along with an engagement checklist to assess their cognitive, behavioral, and emotional engagement. Results showed that Indigenous students exposed to culturally contextualized lessons improved their grades, indicating a better understanding of algebraic concepts and probability skills. The findings support that using contextualization makes mathematics more accessible and meaningful, and it is a potent approach for diverse learners. These results highlight the importance of integrating students’ cultural backgrounds into teaching strategies to foster deeper learning and engagement.