The Influence of Tribal Values on the Problem-Solving Strategies of Blaan High School Students

This study examined the influence of tribal values on the problem-solving strategies of Blaan high school students toward learning mathematics at Malandag Institute, Inc. Recognizing the importance of culture in shaping students’ learning experiences, the study explored how tribal values contribute to the development of mathematical problem-solving skills. A convergent parallel mixed-methods research design was employed, integrating quantitative and qualitative data to provide a comprehensive understanding of the phenomenon. Quantitative data were collected from 156 Blaan high school students using validated survey questionnaires, while qualitative insights were gathered through semi-structured interviews with 14 selected participants. Descriptive statistics, Spearman’s rank-order correlation, and multiple regression analysis were used to analyze the quantitative data, whereas thematic analysis was applied to the interview responses. The findings revealed that the participants demonstrated moderate to high levels of tribal values, particularly in terms of social norms, spiritual orientation, and intergenerational learning. They also reported frequent use of problem-solving strategies, especially heuristics, control strategies, and metacognitive reflection. Statistical analysis showed a weak but significant positive relationship between tribal values and problem-solving strategies (ρ = 0.366, p < 0.05). Regression results further indicated that tribal values collectively influenced students’ problem-solving strategies, with social norms emerging as the strongest predictor. Qualitative findings supported these results by highlighting how culturally grounded practices, family guidance, and community traditions fostered confidence, persistence, and reflective thinking in solving mathematical problems. The study concludes that recognizing and integrating Blaan tribal values into mathematics instruction can strengthen students' engagement, support their problem-solving abilities, and promote culturally responsive teaching for Indigenous learners.