Abstract
This research identified the level of participation of the Indigenous People (IP) learners in modular instruction and developed an Indigenous People (IP) student-centered policy intervention to address modular distance learning hindrances among the Grade IV–VI learners of Buenavista. Quantitative method through descriptive survey was used which entailed the development, validation, and facilitation of the researcher-made instruments to gather valid data. Samples were identified through purposive sampling technique to select the 50 Indigenous People (IP) learners. Data were gathered personally by the researcher through the developed questionnaires while observing the standard protocols of safety procedures with communication to Local Inter Agency Task Force (IATF) and the rural health office of the municipality. All the data were analyzed statistically by the researcher using frequency counts, percentage, mean, ANOVA, and t-test. Findings showed that Indigenous People (IP) learners – respondents have aged 11 years old, females, and in Grade VI. The Indigenous People (IP) learners aged 8, 9, and 11 were very satisfactory participating to modular instruction along with both female and male groups. The Grade IV learners and Grade VI Indigenous People (IP) learners were also very satisfactory in modular instruction. At 0.05 level of significance, the there is no significant difference on the participation rate of Indigenous People (IP) learners when grouped into age and sex but there is a significant difference when grouped according to grade level. No representation of the Indigenous People (IPs) in the modules, demand for learning devices, and helping parents to earn money sometimes hindered in the participation of the IPS in modular instruction. Parental Actions in Reoriented Education Norms with Teachers and Students (PARENTS) was proposed and recommended for implementation to increase the participation rate of the IP students in Modular Instruction.
