Abstract
A non-IP teacher teaching Tboli students aspires to establish a classroom where diversity and expertise knows no boundaries. This study presents the impact of culture-based module (CBM) in Araling Panlipunan on the academic development of Tboli learners in Haliland Integrated School. Emphasizing the unavailability of CBM in DepEd- South Cotabato and advocating inclusive education, this study addresses the need to develop a CBM in Araling Panlipunan that will enhance the learning of Tboli learners in the first quarter of school year 2023-2024. There are seven validators and twenty-three participants in this study. Descriptive-evaluative and experimental research designs were employed. The effectiveness of the CBM was tested on the experimental group and the academic development was compared to the control group using the mean, standard deviation and t-test. Finally, it is revealed in the findings that the CBM in Araling Panlipunan is an effective tool in enhancing academic development. The study’s outcome is attributed to a highly acceptable module as evaluated by experts and it indicates that the module was well edited and therefore significantly impacted participants’ learning gains on the 5 most essential learning competencies in Araling Panlipunan for the first quarter. The CBM reaffirms the Socio-cultural Theory of Cognitive Development of Lev Vygotsky and Jerome Bruner ‘s Theory of Learning and Cognitive Development that both state that a person’s culture amplifies his cognitive development. This innovative teaching of integrating sociocultural context made the learning more meaningful, relevant and applicable to the daily lives of the learners. Since learning is influenced by culture, this study recommends and encourages educators to highlight cultural contingency of learning emphasizing learners’ cultural background.
