Indigenous Peoples Education (IPEd) Integration and the Learning Performance of Grade 8 Learners in Mathematics

This study focused on enhancing the mathematical performance of Grade 8 learners at Lamcade Integrated School and the use of Indigenous Peoples Education (IPEd) integration in Mathematics. It examined both traditional teaching methods and IPEd integration during the school year 2024-2025, using a quasi-experimental design with pretest and posttest on thirty learners divided into control and experimental groups. Data collection involved a 30-item pretest and posttest aligned with the Mathematics 8 curriculum to evaluate learner performance. Descriptive and inferential statistics were used to analyze mean scores and test hypotheses. The results indicated that Grade 8 learners initially performed poorly, with both groups showing similar low scores on the pretest. However, posttest results revealed that while the control group performed fairly, the experimental group showed slight to moderate improvement. Significant differences emerged between the traditional teaching approach and the Indigenous Peoples Education (IPEd) integration in enhancing Mathematics performance. Both groups exhibited improvements from pretest to posttest. The study concluded that IPEd integration positively impacts learning performance in Mathematics for Grade 8 learners. Furthermore, the study recommended continuous refinement and research on IPEd and its integration across learning areas.