Ethnic Identity, Academic Self-Concept, and Achievement of Blaan Learners Within the Municipality of Tampakan

The study provided a deeper understanding of how ethnic identity and academic self-concept influence the academic outcomes of Blaan learners, offering implications for educational policies, culturally responsive teaching strategies, and student support programs. This study looked into the relationship of ethnic identity to academic self-concept and achievement of Blaan learners within the Municipality of Tampakan. As a descriptive-correlational study, this considered 241 full-blooded Blaan learners as respondents. The total enumeration was used as a sampling technique, assuming the population of full-blooded Blaan learners was manageable. The data were analyzed using the mean, standard deviation, and Pearson (r) product-moment correlation. Findings revealed that the overall ethnic identity of Blaan learners was established. Generally, the level of their academic self-concept was well-established. The majority of the Blaan learners in the four schools performed very satisfactorily. There was a significant relationship between ethnic identity and academic self-concept. Although ethnic identity was significantly related to academic achievement, the correlation was minimal. This suggests that other factors may have a greater influence. The primary concern regarding the ethnic identity of Blaan learners centers on the balance between cultural preservation and academic integration in a rapidly modernizing society.