PERCEIVED LEARNING STYLE OF INDIGENOUS PEOPLE IN ALTERNATIVE LEARNING SYSTEM IN THE DIVISION OF QUEZON: BASIS FOR IDENTIFYING APPROPRIATE TEACHING STRATEGIES

This study aimed to explore the learning styles of indigenous people using the Alternative Learning System (ALS) in the Division of Quezon and to identify teaching strategies that align with their needs. Specifically, the study focused on determining the learning styles of indigenous learners as perceived by the indigenous people, elders, and ALS coordinators in terms of visual, aural, verbal, physical, walk-through approaches, and indigenous knowledge. Additionally, the study examined the effectiveness of these learning styles in mastering content, both formally (visual, aural, verbal, physical) and informally (walk-through, indigenous knowledge). The study employed a quantitative approach using a descriptive research method, with data collected from indigenous communities in Buenavista, Catanauan, Lopez, and Perez, Quezon. A purposive sampling method was used, and statistical tools such as weighted mean and ANOVA were employed to analyze the data. Findings revealed that the dominant learning styles among indigenous learners were verbal/linguistic, physical/kinesthetic, and visual/spatial. The null hypothesis, which posited no significant difference in the perceived learning styles among indigenous people, ALS coordinators, and elders, was accepted. The study concluded that a combination of visual, aural, kinesthetic, and verbal strategies would be most effective for teaching indigenous learners. The study recommends the use of an integrative teaching approach, incorporating visual aids, outdoor activities, and collaborative lesson planning, to ensure meaningful learning outcomes. It further suggests that ALS teachers and curriculum developers create specialized, culturally relevant curriculum and teaching strategies, supported by policy guidelines from the Department of Education.