Culturally Responsive Teaching Pedagogy in the Preservation of Higaonon Practices

As globalization and modernization continue to influence educational practices, the preservation of indigenous practices has become a concern, particularly for marginalized communities such as the Higaonon people of Mindanao, Philippines. The study was limited to investigating culturally responsive teaching pedagogy in the preservation of the students’ Higaonon culture. Using simple random sampling through Slovin’s Formula, one hundred eighty (180) students were the respondents of this study from the North III District- Center for Indigenous People of Gingoog City Division. Correlational and causal research designs were used. The study utilized a researcher-made a questionnaire that passed the validity and reliability tests. Statistical tools like Mean and Standard Deviation, Pearson Product Moment Correlation Coefficient, and Multiple Linear Regression Analysis were utilized for the treatment of the gathered data. Results showed that the overall extent of culturally responsive teaching pedagogy is at high while the overall level of the preservation of Higaonon practices is effective. There is a moderate to high positive correlation between the extent of culturally responsive teaching pedagogy and preservation of Higaonon practices. Teachers have the crucial rule in preserving Higaonon practices. Thus, continued integration of the Higaonon’s culture and practices in teaching may help students remember and love their identity.