Culture-based Instructional Design for Grade 10 Social Studies Indigenous People

The indigenous peoples (IP) and their education are gaining attention, no matter how slowly. In the Philippines, for example, the educational system seems lacking appropriate content, pedagogy and assessment tool for IP. As a response, this descriptive-developmental study developed an appropriate, effective and efficient culture-based instructional design for Grade 10 Social Studies IP Students. The focus of this study was the Aetas living in Puting-Kahoy Rosario, Batangas, with 8 Aeta participants who were Grade 10 students, 2 key informants, and 30 households. The findings revealed that Aeta students need instruction time to understand their culture; thus, this necessitates integration of culture in the teaching and learning processes, following the Culturebased Education and Competency-based Education as framework of instructional design. Based on the assessment of the validators, the instructional design was appropriate, and the supplementary material suitable in teaching Grade 10 Social Studies in the development of IP students' understanding of culture while learning the desired competencies.