Influence of Socio-Demographic Profile, Language Proficiency, and Learning Experience on Mathematics Achievement among Indigenous Learners: A Systematic Review

Mathematics achievement among Indigenous learners is influenced by three factors: socio-demographic background, language competency, and culturally relevant learning experiences. Socioeconomic hardship and Indigenous status are consistently associated with lower mathematical performance and widening achievement gaps. Language proficiency, particularly in the language of instruction, is a key predictor of performance; home language instruction and trilingual evaluations can assist bridge these gaps. Integrating Indigenous culture and knowledge into mathematics education, combined with culturally sensitive pedagogy, boosts Indigenous students' engagement, confidence, and accomplishment. These findings highlight the importance of comprehensive, culturally sensitive approaches to promoting equal mathematics outcomes for Indigenous students.

socio-demographic profile, language proficiency, learning experience

1. Gabriel, A. G., & Eduardo, J. (2021). Indigenous peoples and the right to education: The Dumagat experience in the provinces of Nueva Ecija and Aurora, in the Philippines. SAGE Open, 11(2). https://doi.org/10.1177/21582440211015713 [Google Scholar] [Crossref]

2. Noortyani, R., Yarsama, K., & Adhiti, I. A. I. (2022). The role of teachers’ indigenous knowledge and cultural competencies in enhancing students’ engagement and learning outcomes. Journal of Ethnic and Cultural Studies, 9(2), 1–15. https://doi.org/10.29333/ejecs/1102 [Google Scholar] [Crossref]

3. Sonza, S. J. A., & Protacio, A. V. (2025). Voices of the language teachers in teaching indigenous students in the IPED-implementing schools. International Journal of English Literature and Social Sciences, 10(2), 45–56. [Google Scholar] [Crossref]

4. Tacio, L. E. D., & Pelila, J. R. O. (2025). How do schools and community influence indigenous youth's perceptions of English? ETDC: Indonesian Journal of Research and Educational Review, 4(1), 12–25. [Google Scholar] [Crossref]

5. Velasco, Y. P. (2024). The interplay between language ideologies and mother tongue-based multilingual education (MTBMLE) policy implementation in the Philippines. The Asia-Pacific Education Researcher, 33(3), 211–225. https://doi.org/10.1007/s40299-024-00700-1 [Google Scholar] [Crossref]

6. Villaruz, M. G., & Perez, D. (2020). Mother tongue-based multilingual education of indigenous peoples learners in Southern Palawan, Philippines. Quantum Journal of Social Sciences and Humanities, 1(2), 34–49. [Google Scholar] [Crossref]

7. Barruga, B. M. (2024). Classroom implementation by Masbatenyo public elementary teachers of the mother tongue-based multilingual education policy: A case study. Language Policy. https://doi.org/10.1007/s10993-024-09765-2 [Google Scholar] [Crossref]

8. Boquia, A. H., & Obregon, A. (2025). Post-pandemic language instruction for indigenous learners: A phenomenological inquiry in Kalamansig District, Southern Philippines. International Journal of Linguistics and Translation Studies, 5(2), 1–15. [Google Scholar] [Crossref]

9. Cabactulan, A. M. D., & Pañares, N. C. (2023). Challenges in mother tongue-based multilingual education and pupils’ academic performance. International Journal of Research Publications, 123(5), 1–12. [Google Scholar] [Crossref]

10. Eduardo, J., & Gabriel, A. G. (2021). Indigenous peoples and the right to education: The Dumagat experience in the provinces of Nueva Ecija and Aurora, in the Philippines. SAGE Open, 11(2), 1–12. https://doi.org/10.1177/21582440211015713 [Google Scholar] [Crossref]

11. Igarashi, T., Maulana, S., & Suryadarma, D. (2024). Mother tongue-based education in a diverse society and the acquisition of foundational skills: Evidence from the Philippines. Labour Economics, 87, 102567. https://doi.org/10.1016/j.labeco.2024.102567 [Google Scholar] [Crossref]

12. Jorolan-Quintero, G. (2018). Oral traditions: An aid to implementation of mother tongue-based multilingual education in the Philippines’ basic education programme. International Review of Education, 64(5), 675–693. https://doi.org/10.1007/s11159-018-9737-2 [Google Scholar] [Crossref]

13. Meneses, A. M. M., Baad, C., Cola, A. J. Q., Garbanzos, B. E. L., Robles, B. M. P., Lobaton, R. K. A., & Petalla, M. B. (2023). Philippine policies in native language learning and literacy among high school students. Asian Journal of Education and Social Studies, 41(2), 1–12. [Google Scholar] [Crossref]

14. Reyes, C. L. N. (2021). Landscaping the Philippine languages: The implementation of multilingual education policy. Journal of English Language Teaching and Applied Linguistics, 3(10), 1–12. [Google Scholar] [Crossref]

15. Santiago, J. G., & Dagdag, J. D. (2021). The effect of mother tongue-based multilingual education on the Science achievement and metacognitive learning orientations of Ilocano grade 3 pupils: Implications for policy and practice. Journal of Research, Policy & Practice of Teachers & Teacher Education, 11(2), 1–15. [Google Scholar] [Crossref]

16. Tacio, L. E. D., & Pelila, J. R. O. (2025). How do schools and community influence indigenous youth's perceptions of English? ETDC: Indonesian Journal of Research and Educational Review, 4(1), 12–25. [Google Scholar] [Crossref]

17. Trujillo, J. S. (2020). The use of mother tongue in instruction: Pupils’ performance across the years. Globus Journal of Progressive Education, 10(2), 1–10. [Google Scholar] [Crossref]

18. Tungul, K. T. S., & Lapinid, M. R. (2024). Assessing the mother tongue-based multilingual education policy in the Philippine mathematics education. Jurnal Cakrawala Pendidikan, 43(3), 1–15. [Google Scholar] [Crossref]

19. Villaruz, M. G., & Perez, D. (2020). Mother tongue-based multilingual education of indigenous peoples learners in Southern Palawan, Philippines. Quantum Journal of Social Sciences and Humanities, 1(2), 34–49. [Google Scholar] [Crossref]

• Interplay of Students’ Emotional Intelligence and Attitude toward Mathematics on Performance in Grade 10 Algebra
• Numerical Simulation of Fitzhugh-Nagumo Dynamics Using a Finite Difference-Based Method of Lines
• Fixed Point Theorem in Controlled Metric Spaces
• Usage of Moving Average to Heart Rate, Blood Pressure and Blood Sugar
• Exploring Algebraic Topology and Homotopy Theory: Methods, Empirical Data, and Numerical Examples