The Learning Experiences of Indigenous Peoples’ (IP) Children in Glan

This study aimed to examine the learning experiences of Indigenous Peoples (IP) children in the subject Filipino and how these experiences influenced their academic motivation at Leonard Young Sr. National High School in Glan, Sarangani Province. Using a qualitative phenomenological approach, the study explored the lived experiences of ten Grade 7 students with low academic performance in Filipino. Through in-depth interviews and reflexive thematic analysis, three major themes emerged: emotional and cultural experiences, self-development and self-valuation, and learning challenges. The findings revealed that IP students experienced enjoyment and increased motivation in learning Filipino when teachers incorporated culturally relevant stories and interactive activities that strengthened participation and self-confidence. However, they continued to face challenges such as difficulty understanding figurative language, limited access to technology, and classroom distractions. The study recommends the adoption of Culturally Sustaining and Responsive Pedagogy (CSRP) to promote inclusive, meaningful, and culturally responsive Filipino instruction for Indigenous Peoples learners.

Indigenous Peoples' children, influence, learning experiences, academic motivation

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