Students’ Chemistry Achievement, Learning Engagement and Cultural Awareness: A Needs Assessment for Ethno-Based Science Instruction

The inclusion of ethnochemistry serves as a critical catalyst for improving national and local chemical literacy rates. This study investigated the indigenous knowledge of the Meranaw people and assessed the learning outcomes of Grade 7 students to establish a foundation for culturally responsive science education in Lanao del Sur. Using a mixed-methods sequential exploratory design, the researcher documented indigenous knowledge involving traditional self-care essentials, such as face powders, perfumes, and shampoos derived from local flora, and conducted a needs assessment among 231 students purposively chosen in Marawi City. Qualitative findings revealed a sophisticated indigenous knowledge system rooted in local biodiversity, utilizing plants for hygienic and aesthetic purposes. Quantitative results, however, highlighted a critical educational crisis: 84.8% of students performed at the lowest achievement levels in chemistry, with 67.1% classified as Needs Improvement. Furthermore, students exhibited moderate-to-low learning engagement and a general lack of awareness regarding their own ethnochemical heritage. Moreover, statistical analysis indicated no significant relationship among students’ achievement, engagement, and cultural awareness, suggesting that traditional engagement metrics are failing to drive academic success in this context. Accordingly, the existing science curriculum remains alienated from the students' lived realities. It recommends the urgent integration of Meranaw ethnochemistry into the MATATAG curriculum through localized learning materials to validate ancestral wisdom, improve chemical literacy, and foster educational equity in Lanao region.

Chemistry Achievement, Chemistry Learning Engagement, Cultural Awareness, Ethnochemistry, Indigenous Knowledge

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