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International Journal of Educational Policy Research and Review
Vol.7 (5), pp. 151-163 September, 2020 Available online at
https://www.journalissues.org/IJEPRR/
https://doi.org/10.15739/IJEPRR.20.017 Copyright © 2020 Author(s)
retain the copyright of this article ISSN 2360-7076
Original Research Article
Beliefs and strategies in Filipino language learning and
academic performance of indigenous students
Received 22 May, 2020 Revised 15 July, 2020 Accepted 23 July,
2020 Published 29 September, 2020
1Melissa C. Napil
and 2*Ariel E. San Jose
1College of Arts and Sciences
Education (CASE),University of Mindanao, Matina, Davao City.
2Institute of Human Service, Southern Philippines
Agribusiness and Marine and Aquatic School of Technology
(SPAMAST) Malita, Davao Occidental
*Corresponding Author Email:
[email protected]
This paper investigated the level of beliefs, strategies in
learning the Filipino language, and academic performance of
indigenous students. The findings in the study served as basis for
an enhancement program. The 74 participants were purposively chosen
based on two criteria: they were members of the PAGLAUM, an
indigenous peoples’ organization of the University of Mindanao; and
they were enrolled in Filipino subject. The descriptive-correlation
method was used to ascertain the level of beliefs, strategies in
learning language, and academic performance of indigenous students
in Filipino. Likewise, the mixed method was utilized to
substantiate the profile, level, correlation, and perception in
learning Filipino language. Results showed that majority of the
respondents were female, freshmen taking Bachelor of Science in
Education, and belonged to the Manobo tribe. The levels of beliefs
in acquiring the Filipino and direct and indirect strategies in
learning the language were high; however, academic performance was
average. Interestingly, the results showed linkage between sex and
beliefs in language learning and strategies in learning language
and academic performance; course and tribe; beliefs in learning
language, strategies in learning and academic performance. Findings
imply that sex affects the indigenous students’ beliefs and
strategies in acquiring Filipino language, and academic
performance. Keywords: Beliefs and strategies, Filipino language,
language learning, academic performance, indigenous people,
University of Mindanao
INTRODUCTION Over 370 million Indigenous People (IP) are living
in more than 70 territories around the world. Of these numbers,
approximately four thousand groups have their ethnic languages.
(Tippeconnic and Faircloth, 2010). However, these Indigenous People
(IP) faced common problems such as lack of education (Walker and
McDonald, 1995); interest in school, absence of cultural education,
destitution (Magni, 2017);and discrimination (Gerber et al., 2018;
Rath, 2018; Satud, 2019).
Like any other learners in school, indigenous students also
encountered several challenges such as racist
stereotyping (Milne and Wotherspoon, 2020); low participation or
interest (Edwards, 2017); lack of self-awareness (Sani and bin
Idris, 2017); prohibition to speak their own indigenous language
(Allemann, 2019); low receptive vocabularies (Pearce and Flanagan,
2019). These challenges contributed to indigenous students’
withdrawal from academic institutions. Hence, students need to look
for ways which could help them surpass those challenges. Shava and
Manyike (2018) mentioned that educational success is highly
dependent on learners’ ability to access and display their
linguistic skills while Riley and Pidgeon
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Int. J. Educ. Pol. Res. Rev. 152 (2019) averred that engagement
and cultural and linguistic awareness allow students to
succeed.
In the Philippines, Filipino students used language learning
strategies when asked to do speaking tasks in class. However, they
tend to control and hold on a certain strategy (Baetiong and
Cabaysa, 2010). Sioson (2011) carried out a study on Language
Learning Strategies, Beliefs, and Anxiety in Academic Speaking
Task, in which she found that the participants used varied but
inappropriate language learning strategies. Similarly, Peng-Shei
(2012) underpinned that the use of inappropriate language learning
strategies would definitely lead to misunderstanding of poor
language learning. Likewise, Gani et al. (2015) and Yalianti (2018)
opined that inappropriate use metacognitive and communication
strategies lead to failure.
The researchers, being Filipino language teachers believed that
embarking on this study would somehow give light on the beliefs in
language learning in relation to the learning strategies used by
the indigenous students to obtain academic success. The researchers
were challenged to investigate andrecommend relevant strategies in
dealing indigenous students.This endeavor was necessary because it
could be noted that indigenous people consisted nine percent or 8.1
million of the Philippine population (Belinzario et al., 2011),
which many of them are situated in the Northern and Southern
Mindanao regions (Filmore, 2014).They are amongst the poorest and
most marginalized group (Garscon and McIntyre-Mills, 2018).
Framework This study was anchored on the four theories and
propositions of language learning. The first theory is by Krashen
(1982) which proposed that everyone can acquire a language
following a particular order regardless of their ethnic and
linguistic backgrounds. The second theoryis by Chomsky (1967) which
believed that each individual has the inborn capabilities to
acquire a language; that each person has a Language Acquisition
Device (LAD), which helps to learn a language, understand its rules
and accustom during the early stage of development. The third
theory is by Abraham and Vann (1987), Horwitz (1989), and Wenden
(1998) which asserted that individual’s pre-conceived beliefs on
language significantly hinder their acquisition of that langauge.
This proposition was supported by Peng (2011) who posited that
learner’s language beliefs could either offer significant
opportunities or trigger apprehensions. The fourth theory is by
Brown (1991) which mentioned that someone’s strategies in acquiring
another language significantly linked with their learning styles.In
the context of this investigation, these theories and propositions
were significant. The first and second theories showed a good
ground that the indigenous students can acquire other languages
aside from their mother tongue. Likewise, the third theory was
important in understanding the indigenous students’ second language
acquisition because their cultural and linguistic background
may affect learning another language. The fourth theory set
another dimensions; that indigenous students could acquire other
language depending on their abilities, capabilites, and styles. The
indigenous students although considered Filipinos but they had
their own culture, norms, and belief system including language. The
Filipino language, an official language in the Philippines, was
formally taught in all academic institutions. Thus, acquiring
Filipino was acquiring another language. Objectives This
investigation was conducted to ascertain the beliefs and strategies
in Filipino language learning and the academic performance of the
Indigenous People (IP). It specifically aimed:
1. To determine relationship between Filipino language learning
with the respondents’ demographic information such as sex, year
level, course, and tribe;
2. To ascertain the respondents’ level of beliefs on Filipino
language in terms of language aptitude, challenges and strategies
in learning a language,communication strategies and purpose in
leaning Filipino;
3. To determine the level of Filipino language learning
strategies used by the respondents in terms of direct strategies
and indirect strategies;
4. To identify the level of academic performance of the IP
students in learning Filipino;
5. To ascertain if there is a significant relationships between
demographic information and level of beliefs; profile and level of
language learning strategies; profile and level of academic
performance; level of beliefs and level of language learning
strategies; level of beliefs and level of academic performance; and
level of learning strategies and level academic performance?
6. To find if there is a significant difference when respondents
are grouped into tribe; level of beliefs;strategies in learning
Filipino, andacademic performance;
7. To determine the perceptions of the IP students with regards
topast experience of learning Filipino in high school and
opportunities to speak Filipino in the class. METHODOLOGY This
research used the descriptive-correlation designwith both
quantitative and qualitative approaches. Creswell(2005) mentioned
that mixed data collection is commonly used if investigators
desired to gain a facet of a phenomenon. Quantitative data
wereobtainedthrough the two sets of questionnaires - BALLI by
Horwits and SILL by Oxford. Qualitative information were obtained
from the crafted researcher-made open-ended questions. The
combination of these two methods allowed triangulation of the
information; hence, findings became reliable and valid. Golafshani
(2003) and Kamana and Othmanb (2016) mentioned that triangulation
of data is a common strategy
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(test) for improving the validity and reliability or evaluation
of findings. On the other hand, Cohen et al., (2000) pointed out
that triangulation overcomes the constraints of the investigation
of one culture, but offers other perspectives.
This research was conducted in the University of Mindanao, the
biggest university in Region 11 where a substantial number of IP
students were enrolled. In addition, the university supports the
constitutional mandate of Commission on Higher Education (CHED) in
providing equitable access to education regardless of
socio-cultural backgrounds. In fact, the university convened all
indigenous students into a recognized university student
organization- the PAGLAUM to smoothly transition them in the
students’ life full of struggles and insecurities; thus, providing
the researchers ease of access to conduct the study.
The researchers used purposive sampling in the selection of the
respondents. Simon (2005) opines that purposive sampling is a
cautious and decisive selection of who to include or not to obtain
the desire objective. The respondents of the study were Indigenous
People (IP) students of the University of Mindanao. They were
enrolled in Filipino 1a subject and members of PAGLAUM, a
recognized university organization for the IP students. Of the
total 80 members of the PAGLAUM, 74 were selected to participate
because they were enrolled in Filipino 1a. These respondents were
then classified according to their courses, year levels, and tribal
groups such as Manobo, Mandaya, Ata, Bagobo, B’laan, Matigsalog,
Umayamnon, Calagan, Sama, Subanon, Ubo-Manobo, Maguindaoan,
Tagacaolo, Mansaka, and Tigwahaon.
Instruments Used The major tools used in the data gathering
process were adapted survey questionnaires and crafted open-ended
questions to elicit information relevant to the investigation. The
first part of the adapted questionnaires obtained the demographic
profile of the IP students. On the other hand, the second part
employed a 4-point Likert scale with the options “strongly agree”
to “strongly disagree”. The questionnaire contained 25 items and
emphasized on learners’ beliefs, specifically on language aptitude
(1-5), apprehensions of learning a language (6-10), nature of
learning a language (11-15), communication strategies (16-20) and
purpose of learning a language (21-25).The researchers omitted the
word “foreign” in the language aptitude. It was done because
Filipino is not a foreign language to the respondents. The third
part of the survey questionnaire was a 36-item modified
researcher-made patterned from Oxford (1990). It aimed at
identifying the language learning strategies of the IP students.
The questionnaire had two main indicators, each with three
sub-indicators. For direct strategies were memory, cognitive, and
compensation, while for indirect metacognitive, affective, and
social strategies. Lastly, researcher-made interview guide essay
questions were used.These questions were subjected to experts’
validation.
Melissa and Ariel 153 RESULTS
Profile of the Participants In terms of sex, male participants
were out-numbered by the female with 52 (70%) while there were only
22 (30%) male. It also revealed that out of 74 participants, 38 or
(51%) were first year students, 24 or (32%) were second year, nine
or (12%) were third year and three (4%) were fourth year. Camaya
and Tamayo (2018) said that in old times, men dominated the schools
to be educated; however, this changed when women had the chance to
be voted in the political power because of their passion. Gabriel
et al., (2020) added that indigenous communities came to realize
the role of women as preservers of their culture and the
environment; hence, women needed to be educated. This implies that
indigenous people (IP) which was naturally patriarchal had given
women to grow not only for their personal benefits but also for the
community.
In terms ofcourses taken, majority were taking up Bachelor of
Science in Elementary Education (BEED) with 19 or (26%). Further,
17 or (23%) students were taking up Bachelor of science in
Secondary Education (BSED), followed by Social Work students with
10 or (14%), followed by nine or (12%) criminology students, five
or (7%) were taking up accountancy, three or (4%) were taking hotel
and restaurant management, nursing and tourism courses
respectively, two or (3%) were taking engineering and lastly, with
one or (1%) was business and administration student, information
technology and arts and sciences students(Table 1).The choice of
education courses of most indigenous students may be influenced by
the realities of their communities. Dutta (2018) mentioned that
indigenous communities are geographically isolated and illiterate.
Moreover, their decision may be impacted by the long standing
problem of the Philippines, the shortage of teachers (Alegado,
2018; Lopez and Irene, 2017; Mohammad, 2016; Pacana et al., 2019;
Ulla, 2019). Likewise, the indigenous student may also be
influenced by the affordable tuition fees and financial assistance
offered by the university.
The 74 participants were from the 15 indigenous people tribes in
Mindanao. Majority were members of the Manobo tribe with 28 or
(38%). It was followed by the Mandaya tribe with 23 or (31%); third
was from the Ata tribe with 12 or (16%); fourth were from the
Bagobo with nine or (13%); fifth were members of the B’laan tribe
with seven or (9%); the sixth and seventh tribes were Matigsalug
and Umayamnon; both had five or (7%); eighth tribe were the Calagan
with four or (5%); ninth, tenth and eleventh tribes which had three
or (4%) were the Sama, Subanon, and Ubo-Manobo respectively;
Maguindaoan, Tagacaolo, Mansaka and Tigwahanon tribes had one each
or (1%).The influx of indigenous people in academic institutions
was caused by the institutionalization of the Indigenous People’s
Rights. According to Cornelio and de Castro (2016), the Philippines
was the first country in Asia to pass a law recognizing the
specific needs of the indigenous
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Int. J. Educ. Pol. Res. Rev. 154
Table 1. Demographic information of the participants
Demographic Information Frequency Percentage Sex Male 22 29.73
Female 52 70.27 Year level First year 38 51.35 Second year 24 32.43
Third Year 9 12.16 Fourth Year 3 4.05 Course Secondary Education 17
22.97 Elementary Education 19 25.68 Engineering 2 2.70 Hotel and
Restaurant Management 3 4.05 Criminology 9 12.16 Nursing 3 4.05
Social Work 10 13.51 Business Administration 1 1.35 Accountancy 5
6.76 Information Technology 1 1.35 Arts and Sciences 1 1.35 Tourism
3 4.05 Tribe Manobo 28 38.35 Calagan 4 5.48 Bagobo 9 12.78 Mandaya
23 31.04 B’laan 7 9.13 Ata 12 16.44 Maguindaoan 1 1.83 Tagacaolo 1
1.83 Matigsalug 5 7.30 Mansaka 1 1.83 Umayamnon 5 7.30 Tigwahanon 1
1.83 Sama 3 3.65 Subanon 3 3.65 Ubo Manobo 3 3.65
people of access to basic health and education. Perez et al.,
(2020) mentioned that indigenous people want their children to
finish their studies to improve their economic situations;
interestingly, parents and children are hand-in-hand in deciding
the career paths to take. However, Alangui (2017) reported that
despite the positive implication on indigenous people’s education,
government reports showed relatively low survival rates of
indigenous students finishing their courses.
Level of Beliefs about Language Learning
Level of beliefs on learning a language was measured based on
the indicators set forth in this study mentioned as language
ability, language learning difficulty, language learning strategy,
communication strategy, and drive to learn a language.
Among these five indicators, motivation comprised the highest
mean of 3.45 in which the participants strongly
agreed that they learned to speak Filipino very well most likely
because they appreciated their teacher in such a way that the
latter was able to connect the lessons to reality. Also, they felt
that it was important to speak Filipino for better communication
and relationship. Moreover, for them learning Filipino was
important for higher education like graduate program because higher
educational attainments meant higher income; thus, greater chances
of helping their community. Lastly, they believed could gain their
identity in their community through language learning. These
findings agreed with the findings of Papi and Hiver (2020) who
establishedthat gaining identity means success in language
learning. Likewise Nikitina and Furuoka (2006); Errihani (2008);
San Jose and Mortos (2017) mentioned that learning another language
opens various opportunities to the members of the community.
Second was the difficulty of language learning with a mean of
3.12 indicating a high verbal description. This means that the
respondents agreed that Filipino language
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was hard to learn within an hour in a day in every class
session, nevertheless; they believed that language could be
acquired in a particular order. Learning Filipino grammar was
difficult for most respondents because they were not provided with
sufficient affordances to self-regulate learning actions. The
respondents also agreed pronunciation was the hardest part in
learning Filipino language. The results above agreed to Peng
(2011); Ancheta and Perez (2017) who mentioned that Filipino
language was one of the challenging languages to learn. They
observed that speaking and listening were difficult compared to
reading and writing. Garcia et al., (2020) described Filipino as a
complex language with reliable system of morphosyntactic
markers.
Third was the nature of language learning with a mean of 3.07
indicating a high level of description.This means that learning new
Filipino words and grammar was essential, and that Filipino
language can be understood better in actual encounter with the
native speakers. The respondents also agreed to Krashen’s theory
that learning Filipino language involved a lot of memorization and
it was different from learning academic subjects. In addition,
Riley (1996) asserted that someone’s view of a language influenced
his attitudes, motivation or behavior in the process of
learning.The IP students had difficulty learning Filipino but they
were motivated to learn Filipino because it was different from
learning other subjects.These findings were in agreement with Chang
and Shen (2010); Fielden-Burns and Rico-Garcia (2017); Mohseni et
al. (2017) who foundthat motivation isan essential factor in
language learning.
In terms of language aptitude, majority of the respondents
believed that some individuals have extraordinary skills in
learning Filipino with a mean of 3.61. This means that Filipino
language can be acquired regardless of the person’s cultural and
linguistic background. In addition, participants agreed that young
learners acquire Filipino better compared to the adults with a mean
of 3.22 with a high level of description.This is supported
Krashen’s by theory that acquisition of language is achieved in a
particular order. Furthermore, the respondents were highly
convinced that polyglots are linguistically superior with a mean of
3.01 and people from their places are good at learning Filipino
language with a mean of 2.96 which implies that people were
motivated to learn Filipino because they have positive experiences
in language learning. However, they turned out the idea that
individuals who were mathematically and scientifically proficient
had less competence in learning Filipino language with a mean of
2.00 or low descriptive level. This means that learning Math and
Science is just the same in learning Filipino or learning Math and
Science does not affect one’s ability to learn Filipino
language.
The level of belief of indigenous students in terms of language
aptitude was high with 2.96 weighted mean. Further, the finding
revealed that time element was an essential factor in learning
Filipino. Indeed, it is very challenging on the part of the
indigenous students to learn
Melissa and Ariel 155 Filipino language in a very limited time
especially when they had unfavorable experiences in learning the
Filipino language during their high school life.In terms of
difficulty of language learning, the participants strongly agreed
that learning Filipino was not easily done in limited time and that
learning grammar was difficult. Both yielded a mean of 3.42 and
3.39 respectively. The data showed that the mentioned items tell
exactly the beliefs of the respondents. Fithriani (2019) mentioned
that learning grammar of a certain language is essential because
grammar improves someone’s fluency of the language being learned.
Glushchenko et al., (2019) also said that grammar is important for
programmatic language learning while Rustembaevna (2020) pointed
out that grammar makes it possible to someone to speak about the
language. Moreover, the respondents agreed that Filipino language
was difficult to understand with a mean of 3.04; speaking and
listening were challenging compared to reading and writing with a
mean of 3.01; and pronunciation of Filipino words was a struggle
for them witha mean of 2.74. These resultsweresupported by Guerra
(2001) who stressed phonological aspects of learning new language
was the most challenging aspect.
In terms of nature of learning a language, one of the essential
parts of learning Filipino was knowing new words and grammar with a
mean of 3.40 with a very high description.This implies that the
respondents strongly agreed with the item presented. Gilakjani and
Sabouri (2016) averred that poor vocabulary of a language results
to poor listening comprehension. Thus, Kepinska et al., (2017) said
that learning words is undeniably one of the most important
building blocks of acquiring a new language. Tanaka (2017)
mentioned that competent language learners enjoyed learning new
words and vocabulary.
Further, the participantsfavored that the best way to learn
Filipino was through emerging themselves in a Filipino speaking
environment with a mean of 3.32; that it was easier to learn about
Filipino speaking cultures in order to speak Filipino. Ó Ceallaigh
et al., (2018) agreed that immersion creates meaningful and
relevant context which promotes language learning and development
for the language learner. Likewise, Morcom and Roy (2019) mentioned
that immersion is the most expeditious and effective way to learn
and acquire language. Immersion according to Yang (2018) helps
learners of the language change their attitudes and become high
achiever. Also, the participants agreed that learning Filipino
language involved a lot of memorization and they also agreed that
learning Filipino language was different from learning academic
subjects with a mean of 2.70.These results conformto the findings
of Nikitina and Furouka (2007) about the Russian students who
believed that memorization of new essential words, learning
formation of words, and doing different approaches were important
in learning new language.
In terms of communication strategies, the respondents believed
that speaking in perfectly sounded Filipino words was important and
practiced should be done regularly with
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Int. J. Educ. Pol. Res. Rev. 156 means of 3.47 and 3.34
respectively andverbal description of very high. This implies that
the two statements say exactly the belief of the respondents.
Truly, practice according to Young and West (2018) promotes
awareness and an important factor for language learning. However,
Kasprowicz et al., (2019); DeKeyser (2015); Rogers (2015) frequency
of language practice is needed to maximize the effect of learning.
In addition, the respondents also agreed that it was essential to
use body gestures when they could not utter a Filipino word and
that it was important to practice with cassette tapes or CD with
means of 2.86 and 2.51 respectively and with high verbal
description. De Wit et al., (2020) said that gestures improve
learning ofsecond language vocabulary while Kushch et al. (2018)
opined that gestures boost mnemonic processes. However, the
respondents contradicted the statement that there was no room for
mistakes for a beginner in language learning with a mean of
2.43.
It can be deduced from the above findings that Filipino language
could be better learned if it is taught in context so that language
learners could connect. Moreover, time was an essential element;
thus, Filipino teachers may consider extending time in their
lessons and activities. Additionally, Filipino teachers may focus
on vocabulary building and grammar. Level of Direct Strategies Used
by IP Students Among the three indicators under the direct
strategies, it revealed that the memory strategy got the highest
mean rating of 3.04. Thismeans that the participants often thought
of the Filipino words they already obtained and the words they need
to know, hence, they sometimes use Filipino words or phrases to
learn them. In order to remember new Filipino words or phrases, the
respondents made visual image in their minds and associated the
sounds with those images. Moreover, they also used rhyming
technique of new Filipino words to remember them easily. Biggs
(2001) mentioned that the purpose of memory strategy is limited to
memorization and involves mostly surface processing. Likewise,
compensation strategy had a mean of 2.85 or high verbal
description. It implies that the respondents often use a word or
phrase that means the same thing and they used gestures whenever
they could utter the word correctly. This finding agrees with the
study of Chang and Shen (2010) which revealed that Taiwanese
language learners preferred to employ compensation strategy than
any other. On the other hand, cognitive strategy had a mean score
of 1.64 or very low verbal description.This indicated that the
respondents didn’t have the interest to communicate with the native
speakers and they could not make gist of the information they
obtained when Filipino was spoken to them. Level of Indirect
Strategies Used by IP Students The level of indirect strategies
obtained an overall mean
rating of 2.80 which means that the respondents had high degree
of application of indirect strategies. Furthermore, three
indicators under this type of strategywere social, affective, and
meta-cognitivehadsimilar degrees of application with mean ratings
of 3.01, 2.73 and 2.67 respectively. It was noted that the
respondents applied various approaches in learning Filipino. They
realized that they could use their mistakes to learn more. They
manifested clear objectives to improve their understanding of
Filipino. They set timetable for reading and took extra effort to
study Filipino language. Moreover, the respondents took the risk of
speaking in Filipino even when they committed errors. They also
composed essays and gave themselves rewards when they perform well
in Filipino subjects. Moreover, they also share their difficulties
in learning the Filipino language to their friends and they also
write on their diary their experiences in learning Filipino.
Specifically, in terms of meta-cognitive strategy,all the
indicators mentioned obtained mean ratings of 2.82, 2.77, 2.65,
2.55 and 2.42, all with descriptive equivalent of high. This means
that the respondents had high degree of utilization of their
metacognition. These results suggest that respondents often try to
use Filipino language in different occasions. They became
reflective by assessing their performance in using Filipino
language.They also become observant of their errors and
mistakes.
The affective strategy got an overall mean of 2.73 described as
high. This indicated that respondents had high degree of
application of their emotions and feelings. The results revealed
that although they had apprehension of committing phonological
errors, they were willing to use Filipino in conversation.
Likewise, they considered their errors as part of their learning;
thus, they didn’t make their situations stressful. Notably, they
take break whenever they had performed well. Likewise, they were
happy to share to their colleagues their second language
experiences to release their tensions while other formally wrote
their feelings on their diaries.
The social strategy indicator was high with an overall mean
rating of 3.01. It indicated that the respondents didn’t use this
strategy most often. However, it was noted that the respondents
asked Filipino native speakers to slow down if they didn’t
understand the words. Conversely, they were not interested to know
the culture of those native Filipinos. They seldom use Filipino
language with their tribe mates. They lacked the courage to ask
native Filipino speakers to correct their utterances. These results
which showed respondents’ introverted behavior affect their leaning
of the Filipino language.
Dator (2018) and Quiri (2019) mentioned that shyness,
conservativeness, and wariness are usual characteristics of some
indigenous people of the Philippines like the Badjao, Mangyan,
T’boli, Bagobo, Manobo, and Agta tribes. Thesefindingscollaborated
with the study of Rao (2006) which found that cultural differences
and attitudes of second language learners were linked for the low
use of
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Melissa and Ariel 157
Table 2. Academic performance of indigenous students
Grade Frequency Percentage Grade Frequency Percentage 70 1 1.35
85 5 6.76 75 6 8.11 86 2 2.70 76 3 4.05 87 2 2.70 77 3 4.05 89 4
5.41 78 1 1.35 90 1 1.35 79 1 1.35 91 5 6.76 80 16 21.62 92 2 2.70
81 2 2.70 94 3 4.05 82 6 8.11 95 1 1.35 83 4 5.41 96 1 1.35 84 4
5.41 98 1 1.35
social strategy. Academic Performance of Indigenous Students
Among the 74 respondents, 16 (21.62%) obtained a grade of 80,
followed by 82 and 76 both with six participants (8.11%); 91 and 85
were achieved by five (6.76%) respectively. Four respondents
(5.41%) got 89, 84, and 83 respectively. Grades of 94, 77, and 76
were obtained by three respondents (4.05%); 92, 87, and 86 were
obtained by two (2.70%) respectively. Lastly, one (1.35%) received
the grade of 98, 96, 95, 90, 79, 78, and 70(Table 2).
It can be seen that among the 74 participants, one student got a
grade of 70 which can be interpreted as failure in the subject.
These results reflected Sicat and David (2011) findings which
considered that the respondents’ level of academic performance was
average because they were able to adapt to the educational set up.
However, these findings showed different findings on the study of
De Bortoli and Creswell (2004); De Bortoli and Thomson (2010) who
found that Indigenous People (IP) in Australia had performed low in
academics. This implies that IP in different parts of the world are
not similar. Some are inclined in academics and others are not. It
is probably based on their cultural norms.
In the test of correlation between the respondents’ profile and
language learning beliefs, learning strategies and academic
performance, it showed that sex in relation with level of beliefs
has a Pearson r-value of -0.27 which was lesser than 0.045; thus,
it led to the rejection of the null hypothesis. Undoubtedly, sex of
the respondents had a low correlation with the level of language
learning beliefs. These findings agreed with Chang and Shen (2010)
who found that generally females had better language learning
beliefs and higher frequency of language learning strategies.
In addition, the course taken by the respondents in relation
with level of beliefs has a Pearson r-value of 0.002 which was
lesser than 0.91; thus, it led to the non-rejection of the null
hypothesis. Furthermore, when tribe was correlated with level of
beliefs, it yielded a Pearson r-value of -0.06 which was lesser
than 0.63; thus, it led to the non-rejection of the null
hypothesis(Table 3).The finding simply
that course taken and tribe of the respondents had no
significant relationship with the level of language beliefs. These
results challenged the findings of Siebert (2003) who found that
tribe and race influenced students’beliefs in learning
English.However, the findings of this study confirmed Bontuyan et
al. (2013) that cultural background and psychological experiences
of indigenous students affect their learning of new language and
that there is a significant interplay between the learners and
their upbringings.
Moreover, when sex was correlated with language learning
strategies it obtained a Pearson r-value of 0.39 which was greater
than 0.05; thus, led to the rejection of the null hypothesis. This
showed that there was a link between the sex and language learning
strategies. The findings supported the study of Chang and Shen
(2010) that female respondents were inclined to learning other
language. Also, the course taken in relation with level of language
learning strategies had a Pearson r-value of -0.11 which was lesser
than 0.61; thus, it led to the acceptance of the null hypothesis.It
implies that there was no interconnection between the courses taken
to language learning strategies. When tribe was linked with
language learning strategies, it obtained a P-value of 0.09.This
result was lesser than 0.87; thus, it led to the rejection of the
null hypothesis. It implies that tribe and the level of language
learning beliefs were inter-connected.
Further, sex in relation to academic performance had gained a
Pearson r-value of -0.07 which was lesser than 0.052 degree of
significance; thus, it led to the rejection of the null hypothesis.
It implies that there sex and academic performance were
significantly correlated. When course was correlated with academic
performance, it obtained a Pearson r-value of 0.07 which was lesser
than 0.78; thus, it failed to reject the null hypothesis.When tribe
and academic performance were correlated, it yielded a Pearson
r-value of 0.13 which was lesser than 0.55, thus, it failed to
reject the null hypothesis. The findings imply that sex, course
taken, and tribe had no significant relationship with the academic
performance among the indigenous students.This results support the
findings of Dyer et al., (2017);Vizeshfar and Torabizadeh (2018)
that sex does not affect academic achievement. However, the results
contradict Schluter et al., (2018) who found that the prominent
factor which
-
Int. J. Educ. Pol. Res. Rev. 158
Table 3. Relationship of profile and level of beliefs, language
learning strategies and academic performance
*significant at 0.05 level of significance
influence academic achievement are personality and sex.
Linkbetween Language Learning Beliefs, Language Learning
Strategies, and Academic Performance The level of language learning
beliefs in relation to language learning strategies obtained a
Pearson r-value of 0.47 which was higher than 0.02; thus, the study
rejected the null hypothesis which states that there is no
significant relationship between language learning beliefs and
language learning strategies. This implies that there is a
substantial link between language learning beliefs and language
learning strategies. Further, it can be deduced that there is a
direct connection between language learning beliefs of the students
andtheir application of language learning strategies in learning
Filipino. These findings are in line with the study of Abraham and
Vann(1987), Horwitz (1989), Liu (2004), Wenden (1986), Chang and
Shen (2010) which mentioned that students’ language concept
directly affected their utilization of strategies in learning.
Likewise, students’ learning second language commonly used the
compensation strategies.
In addition, when language belief was correlated with the
academic performance, it obtained a Pearson r-value of 0.11 which
was lesser than 0.66.This findingled tothe acceptance of the null
hypothesis which states that there is no significant relationship
between language belief and academic
performance. This implies that language learning beliefs and the
academic performance didn’t have significant relationship.This
result negated the study of Valentine et al., (2004) which found
students’ beliefs impacted their academic achievements.
The data on the correlation between the language learning
strategies and academic performance obtained a Pearson r-value of
0.06 which was lesser than 0.45.This finding led to the acceptance
of the null hypothesis which states that there is not significant
relationship between learning strategies and academic performance.
This implies that the two indicators had no significant
relationship. This finding supported the claim of Napil (2002)
which found no link between language learning strategies and
academic performance in Filipino. It implies that learning Filipino
language depends on any other factors. Significant Difference of
Level of Beliefs, Language Learning Strategies and Academic
Performance whenGrouped according to Tribe The results of the
one-way analysis of variance (ANOVA), the computed f-ratio values
corresponding to 12 and 61 degrees of freedom (df) at 0.05 level of
significance was 2.63. Examining the data, the critical value of
2.63 was greater than the computed f-ratio of 1.70. Thus, the null
hypothesis which states that there is no significant difference on
the beliefs when grouped according to tribes was accepted. This
indicates that the tribe of the
respondents showed no significant difference in the level of
language learning beliefs.
Further, the computed f-ratio was lesser than the tabular
f-value of 0.37 which means that the null hypothesis which states
that there is no significant difference on language learning
strategies when grouped according to tribe was accepted. This
indicates that the language learning strategies of the respondents
was not influenced by their tribes.
Lastly, the computed f-ratio of 1.14 was lesser than the tabular
f-value which was 2.63; thus, the null hypothesis which states that
there is no significant difference on academic performance when
grouped according to tribewas accepted. This indicates that the
academic performance of the participants was not influenced by
their tribes. These findings challenged the study of Davies et al.,
(2012) which stated that African-American students’ low academic
achievements were associated to their being from a collectivist
culture. Perceptions of the Indigenous Students in Learning
Filipino Languages In the qualitative questions about the
perceptions of the indigenous students on their experiences while
learning Filipino language in high school years; they revealed
favorable and unfavorable experiences. The participants revealed
that learning Filipino language was fun, interesting, and exciting.
However, in some instances they also experienced challenges such
boredom, difficulty in comprehending unfamiliar
Profile Level of Beliefs
p-value
Extent of Rel.
Decision on Ho Lang. Learning at.
p-value
Extent of Rel
Decision on Ho
Acad Performance
p-value
Extent of Rel
Decision on Ho
Sex -0.27* 0.045 Low Reject -0.39* 0.05 low Reject -0.07* 0.052
negligible Do not Reject Course 0.002 0.91 negligible Do not Reject
-0.11 0.61 negligible Do not Reject 0.07 0.78 negligible Do not
Reject Tribe -0.06 0.63 negligible Do not Reject 0.09 0.87
negligible Do not Reject 0.13 0.55 negligible Do not Reject
-
words, and tasted punishment.
Additionally, the participants identified opportunities where
they could apply the Filipino language such as recitation, sharing
of opinions, reporting, dramatizing, and explaining concepts.
Fun is considered by the participants as one of the favorable
experiences in learning Filipino language because they were looking
forward to hear and learn new words and that the participants were
very much excited to attend the class because their teacher
provides some activities that connect the lessons to reality.
Furthermore, the language was more appreciated than in the
elementary years because they were able to read and dramatize some
of the chapters in Florante at Laura, a popular Filipino classic
drama, and sometimes would be a substitute of written
exams.Interesting was also highlighted because for them they
considered every day in their Filipino class as another day of
learning new vocabulary and new grammar rules. In addition,
respondents were interested in learning new words and vocabulary
especially when the teacher used the quiz bee strategy where
students needed to compete with each other. Whoever wins in the
contest will be given additional point in the recitation. Likewise,
the students loved to hear their teacher talkedin Filipino
spontaneously and fluently so that they could check their dictions
and enunciations.
For the unfavorable experience, the participants revealed that
sometimes they felt bored especially when the teacher became so
strict; when they cannot understand what the teacher was talking;
and when they found learning grammar so difficult. They also felt
badwhen they were punished by the teacher for not speaking in
Filipino. No deep understanding of the Filipino language was
considered as a typical problem encountered by theparticipants. The
reason for lack of deep understanding was due to lack of motivating
strategies employed bythe teachersin class.Moreover, some
participants considered attending Filipino classes not a priority.
Some of them cut-classes during Filipino classes to find extra
income to augment their family’s financial needs or they escaped
Filipino classes to take rest to prepare for the next class.
The participants also revealed that they had difficulty learning
Filipino grammar because of the limited reading materials such as
books. In addition, the participants mentioned that they were bored
because the teachers lack teaching strategies appropriate to their
learning styles; nevertheless, they tried their best to speak in
Filipino but with crooked enunciation. Most often, they stuttered.
Unfortunately, the participants were usually punished by their
teachers if didn’t speak in Filipino.The Filipino teachers
finedthem and tasked them to write a 200-word essay if they were
caught speaking in the vernacular.
In terms of opportunities in speaking Filipino in class, the
participants shared that the teachers tasked them to do recitation
in front of the class; share their opinions; deliver reports of a
certain topic; dramatize an event; and explain concepts. During
recitation, the teacher let the student come in front of the class
and the teacher asked questions.
Melissa and Ariel 159 Sharing of thoughts gave the students to
have exchange of knowledge with their classmates. Reporting gave
the opportunity to use Filipino language in more formal form of
conversation. Dramatizing was another opportunity where students
could truly relate to the real world, specially their views and
convictions in life. Through these opportunities, the participants
were able to build open communication with other students.
Explaining concepts allowed the participants to express themselves
in Filipino where they were pushedto think deeply. Summary
1. Most respondents were female freshmen indigenous students.
This implies that the naturally patriarchal tribal communities have
realized the role of women in the development of their tribes.
Moreover, most respondents were pursuing Bachelor of Elementary
Education (BEEd). This is an indication that the participants’
choice of course is influenced by the realities of their
communities, where most of the constituents are illiterate.
2. The level of language learning beliefs of the indigenous
students is high.
3. The respondents’ level of direct and indirect strategies in
learning Filipino language is high.
4. Significant correlation existsbetween sex and language
learning beliefs, language learning strategies, and academic
performance. Also, tribe and the level of language learning beliefs
are inter-connected while no significant correlation exists between
course and language learning strategies and academic
performance.
5. Significant correlation exists between language beliefs and
learning language strategies while no linkexists between language
beliefs and academic performance.
6. No correlation exists between academic performances and
language strategies.
7. No relevant difference in the level of language learning
beliefs, language learning strategies and academic performance when
grouped according to tribes.
8. The participants reveal favorable and unfavorable experiences
in learning Filipino in high school. The favorable experiences are
fun, interesting, and exciting. For the unfavorable experience, the
participants experience boredom, difficulty in comprehending
unfamiliar words, and taste punishment.
9. Recitation, sharing of opinions, reporting, dramatizing, and
explaining concepts arethe identified opportunities of the
participants where they can apply the Filipino language. Conclusion
Accommodating another language is inevitable especially in the
Philippines not only because of its geographical situation but also
its cultural aspects. Filipinos are naturally
-
Int. J. Educ. Pol. Res. Rev. 160 multilingual, thus, adopting a
language which is Filipino, can lead to understanding and
unification of nations. The results significantly show that tribal
communities are now opening their doors to the modern ideology
which is learning another language. They are no longer cloistered
in their traditional norms as manifested by letting their women to
educate themselves; having high level of language learning beliefs
and direct and indirect strategies in learning Filipino. The
significant correlation between sex and language learning beliefs,
language learning strategies, and academic performance show that
tribal groups are conscious on the potentials of their learners
especially the women. Notably, it shows that tribe and language
learning beliefs and language beliefs and learning language
strategies are inter-connected. It is an indication that learning
another language is deeply rooted with the tribes’ norms. This is
an indication that even in the contemporary time; indigenous people
give value to the belief system of their communities. With positive
and negative experiences in learning Filipino, the participants
realized that learning another language is not easy, thus, academic
institutions like the University of Mindanao may intensity the
implementation of the NCIP.
This study proves the point of Abraham and Vann (1987), Horwitz
(1989), and Wenden (1998) which states that persons beliefs
essentially affect the acquisition of language while challenges
Chomsky (1967) who states that language can be acquired regardless
of linguistic background. Conflict of interests The authors declare
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