This study focused on the development of a culture-based learning package in Ethnomathematical Plane and Solid Geometry based on the ethnomathematical practices of the Ifugaos. Descriptive developmental approach was used to assess the ethnomathematical practices, and the level of validity and readability of the developed learning package. Results revealed that the following ethnomathematical practices are still very much observed by the Ifugaos: festivals and dances, rice farming, musical instruments, ethnic food preparations, basket weaving, and wood carving. The validity of the developed learning package obtained a rating of passed in content, format, presentation, and organization and up-to-datedness of information. The readability statistics showed that the developed learning package is easy to comprehend and suitable to intended readers and learners since it can be understood by at least Grade 7 students. The developed learning package is recommended for use as teaching learning instructional material in Plane and Solid Geometry subject.
This study focused on teachers’ pedagogical practices as an index to students learning outcomes. It catered to five key problems, such as assessing the students on their teacher’s knowledge and delivery of the lessons, which was confirmed positively by a majority of the students-respondents. Aligned with this is on teachers’ method and strategies and the ability to convert lessons into productive outcomes evidenced by the responses where the majority were positive responses. There were areas of difficulties confirmed, foremost of which were teachers’ lack of focus on the nature of the problems, which responded in the follow–up interview was overcome by considering the conduct of a rigid interviews and exercises. Further surfaced were caused by difficulties students encountered, which is teachers’ lack of focus on the tenor of problems under study. To cap up the study’s context is an interview focusing on students’ feelings and responses to the subject where the common contention was on students’ demand toward the clear lesson.
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