PROPOSED CULTURE-BASED LEARNING MODULE IN TEACHINGPRE-CALCULUS AS SPECIALIZED SUBJECTS: BASIS FOR CURRICULUM ENHANCEMENT IN SENIOR HIGH SCHOOL

Proponent: Melanie I. Carlos
Research Agenda
Category: Teaching and Learning
Topic: Mathematics
Office/School: Bataan National High School-Senior High School

Culture serves as a vital ancestral heritage, intricately woven into the fabric of national identity, particularly within the diverse cultural landscape of the Philippines. Previous studies highlighted the significance of local culture as an essential component of national characteristics, emphasizing its role in shaping educational experiences. For instance, Frudental (Van den Heuvel-Panhuizen, 1996) asserted that mathematics should be closely connected to the realities of students’ lives, thereby enriching the learning process by embedding it within cultural contexts. Similarly, Bishop (Tandailing, 2013) articulated that mathematics permeates all aspects of human life, suggesting that an individual’s cultural background profoundly influences their engagement with mathematical concepts.

Building upon this foundation, culture-based learning, specifically ethnomathematics, emerged as a promising pedagogical approach that bridges mathematics and culture. Pannen et al. (Sutama, Mulyaningsih, & Lasmawan, 2013) advocated for creating learning environments that incorporate cultural elements, thus enhancing the relevance of mathematical instruction. This notion was echoed by Brooks and Brooks, who contended that a culturally-based methodology could empower students to derive meaning from their learning experiences and apply scientific knowledge to real-world cultural problems (Sutarno, 2004). Consequently, numerous educational initiatives undertaken by the Schools Division of Balanga City during the pandemic aimed to elevate the quality of human resources through the development of culture-based Self-Learning Modules (SLMs), which emerged as an effective tool for improving teaching and learning.

In light of the educational challenges posed by the global COVID-19 pandemic, this study sought to investigate the efficacy of Culture-Based Self-Learning Modules in teaching Pre-Calculus to Grade 11 students at Bataan National High School. The analysis of instructional materials was deemed crucial, as it significantly influences students’ and teachers’ achievements, behaviors, and attitudes towards learning. By integrating local culture into the curriculum, the study aimed to foster academic interest in a safe and controlled environment while preparing students for new instructional modalities, as recommended by the Department of Education. The researcher hypothesized that employing a culture-based approach would enhance the creative thinking skills of Grade 11 Pre-Calculus students, thereby facilitating their exploration and understanding of mathematical problems through the lens of Bataan’s rich cultural heritage.