Maria Joma S. Morales

Bataan National High School Senior High School

Completed 2026

ABSTRACT

This action research addresses the academic underperformance, low participation, and severe emotional disengagement of 14 Grades 11 and 12 Indigenous Peoples (IP) students at Bataan National High School – Senior High School. The study evaluates a targeted intervention designed to counter the isolation and cultural underrepresentation these learners experience within mainstream academic settings.

Guided by DepEd Order No. 51, s. 2014 and DepEd Order No. 62, s. 2011, this study utilized a qualitative exploratory action research approach. The teacher-researcher implemented the Consultation and Tutorial (CHAT) Program, providing weekly structured consultations and personalized tutorials. Data were collected via reflective interviews, comprehensive consultation logs, and field observation notes.

Baseline findings revealed academic marginalization, language barriers, and emotional isolation. Implementation of the CHAT Program enhanced academic comprehension and classroom participation through a personalized pace. Emotionally, the non-judgmental environment restored self-efficacy, transformed the campus into a safe space, and fostered cultural pride by linking community traditions to lessons.

The study is limited to a small, specific cohort of 14 senior high school IP students within a single institution, focusing primarily on immediate classroom-level dynamics and teacher-student interactions.

Institutional recommendations include integrating the CHAT Program into the school’s continuous improvement plan, utilizing School Learning Action Cell (SLAC) sessions for culturally sensitive teacher training, and establishing structured school-home feedback loops with IP parents. This research bridges the policy-practice gap by aligning grassroots interventions with Sustainable Development Goal 4, providing a replicable, localized framework for inclusive education.