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WHDL - 00020070

Designing a contextualized reading curriculum for the adult Dumagat of Tala, Mamuyao, Tanay, Rizal

Jeanoah D. Gigue

Resource Types

Academic (Thesis, Dissertation, Etc.)

Resource Languages

English

Institutional Repository

Description / Abstract

This thesis delves into the intricate process of designing a specialized reading curriculum tailored specifically for Adult Dumagats residing in Tala, Mamuyao, Tanay, Rizal. Through an in-depth exploration, it uncovers the multifaceted challenges hindering this demographic from acquiring reading literacy skills and underscores the imperative role literacy plays within their community. Moreover, the study thoroughly formulates learning competencies, aligned with the Indigenous Peoples Education Curricular Framework (IPED) and to the available resources for the literacy of the adult Dumagats, to ensure the curriculum resonates with the cultural context and educational aspirations of the adult Dumagats. The purpose of the Contextualized Reading Curriculum for Adult Dumagats is to promote cultural relevance, empower learners through literacy, contribute to community development, preserve indigenous knowledge, and foster a lifelong love for learning. By addressing these objectives, the cuframrriculum aims to facilitate positive educational outcomes and enhance the overall well-being of the Dumagat community. Employing a participatory action research methodology, the study actively engaged with the community from September 2023 to April 2024 and utilized qualitative techniques such as focus group discussions and interviews. These methods are complemented by descriptive analysis techniques, enabling the researchers to glean rich insights and perspectives from the participants. The interpretation of gathered data goes beyond mere observation, aiming to capture the nuances of the adult Dumagats' experiences through member check and peer revie. Member check and peer review can significantly improve the credibility and dependability of a tailored reading program for adult Dumagats. Member check engages adult Dumagats in the curriculum creation, ensuring it suits their needs, cultural background, and language skills, thereby boosting its credibility. Peer review involves experts evaluating the curriculum for accuracy, relevance, and efficacy, ensuring it meets educational standards and utilizes suitable teaching methods, thus enhancing its reliability. Integrating member check and peer review into the development process can make the reading curriculum more culturally sensitive, linguistically suitable, and educationally efficient, ultimately enhancing its credibility and dependability. In crafting the curriculum, careful attention is paid to its organization, drawn upon the principles of Rigorous Curriculum Design, integrated with the K12 Curriculum Template, informed by the IPED and the available resources for the literacy of the adult Dumagats. Furthermore, the curriculum's lesson plans are meticulously structured based on Gagne’s Nine Events of Instruction and the Marungko Approach in Reading, integrating both pedagogical excellence and cultural relevance. To evaluate the efficacy of the developed curriculum, a pilot study employing purposive sampling was conducted, involving both adult Dumagat participants. This comprehensive evaluation process ensured that the curriculum not only met the educational needs but also resonated with the cultural values and aspirations of the target community. The culmination of this research endeavor was the emergence of a contextualized Reading Curriculum for adult Dumagats, accompanied by thirty-one crafted Session Guides with Learning Resources included. These educational resources were uniquely designed to address the distinctive educational requirements and cultural context of the adult Dumagat community, thereby fostering a sustainable and inclusive approach to literacy development. Recommendations play a crucial role in guiding the implementation and future directions of the Contextualized Reading Curriculum for Adult Dumagats of Tala, Mamuyao, Tanay, Rizal. They offer practical strategies for effectively integrating the curriculum within the Dumagat community's cultural context and advocate for broader policy changes to promote culturally responsive pedagogy in education. Furthermore, recommendations highlight the importance of continuous research to assess the curriculum's impact and identify areas for improvement, such as exploring additional Dumagat cultural materials and translating resources into Filipino for broader accessibility. Future researchers are encouraged to delve deeper into Dumagat language, literacy rates, literature, and develop additional Indigenous Peoples Education (IPED) curricula tailored to Indigenous communities' specific needs. Ultimately, the impact of the curriculum extends beyond professional satisfaction, fostering a profound sense of purpose and empowerment within the researcher and the Dumagat community, as they collectively strive for positive change and celebrate their cultural heritage.

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Publishers

Publish Year: 2024

Subject Index

KeywordsSpecialized Reading, Dumagat people, Indigenous Peoples Education Curricular Framework, Contextualized Reading Curriculum, Marungko Approach in Reading, Gagne’s Nine Events of Instruction

Degree AwardedMaster of Arts in Religious Education

Awarding InstitutionAsia-Pacific Nazarene Theological Seminary

Committee MembersDavid Ackerman, Nativity Petallar, Larry T. Bollinger, Cleanor C. Ladia, Joy Pring Faraz

Supervisor or ChairErlie B. Sagud

Peer Reviewed?No

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Masters of Arts in Religious Education

50 Resources

Religion - Christianity
Education
Social and Behavioral Sciences

English

This collection contains the theses in fulfillment of the degree of Master of Arts in Religious Education at Asia-Pacific Nazarene Theological Seminary.