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All Journal ASEAN Journal of Community Engagement Journal of Social, Humanity, and Education
Gallego, Mary Grace
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Religion Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Public Health Social Sciences Other

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Acculturation: Its influence on the cultural practices of Manobo learners of Bukidnon Pico, Erl Gerome; Gallego, Mary Grace
Journal of Social, Humanity, and Education Vol. 5 No. 4 (2025): August
Publisher : Goodwood Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35912/jshe.v5i4.2891

Abstract

Purpose: This study aimed to assess the extent of acculturation and its relationship with the cultural practices of Manobo learners in Damulog, Bukidnon, focusing on assimilation, integration, and marginalization. Research methodology: A descriptive and correlational research design was used. The study utilized a researcher-made survey questionnaire administered to 300 Grade 10 Manobo learners across four secondary schools in the Damulog area of Bukidnon. The data were analyzed using descriptive and inferential statistics. Results: The study revealed that Manobo learners often experience acculturation in terms of assimilation, integration, and marginalization. Their cultural practices in the economic, social, political, and spiritual aspects were also evident. A moderate positive relationship was found between the extent of acculturation and the level of cultural practices among the learners, suggesting that higher levels of acculturation are associated with stronger cultural practices. These findings imply that acculturation influences how Manobo learners maintain their cultural heritage while adapting to new societal influences. Conclusions: Indonesia’s BRICS membership can bolster national defence and strategic autonomy if managed with diplomatic prudence. A balanced foreign policy is essential to leverage the advantages of BRICS while preserving partnerships with Western powers and the ASEAN allies. Investment in cybersecurity, military modernization, and defence diplomacy is crucial for long-term stability. Limitations: This study is limited to Grade 10 Manobo learners in Damulog, Bukidnon, and may not represent other Indigenous groups or age levels. Self-reported data may also introduce bias, and external factors, such as socioeconomic background, were not fully examined. Contribution: This study contributes to the understanding of how acculturation impacts the cultural practices of Indigenous learners, particularly in educational settings.
Acculturation: Its influence on the cultural practices of Manobo learners of Bukidnon Pico, Erl Gerome; Gallego, Mary Grace
Journal of Social, Humanity, and Education Vol. 5 No. 4 (2025): August
Publisher : Goodwood Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35912/jshe.v5i4.2891

Abstract

Purpose: This study aimed to assess the extent of acculturation and its relationship with the cultural practices of Manobo learners in Damulog, Bukidnon, focusing on assimilation, integration, and marginalization. Research methodology: A descriptive and correlational research design was used. The study utilized a researcher-made survey questionnaire administered to 300 Grade 10 Manobo learners across four secondary schools in the Damulog area of Bukidnon. The data were analyzed using descriptive and inferential statistics. Results: The study revealed that Manobo learners often experience acculturation in terms of assimilation, integration, and marginalization. Their cultural practices in the economic, social, political, and spiritual aspects were also evident. A moderate positive relationship was found between the extent of acculturation and the level of cultural practices among the learners, suggesting that higher levels of acculturation are associated with stronger cultural practices. These findings imply that acculturation influences how Manobo learners maintain their cultural heritage while adapting to new societal influences. Conclusions: Indonesia’s BRICS membership can bolster national defence and strategic autonomy if managed with diplomatic prudence. A balanced foreign policy is essential to leverage the advantages of BRICS while preserving partnerships with Western powers and the ASEAN allies. Investment in cybersecurity, military modernization, and defence diplomacy is crucial for long-term stability. Limitations: This study is limited to Grade 10 Manobo learners in Damulog, Bukidnon, and may not represent other Indigenous groups or age levels. Self-reported data may also introduce bias, and external factors, such as socioeconomic background, were not fully examined. Contribution: This study contributes to the understanding of how acculturation impacts the cultural practices of Indigenous learners, particularly in educational settings.
Assessing Community Extension Initiative in Developing Culture-Based IPEd for Teachers and Learners in Sultan Kudarat, Philippines Arciosa, Ramil M.; Llanillo, Lovelyn C.; Lorio, Anneril R.; Gallego, Mary Grace; Meriales, Leizel; Dardo, Armando; Valdez, Dennis; Perfecio, Jonalyn; Aguil, Noriana
ASEAN Journal of Community Engagement Vol. 9, No. 2
Publisher : UI Scholars Hub

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

One of the tenets of higher education is the extension of the community that responds to the social and cultural surroundings, including the Indigenous Peoples (IP) and their rights to education. A supportive and relevant education with respect to cultural identity becomes important. This study aims to assess a community extension initiative at its preliminary stage in developing IPEd in the Philippines based on the teachers’ and learners’ awareness level of such programs. The study was conducted in two IPEd schools, Manirub Integrated School and Ugis Elementary School, at Esperanza, Sultan Kudarat. The study examined the teachers’ and learners’ awareness level related to the IPEd, including its association with the learners’ Intelligence Quotient (IQ) and Emotional Quotient (EQ), providing a basis for developing culture-based education pedagogy. The research employed statistical curve regression analysis using SPSS software. The study identifies several challenges in implementing IPEd that are related to teaching materials and the integration of cultural values and beliefs. Furthermore, there is a need to consider the IP learners' intellectual and emotional readiness, which is influential for responding to learning programs. The result also shows that the IPEd learners of both schools have a positive response to the IPEd teachers after undergoing training for a culture-responsive teaching pedagogy. Such a community extension initiative becomes crucial to assist teachers in developing the culture-based education programs for preparing the IP learners to have a future success in learning and in maintaining their cultural identity as an indigenous people from Teduray or Manobo Dulangan.
Co-Authors Aguil, Noriana Arciosa, Ramil M. Dardo, Armando Llanillo, Lovelyn C. Lorio, Anneril R. Meriales, Leizel Perfecio, Jonalyn Pico, Erl Gerome Valdez, Dennis