Classroom Environment and Student Engagement of IP Schools in Binugao District

AUTHOR(S)

JUANITO A. ODANTE JR.

ABSTRACT

—— Research has time and again emphasized that a poor learning environment can hamper successful learning. Fostering an effective at the same time culturally sensitive learning environment is especially challenging in far-flung areas. It is then, an intention of this study to investigate the relationship between classroom environment and student engagement in indigenous people schools in Binugao District, Toril, Davao City. Using descriptive-correlational method and purposive sampling, quantitative data were gathered establishing the findings of this study. Significant findings of the study include (1) IP learners often perceive their classroom environment to be positive; (2) The level of engagement of IP learners is high; (3) IP learners classroom environment is positively and significantly related to their classroom engagement. These findings support the recommendations that strategies to improve classroom engagement should include maintaining a positive classroom environment through understanding the cultural backgrounds and needs of indigenous students and ensuring that teaching methods are culturally relevant and responsive to their unique perspectives. It is further recommended that other factors contributing to high student engagement, including examining teaching methods, teacher-student relationships, curriculum content, and cultural relevancy be explored by future researchers. Keywords — classroom environment, student engagement, IP learners