Thesis-presentation-Team-A for Final Defense.pptx

Tips to pass the final research defense

1. RESEARCH FINAL DEFENCE PRESENTATION TEAM-A S.Y. 2023-2024

2. CULTURAL ASSIMILATION vis-à-vis PANAY-BUKIDNON INDIGENOUS KNOWLEDGE SYSTEMS AND PRACTICES AMONGST GRADES 9 AND 10 STUDENTS OF ROXAS FARM SCHOOL 1

3. The Philippines is a culturally diverse country, whom to various Indigenous communities with rich knowledge systems and practices. Among these communities are the Panay- Bukidnon , and Indigenous groups residing in the Panay Island region. As the world becomes more interconnected, there is an increasing concern about the potential impact of cultural assimilation on Indigenous communities and their traditional knowledge. In recent years, there has been a growing interest in understanding the extent of cultural assimilation among younger generations, particularly among students in Grades 9 and 10. These students are at a crucial stage of their development, where they are exposed to various influences and are shaping their identities. BACKROUND OF THE STUDY 2

4. 3 The Panay-Bukidnon Indigenous Knowledge Systems and Practices (IKSP) are deeply rooted in their cultural heritage, in compassing a wide range of traditional practices, beliefs, and values. These practices have been passed down through generations and play a vital role in the community’s social, economic, and environmental sustainability. However, with the rapid changes in modern society, there is a concern that the younger generations may be gradually losing touch with their Indigenous roots.

5. STATEMENT OF THE PROBLEM Generally, this study aims to determine the level of Panay Bukidnon indigenous knowledge systems and practices of grades 9 and 10 students. Furthermore, it seeks to answer the following research questions;   1. What is the demographic profile of the respondents? 2. What is the level of cultural assimilation of grade 9 and 10 students? 3. What is the level of the Panay-Bukidnon indigenous knowledge systems and practices? 4

6. STATEMENT OF THE PROBLEM 4. Is there a significant difference in the respondents’ level of cultural assimilation categorized according to sex and grade level? 5. Is there a significant difference in the respondents’ level of knowledge about Panay-Bukidnon indigenous knowledge systems and practices categorized as to sex and grade level? 6. Is there a significant relationship between cultural assimilation and Panay Bukidnon indigenous knowledge systems and practices of grade 9 and 10 students? 4

7. HYPOTHESIS 5 There is no significant difference in the respondents’ level of cultural assimilation Panay-Bukidnon indigenous knowledge systems and practices categorized according to sex and grade level. 2. There is no significant difference in the respondents’ level of cultural assimilation and Panay-Bukidnon indigenous knowledge systems and practices categorized according to sex and grade level.  

8. THEORETICAL FRAMEWORK 6 This study utilized the Indigenous Institutional Theory, a new theoretical framework designed by Coates, Trudgett , and Page (2023) for an Australian Research Council (ARC) funded project titled, Walan Mayiny : Indigenous Leadership in Higher Education .

9. THEORETICAL FRAMEWORK 6 This newly proposed framework offers a method to examine the social and cultural norms of an institution, the role of human agency, experiences of Indigenous Peoples within ‘Western’ institutions and the commitment institutions demonstrate towards the Indigenous community (Coates, Trudgett , & Page, 2023).

10. CONCEPTUAL FRAMEWORK The conceptual framework presents the construction of independent and dependent variables of the study.   Independent Variable Socio-Demographic Profile of the Respondents *Sex *Grade level Dependent Variable Cultural Assimilation Indigenous Knowledge Systems and Practices 7

11. SCOPE AND DELIMITATION The study will be conducted at Roxas Farm School in the school year 2023-2024. The respondents are the Grade 9 and Grade 10 students of the school. The instrument that will be utilized is a printed survey questionnaire to determine the Panay Bukidnon knowledge systems and practices of the respondents as categorized according to age, sex, and grade level.   8

12. SIGNIFICANCE OF THE STUDY The researchers believe that this study will not only yield data that will be helpful to the teachers, Panay-Bukidnon learners, parents and future researchers. Teachers: The teachers can benefit from the study by gaining a deeper understanding of the Panay-Bukidnon Indigenous Knowledge Systems and Practices, and how they can integrate them into their teaching methods and materials. 9

13. SIGNIFICANCE OF THE STUDY Panay-Bukidnon Learners : The Panay-Bukidnon learners can benefit from the study by developing a stronger sense of identity, pride, and confidence in their Indigenous culture, language, and heritage. Parents : The parents can benefit from the study by being more involved and supportive of their children’s education and cultural development. Future Researchers: This study will help them to strengthen their data for their future studies. It will serve as a guide and basis for future researchers. 9

14. RESEARCH DESIGN Descriptive research was used in this investigation. Descriptive research involves collecting data to test hypotheses or to answer questions concerning the cultural assimilation and Panay Bukidnon indigenous knowledge system and practices of grade 9 and 10 students of Roxas Farm School. 10

15. RESEARCH LOCALE This study was conducted at Roxas Farm School in the school year 2023-2024. 11

16. The respondents of this study were 30 respondents from grades 9 and 10 of Roxas Farm School in the school year 2023-2024. 12 RESEARCH SUBJECT

17. The instrument used in this study was composed of three parts. Part one solicits data about the respondents’ sex, and grade level. RESEARCH INSTRUMENT 13

18. Part two is the questionnaire about cultural assimilation which is composed of 5 Likert scale points. Part three is the questionnaire on indigenous knowledge systems and practices of the Panay Bukidnon among grades 9 and 10 students. RESEARCH INSTRUMENT 13

19. DATA GATHERING PROCEDURE Before full-scale data collection begins, it is important to conduct pilot testing of the data collection instruments. This helps identify any potential issues or ambiguities in the instruments and allows for refinement before the actual data collection.

20. DATA ANALYSIS PROCEDURE Mean and standard deviation were utilized for the analysis of descriptive data. For inferential statistics, t-tests, and Pearson’s Product-Moment Correlation Coefficient were employed. The significance level was set at 0.05.

21. DATA ANALYSIS PROCEDURE Mean was used to determine the respondents’ cultural assimilation and indigenous knowledge systems and practices. T-test was used to determine the significant differences between cultural assimilation and indigenous knowledge systems and practices according to the respondents’ sex, and grade level.

22. RESULTS The level of cultural assimilation of the respondents as an entire group and when categorized according to sex and grade level is “moderate”. 2. The level of the Panay Bukidnon indigenous knowledge systems and practices among the respondents as an entire group and categorized according to sex and grade level is “very high”

23. RESULTS 3. There is no significant difference in the respondents’ level of cultural assimilation when categorized according to sex and grade level. 4. There is no significant difference in the respondent’s Panay-Bukidnon indigenous knowledge systems and practices when categorized according to sex and grade level.

24. RESULTS 5. There is no significant relationship between cultural assimilation and the Panay-Bukidnon indigenous knowledge systems and practices of the respondents.

25. CONCLUSIONS Given the findings of the study, the following conclusions were drawn: 1. The level of cultural assimilation of grades 9 and 10 students when taken as a group classified according to their sex, and grade level was described as moderate. 2. The level of Panay Bukidnon’s indigenous knowledge systems and practices or IKSP among the respondents when taken as a group classified according to their sex and grade level was described as ”very high.” Males had a very high level of IKSP while females had a high level of IKSP. As to their grade level, both had a very high level of IKSP.

26. CONCLUSIONS 3. There is no significant difference on the respondents’ level of cultural assimilation when grouped as to grade level. Therefore, the null hypothesis that there is no significant difference in the level of cultural assimilation and indigenous knowledge systems and practices is accepted. 4. There is no significant relationship between cultural assimilation and the indigenous knowledge systems and practices of the Panay Bukidnon among the respondents. Hence, the null hypothesis that there is no significant relationship between cultural assimilation and indigenous knowledge systems and practices is accepted.

27. SUMMARY This study investigates the cultural assimilation and the Panay-Bukidnon indigenous knowledge systems and practices of grades 9 and 10 students of Roxas Farm School. This study made use of a modified survey questionnaire adopted from the studies of Olapane , Ricardo, and Azuelo (2021); and Gowey (2016), to collect data from the respondents. All statistical computation was processed through the Statistical Package for Social Science (SPSS). The respondents were thirty (30) grades 9 and 10 students of Roxas Farm School in the school year 2023-2024.

28. SUMMARY To describe the data gathered, the researchers employed frequency count; mean, percentage, and standard deviation were used. T-test was used as the inferential statistics. Pearson Correlation was used to determine the relationship between cultural assimilation and Panay-Bukidnon indigenous knowledge systems and practices.

29. RECOMMENDATIONS   Organize workshops where students can interact with Panay Bukidnon elders and community members. These sessions can include storytelling, traditional music and dance performances, and hands-on activities like weaving, farming techniques, or traditional cooking.