Asia Pacific Journal of Research ISSN (Print) : 2320-5504

ISSN (Online) : 2347-4793

LEARNING STRATEGIES OF INDIGENOUS PEOPLES STUDENTS OF PHILIPPINE

NORMAL UNIVERSITY : BASIS FOR A PROPOSED PEDAGOGICAL MODEL

Marissa R. Guiab
Philippine Normal University-North Luzon
Alicia, Isabela, Philippines

Richard R. Guiab
Philippine Normal University-North Luzon
Alicia, Isabela, Philippines

ABSTRACT

This is a descriptive survey study aimed to identify the learning motivation, orientation and strategies of the Indigenous
Peoples (IP) students of the Philippine Normal University-North Luzon and consequently develop a pedagogical model for them. All
fourth year IP students were the respondents. They were asked to answer a questionnaire on learning motivation, orientation and
processes.. Frequency and mean were used to analyze the data. The study shows the IP students are motivated by personal and
external reasons to improve their academic performance. Their learning motivation and learning orientation includes being
certificate-oriented, test-oriented, profession-oriented and personal-oriented. Their learning strategies range from step-by-step
processing to in-depth processing and self-regulating strategies. The IP students although not yet expert learners, are strategic, self-
regulated and reflective learners to some extent. They also enjoy studying collaboratively with peers and friends. The group serves as
their support system. The IP students direly need to a great extent the guidance of the teachers for them to cope with the demands of
the course. A pedagogical model on components of IP students learning based on their learning strategies is proposed. Based on the
conclusion, the following recommendations are given: 1) The Faculty of Teacher Development should form a core group of teachers
who will take care of the IP students with dedication, patience and kindness. 2) Conduct a survey to identify the specific learning
styles of the IP students before using the proposed pedagogy model in teaching Indigenous Peoples (IP) students.

INTRODUCTION
Approximately 400 million indigenous peoples constitute the largest minority group in the world (United Nations Permanent
Forum,2016). Indigenous Peoples (IPs) ,according to (ILO,1989), are those whose.” social, cultural, and economic conditions
distinguish them other sections of the national community, and whose status is regulated wholly or partially by their own customs or
traditions or by special laws or regulations.” IPs have received global awareness and concern for their welfare and condition from the
government over the last twenty years. Due to their poor conditions, the United Nations declared the decade of 1995-2004 as the
“Worlds‟ Indigenous Peoples Decade” (UN,1997). The decade was a challenge to educate indigenous . . .. communities on their
situation, culture, languages, rights and aspirations. Furthermore, the Second International Decade of the World‟s Indigenous Peoples
(2005-2014) was intended to strengthen cooperation for the solution of the problems of IPs like education (UNESCO,2006).

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The Philippines recognizes the rights of the IPs as provided by the “Indigenous Peoples Rights Act (IPRA,1977). The law
provides a strong policy basis for Indigenous Peoples right to education. Policies and programs that address their needs, protect their
rights and welfare were considered by concerned groups and stakeholders in the formulation of programs for them.
Philippine Normal University Isabela Campus is designated as Indigenous Peoples Education (IP) Hub as approved by the
Board of Regents on December 06, 2012. Corollary to this, Republic Act No. 7381 better known as the Indigenous Peoples Rights Act
(IPRA) of 1997 was signed into law by President Fidel V. Ramos. This law embraces the recognition and promotion of the rights of
Indigenous Peoples. Philippine Normal University-North Luzon (PNU-NL) shares in the responsibility of government to
acknowledge protect and support the IPs integrating such concepts on IPs in the different academic subjects where it is applicable.
Further, as National Center for Teacher Education (NCTE), PNU-NL accepts the challenge for providing innovative program in
education, training, lifelong learning and sustainable programs for IPs.
The following are the project objectives of PNU as Indigenous People Education Hub; first, develop programs that addresses
functional literacy; secondly, provide for customized Bachelor in Education degree program which will be the initial step in providing
quality education to the different communities in dire need of formal education; third, to provide formal and non-formal education and
trainings to Indigenous Peoples (IPs); lastly, to secure the future of the Indigenous Peoples (IPs) and their community by building on
the foundations of education as the means to alleviate poverty, lack of technical and scientific know-how, and lack of discernment to
help provide for sustainable livelihood and educational programs. This program situates PNU as the National Center for Education of
IPs.
As the Philippines move to eradicate poverty and inequalities as part of its Millenium Development Goals (MDGs), PNU‟s
response to this call is by training the IPs in becoming independent contributors and producers of knowledge, information, and other
intrinsic potentials to help them become self-sufficient.in the future and good teachers in their respective tribes and communities.
Records show that the academic performances of the IP are relatively low due to the difficulty of adapting to the mainstream,
since, there was no specific design for Indigenous Peoples‟ education before they went to college. Most of them finished secondary
education from public integrated high schools where teachers taught the prescribed curriculum. Now, in college, they face a more
complex educational system. There are no trained teachers and developed indigenous literacy materials to alleviate their learning
abilities. Hence, the researchers were propelled to conduct a survey on their learning strategies as initial step in trying to enable the IP
students succeed in college.
The result of the study of Andaya (2016) on the general ability of IP students implies that given a conducive teaching-
learning environment and an opportunity to progress in a reasonable pace, the IP students can cope and compete with the challenges in
the mainstream. This implication propelled the researchers to do a more extensive study on how the Indigenous Peoples (IP) students
manage their learning.

Conceptual framework
Erick Erikson theory of psychosocial development highlighted the importance of relationship with others in the formation of
one‟s own identity (www.learning-theories.com/eriksons-stages-of-development.html). Erikson investigated the manner in which
individual‟s personality evolved in the context of changing interactions and relationships with others through the process of
psychosocial development.
The awareness, sensitivity and curiosity of numerous people led to the discovery of theories, and principles that direct
mankind in the different discourse and fields. Intelligent ideas from the great minds and keen observers continuously improve the
quality of life here on earth. In the field of education, great thinkers and researchers keep on exploring and analyzing the different
factors of learning, and findings ways to achieve the fullness of life.

Learning Process
Learning is interpreting and understanding reality in a different way. Learning involves comprehending the world by reinterpreting
knowledge ( Ramsden, 1992 cited in Huitt,2003) Learning is seen as something that you do in order to understand the real world.
Students learn in different ways. They vary on how they perceive, interact and respond to the learning environment( Keefe,
1979). Learning styles are the overall patterns that give general direction to learning behavior. Hence, learning styles are generally
used to explain students‟ natural and habitual pattern of acquiring and processing information in learning situations.
Reflection on the process of learning is believed to be an essential ingredient in the development of expert learners. By
employing reflective thinking skills to evaluate the results of one's own learning efforts, awareness of effective learning strategies can
be increased and ways to use these strategies in other learning situations can be understood. This article describes how expert learners
use the knowledge they have gained of themselves as learners, of task requirements, and of specific strategy use to deliberately select,
control, and monitor strategies needed to achieve desired learning goals (Ertmer & Newby, 1996).
Every student has a preferred learning style. Knowing and understanding learning strategies helps him/her to learn more
effectively. This is particularly true for Indigenous People because of their different ways of learning. Through identifying their
learning process and strategies, the teachers will be able to capitalize on their strengths and improve their self-advocacy skills.

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Learning Learning Proposed

Motivation processes pedagogy for
and and the IP
Orientation strategies students

Figure 1. Paradigm of the study

METHODOLOGY

Research Design
The study made used of descriptive design. Descriptive research provides an accurate portrayal of characteristics of a
particular individual, situation or a group (Fraenkel and Wallen, 1994).

Respondents
The Indigenous Peoples Students
In June 2013, PNU Isabela Campus opened one section for Indigenous Peoples (IP) students who wish to become
professional teachers. Records show that there were 25 freshman IP students enrolled in the first semester of School Year 2013-2014
now SY 2016-2017 there are only 16 fourth year IP students left.

The IP students are composed of 12 female and 4 male. There are more female IP students than males.
As regards to ethnic group, there were 2 Ifugao, 10 Calinga, , 1 Ifugao- Ayangan, 1 Agta, 1 Bugkalot and 1 Igorot. Among
the IP students, three graduated from high school as valedictorian, one salutatorian and 1st honorable mention while two are awarded
as 2nd honorable. The IP students have their own religion which is composed mostly of Roman Catholic.
Most of the parents of the IP students finished elementary education, although there were 6 (Father) and 4 (Mother) who
finished high school. It is interesting note that 3 (Father) and 6 (Mother) finished college education. As to parents‟ occupation, the
typical occupation of father is farming while the occupations of the mother are basically housekeeping, while two of them are
government employee and self- employed respectively.
As to origin IP students come from different tribes in Cagayan Valley and some from Ifugao, and Quirino Province .

Instrument and data gathering procedure

To obtain quantitative feedback from the IP students about their learning motivation and orientation and learning processes
and strategies, a modified questionnaire based from online questions on learning styles and strategies and interview were used.

Data Analysis
Frequency, percentages and means were used to analyze the data. The rating scale below was used to determine the extent of
use of the strategies. For statistical purposes, the range below was used.

Range Qualitative Description

4.50-5.00 o a great extent
3.50-4.49 To some extent
2.50-3.49 To a limited extent
1.50- 2.49 To a very limited extent
1.00- 1.49 Not at all

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Statement of the problem
This study aimed to identify and describe the learning orientation, learning processes and strategies practiced by the IP
students and to come up with a proposed pedagogical model of learning which illustrates how learners' metacognitive knowledge of
cognitive, motivational strategies is translated into regulating of the learning process through ongoing reflective thinking.
Specifically, it sought to answer the following questions:
1. What are the learning orientation and motivation of IP students?
2. What are their perceived learning processes and strategies?
3. Based from their learning strategies, what possible pedagogies can be proposed for IP students?

RESULTS AND DISCUSSION

The learning processes of the Indigenous Peoples students are presented and discussed below.
For reasons of presentation, only items with higher mean were included in the tables.

Table 1. Descriptive statistics of the learning orientation of the IP students

Orientation Mean QD
1. I do my best to perform well in my studies 3.9 To some extent
2. My most important goal is to pass the examinations 3.8 To some extent
3. The most important thing for me is to finish my education 3.7 To some extent
4. High test results are very important proof of success 3.9 To some extent
5. I have to finish a degree in order to land in a good job in the future 4.0 To some extent
6. My most important goal is to prepare myself as a teacher 4.1 To some extent
7. The most important thing for me is to acquire all the professional skills of an ideal teacher 4.0 To some extent
8. I chose this course because teaching interests me greatly. 2.9 To a limited extent
9. I want to prove to myself that I can undertake a higher education 3.8 To some extent
10. I want other people to see that I can pursue college education successfully 4.1 To some extent
11.I study to improve myself personally and improve my life. 3.3 To a limited extent
12. I am in this course because I like learning and studying. 4.0 To some extent

The table shows the different motives and orientation of the IP students in learning.
First, the students believe they have to study well and perform high in examinations to pass the course. Their learning motive
and orientation is to finish the course and get a diploma ( items 1-4). This implies the students are certificate-oriented.
Second, students believe they have to finish their degree to have a good job and prepare themselves to be teachers equipped
with all professional skills required by the profession ( items 5-7). The motive and orientation is profession-oriented.
Third, students claim they want to prove they are capable of going to college and to finish a degree successfully (items 8-10_.
They want to find out what are their qualities, and what they can do. This shows they are test-oriented.
Fourth, they manifest personal interest in learning to improve self and life (items 11-12). This shows they are personally-
oriented in learning.
It is interesting to note that they are professionally-oriented. They are aware of the importance of preparing oneself to be
competent, effective and productive teachers.
However, there are 6 students who expressed ambivalence. They doubt whether teaching is the right course for them. They
have little confidence in their capacities for study. They are afraid teacher education is too difficult for them.
The findings on certificate, test, professional and personal orientation can be explained by Andaya (2016) when she
conducted a study on factors that affect the academic performance of the IP students. The results show that on the grade point average
of 85.80 indicates satisfactory performance and the general ability of 84.94 also indicates satisfactory performance. There are factors
that affect academic performance such as instructional factors, assessment and evaluation, classroom management factors. It appeared
from the result of Pearson Product-Moment Correlation Coefficient that individual factors (r= -.378, p= .057) and instructional factors
(r= .258, p= .204) have significant low correlation to grade point average and general ability of the respondents classroom
management factors (r= -.077, p= .710) and assessment and evaluation factors (r= .688, p= .743) have negligible correlations to grade
point average and general ability of the respondents. Grade point average and general ability have significant moderately high
correlation with (r= .610, p= .001) . The correlation means that if there is good performance in grade point average it is more likely to
have good performance in general ability. This could be the reason why IP students put so much effort to pass examinations. Good
grades mean good performance. Good performance means success.
In an interview with the IP students, they said they accepted that they met challenges in studying at PNU NL. These were
ensuring good academic performance, change in subject schedules and requirements, time management, availability of technological
devices such as laptop, and reports and examinations. They thought they have to do their best in accomplishing academic activities in
order to obtain good grades. They have to beat deadlines in submitting requirements while accomplishing other activities and work.
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One male IP student said “ I take the challenge positively so I am motivated to finish the requirements/assignments. I have to do
it. If you have goals you need to be industrious, to have determination to achieve your dreams.”

Positive motivation is provided by the promise or achievement of rewards. These rewards may be personal or social; they may
involve financial gain, satisfaction of the self-concept, or public recognition. The desire for personal gain, either the acquisition of
possessions or status, is a basic motivational factor for all human endeavor ( Gagne, 1984). Teachers are committed and accountable
for providing instruction with results that are manifested in high performance levels in terms of student learning outcomes. Teachers
are dedicated to the well-being of the students taking into account their cultural diversity, group aspirations and what is valued in
education (BEAM Project,2003). Aware of the different motivation in learning and orientation on education of the IP students, the
teachers can use the information as a basis for developing more specific descriptions of the intended outcomes of the courses. That is,
with how teachers, learners and materials interact in classrooms, and how teachers and students perceive the program's goals,
materials and learning experiences.

How do the Indigenous Peoples (IP) students learn? What are their learning process and strategies?

Table 2. Descriptive Mean of Learning Strategies of the Indigenous Peoples Students

Learning Strategies Mean QD

1. I try to construct a picture of the course as a whole 3.3 To a limited
extent
2. I try to connect the new material with what I already know about the 3.3 To a limited
topic extent
3. I try to find the similarities and differences between the theories 3.2 To a limited
discussed in the course extent
4. I draw my conclusions on the basis of the information presented 3.2 To a limited
during classes extent
5. I try to approach the interpretations of authors and experts critically. 2.9 To a limited
extent
6. I repeatedly read the important parts of the material until I have 3.5 To some
mastered them by heart extent
7. I work on a chapter point by point and study finished part separately 2.9 To a limited
extent
8. I make a list of the important facts and learn them well 3.5 To some
extent
9. I make special effort to learn one by one all concepts that I do not 3.6 To some
understand extent
10. I see to it that I pay attention to facts, concepts, and problem-solving 3.6 To some
methods during class discussions facilitated by the professor or by extent
student presenter.
11. I try to apply what I learn from the activities in the class in another 3.4 To a limited
course extent
12. I try to give meanings to real life situations using the knowledge I 3.4 To a limited
have gained in a course extent
13. I think of solutions to practical problems using the theory discussed 1.7 To a very
in a course. limited extent

The table highlights the practices of the IP students in processing their learning which they use to a limited extent.
IP students demonstrate processing strategies in their learning as shown in items 1-5: constructing a picture of the course as
a whole; drawing conclusions on the basis of the information presented during a course; putting together everything that has been dealt
with separately in a course to form a whole, finding out the similarities and differences between the theories which dealt with in a
course, linking the specific facts with the general arguments in a chapter or article, associating material that is new with prior
knowledge on the topic being dealt with, comparing own view of a topic in the course with the view of the authors of the book being
dealt with; and trying to approach the interpretations of experts critically.

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Students also process learning step-by-step as indicated by items 6-10:repeating the most important parts of the material;
memorizing and learning definitions as literally as possible; making lists of the most important facts; working through a chapter in a
text point by point and study each finished section separately; making a special effort to learn one by one all concepts; and paying
attention particularly to facts, concepts and problem-solving methods during a course.
Another processing strategy is by looking into concrete application of what is learned as shown by items 11-13: trying to
interpret events in everyday reality using the knowledge gained in a course; using what is learned during activities in a course
outside studies; thinking of solutions to practical problems using the theory that is being dealt with n a course; thinking of things
from own experiences which are connected with the material being studied .
The table shows that IP students got lowest mean in solving practical problems using the theory discussed in the classroom.
This implies they need the teachers to guide and assist them understand the lessons or materials. Although as shown in table 4, they try
to find solutions to their problems and assess their own progress. According to Ryle (1949 s-f-walker.org.uk/pubsebooks/pdfs )
learning how or improving an ability is not like learning that or acquiring information. Truths can be imparted, procedures can only be
inculcated, and while inculcation is a gradual process, imparting is relatively sudden. It makes sense to ask at what moment someone
became apprised of a truth, but not to ask at what moment someone acquired a skill. In some ways the difference here involves what
Gilbert Ryle (1949. s-f-walker.org.uk/pubsebooks/pdfs) has termed „knowing that„ and „knowing how’. The first two categories mostly
involve „knowing that.‟ Alongside „knowing that‟ there is growing emphasis on „knowing how‟. „In other words, students who
conceive of learning as understanding reality are also able to see it as increasing their knowledge‟ (Ramsden 1992).
The IP students are not yet expert learners but begin to display planfulness, control, and reflection; they are aware of the
knowledge and skills they possess, or are lacking, and use appropriate strategies to actively implement or acquire them. This is a
potential sign of becoming expert learner. This type of learner is self-directed and goal oriented, purposefully seeking out needed
information, 'incorporating and applying a variety of strategic behaviors to optimize The academic performance' (Lindner & Harris
1992). The IPs strive to be expert learners.

Table 4. Descriptive Mean of Learning Regulation Strategies of IP Students

Regulation Strategies Mean QD

1. If I have difficulty with a particular part of the material, I try to analyze why I find it 3.4 To a limited extent
difficult.
2. To test my progress in learning, I try to formulate an answer of my own to questions 3.6 To some extent
about the material.
3. If I don‟t understand a particular text in the book or handout , I look for additional 3.4 To a limited extent
written material about the subject.
4. In order to test my own learning progress, after reading a paragraph, I summarize it in 3.4 To a limited extent
my own words
5. In addition to the examination material, I also study other books/articles which relate to 3.2 To a limited extent
the content of the course.
6. I test my progress purely by answering the questions and doing the assignments and 3.8 To some extent
exercises in the textbook that the professor tells us to do.
7. If I can answer questions asked in the textbook or by the teacher I feel I have a good 3.5 To some extent
command of the material.
8. I analyze the introductions, objectives, instructions, assignments, and questions in tests. 3.7 To some extent
9. In assignments, I practice thoroughly applying the methods which learned during a 3.5 To some extent
course.
10. I learn everything exactly as it is in the textbooks. 3.2 To a limited extent
11. I notice that I could do with someone to give advice when I experience difficulties. 3.6 To some extent
12. I notice that the objectives of the course are rather too general for me to be able to use 3.0 To a limited extent
them as a helpful guide.
13. I realize that it is not clear to me what I need to remember and what I do not need to 2.9 To a limited extent
remember.
14. I find it difficult to determine whether I have sufficient command of the material. 2.8 To a limited extent
15.I notice that I don‟t find the instructions for studying which are given particularly clear. 2.5 To a limited extent

Table shows students practice several learning regulation strategies to a limited extent.

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IP students regulate their learning by self-guidance. To test progress in learning, after studying the textbook, they try to
formulate the main points in their own words; when starting a new chapter or article, think of a way in which to best study it; doing
more than what is asked of; adding something from the material from other sources; when studying, aiming for the learning goals
which are not prescribed by the teacher.
Another regulating strategy is external guidance: Testing progress purely by answering the questions and doing the assignments
and exercises in the textbook that the teacher tells to do; analyzing the introductions, objectives, instructions, assignments, and
questions in tests; studying according to the instructions which are given in the teaching materials or given by the professor; practice
thoroughly applying the methods learned during a course; use the instructions and course objectives that the teacher provides in order
to know precisely what need to aim for.
According to Descargar (2015), study habits and study attitudes significantly affect academic performance in college. Academic
engagement requires linking one‟s personal identity to the role of students and learner.
Although the IP students employ self-regulating strategies, there were 13 students who confessed they find difficulty to focus in
their study. They said it is not clear to them what they need to remember and what they do not need to remember. They have difficulty
in processing a large amount of learning material. They find it difficult to determine whether they have sufficient command of the
material. They find the objectives of the course are rather too general to be able to use them as a helpful guide. They do not find the
instructions for studying which are given particularly clear. They could do with someone to give advice when they experience
difficulties.
All IP students accepted they need help of the professors to overcome difficulties. The teacher should explain to them clearly
what is important and what is less important for them to know; the teacher should provide mock examinations so they can see
whether they have command of the material; teacher should encourage them to find out, in the case of difficulties, what has caused
those difficulties; and the teacher should encourage them to think about their own way of studying and how they can develop it.
For students, , who are metacognitively unaware or not yet capable of being self-regulated, research suggests that all of the tasks
underlying expert learning (e.g., preparing for one's own learning by considering personal resources and task requirements, taking the
necessary steps to learn, reflecting on and monitoring learning, providing one's own feedback, and keeping concentration and
motivation high) can be executed by teachers or instructional systems, thereby fulfilling these learning functions for their students
(Bruer 1994; Simons 1993). The instructional goal then becomes one of gradually transferring the initiation and regulation of the
learning process from the external control of the teacher to the internal control of the learner him/herself.
The work of a teacher demands efficiency, effectiveness, dedication and commitment. Teaching is not limited to imparting
knowledge and information to students. The other equally important purposes are to develop lifelong value systems, developing and
enhancing skills and abilities . The IP students call for teachers who would teach them metacognitive knowledge, skills and values by
examples.

Table 5. Summary of descriptive means of the IP learning strategies

Processing Strategies MEAN QD
In-depth Processing 3.20 To a limited extent
Step-by-step processing 3.36 To a limited extent
Concrete Processing 3.32 To a limited extent
Regulation Strategies
Self-guidance 3.03 To a limited extent
External Guidance 3.33 To a limited extent
Unfocused 2.91 To a limited extent

The table shows that the students process learning from the simple step-by-step to higher order processing and employ some
regulating strategies to a limited extent.
Lessons related to real life situations, giving students opportunity to discover and practice what they have learned, medium of
instruction used by the teacher, teaching strategies that arouse students‟ interest and challenge them to learn, teachers‟ communicative
competence and enjoyable and productive teaching-learning experience are primordial concerns of teachers to motivate and make IP
students learn.

During the interview, the IP students identify and understand the gap between their real self (poor ) and the ideal self (successful
teacher). Problems and difficulties encountered are the reasons why they cannot focus on their studies at times. Being poor deprived
of resources- money and materials become their primary motivator to learn, improve and succeed. They do a challenging and realistic
action to overcome the challenges and perform high in academics and co-curricular activities. This is evident from the statements of
two female IP students.

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“I ask help from boardmates or friends. They give me idea – you do this or research on that. Then they lend me books . .laptop.
Then, I will do it (requirement)”.

“I do self-study, advance reading, listening to lectures, discussion with friends, asking help from older students and classmates
who have finished the topic, group study.”

According to the IP students, they prefer to prepare for an examination together, process the materials with peers, work on an
assignment by group, seek advice from senior students on how to do an activity or assignment, and seek encouragement from friends
and classmates for inspiration. Sacerdote (2001 in Fafchamps, M. & Di Mo 2015) finds that grades are higher when students have
unusually academically strong roommates. This implies the IP students learn more through collaboration. There is a need for the IP
students to realize that it is the monitoring and self-regulatory skills that enable expert learners to know not only what is important
(declarative knowledge) but also how (procedural knowledge), when, where, and why (conditional knowledge) to apply the right
knowledge and actions. Expert learners are strategic strategy users. By using the knowledge they have gained of themselves as
learners, of task requirements, and of specific strategy use, they can deliberately select, control, and monitor strategies to achieve
desired goals and objectives. Learning activities are monitored while in progress to make decisions regarding whether the strategy(ies)
in use should be continued, modified, or terminated ( Schunk, D. H. (1991a). In light of contemporary research and theory. Intrinsic
motivation remains an important construct, reflecting the natural human propensity to learn and assimilate. However, extrinsic
motivation is argued to vary considerably in its relative autonomy and thus can either reflect external control or true self-regulation (
Ryan & Deci, 2000).
The IP students show ability to implement to a limited extent appropriate regulatory strategies when they become aware that
certain facts or skills are missing from their learning repertoires that are necessary for reaching desired academic goals. It can de
deduced that IP students are strategic, self-regulated and reflective learners in their own right..

Implications
Findings on the limited extent of use of learning process and strategies practiced by IP students reveal that they need extra
guidance of teachers to a great extent.

Winograd & Paris (1989) state that 'thoughtful, strategic teachers are the essential element in promoting thoughtful, self-regulated
learning by students.
If teachers are going to help IP students become expert learners, their metacognitive capabilities must be acknowledged,
cultivated, and developed. They must be actively engaged in their own learning, knowledge and skills, to judge for themselves
whether they understand, and to know what to do when they need more information. A major function of all teaching must be to help
create learners who know how to learn. By fostering the development of strategic, self-regulated, and reflective learners, it is
hypothesized that this goal can be achieved.
The quality of learning is related to the quality of teaching done by the teacher. Teaching and learning are the two aspects of the
learning process of education. A teacher who fails to understand the fundamental principles of teaching and the characteristics of
learning will find his/her teaching ineffective and student‟s learning a failure.
As Borich (1997) puts it, there are three forms of teacher competencies namely: knowledge, performance, and consequences.
These three are interrelated. Knowledge competencies are needed in order to attain performance competencies and performance
competencies are necessary in order to attain consequences or results.
Silver and Hanson (1982) considered the selection of teaching strategies that is appropriate to a particular learning situation and
consistent with the goals of education has an important criterion in enhancing student thinking, to be able to identify the strategy
suited to a lesson, five goals of education are identified. These goals are mastery, understanding, synthesis, involvement and cultural
literacy.
Mastery goal tends to employ strategies involving practice. This style emphasizes thinking operation such as direction,
sequencing, matching and rehearsing. These practice strategies work best with curriculum objectives that emphasize previously
presented concrete skill. The understanding goal calls for strategies eliciting the style of thinking necessary to process information into
new forms. Processing involves thinking operations like comparing, contrasting, hypothesizing and verifying. Process strategies work
best with those objectives that emphasize understanding concept and generalization and the use of intellectual skills, or academic
skills.
The synthesis goal calls for problem-solving style of thinking. Here, one must go beyond the information given. To achieve
this, problem-solving strategies emphasize thinking operations like associating, generating, focusing, and forming and using
metaphors.
The involvement goal brings to learner to a personal association with knowledge to be able to make a sound decision. This style
emphasizes thinking operations such as introspection, emphasizing, evaluating and decision-making. This works best with objectives
that emphasize the development of self-concept and healthy social relationships.

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The cultural literacy goal is associated with styles of thinking that help learner cope with the presentation of material. This
presentation emphasizes receptive styles of thinking based on the need to remember the work best with content objectives requiring
the learner to store and recall quantities of information.
Gagne (1984) points out that metacognitive skills (which he terms 'executive skills') have much in common with procedural
skills, suggesting that practice is essential for developing expertise in the metacognitive domain. It is believed that students can gain
competence and confidence utilizing metacognitive knowledge and skills if they are given opportunities to use them in a variety of
learning environments and to receive informative, corrective feedback concerning their use.
Pedagogy is the process of education. Pedagogy as a science explores the processes by which society deliberately can transmit
its accumulated knowledge, skills, and values from one generation to another, from one hand, and activate individual person‟s growth
– from another ((http://www.open.ac.uk/blogs/innovating/?page_id=284). The major pedagogical question is how to educate IP
students and how to enhance their learning and meet their various needs. These tools may include educational goals set by the
students and teachers, strategies or styles of instruction, the educator‟s own philosophical beliefs, the student‟s background knowledge
and experience, the curriculum, modern technological devices, monitoring and test system and others. Thus, innovative pedagogy as a
science and practice has a responsibility to prepare citizens of the knowledge society who are able to be creative, face changes,
manage and analyze information, and work with knowledge.
(http://www.openuniversity.edu/sites/www.openuniversity.edu/files/The_Open_University_Innovating_Pedagogy_2014_0.pdf).
The IP students would not develop reflective and metacognitive learning strategies unless they receive explicit instruction in
learning how to learn. Walters, Seidel & Gardner (1994 ) indicate that 'to facilitate genuine reflection, the teacher must make time for
it and then guide students' efforts until they become comfortable with the process and its benefits. To help the IP students in their
academic pursuits, a learning pedagogy is being proposed. The model includes curriculum that offers learning opportunities in
metacognitive knowledge and competencies and appropriate effective strategies that will promote mastery, understanding, synthesis,
involvement and cultural literacy through informative, corrective and collaborative feedback. Through the model, IP students are
expected to be strategic, self-regulated, and reflective independent prospective techers.

Proposed pedagogical model for IP students

INPUT
METACOGNITIVE KNOWLEDGE AND
LEARNING OPPORTUNITIES COMPETENCIES

STRATEGIES/TEACHING -LEARNING PROCESS

mastery, understanding, synthesis, informative, corrective and collaborative
involvement and cultural literacy. feedback

EXPECTED RESULT
STRATEGIC, SELF-REGULATED, REFLECTIVE IP
INDEPENDENT PROSPECTIVE IP TEACHER
STUDENT

Figure 1. Components of IP students learning

CONCLUSION

The IP students composed a special class in the University. They are aware of their low academic performance but they are
determined to finish the course and obtain a degree diploma. They are motivated by personal and external reasons to improve their
academic performance.
Their learning motivation and learning orientation includes being certificate-oriented, test-oriented, profession-oriented
and personal-oriented. Their learning strategies range from step-by-step processing to in-depth processing and self-regulating
strategies.

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The IP students although not yet expert learners, are strategic, self-regulated and reflective learners to some extent. They
also enjoy studying collaboratively with peers and friends. The group serves as their support system.
The IP students direly need to a great extent the guidance of the teachers for them to cope with the demands of the course.
A pedagogical model on components of IP students learning based on their learning strategies is proposed.

RECOMMENDATIONS

Based from the findings, the following recommendations are suggested:

The Faculty of Teacher Development should form a core group of teachers who will take care of the IP students with
dedication, patience and kindness.
Conduct a survey to identify the learning styles of the IP students before using the proposed pedagogy model in teaching
Indigenous Peoples (IP) students.
The intervention activities should be monitored and evaluated both by the teachers and the IP students for regular feedback
necessary for future plans of actions.
The University should craft an IP curriculum based on the IP students cultural heritage since they are studying to become
teachers in their own community.

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