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Beliefs and strategies in Filipino language learning and academic performance

of indigenous students

Article · October 2020

DOI: 10.15739/IJEPRR.20.017

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International Journal of Educational Policy Research and Review Vol.7 (5), pp. 151-163 October, 2020
Available online at https://www.journalissues.org/IJEPRR/
https://doi.org/10.15739/IJEPRR.20.017
Copyright © 2020 Author(s) retain the copyright of this article ISSN 2360-7076

Original Research Article

Beliefs and strategies in Filipino language learning and

academic performance of indigenous students
Received 22 May, 2020 Revised 15 July, 2020 Accepted 23 July, 2020 Published 29 September, 2020

1Melissa C. Napil
and
2*Ariel E. San Jose
1College
of Arts and Sciences
Education (CASE),University of
Mindanao, Matina, Davao City.
2Institute of Human Service,
Southern Philippines
Agribusiness and Marine and
Aquatic School of Technology
(SPAMAST) Malita, Davao
Occidental
*Corresponding Author Email:
arielsanjose74@gmail.com
This paper investigated the level of beliefs, strategies in learning the Filipino
language, and academic performance of indigenous students. The findings in
the study served as basis for an enhancement program. The 74 participants
were purposively chosen based on two criteria: they were members of the
PAGLAUM, an indigenous peoples’ organization of the University of
Mindanao; and they were enrolled in Filipino subject. The descriptive-
correlation method was used to ascertain the level of beliefs, strategies in
learning language, and academic performance of indigenous students in
Filipino. Likewise, the mixed method was utilized to substantiate the profile,
level, correlation, and perception in learning Filipino language. Results
showed that majority of the respondents were female, freshmen taking
Bachelor of Science in Education, and belonged to the Manobo tribe. The
levels of beliefs in acquiring the Filipino and direct and indirect strategies in
learning the language were high; however, academic performance was
average. Interestingly, the results showed linkage between sex and beliefs in
language learning and strategies in learning language and academic
performance; course and tribe; beliefs in learning language, strategies in
learning and academic performance. Findings imply that sex affects the
indigenous students’ beliefs and strategies in acquiring Filipino language,
and academic performance.

Keywords: Beliefs and strategies, Filipino language, language learning, academic

performance, indigenous people, University of Mindanao

INTRODUCTION

Over 370 million Indigenous People (IP) are living in more
than 70 territories around the world. Of these numbers,
approximately four thousand groups have their ethnic
languages. (Tippeconnic and Faircloth, 2010). However,
these Indigenous People (IP) faced common problems such
as lack of education (Walker and McDonald, 1995); interest
in school, absence of cultural education, destitution (Magni,
2017);and discrimination (Gerber et al., 2018; Rath, 2018;
Satud, 2019).
Like any other learners in school, indigenous students
also encountered several challenges such as racist
stereotyping (Milne and Wotherspoon, 2020); low
participation or interest (Edwards, 2017); lack of self-
awareness (Sani and bin Idris, 2017); prohibition to speak
their own indigenous language (Allemann, 2019); low
receptive vocabularies (Pearce and Flanagan, 2019). These
challenges contributed to indigenous students’ withdrawal
from academic institutions. Hence, students need to look
for ways which could help them surpass those challenges.
Shava and Manyike (2018) mentioned that educational
success is highly dependent on learners’ ability to access
and display their linguistic skills while Riley and Pidgeon
Int. J. Educ. Pol. Res. Rev. 152
(2019) averred that engagement and cultural and linguistic
awareness allow students to succeed.
In the Philippines, Filipino students used language
learning strategies when asked to do speaking tasks in
class. However, they tend to control and hold on a certain
strategy (Baetiong and Cabaysa, 2010). Sioson (2011)
carried out a study on Language Learning Strategies,
Beliefs, and Anxiety in Academic Speaking Task, in which
she found that the participants used varied but
inappropriate language learning strategies. Similarly, Peng-
Shei (2012) underpinned that the use of inappropriate
language learning strategies would definitely lead to
misunderstanding of poor language learning. Likewise, Gani
et al. (2015) and Yalianti (2018) opined that inappropriate
use metacognitive and communication strategies lead to
failure.
The researchers, being Filipino language teachers
believed that embarking on this study would somehow give
light on the beliefs in language learning in relation to the
learning strategies used by the indigenous students to
obtain academic success. The researchers were challenged
to investigate andrecommend relevant strategies in dealing
indigenous students.This endeavor was necessary because
it could be noted that indigenous people consisted nine
percent or 8.1 million of the Philippine population
(Belinzario et al., 2011), which many of them are situated in
the Northern and Southern Mindanao regions (Filmore,
2014).They are amongst the poorest and most marginalized
group (Garscon and McIntyre-Mills, 2018).
Framework
This study was anchored on the four theories and
propositions of language learning. The first theory is by
Krashen (1982) which proposed that everyone can acquire
a language following a particular order regardless of their
ethnic and linguistic backgrounds. The second theoryis by
Chomsky (1967) which believed that each individual has
the inborn capabilities to acquire a language; that each
person has a Language Acquisition Device (LAD), which
helps to learn a language, understand its rules and
accustom during the early stage of development. The third
theory is by Abraham and Vann (1987), Horwitz (1989),
and Wenden (1998) which asserted that individual’s pre-
conceived beliefs on language significantly hinder their
acquisition of that langauge. This proposition was
supported by Peng (2011) who posited that learner’s
language beliefs could either offer significant opportunities
or trigger apprehensions. The fourth theory is by Brown
(1991) which mentioned that someone’s strategies in
acquiring another language significantly linked with their
learning styles.In the context of this investigation, these
theories and propositions were significant. The first and
second theories showed a good ground that the indigenous
students can acquire other languages aside from their
mother tongue. Likewise, the third theory was important in
understanding the indigenous students’ second language
acquisition because their cultural and linguistic background
may affect learning another language. The fourth theory set
another dimensions; that indigenous students could
acquire other language depending on their abilities,
capabilites, and styles. The indigenous students although
considered Filipinos but they had their own culture, norms,
and belief system including language. The Filipino language,
an official language in the Philippines, was formally taught
in all academic institutions. Thus, acquiring Filipino was
acquiring another language.
Objectives
This investigation was conducted to ascertain the beliefs
and strategies in Filipino language learning and the
academic performance of the Indigenous People (IP). It
specifically aimed:
1. To determine relationship between Filipino
language learning with the respondents’ demographic
information such as sex, year level, course, and tribe;
2. To ascertain the respondents’ level of beliefs on
Filipino language in terms of language aptitude, challenges
and strategies in learning a language,communication
strategies and purpose in leaning Filipino;
3. To determine the level of Filipino language
learning strategies used by the respondents in terms of
direct strategies and indirect strategies;
4. To identify the level of academic performance of
the IP students in learning Filipino;
5. To ascertain if there is a significant relationships
between demographic information and level of beliefs;
profile and level of language learning strategies; profile and
level of academic performance; level of beliefs and level of
language learning strategies; level of beliefs and level of
academic performance; and level of learning strategies and
level academic performance?
6. To find if there is a significant difference when
respondents are grouped into tribe; level of
beliefs;strategies in learning Filipino, andacademic
performance;
7. To determine the perceptions of the IP students with
regards topast experience of learning Filipino in high school
and opportunities to speak Filipino in the class.
METHODOLOGY
This research used the descriptive-correlation designwith
both quantitative and qualitative approaches.
Creswell(2005) mentioned that mixed data collection is
commonly used if investigators desired to gain a facet of a
phenomenon. Quantitative data wereobtainedthrough the
two sets of questionnaires - BALLI by Horwits and SILL by
Oxford. Qualitative information were obtained from the
crafted researcher-made open-ended questions. The
combination of these two methods allowed triangulation of
the information; hence, findings became reliable and valid.
Golafshani (2003) and Kamana and Othmanb (2016)
mentioned that triangulation of data is a common strategy

(test) for improving the validity and reliability or
evaluation of findings. On the other hand, Cohen et al.,
(2000) pointed out that triangulation overcomes the
constraints of the investigation of one culture, but offers
other perspectives.
This research was conducted in the University of
Mindanao, the biggest university in Region 11 where a
substantial number of IP students were enrolled. In
addition, the university supports the constitutional
mandate of Commission on Higher Education (CHED) in
providing equitable access to education regardless of socio-
cultural backgrounds. In fact, the university convened all
indigenous students into a recognized university student
organization- the PAGLAUM to smoothly transition them in
the students’ life full of struggles and insecurities; thus,
providing the researchers ease of access to conduct the
study.
The researchers used purposive sampling in the selection
of the respondents. Simon (2005) opines that purposive
sampling is a cautious and decisive selection of who to
include or not to obtain the desire objective. The
respondents of the study were Indigenous People (IP)
students of the University of Mindanao. They were enrolled
in Filipino 1a subject and members of PAGLAUM, a
recognized university organization for the IP students. Of
the total 80 members of the PAGLAUM, 74 were selected to
participate because they were enrolled in Filipino 1a. These
respondents were then classified according to their
courses, year levels, and tribal groups such as Manobo,
Mandaya, Ata, Bagobo, B’laan, Matigsalog, Umayamnon,
Calagan, Sama, Subanon, Ubo-Manobo, Maguindaoan,
Tagacaolo, Mansaka, and Tigwahaon.
Instruments Used
The major tools used in the data gathering process were
adapted survey questionnaires and crafted open-ended
questions to elicit information relevant to the investigation.
The first part of the adapted questionnaires obtained the
demographic profile of the IP students. On the other hand,
the second part employed a 4-point Likert scale with the
options “strongly agree” to “strongly disagree”. The
questionnaire contained 25 items and emphasized on
learners’ beliefs, specifically on language aptitude (1-5),
apprehensions of learning a language (6-10), nature of
learning a language (11-15), communication strategies (16-
20) and purpose of learning a language (21-25).The
researchers omitted the word “foreign” in the language
aptitude. It was done because Filipino is not a foreign
language to the respondents. The third part of the survey
questionnaire was a 36-item modified researcher-made
patterned from Oxford (1990). It aimed at identifying the
language learning strategies of the IP students. The
questionnaire had two main indicators, each with three sub-
indicators. For direct strategies were memory, cognitive, and
compensation, while for indirect metacognitive, affective,
and social strategies. Lastly, researcher-made interview
guide essay questions were used.These questions were
subjected to experts’ validation.
Melissa and Ariel 153
RESULTS
Profile of the Participants
In terms of sex, male participants were out-numbered by
the female with 52 (70%) while there were only 22 (30%)
male. It also revealed that out of 74 participants, 38 or
(51%) were first year students, 24 or (32%) were second
year, nine or (12%) were third year and three (4%) were
fourth year. Camaya and Tamayo (2018) said that in old
times, men dominated the schools to be educated; however,
this changed when women had the chance to be voted in
the political power because of their passion. Gabriel et al.,
(2020) added that indigenous communities came to realize
the role of women as preservers of their culture and the
environment; hence, women needed to be educated. This
implies that indigenous people (IP) which was naturally
patriarchal had given women to grow not only for their
personal benefits but also for the community.
In terms ofcourses taken, majority were taking up
Bachelor of Science in Elementary Education (BEED) with
19 or (26%). Further, 17 or (23%) students were taking
up Bachelor of science in Secondary Education (BSED),
followed by Social Work students with 10 or (14%),
followed by nine or (12%) criminology students, five or
(7%) were taking up accountancy, three or (4%) were
taking hotel and restaurant management, nursing and
tourism courses respectively, two or (3%) were taking
engineering and lastly, with one or (1%) was business and
administration student, information technology and arts
and sciences students(Table 1).The choice of education
courses of most indigenous students may be influenced by
the realities of their communities. Dutta (2018) mentioned
that indigenous communities are geographically isolated
and illiterate. Moreover, their decision may be impacted by
the long standing problem of the Philippines, the shortage
of teachers (Alegado, 2018; Lopez and Irene, 2017;
Mohammad, 2016; Pacana et al., 2019; Ulla, 2019).
Likewise, the indigenous student may also be influenced by
the affordable tuition fees and financial assistance offered
by the university.
The 74 participants were from the 15 indigenous people
tribes in Mindanao. Majority were members of the Manobo
tribe with 28 or (38%). It was followed by the Mandaya
tribe with 23 or (31%); third was from the Ata tribe with
12 or (16%); fourth were from the Bagobo with nine or
(13%); fifth were members of the B’laan tribe with seven
or (9%); the sixth and seventh tribes were Matigsalug and
Umayamnon; both had five or (7%); eighth tribe were the
Calagan with four or (5%); ninth, tenth and eleventh tribes
which had three or (4%) were the Sama, Subanon, and
Ubo-Manobo respectively; Maguindaoan, Tagacaolo,
Mansaka and Tigwahanon tribes had one each or (1%).The
influx of indigenous people in academic institutions was
caused by the institutionalization of the Indigenous
People’s Rights. According to Cornelio and de Castro
(2016), the Philippines was the first country in Asia to pass
a law recognizing the specific needs of the indigenous
Int. J. Educ. Pol. Res. Rev. 154

Table 1. Demographic information of the participants

Demographic Information Frequency Percentage

Sex
Male 22 29.73
Female 52 70.27
Year level
First year 38 51.35
Second year 24 32.43
Third Year 9 12.16
Fourth Year 3 4.05
Course
Secondary Education 17 22.97
Elementary Education 19 25.68
Engineering 2 2.70
Hotel and Restaurant Management 3 4.05
Criminology 9 12.16
Nursing 3 4.05
Social Work 10 13.51
Business Administration 1 1.35
Accountancy 5 6.76
Information Technology 1 1.35
Arts and Sciences 1 1.35
Tourism 3 4.05
Tribe
Manobo 28 38.35
Calagan 4 5.48
Bagobo 9 12.78
Mandaya 23 31.04
B’laan 7 9.13
Ata 12 16.44
Maguindaoan 1 1.83
Tagacaolo 1 1.83
Matigsalug 5 7.30
Mansaka 1 1.83
Umayamnon 5 7.30
Tigwahanon 1 1.83
Sama 3 3.65
Subanon 3 3.65
Ubo Manobo 3 3.65

people of access to basic health and education. Perez et al.,
(2020) mentioned that indigenous people want their
children to finish their studies to improve their economic
situations; interestingly, parents and children are hand-in-
hand in deciding the career paths to take. However, Alangui
(2017) reported that despite the positive implication on
indigenous people’s education, government reports showed
relatively low survival rates of indigenous students
finishing their courses.
Level of Beliefs about Language Learning
Level of beliefs on learning a language was measured based
on the indicators set forth in this study mentioned as
language ability, language learning difficulty, language
learning strategy, communication strategy, and drive to
learn a language.
Among these five indicators, motivation comprised the
highest mean of 3.45 in which the participants strongly
agreed that they learned to speak Filipino very well most
likely because they appreciated their teacher in such a way
that the latter was able to connect the lessons to reality.
Also, they felt that it was important to speak Filipino for
better communication and relationship. Moreover, for them
learning Filipino was important for higher education like
graduate program because higher educational attainments
meant higher income; thus, greater chances of helping their
community. Lastly, they believed could gain their identity in
their community through language learning. These findings
agreed with the findings of Papi and Hiver (2020) who
establishedthat gaining identity means success in language
learning. Likewise Nikitina and Furuoka (2006); Errihani
(2008); San Jose and Mortos (2017) mentioned that
learning another language opens various opportunities to
the members of the community.
Second was the difficulty of language learning with a
mean of 3.12 indicating a high verbal description. This
means that the respondents agreed that Filipino language

was hard to learn within an hour in a day in every class
session, nevertheless; they believed that language could be
acquired in a particular order. Learning Filipino grammar
was difficult for most respondents because they were not
provided with sufficient affordances to self-regulate
learning actions. The respondents also agreed
pronunciation was the hardest part in learning Filipino
language. The results above agreed to Peng (2011); Ancheta
and Perez (2017) who mentioned that Filipino language
was one of the challenging languages to learn. They
observed that speaking and listening were difficult
compared to reading and writing. Garcia et al., (2020)
described Filipino as a complex language with reliable
system of morphosyntactic markers.
Third was the nature of language learning with a mean of
3.07 indicating a high level of description.This means that
learning new Filipino words and grammar was essential,
and that Filipino language can be understood better in
actual encounter with the native speakers. The respondents
also agreed to Krashen’s theory that learning Filipino
language involved a lot of memorization and it was
different from learning academic subjects. In addition,
Riley (1996) asserted that someone’s view of a language
influenced his attitudes, motivation or behavior in the
process of learning.The IP students had difficulty learning
Filipino but they were motivated to learn Filipino because it
was different from learning other subjects.These findings
were in agreement with Chang and Shen (2010); Fielden-
Burns and Rico-Garcia (2017); Mohseni et al. (2017) who
foundthat motivation isan essential factor in language
learning.
In terms of language aptitude, majority of the
respondents believed that some individuals have
extraordinary skills in learning Filipino with a mean of 3.61.
This means that Filipino language can be acquired
regardless of the person’s cultural and linguistic
background. In addition, participants agreed that young
learners acquire Filipino better compared to the adults with
a mean of 3.22 with a high level of description.This is
supported Krashen’s by theory that acquisition of language
is achieved in a particular order. Furthermore, the
respondents were highly convinced that polyglots are
linguistically superior with a mean of 3.01 and people from
their places are good at learning Filipino language with a
mean of 2.96 which implies that people were motivated to
learn Filipino because they have positive experiences in
language learning. However, they turned out the idea that
individuals who were mathematically and scientifically
proficient had less competence in learning Filipino
language with a mean of 2.00 or low descriptive level. This
means that learning Math and Science is just the same in
learning Filipino or learning Math and Science does not
affect one’s ability to learn Filipino language.
The level of belief of indigenous students in terms of
language aptitude was high with 2.96 weighted mean.
Further, the finding revealed that time element was an
essential factor in learning Filipino. Indeed, it is very
challenging on the part of the indigenous students to learn
Melissa and Ariel 155
Filipino language in a very limited time especially when
they had unfavorable experiences in learning the Filipino
language during their high school life.In terms of difficulty
of language learning, the participants strongly agreed that
learning Filipino was not easily done in limited time and
that learning grammar was difficult. Both yielded a mean of
3.42 and 3.39 respectively. The data showed that the
mentioned items tell exactly the beliefs of the respondents.
Fithriani (2019) mentioned that learning grammar of a
certain language is essential because grammar improves
someone’s fluency of the language being learned.
Glushchenko et al., (2019) also said that grammar is
important for programmatic language learning while
Rustembaevna (2020) pointed out that grammar makes it
possible to someone to speak about the language.
Moreover, the respondents agreed that Filipino language
was difficult to understand with a mean of 3.04; speaking
and listening were challenging compared to reading and
writing with a mean of 3.01; and pronunciation of Filipino
words was a struggle for them witha mean of 2.74. These
resultsweresupported by Guerra (2001) who stressed
phonological aspects of learning new language was the
most challenging aspect.
In terms of nature of learning a language, one of the
essential parts of learning Filipino was knowing new words
and grammar with a mean of 3.40 with a very high
description.This implies that the respondents strongly
agreed with the item presented. Gilakjani and Sabouri
(2016) averred that poor vocabulary of a language results
to poor listening comprehension. Thus, Kepinska et al.,
(2017) said that learning words is undeniably one of the
most important building blocks of acquiring a new
language. Tanaka (2017) mentioned that competent
language learners enjoyed learning new words and
vocabulary.
Further, the participantsfavored that the best way to
learn Filipino was through emerging themselves in a
Filipino speaking environment with a mean of 3.32; that it
was easier to learn about Filipino speaking cultures in
order to speak Filipino. Ó Ceallaigh et al., (2018) agreed
that immersion creates meaningful and relevant context
which promotes language learning and development for the
language learner. Likewise, Morcom and Roy (2019)
mentioned that immersion is the most expeditious and
effective way to learn and acquire language. Immersion
according to Yang (2018) helps learners of the language
change their attitudes and become high achiever. Also, the
participants agreed that learning Filipino language involved
a lot of memorization and they also agreed that learning
Filipino language was different from learning academic
subjects with a mean of 2.70.These results conformto the
findings of Nikitina and Furouka (2007) about the Russian
students who believed that memorization of new essential
words, learning formation of words, and doing different
approaches were important in learning new language.
In terms of communication strategies, the respondents
believed that speaking in perfectly sounded Filipino words
was important and practiced should be done regularly with
Int. J. Educ. Pol. Res. Rev. 156
means of 3.47 and 3.34 respectively andverbal description
of very high. This implies that the two statements say
exactly the belief of the respondents. Truly, practice
according to Young and West (2018) promotes awareness
and an important factor for language learning. However,
Kasprowicz et al., (2019); DeKeyser (2015); Rogers (2015)
frequency of language practice is needed to maximize the
effect of learning. In addition, the respondents also agreed
that it was essential to use body gestures when they could
not utter a Filipino word and that it was important to
practice with cassette tapes or CD with means of 2.86 and
2.51 respectively and with high verbal description. De Wit
et al., (2020) said that gestures
improve learning ofsecond language vocabulary while
Kushch et al. (2018) opined that gestures boost mnemonic
processes. However, the respondents contradicted the
statement that there was no room for mistakes for a
beginner in language learning with a mean of 2.43.
It can be deduced from the above findings that Filipino
language could be better learned if it is taught in context so
that language learners could connect. Moreover, time was
an essential element; thus, Filipino teachers may consider
extending time in their lessons and activities. Additionally,
Filipino teachers may focus on vocabulary building and
grammar.
Level of Direct Strategies Used by IP Students
Among the three indicators under the direct strategies, it
revealed that the memory strategy got the highest mean
rating of 3.04. Thismeans that the participants often
thought of the Filipino words they already obtained and the
words they need to know, hence, they sometimes use
Filipino words or phrases to learn them. In order to
remember new Filipino words or phrases, the respondents
made visual image in their minds and associated the sounds
with those images. Moreover, they also used rhyming
technique of new Filipino words to remember them easily.
Biggs (2001) mentioned that the purpose of memory
strategy is limited to memorization and involves mostly
surface processing. Likewise, compensation strategy had a
mean of 2.85 or high verbal description. It implies that the
respondents often use a word or phrase that means the
same thing and they used gestures whenever they could
utter the word correctly. This finding agrees with the study
of Chang and Shen (2010) which revealed that Taiwanese
language learners preferred to employ compensation
strategy than any other. On the other hand, cognitive
strategy had a mean score of 1.64 or very low verbal
description.This indicated that the respondents didn’t have
the interest to communicate with the native speakers and
they could not make gist of the information they obtained
when Filipino was spoken to them.
Level of Indirect Strategies Used by IP Students
The level of indirect strategies obtained an overall mean
rating of 2.80 which means that the respondents had high
degree of application of indirect strategies. Furthermore,
three indicators under this type of strategywere social,
affective, and meta-cognitivehadsimilar degrees of
application with mean ratings of 3.01, 2.73 and 2.67
respectively. It was noted that the respondents applied
various approaches in learning Filipino. They realized that
they could use their mistakes to learn more. They
manifested clear objectives to improve their understanding
of Filipino. They set timetable for reading and took extra
effort to study Filipino language. Moreover, the
respondents took the risk of speaking in Filipino even when
they committed errors. They also composed essays and
gave themselves rewards when they perform well in
Filipino subjects. Moreover, they also share their difficulties
in learning the Filipino language to their friends and they
also write on their diary their experiences in learning
Filipino.
Specifically, in terms of meta-cognitive strategy,all the
indicators mentioned obtained mean ratings of 2.82, 2.77,
2.65, 2.55 and 2.42, all with descriptive equivalent of high.
This means that the respondents had high degree of
utilization of their metacognition. These results suggest
that respondents often try to use Filipino language in
different occasions. They became reflective by assessing
their performance in using Filipino language.They also
become observant of their errors and mistakes.
The affective strategy got an overall mean of 2.73
described as high. This indicated that respondents had high
degree of application of their emotions and feelings. The
results revealed that although they had apprehension of
committing phonological errors, they were willing to use
Filipino in conversation. Likewise, they considered their
errors as part of their learning; thus, they didn’t make their
situations stressful. Notably, they take break whenever they
had performed well. Likewise, they were happy to share to
their colleagues their second language experiences to
release their tensions while other formally wrote their
feelings on their diaries.
The social strategy indicator was high with an overall
mean rating of 3.01. It indicated that the respondents didn’t
use this strategy most often. However, it was noted that the
respondents asked Filipino native speakers to slow down if
they didn’t understand the words. Conversely, they were
not interested to know the culture of those native Filipinos.
They seldom use Filipino language with their tribe mates.
They lacked the courage to ask native Filipino speakers to
correct their utterances. These results which showed
respondents’ introverted behavior affect their leaning of
the Filipino language.
Dator (2018) and Quiri (2019) mentioned that shyness,
conservativeness, and wariness are usual characteristics of
some indigenous people of the Philippines like the Badjao,
Mangyan, T’boli, Bagobo, Manobo, and Agta tribes.
Thesefindingscollaborated with the study of Rao (2006)
which found that cultural differences and attitudes of
second language learners were linked for the low use of

Table 2. Academic performance of indigenous students
Grade Frequency Percentage
70 1 1.35
75 6 8.11
76 3 4.05
77 3 4.05
78 1 1.35
79 1 1.35
80 16 21.62
81 2 2.70
82 6 8.11
83 4 5.41
84 4 5.41
social strategy.
Academic Performance of Indigenous Students
Among the 74 respondents, 16 (21.62%) obtained a grade
of 80, followed by 82 and 76 both with six participants
(8.11%); 91 and 85 were achieved by five (6.76%)
respectively. Four respondents (5.41%) got 89, 84, and 83
respectively. Grades of 94, 77, and 76 were obtained by
three respondents (4.05%); 92, 87, and 86 were obtained
by two (2.70%) respectively. Lastly, one (1.35%) received
the grade of 98, 96, 95, 90, 79, 78, and 70(Table 2).
It can be seen that among the 74 participants, one
student got a grade of 70 which can be interpreted as
failure in the subject. These results reflected Sicat and
David (2011) findings which considered that the
respondents’ level of academic performance was average
because they were able to adapt to the educational set up.
However, these findings showed different findings on the
study of De Bortoli and Creswell (2004); De Bortoli and
Thomson (2010) who found that Indigenous People (IP) in
Australia had performed low in academics. This implies
that IP in different parts of the world are not similar. Some
are inclined in academics and others are not. It is probably
based on their cultural norms.
In the test of correlation between the respondents’
profile and language learning beliefs, learning strategies
and academic performance, it showed that sex in relation
with level of beliefs has a Pearson r-value of -0.27 which
was lesser than 0.045; thus, it led to the rejection of the null
hypothesis. Undoubtedly, sex of the respondents had a low
correlation with the level of language learning beliefs.
These findings agreed with Chang and Shen (2010) who
found that generally females had better language learning
beliefs and higher frequency of language learning
strategies.
In addition, the course taken by the respondents in
relation with level of beliefs has a Pearson r-value of 0.002
which was lesser than 0.91; thus, it led to the non-rejection
of the null hypothesis. Furthermore, when tribe was
correlated with level of beliefs, it yielded a Pearson r-value
of -0.06 which was lesser than 0.63; thus, it led to the non-
rejection of the null hypothesis(Table 3).The finding simply
Melissa and Ariel 157
Grade Frequency Percentage
85 5 6.76
86 2 2.70
87 2 2.70
89 4 5.41
90 1 1.35
91 5 6.76
92 2 2.70
94 3 4.05
95 1 1.35
96 1 1.35
98 1 1.35
that course taken and tribe of the respondents had no
significant relationship with the level of language beliefs.
These results challenged the findings of Siebert (2003) who
found that tribe and race influenced students’beliefs in
learning English.However, the findings of this study
confirmed Bontuyan et al. (2013) that cultural background
and psychological experiences of indigenous students affect
their learning of new language and that there is a significant
interplay between the learners and their upbringings.
Moreover, when sex was correlated with language
learning strategies it obtained a Pearson r-value of 0.39
which was greater than 0.05; thus, led to the rejection of the
null hypothesis. This showed that there was a link between
the sex and language learning strategies. The findings
supported the study of Chang and Shen (2010) that female
respondents were inclined to learning other language. Also,
the course taken in relation with level of language learning
strategies had a Pearson r-value of -0.11 which was lesser
than 0.61; thus, it led to the acceptance of the null
hypothesis.It implies that there was no interconnection
between the courses taken to language learning strategies.
When tribe was linked with language learning strategies, it
obtained a P-value of 0.09.This result was lesser than 0.87;
thus, it led to the rejection of the null hypothesis. It implies
that tribe and the level of language learning beliefs were
inter-connected.
Further, sex in relation to academic performance had
gained a Pearson r-value of -0.07 which was lesser than
0.052 degree of significance; thus, it led to the rejection of
the null hypothesis. It implies that there sex and academic
performance were significantly correlated. When course
was correlated with academic performance, it obtained a
Pearson r-value of 0.07 which was lesser than 0.78; thus, it
failed to reject the null hypothesis.When tribe and academic
performance were correlated, it yielded a Pearson r-value
of 0.13 which was lesser than 0.55, thus, it failed to reject
the null hypothesis. The findings imply that sex, course
taken, and tribe had no significant relationship with the
academic performance among the indigenous students.This
results support the findings of Dyer et al., (2017);Vizeshfar
and Torabizadeh (2018) that sex does not affect academic
achievement. However, the results contradict Schluter et al.,
(2018) who found that the prominent factor which
Int. J. Educ. Pol. Res. Rev. 158

Table 3. Relationship of profile and level of beliefs, language learning strategies and academic performance
Profile Level of p- Extent of Decision on Ho Lang. p- Extent of Decision on Acad p- Extent of Decision on Ho
Beliefs value Rel. Learning at. value Rel Ho Performance value Rel
Sex -0.27* 0.045 Low Reject -0.39* 0.05 low Reject -0.07* 0.052 negligible Do not Reject
Course 0.002 0.91 negligible Do not Reject -0.11 0.61 negligible Do not Reject 0.07 0.78 negligible Do not Reject
Tribe -0.06 0.63 negligible Do not Reject 0.09 0.87 negligible Do not Reject 0.13 0.55 negligible Do not Reject
*significant at 0.05 level of significance

influence academic achievement are personality and
sex.
Linkbetween Language Learning Beliefs,
Language Learning Strategies, and Academic
Performance
The level of language learning beliefs in relation to
language learning strategies obtained a Pearson r-
value of 0.47 which was higher than 0.02; thus, the
study rejected the null hypothesis which states that
there is no significant relationship between
language learning beliefs and language learning
strategies. This implies that there is a substantial
link between language learning beliefs and language
learning strategies. Further, it can be deduced that
there is a direct connection between language
learning beliefs of the students andtheir application
of language learning strategies in learning Filipino.
These findings are in line with the study of Abraham
and Vann(1987), Horwitz (1989), Liu (2004),
Wenden (1986), Chang and Shen (2010) which
mentioned that students’ language concept directly
affected their utilization of strategies in learning.
Likewise, students’ learning second language
commonly used the compensation strategies.
In addition, when language belief was correlated
with the academic performance, it obtained a
Pearson r-value of 0.11 which was lesser than
0.66.This findingled tothe acceptance of the null
hypothesis which states that there is no significant
relationship between language belief and academic
performance. This implies that language learning
beliefs and the academic performance didn’t have
significant relationship.This result negated the study
of Valentine et al., (2004) which found students’
beliefs impacted their academic achievements.
The data on the correlation between the language
learning strategies and academic performance
obtained a Pearson r-value of 0.06 which was lesser
than 0.45.This finding led to the acceptance of the
null hypothesis which states that there is not
significant relationship between learning strategies
and academic performance. This implies that the
two indicators had no significant relationship. This
finding supported the claim of Napil (2002) which
found no link between language learning strategies
and academic performance in Filipino. It implies that
learning Filipino language depends on any other
factors.
Significant Difference of Level of Beliefs,
Language Learning Strategies and Academic
Performance whenGrouped according to Tribe
The results of the one-way analysis of variance
(ANOVA), the computed f-ratio values
corresponding to 12 and 61 degrees of freedom (df)
at 0.05 level of significance was 2.63. Examining the
data, the critical value of 2.63 was greater than the
computed f-ratio of 1.70. Thus, the null hypothesis
which states that there is no significant difference on
the beliefs when grouped according to tribes was
accepted. This indicates that the tribe of the
respondents showed no significant difference in the
level of language learning beliefs.
Further, the computed f-ratio was lesser than the
tabular f-value of 0.37 which means that the null
hypothesis which states that there is no significant
difference on language learning strategies when
grouped according to tribe was accepted. This
indicates that the language learning strategies of the
respondents was not influenced by their tribes.
Lastly, the computed f-ratio of 1.14 was lesser
than the tabular f-value which was 2.63; thus, the
null hypothesis which states that there is no
significant difference on academic performance
when grouped according to tribewas accepted. This
indicates that the academic performance of the
participants was not influenced by their tribes.
These findings challenged the study of Davies et al.,
(2012) which stated that African-American students’
low academic achievements were associated to their
being from a collectivist culture.
Perceptions of the Indigenous Students in
Learning Filipino Languages
In the qualitative questions about the perceptions of
the indigenous students on their experiences while
learning Filipino language in high school years; they
revealed favorable and unfavorable experiences. The
participants revealed that learning Filipino language
was fun, interesting, and exciting. However, in some
instances they also experienced challenges such
boredom, difficulty in comprehending unfamiliar

words, and tasted punishment.
Additionally, the participants identified opportunities
where they could apply the Filipino language such as
recitation, sharing of opinions, reporting, dramatizing, and
explaining concepts.
Fun is considered by the participants as one of the
favorable experiences in learning Filipino language because
they were looking forward to hear and learn new words
and that the participants were very much excited to attend
the class because their teacher provides some activities that
connect the lessons to reality. Furthermore, the language
was more appreciated than in the elementary years
because they were able to read and dramatize some of the
chapters in Florante at Laura, a popular Filipino classic
drama, and sometimes would be a substitute of written
exams.Interesting was also highlighted because for them
they considered every day in their Filipino class as another
day of learning new vocabulary and new grammar rules. In
addition, respondents were interested in learning new
words and vocabulary especially when the teacher used the
quiz bee strategy where students needed to compete with
each other. Whoever wins in the contest will be given
additional point in the recitation. Likewise, the students
loved to hear their teacher talkedin Filipino spontaneously
and fluently so that they could check their dictions and
enunciations.
For the unfavorable experience, the participants revealed
that sometimes they felt bored especially when the teacher
became so strict; when they cannot understand what the
teacher was talking; and when they found learning
grammar so difficult. They also felt badwhen they were
punished by the teacher for not speaking in Filipino. No
deep understanding of the Filipino language was
considered as a typical problem encountered by
theparticipants. The reason for lack of deep understanding
was due to lack of motivating strategies employed bythe
teachersin class.Moreover, some participants considered
attending Filipino classes not a priority. Some of them cut-
classes during Filipino classes to find extra income to
augment their family’s financial needs or they escaped
Filipino classes to take rest to prepare for the next class.
The participants also revealed that they had difficulty
learning Filipino grammar because of the limited reading
materials such as books. In addition, the participants
mentioned that they were bored because the teachers lack
teaching strategies appropriate to their learning styles;
nevertheless, they tried their best to speak in Filipino but
with crooked enunciation. Most often, they stuttered.
Unfortunately, the participants were usually punished by
their teachers if didn’t speak in Filipino.The Filipino
teachers finedthem and tasked them to write a 200-word
essay if they were caught speaking in the vernacular.
In terms of opportunities in speaking Filipino in class, the
participants shared that the teachers tasked them to do
recitation in front of the class; share their opinions; deliver
reports of a certain topic; dramatize an event; and explain
concepts. During recitation, the teacher let the student
come in front of the class and the teacher asked questions.
Melissa and Ariel 159
Sharing of thoughts gave the students to have exchange of
knowledge with their classmates. Reporting gave the
opportunity to use Filipino language in more formal form of
conversation. Dramatizing was another opportunity where
students could truly relate to the real world, specially their
views and convictions in life. Through these opportunities,
the participants were able to build open communication
with other students. Explaining concepts allowed the
participants to express themselves in Filipino where they
were pushedto think deeply.
Summary
1. Most respondents were female freshmen
indigenous students. This implies that the naturally
patriarchal tribal communities have realized the role of
women in the development of their tribes. Moreover, most
respondents were pursuing Bachelor of Elementary
Education (BEEd). This is an indication that the
participants’ choice of course is influenced by the realities
of their communities, where most of the constituents are
illiterate.
2. The level of language learning beliefs of the
indigenous students is high.
3. The respondents’ level of direct and indirect
strategies in learning Filipino language is high.
4. Significant correlation existsbetween sex and
language learning beliefs, language learning strategies, and
academic performance. Also, tribe and the level of language
learning beliefs are inter-connected while no significant
correlation exists between course and language learning
strategies and academic performance.
5. Significant correlation exists between language
beliefs and learning language strategies while no linkexists
between language beliefs and academic performance.
6. No correlation exists between academic
performances and language strategies.
7. No relevant difference in the level of language
learning beliefs, language learning strategies and academic
performance when grouped according to tribes.
8. The participants reveal favorable and unfavorable
experiences in learning Filipino in high school. The
favorable experiences are fun, interesting, and exciting. For
the unfavorable experience, the participants experience
boredom, difficulty in comprehending unfamiliar words,
and taste punishment.
9. Recitation, sharing of opinions, reporting,
dramatizing, and explaining concepts arethe identified
opportunities of the participants where they can apply the
Filipino language.
Conclusion
Accommodating another language is inevitable especially in
the Philippines not only because of its geographical
situation but also its cultural aspects. Filipinos are naturally
Int. J. Educ. Pol. Res. Rev. 160
multilingual, thus, adopting a language which is Filipino,
can lead to understanding and unification of nations. The
results significantly show that tribal communities are now
opening their doors to the modern ideology which is
learning another language. They are no longer cloistered in
their traditional norms as manifested by letting their
women to educate themselves; having high level of
language learning beliefs and direct and indirect strategies
in learning Filipino. The significant correlation between sex
and language learning beliefs, language learning strategies,
and academic performance show that tribal groups are
conscious on the potentials of their learners especially the
women. Notably, it shows that tribe and language learning
beliefs and language beliefs and learning language
strategies are inter-connected. It is an indication that
learning another language is deeply rooted with the tribes’
norms. This is an indication that even in the contemporary
time; indigenous people give value to the belief system of
their communities. With positive and negative experiences
in learning Filipino, the participants realized that learning
another language is not easy, thus, academic institutions
like the University of Mindanao may intensity the
implementation of the NCIP.
This study proves the point of Abraham and Vann (1987),
Horwitz (1989), and Wenden (1998) which states that
persons beliefs essentially affect the acquisition of language
while challenges Chomsky (1967) who states that language
can be acquired regardless of linguistic background.
Conflict of interests
The authors declare that they have no conflict of interests.
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