Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 47 no. 3 (2025)

Project MMK (Magbuligay Kita Alang Sa Kalambuan): Improve IP Learners’ Performance and Confidence

Marivic Abatayo | Larry Labay

Discipline: Education

 

Abstract:

The findings reveal that most respondents are younger learners, primarily within the early to middle years of primary education. There is a nearly equal distribution of male and female learners, indicating balanced access to education. The respondents are spread across different grade levels, with a slightly higher representation in the upper elementary grades. Most learners come from moderately sized families, with a notable number belonging to smaller households. The results indicate that Project MKK significantly improved the functional literacy, numeracy, health, well-being, and socialization skills of Indigenous learners. The program effectively provided opportunities for learners to enhance their reading, writing, and mathematical abilities while also promoting regular school attendance. In terms of health, the initiative encouraged nutritious eating, physical activities, and mental well-being, though access to regular health check-ups was less consistent. The outcome reveals that the improvements in functional literacy, numeracy, health, well-being, and socialization skills among Indigenous learners were significantly influenced by their grade level and family size. This suggests that academic standing and household dynamics play a role in their progress. However, age, gender, and housing conditions did not show a significant impact, indicating that learners across different age groups, living situations, and genders benefited similarly from the program. The result indicates that there is no significant relationship between the demographic profile of the respondents and their performance and confidence in literacy, numeracy, health, well-being, and socialization skills. This suggests that factors such as age, gender, grade level, family size, and housing type do not have a direct impact on learners' progress in these areas. Regardless of their background, all learners demonstrated similar levels of improvement, highlighting the inclusive and effective nature of Project MKK in fostering their development.



References:

  1. Abano, E., & Lantican, S. (2021). Enhancing socialization skills in Indigenous youth through community mentorship in Bukidnon. Philippine Journal of Community Development, 8(2), 155-169.
  2. AJHSSR. (2021). Challenges and Responses in Indigenous Education. American Journal of Humanities and Social Sciences Research.
  3. Amores, J., & Cainghug, F. (2022). Socio-economic impacts of housing conditions on health in Indigenous communities in the Philippines. Journal of Community Health, 19(3), 215-230.
  4. Ancheta, R., & Ancheta, R. (2021). Bridging cultural and educational gaps for Indigenous literacy development. Journal of Philippine Education, 57(4), 210-224.
  5. Andrada, M. D., Magalona, J. S., & Evangelista, L. T. (2020). Education and Ethnicity: A Phenomenology from the Lens of the Indigenous Peoples of Camarines Sur. Asia Pacific Higher Education Research Journal (APHERJ), 7(1). Retrieved from https://po.pnuresearchportal.org/ejournal/index.php/apherj/article/view/1545
  6. Andrada, Marisol & Magalona, Joy & Evangelista, Luisito. (2021). ARTICLE INFORMATION Education and Ethnicity: A Phenomenology from the Lens of the Indigenous Peoples of Camarines Sur.
  7. Asia Indigenous Peoples Pact (AIPP). (2020). State of Indigenous Peoples' Rights in Asia: Philippines Report.
  8. Asia Indigenous Peoples Pact. (2020). Indigenous Peoples in the Philippines: Continuing Struggle for Self-Determination and Development. Retrieved from Asia Indigenous Peoples Pact.
  9. Ballaran, K. (2022). Culturally relevant education for Indigenous learners: A case study of Bukidnon. Asian Journal of Education and Development.
  10. Bennett, T., Power, T., & Duffy, L. (2021). Indigenous education and the significance of socialization: Promoting pride and engagement. Journal of Indigenous Studies, 15(3), 214-230.
  11. Cabigon, M. (2021). Strengthening cultural pride and socialization in Indigenous communities through traditional arts. Journal of Indigenous Cultural Studies, 12(3), 92-104.
  12. Cameron, C., Fry, L., & Jean-Paul, M. (2021). Community health interventions in Indigenous youth: A review of best practices. Journal of Indigenous Health, 13(1), 45-56.
  13. Casey, D., Power, T., & Hegney, D. (2020). Mentorship for Indigenous youth: A community-based approach. Australian Journal of Community Health, 29(2), 110-125.
  14. Castillo, T., Mendez, A., & Dizon, L. (2020). Education and health disparities in Indigenous communities of the Philippines. Public Health Perspectives, 9(1), 18-32.
  15. Catarroja, R., & Neri, A. (2021). Indigenous Education in the Philippines: Policy, Challenges, and Developmental Implications. Asian Journal of Humanities and Social Sciences Research, 10(4), 102-119.
  16. Cruz, C., & Naval, A. (2021). Gender disparities in Indigenous education: A case study of Bukidnon. Philippine Journal of Gender Studies, 8(2), 103-119.
  17. Delos Reyes, R. (2019). Mother Tongue-Based Multilingual Education and its impact on Indigenous literacy. International Journal of Philippine Linguistics, 45(2), 120-136.
  18. Department of Education Region X. (2021). Indigenous Peoples Education Program in Bukidnon. Retrieved from DepEd Region X.
  19. Dudgeon, P., Milroy, J., & Walker, R. (2019). Mental health of Indigenous children: Addressing health disparities through community engagement. Australian Journal of Mental Health, 26(1), 45-62.
  20. Dulay, A., Ballesteros, M., & Perez, J. (2019). Literacy and numeracy skills among Indigenous youth in the Philippines. Philippine Education Review, 34(1), 85-101.
  21. Eder, J. F. (2017). The Indigenous Peoples of the Philippines: An Overview. University of San Carlos Press.
  22. Galindo, M. Q., Reginio, F., Liguid, E., Sancon, T. & Advincula, J. (2018). Lived Experiences of the Indigenous People in Reaching Their Full Academic Potentials: Unveil Their Hopes, Fears and Dreams. International Journal of Education Research for Higher Learning, 24(1).
  23. Guinto, V., Rabara, M., & Villamor, S. (2020). Malnutrition among Indigenous children: A case study in Bukidnon. Philippine Journal of Nutrition, 65(2), 102-115.
  24. Guinto, V., Rabara, M., & Villamor, S. (2020). Malnutrition and health disparities in Indigenous communities in the Philippines. Philippine Journal of Nutrition, 65(2), 102-115.
  25. Himalin, M., & de Guzman, J. (2019). Culturally Responsive Curriculum in Indigenous Communities.
  26. Holland, C., Angell, B., & Peterson, K. (2020). Access to healthcare in Indigenous communities: Impacts on child development and academic performance. Health Education & Behavior, 47(5), 657-671.
  27. Jesuit Bukidnon Mission. (2023). Livelihood and Educational Challenges in Bukidnon's Indigenous Communities.
  28. King, A., Ball, T., & Margolin, C. (2022). Building socialization and cultural identity through community engagement in Indigenous education. Journal of Social Inclusion, 10(1), 52-68.
  29. Mendoza, L., & Brillon, J. (2019). Mental health in Indigenous Filipino communities: Addressing the impact of trauma and social stressors. Mental Health Research Journal, 21(1), 45-58.
  30. Morales, M. P. E. (2020). VUCAD2: A Focus on the D's. Asia Pacific Higher Education Research Journal (APHERJ), 7(1). Retrieved from https://po.pnuresearchportal.org/ejournal/index.php/apherj/article/view/1548
  31. Morales, R., & Dalogdog, J. (2021). Family structure and educational outcomes among Indigenous populations in Bukidnon. Journal of Philippine Sociology, 23(1), 67-81.
  32. National Commission on Indigenous Peoples. (2020). Indigenous Peoples Education Framework.
  33. National Commission on Indigenous Peoples. Retrieved from https://www.ncipro67.com.ph/indigenous-peoples-of-the-philippines/ NEPC-National Education Policy Center," Digital Learning is more cost effective, maybe not"        (2014) Retrieved on August 10, 2017 from https://www.npr.org/sections/ed/2014/11/25/366401940/is-digital-learning-more-cost-effective-maybe-not   
  34. Nguyen, P., Avula, R., Ruel, M., & Sanghvi, T. (2020). Linking Health and Education for Improved Cognitive Outcomes: The Role of Nutrition and Health Interventions. Food and Nutrition Bulletin, 41(1), 100-110.
  35. Nichols, T., & Berliner, D. (2021). Culturally responsive literacy programs: Improving outcomes in Indigenous education. International Journal of Educational Research, 108, 101742.
  36. OECD. (2019). Skills matter: Additional results from the Survey of Adult Skills. OECD Publishing.
  37. Oluwatayo, J. (2019). Fundamentals of Literacy and Numeracy in Early Childhood Education. International Journal of Educational Research, 98, 123-131.
  38. Parsons, J., Stothard, P., & Buckley, T. (2020). The Role of Indigenous Cultural Heritage in Modern Educational Practices: A Review. Australian Journal of Indigenous Education, 49(2), 231-245.
  39. Perez, J., & Reyes, T. (2020). Socialization patterns in large Indigenous families. Journal of Philippine Ethnographic Studies, 10(2), 112-130.
  40. PhilAtlas. (2023). Bukidnon Profile. Retrieved from https://www.philatlas.com
  41. Philippine Statistics Authority (PSA). (2016). Annual Poverty Indicators Survey.
  42. Pooten, J., Mandreza, G., & Aton, F. (2021). Improving Indigenous education outcomes through culturally responsive pedagogy. Philippine Journal of Indigenous Studies, 7(1), 67-82.
  43. Protection Cluster Philippines. (2022). Thematic Protection Bulletin on Indigenous Land Issues. Retrieved from https://www.protectionclusterphilippines.org
  44. Quispe Quispe, Yan. (2023). Social Skills and Academic Performance in Educational Institutions Of High Andean Puno -Peru In 2020. 6. 1574-1583.
  45. Rammstedt, B., Lechner, C., & Kunter, M. (2020). Functional literacy and numeracy: A critical foundation for educational and economic outcomes. Educational Psychology, 35(4), 420-438.
  46. Reginio, Francis & Galindo, Maribeth & Advincula, Jeric & Liguid, Engelica & Sancon, Thresial. (2016). Lived Experiences of the Indigenous People in Reaching Their Full Academic Potentials Unveil Their Hopes Fears and Dreams.
  47. Rodriguez, L., Sison, D., & Adana, P. (2020). Age-related disparities in functional literacy among Indigenous Filipinos. Journal of Asian Indigenous Studies, 5(3), 89-102.
  48. Samonte, L., de Castro, R., & Rivera, F. (2022). Gender roles and literacy among Indigenous Filipinos: A focus on Bukidnon communities. International Journal of Indigenous Education, 11(2), 198-213.
  49. Santos, J., & Talavera, P. (2021). Addressing health disparities in remote Indigenous communities in Bukidnon. Journal of Community Health Initiatives, 18(2), 85-98.
  50. Santos, M., de los Reyes, N., & Bayani, E. (2021). Economic challenges and health outcomes in remote Indigenous communities. Journal of Philippine Economic Development, 44(2), 144-160.
  51. Shepherd, C. C., Li, J., & Zubrick, S. R. (2022). Health, wellness, and education: The influence of health on educational attainment among Indigenous children. Child Development Perspectives, 16(2), 85-92.
  52. Statistics Canada. (2023). Indigenous Population Profile: High-quality social, economic, and demographic statistics for various geographic areas.
  53. UNESCO. (2021). Indigenous knowledge and education: Bridging gaps for cultural sustainability.
  54. UNESCO. (2021). Indigenous Peoples in the Philippines: Promoting Inclusive and Equitable Quality Education. Retrieved from UNESCO.
  55. United Nations (UN). (2020). The situation of Indigenous Peoples in the Philippines.
  56. United Nations. (2020). The Situation of Indigenous Peoples in the Philippines. Retrieved from United Nations.
  57. Villanueva, A., & Montano, L. (2021). Housing conditions and health impacts in Indigenous settings. Philippine Journal of Rural Health Studies, 12(1), 44-61.
  58. World Health Organization. (2019). Improving Educational Outcomes through Health Programs: WHO Guidelines.

Tools


Copyright © 2026  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic