Integrating Maguindanaon Culture in Science Instruction and Teaching Effectiveness in Lutayan:A Correlational Analysis

Abstract

In culturally diverse settings, where the majority of learners belong to the Maguindanaon community, there is an urgent need to ensure that science education resonates with students' cultural identity and lived experiences. This study examined the relationship between the integration of Maguindanaon culture in science instruction and teachers’ teaching effectiveness in Lutayan, Division of Sultan Kudarat, during the school year 2025–2026. Anchored in culturally responsive pedagogy, the research aimed to determine whether contextualizing science lessons through local culture enhances instructional quality. A quantitative approach employing a descriptive-correlational design was utilized. Data were collected from science teachers using a structured survey instrument that measured the extent of cultural integration across four dimensions: cultural relevance of content, use of local resources, language and communication, and respect for cultural worldview. Teaching effectiveness was assessed across five domains, including instructional clarity, classroom management, learner engagement, assessment practices, and professional competence. Findings revealed that the overall extent of integrating Maguindanaon culture in science instruction was high, indicating that teachers frequently incorporate culturally meaningful examples, indigenous knowledge, and contextualized materials in their lessons. Similarly, teachers demonstrated a high level of teaching effectiveness across all domains. Correlation analysis showed a significant positive relationship between cultural integration and teaching effectiveness, suggesting that culturally grounded instruction contributes to improved pedagogical practices and learner-centered approaches. Among the dimensions, cultural relevance of content and language use emerged as strong predictors of effective teaching. The study concludes that embedding local culture into science instruction not only enhances teacher performance but also promotes more inclusive and meaningful learning experiences. It recommends strengthening professional development programs that emphasize culturally responsive teaching and encouraging the development of localized instructional materials to sustain effective science education in culturally diverse contexts. Keywords: indigenous knowledge, contextualization, pedagogical competence, learner engagement