Evaluating the Effectiveness of Sugboanong Bisaya Instruction on Pupils’ Mathematics Achievement and Behavior Among Blaan Learner: Basis for Proposed Intervention Program

Abstract

This study investigated the impact of Sugboanong Binisaya (SB)-based instruction on mathematics achievement and classroom behaviors among Grade 3 Blaan pupils in two Indigenous Peoples (IP) schools in Glan District, Sarangani Province. Guided by Mother Tongue-Based Multilingual Education (MTB-MLE) principles, it employed a quasi-experimental design involving two heterogeneous groups—one taught using SB and another using English. Pre-tests and post-tests measured mathematics achievement, while teacher observations and learner self-assessments evaluated cognitive, affective, and psychomotor behaviors. Regression analysis indicated that mother's educational attainment significantly influenced learners' academic performance. Results showed that SB instruction enhanced both mathematics achievement and classroom engagement. The study recommends developing localized instructional materials, strengthening MTB-MLE teacher training, and increasing parental involvement, leading to the proposed intervention program to better support IP learners.