Revisiting Tagbanua Practices as a Bases For Developing of Instructional Materials in Physics

C.A. Quintos¹ , D.G. Caballes² , E.M. Gapad³ , M.R. Valdez⁴ , A.A. Alegado⁵ , J.J. Magdali⁶ , A.J. Sibonga⁷

Section:Research Paper, Product Type: Conference-Paper
Vol.7 , Issue.5 , pp.42-49, May-2021

Online published on May 31, 2021

Copyright © C.A. Quintos, D.G. Caballes, E.M. Gapad, M.R. Valdez, A.A. Alegado, J.J. Magdali, A.J. Sibonga . This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
 

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Abstract :
Culture-based teaching materials stressed the significance of incorporating experience and culture into the school curriculum to maintain the area`s cultural groups` practices and traditions. A well-defined position that should encapsulate the creation of culturally relevant instructional materials with culture serving as the unifying factor that connects student relationships and learning. This endeavor can serve as a wake-up call for all science teachers, showing how culture can be an effective tool for increasing students` success on the lesson being taught. Tagbanua is home to a diverse range of economic activities, arts, celebrations, and sports, all of which may serve as a starting point for creating instructional materials for General Physics 1. These facets of Tagbanua activities can be integrated into General Physics 1 lessons using the Department of Education`s Most Essential Learning Competencies. Students can be provided with instructional materials such as activity sheets and worksheets. As a result, it is recommended that worksheets and activity sheets be developed and tested to determine their effectiveness in assisting students in learning Physics and fostering an appreciation for Tagbanua culture.

Key-Words / Index Term :
Tagbanua, Tagbanua Practices, Instructional Materials, Physics, Most Essential Learning Competencies (MELCs)

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