Scientific explanation of the Beliefs and Practices of IP of PNU-NL 1

Philippine Normal University

The National Center for Teacher Education

Scientific Explanation of the Beliefs and Practices in Nature of Indigenous People in

Philippine Normal University – North Luzon

Research Paper

Presented to

Prof. Jesus D. Gonzales

Philippine Normal University

North Luzon Campus

In Partial Fulfillment

of the Requirement for the Course

Research II

S. Y. 2015 – 2016

By:

Kathleen Joy J. Habon

Sheryl S. Madriaga

Rio Faye B. Magaoay

Divina V. Manugay

Jovilyn A. Villacorta
 Scientific explanation of the Beliefs and Practices of IP of PNU-NL 2

Philippine Normal University

The National Center for Teacher Education

TABLE OF CONTENTS

Preliminaries
 Title Page 1
 Table of Contents 2
 Abstract 3
CHAPTER I: The Problem and Its Setting 4-13
 Introduction 4-7
 Statement of the Problem 7
 Theoretical Framework 8
 Scope and Delimitation 9
 Significance of the Study 9-11
 Definition of Terms 12-13
CHAPTER 2: Review of Related Literature 14-26
 Related Literature 14-23
 Related Studies 23-26
CHAPTER 3: Methodology 27-29
 Research Design 27
 Research Locale 28
 Respondents of the Study 28
 Research Instruments and Methods 29
CHAPTER 4: Presentation Analysis and 30-42
Interpretation of Data
CHAPTER 5: Summary, Conclusions and 43
Recommendations
 References 44-46
 Scientific explanation of the Beliefs and Practices of IP of PNU-NL 3

Philippine Normal University

The National Center for Teacher Education

ABSTRACT

Teachers often experience difficulties in service delivery of knowledge to

Indigenous People students because of the disparity between the scientific facts

and some of their belief system. Most of them believed in spirits and other unseen

elements and also they have they’re peculiar ways of practices and beliefs on their

surroundings. In this study, these belief systems are considered with particular

reference to their interactions and implications in their science education. Beliefs

and practices gathered and explained in scientific manner provides a framework

to allow improved understanding of their unique ways of dealings.

The compiled beliefs with scientific explanations introduces readers to wider

understanding and acceptance of these Indigenous knowledge. Further analysis of

the data gathered will also improve the relationship that exists among the different

groups of people. Integration of the beliefs system of IP students with scientific

explanations during class discussion will enable students to respect and

understand them.

Knowing that their beliefs and practices have scientific basis. Perspective

towards this subject matter would be more interesting.

 Scientific explanation of the Beliefs and Practices of IP of PNU-NL 4

Philippine Normal University

The National Center for Teacher Education
CHAPTER I

THE PROBLEM AND ITS BACKGROUND

INTRODUCTION

The Philippine population composes different group of people with varied

origin, characteristics, beliefs, and traditions. In recent years, the Philippine Constitution

recognized the indigenous people in the Philippines as “A group of people or

homogeneous societies identified by self-ascription and ascription by others, who have

continually lived as organized communities on community-bounded and defined territory,

and who have, under claims of ownership since time immemorial, occupied, possessed

and utilized such territories, sharing common bonds of language, customs, traditions and

other distinctive cultural traits, or who have, through resistance to political, social and

cultural inroads of colonization, non-indigenous religions and cultures, become

historically differentiated from the majority of Filipinos (IPRA, 1997).The most recent

figures based on an unofficial survey conducted by the National Commission on

Indigenous Peoples (NCIP) estimates the population of indigenous peoples in the

Philippines to be between 12–15 million, but the actual population may be higher. Great

mass of population of Indigenous People are found in the forests, mountains, lowlands

and coastal areas of the country (Carino, 2012).

With due recognition to the Indigenous Peoples the State provides the

fundamental human rights and freedom to all members of the Indigenous People in the
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Philippine Normal University

The National Center for Teacher Education

Philippines. Section 8, Rule V under the IPRA Law is the right of Indigenous People to

Education. In consultation with IPs the NCIP shall work, in collaboration with the

Department of Education, Culture and Sports (DECS), the Commission on Higher

Education (CHED) and with private and public schools at all levels towards the

development of appropriate programs and projects (IPRA, 1997)

In accordance to this, Proclamation no.1906s. 2009 declares Philippine Normal

University an institution under the Commission on Higher Education, as the Indigenous

Peoples Education Hub. The institution accommodates Indigenous People Students of

different places with different cultures, practices and beliefs. As students of PNU

community the diversity of cultures, traditions, beliefs and aspirations of indigenous

peoples shall be encouraged and fostered in openness, mutual respect for, and active

defense of the equal and inalienable dignity and universal, indivisible, interdependent and

interrelated rights of every human being, in the spirit of inter-people cooperation (Section

4. Operating Principle. IPRA, 1997)

Subject to this is the first-ever Report on the State of the World of Indigenous

Peoples, issued by the United Nations Permanent Forum on Indigenous Issues in January

2010, revealed that IPs make up fully one-third of the world’s poorest peoples, suffer

disproportionately in areas like health, education, and human rights, and regularly face

systemic discrimination and exclusion (UNDP, 2010).

 Scientific explanation of the Beliefs and Practices of IP of PNU-NL 6

Philippine Normal University

The National Center for Teacher Education

Discrimination and Exclusion are two factors that may affect the performance of

students in the School. That’s why in the Philippines under Section 3 of IPRA, 1997

states the Freedom from Discrimination that Indigenous Cultural Communities or

Indigenous Peoples (ICCs/IPs) are free and equal to all other individuals in their

dignity as human beings and shall be free from any kind of adverse discrimination for

reason of their indigenous origin or identity. The NCIP shall ensure that every member of

the ICCs/IPs is accorded full respect as valuable citizens of the Republic of the

Philippines (IPRA, 1997)

Varied reasons may lead to discrimination and exclusion, one of these is the

distinctive beliefs of IP students with regards to their environment. These are some of

their beliefs. Some of the indigenous people uses circles of fire as a hunting technique,

they believe that it would attract animals nearby, planting legume minustry known as

“kalay” is being used as shelter belt and erosion control in several municipalities of

Kalinga and Abra believing that it would stabilze an stable soil condition, smoking the

hive when gathering honey’s and performing “bee dance” particularly done by male

before and after honey hunt, they also believed that late afternoon is the ideal time of the

day to plant root crops or during the presence of cumulus cloud. These are just some of

the beliefs of Indigenous People regarding nature (Abannag, 2006)

With the great number of Indigenous People in the Philippines NCIP, as an

organization assigned by the government cannot individually and directly protect

Indigenous People from discrimination and exclusion in tangent to their beliefs and
 Scientific explanation of the Beliefs and Practices of IP of PNU-NL 7

Philippine Normal University

The National Center for Teacher Education

practices especially within the school parameter. That’s why the researchers came up

with this study entitled “Scientific explanation of the beliefs in nature of IP students of

Philippine Normal University”. Given that their peculiar beliefs in the environment will

be explain scientifically, it will be easier for other people to understand and accept their

ideas, therefore eradicating the idea of discrimination and exclusion. Scientific

Explanations of their beliefs will also be used by the subjects itself to communicate in a

more scientific and intelligible manner.

Statement of the Problem

The general aim of this descriptive research was to gather and organize data

regarding the beliefs of the Indigenous People in line with nature, after which the

researchers will scientifically explain these beliefs. This study specifically answered the

following questions:

1. What are the beliefs and practices of Indigenous People students in Philippine

Normal University – North Luzon?

2. What scientific principle and law can explain the beliefs of IP students?

3. How do the scientific explanation of beliefs and practices would help the IP

students?
 Scientific explanation of the Beliefs and Practices of IP of PNU-NL 8

Philippine Normal University

The National Center for Teacher Education

Theoretical Framework

Scientific
Explanations
of the beliefs
and practices

Indigenous
Peoples
Education

Beliefs of IP Practices of
students in IP students
nature in nature

Figure 1. The research paradigm of the study

There is a growing support for the application and incorporation of the knowledge

and interests of indigenous peoples when assessing environmental sustainability (Finn &

Jackson, 2011). Traditional ecological knowledge is held by indigenous and local

cultures all over the world and covers all aspects of ecology, including of course those

related to water, such as soil and water use in agriculture (Critchley, Reij, &Willcocks,

1994) and rainwater harvesting (Agarwal & Narain, 1997). In connection, the result of

the compiled beliefs and practices with scientific explanation points out in one variable

which is the Indigenous Peoples Education. The beliefs and practices of the IP students as
 Scientific explanation of the Beliefs and Practices of IP of PNU-NL 9

Philippine Normal University

The National Center for Teacher Education

the base signifies that these two elements are the fundamentals of the study. The variable

at the apex which is the scientific explanations of the beliefs and practices signifies that

attainment of this part will pave way to complete and attain the purpose of this study.

Completing this three related variables will be very beneficial Attainment of these would

lead success to the other existing variables into the Indigenous Peoples Education.

Scope and Delimitations

The study investigated the beliefs and practices in nature which was limited only

to the IP students of Philippine Normal University – North Luzon. The respondents were

came from the first year to fourth year students belonging to an IP Group such as Ibanag,

Yogad, Gaddang, Ifugao, and Agta. The study utilized descriptive research as a design

particularly, descriptive survey. The research instrument that have been used by the

researchers is questionnaires, specifically, close and open – ended questions to gather

information on the beliefs and practices of IP students.

Significance of the study

Finding the scientific explanations of the beliefs and practices of IP students of the

Philippine Normal University proves beneficial to the following people:

Researchers

The heaps of information that can be gleaned will surely help researchers in their

quest of knowledge particularly about the beliefs of indigenous people.

 Scientific explanation of the Beliefs and Practices of IP of PNU-NL 10

Philippine Normal University

The National Center for Teacher Education

Respondents

Upon understanding that some of their beliefs were scientifically proven, the

respondents per se can use this knowledge of their beliefs system in explaining to

other people the basis of their beliefs.

Teachers

Teacher would be conscious of the background experience of students’ beliefs

and practices. The teachers could be encouraged to develop skillful art of

questioning. Upon knowing all these ideas the teacher itself can create a technique

that will explain to the students the underlying concepts about their belief and

practices.

Students

Findings from this study would greatly help the students to understand the ways

in which Indigenous people have successfully managed the environment over the

long term. Also, the students would develop an open mind to learning in spite of

what may be their superstitious beliefs without any hindrance to scientific concept

of explaining phenomenon when learning. Thus, deep and thoughtful reasoning

would be encouraged in the students through this process.

Future Researchers

The study would add to educational research repertoire as researchers would be

privileged to know more of beliefs and practices with their scientific explanations.
 Scientific explanation of the Beliefs and Practices of IP of PNU-NL 11

Philippine Normal University

The National Center for Teacher Education

The study could be a reference for researchers who would like to embark on a

related topic. It is believed that the findings would contribute knowledge to them

as they go on with their own study.

Administrators

This study will be helpful to the administrators in planning and developing the

pedagogy of teaching implemented into schools with regards to Science subjects

and Science related subjects.

Curriculum Planners

This study will serve as guide in mounting the curriculum design especially in

teaching Science concepts about nature. This will allow the curriculum planners

for more development and wider consideration.

Policy makers

The findings would assist educational policy makers to be acquainted and aware

to the students and teachers background and this will give them the idea of what

must be protected specially on the matters where people point of view in beliefs

and practices are different.

Parents

These will give them the idea on how they can explain their beliefs and practices

to their children without giving false information or ideas.

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Philippine Normal University

The National Center for Teacher Education

Definition of terms

The following terms were defined conceptually, which greatly help in

understanding the concepts related in the study. This section will clarify the terms that are

ambiguous to the reader.

Indigenous People

Group of people protected in international or national legislation as having a set

of specific rights based on their historical ties to a particular territory, and their

cultural or historical distinctiveness from other population.

Beliefs

Acceptance by the mind that something is true or real, often underpinned by an

emotional or spiritual sense of certainty

Practices

To do something regularly or constantly as an ordinary part of life.

Science

The intellectual and practical activity encompassing the systematic study of the

structure and behavior of the physical and natural world through observation and

experiment.

Scientific Explanations

Explaining based on or characterized by the methods and principles of science.

 Scientific explanation of the Beliefs and Practices of IP of PNU-NL 13

Philippine Normal University

The National Center for Teacher Education

Non-Scientific Beliefs

Beliefs which does not involve or relate to science or scientific methods.

Commonly known as Pseudoscience.

Nature

The physical world and everything in it (such as plants, animals, mountains,

oceans, stars, etc.) that is not made by people.