Author

Jenaley J. Ocio
Agusan Colleges, Inc.
Butuan City, Philippines
Email: jenaleyocio@gmail.com

Abstract

This study assessed the learning preferences of Higaonon learners at Bokbokon Elementary School in Las Nieves District and examined their perceptions of teacher competency in addressing these preferences in English and Science. Using a qualitative research design with a phenomenological approach, the study explored learners’ lived experiences, preferred learning methods, and classroom challenges. Fifteen Higaonon learners from Grades 4, 5, and 6 participated in semi-structured interviews and focus group discussions. Data were analyzed using thematic analysis. Findings revealed that Higaonon learners preferred visual, contextualized, language-mediated, and experiential learning approaches. Visual aids, real objects, demonstrations, storytelling, and the translation of lessons into Bisaya significantly enhanced learners’ comprehension and engagement. Learners perceived their teachers as competent in using instructional materials, classroom management strategies, and teaching methods that supported learning. However, difficulties in English and Science persisted due to language barriers, unfamiliar vocabulary, and abstract concepts. The study concluded that culturally responsive, learner-centered, and multimodal instructional practices are essential in addressing the learning needs of Higaonon learners. Based on the findings, two proposed learning models suited to indigenous learners were developed to enhance teaching effectiveness and learning outcomes in English and Science.

Keywords: Higaonon learners, learning preferences, teacher competency, phenomenological study, culturally responsive pedagogy, indigenous people’s education, visual learning, language mediation, English instruction, Science instruction

DOI: http://doi.org/10.69651/PIJHSS0501791

Recommended citation:
Ocio, J. J. (2026). Learning preferences in English and Science of Higaonon learners: A phenomenological study. Pantao (The International Journal of the Humanities and Social Sciences) 5 (1), 8802-8812. http://doi.org/10.69651/PIJHSS0501791

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