Author

Cindy Agyao Paclay*
Teacher/Lacnog Integrated School, Lacnog, Tabuk City, Kalinga, Philippines

Abstract

This study aims to examine the integration of indigenous literature and indigenous instructional materials in the teaching of the Filipino subject and its effect on the development of students’ indigenous cultural awareness. A multi-method research design was employed, combining a descriptive quantitative approach and a qualitative method. The respondents consisted of 30 teachers from selected schools in Eastern District 2 who have experience in using indigenous materials in their instruction. The study assessed the level of utilization, effectiveness, and teachers’ perceptions regarding indigenous literature and materials. The findings revealed that teachers frequently and consistently use indigenous literary forms such as legends, epics, folktales, riddles, folk songs, proverbs, and local poetry, as well as indigenous materials including images, traditional clothing, indigenous games, and visual aids. The results also showed that the use of these materials is effective in developing language and literary skills, critical and creative thinking, and in enhancing students’ cultural awareness. Qualitative data further supported the overall findings, indicating that teachers hold positive perceptions regarding the importance of integrating indigenous materials as tools for instruction and for fostering cultural awareness. Based on the study, the integration of local literature and materials is a meaningful step toward strengthening appreciation of one’s own culture and reinforcing students’ cultural identity.

Keywords: Indigenous literature, indigenous materials, Filipino, cultural awareness, teaching, integration.

*Corresponding author/ Email: cindyagyaopaclay@gmail.com
DOI: http://doi.org/10.69651/PIJHSS0502938

Recommended citation:
Paclay, C. A. (2026). Integration of indigenous literature and instructional materials in teaching: A study for the development of indigenous culture. Pantao (The International Journal of the Humanities and Social Sciences) 5 (2), 746-760. http://doi.org/10.69651/PIJHSS0502938

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