Roosevelt Thomas S. Asejo1 & Teresita R. Doctor2
1Cervantes National High School, Cervantes-Quirino District, Division of Ilocos Sur, Philippines
2Faculty of Education, St. Theresa International College, Ongkarak, Nakhon Nayok, Thailand
Abstract: This research was conducted to assess the awareness and acceptance of teachers on the concepts of Indigenous Knowledge and the correlation between awareness and acceptance of teachers on these concepts. The study was conducted in the Secondary Schools in Cervantes, Ilocos Sur, Philippines. The study employed the descriptive method of research. Data were gathered through the use of questionnaire corroborated by informal interviews. Questionnaires were distributed to 67 respondents who are teaching Junior High school students in the three selected schools in Cervantes, Ilocos Sur. Data gathered were analyzed using descriptive statistics and frequency count. F-test was used to determine the differences on the perceptions of the respondents while Pearson-product moment correlation was used to determine the relationship between variables. Results showed that there is a moderate awareness and acceptance of teachers on the concepts of indigenous knowledge. Likewise, there is a high correlation between awareness and acceptance of teachers on the concepts of indigenous knowledge. Consequently, there is no significant difference on the perceptions of teachers on their awareness and acceptance on the concepts of indigenous knowledge when grouped according to ethnic affiliation. It is concluded that teachers do not have full awareness and acceptance on the concepts of indigenous knowledge since they have varied understandings of Indigenous Knowledge. Moreover, their awareness on the concepts of Indigenous knowledge greatly affects their acceptance on these concepts. Hence, there is a positive parallel relationship between the two variables.
Keywords: Indigenous Knowledge, Secondary School Teachers, Awareness, Acceptance, Cervantes, Ilocos Sur
Published: January 9, 2022
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International Journal of Social Sciences & Educational Studies
ISSN 2520-0968 (Online), ISSN 2409-1294 (Print), December 2021, Vol.8, No.4