Assessing Indigenous Knowledge Transmission among Bangbang National High School Students: A Guide for IPMR Programs

Abstract

An evaluation of Ifugao Indigenous knowledge transmission to students at Bangbang National High School seeks to assist the Indigenous People Mandatory Representatives (IPMR) in developing cultural programs. The investigation employs statistical methods to evaluate the degree of indigenous knowledge exchange and sharing, cultural participation, and preservation awareness status. The analysis includes sex-based comparison alongside a study of the interrelation between knowledge acquisition, cultural participation, and preservation awareness. The research shows that Ifugao Indigenous knowledge travels from generation to generation, yet formal education fails to include it adequately, thus requiring increased alliance between schools and communities. Socio-cultural changes produced equal engagement levels between males and females as females maintain a central function in knowledge preservation. The research emphasizes that policy backing, together with continuing intergenerational learning combined with community participation, will help enhance the transmission of Indigenous knowledge. The study's findings suggest integrating Indigenous knowledge into the curriculum, establishing community-based educational programs, creating gender-neutral policies, and fostering collaboration between IPMRs, educators, and elders to protect and sustain Ifugao cultural heritage.