Unveiling the Experiences of Indigenous People (IP) Students on Assessment Tasks
DOI:
https://doi.org/10.56916/jmsss.v1i2.234Keywords:
education assessment, indigenous people, students, phenomenology, University of MindanaoAbstract
Assessment tasks for Indigenous People Students have a significant impact on their academic endeavors. Some of this IPs failed to continue their education because of the different educational factors they have encountered, such as language proficiency, class participation, and the like. Using phenomenology as research design, I explored the experiences and coping mechanisms of the IPs during the assessment task. The assessment task is under the umbrella of formative assessment. The IPs include Mansaka, Mandaya, Dibabawun, Kamayo, and Waray. They are all part of the Indigenous People group in the university. Results revealed that the experiences of IP students on assessment tasks are the complexity of the language used, the complexity of the question used, difficulty understanding the assessment, and uncertainty in the interaction, utilization of context clues. Further, IPs deal with their experiences through persisting in responding to the instruction, using alternative language in the instruction, preparing in advance for the assessment, and understanding the complexity of the assessment. These are manifestations that IPs need to strengthen their educational foundation.
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