| It is the thrust of all educational institutions to provide quality education to ensure better learning process. To attain this goal, educational institutions should think of strategies and standards set by the Department of Education to address the specific needs of their learners. This study aimed to assess the inclusion of local knowledge and determine the extent of occurrence of challenges encountered in teaching Senior High School in the selected Senior High school in terms of materials, mode of delivery, and learning activities. Likewise, this study proposed plans of action to enhance inclusion of local knowledge in teaching. Local knowledge serves as the springboard or the prior knowledge from where the students will start learning since this is what they are more familiar with. This study used the descriptive research design. Thirty percent of the senior high school students served as the student-respondents and all the 72 teachers served as teacher- respondents. Data were treated statistically using frequency, weighted mean, and t-test. From the results of the study, it was concluded that Science teachers have higher opportunities to include local knowledge in their teaching; using local knowledge would enable the learners to easily grasp the learning concepts, and eventually become more interested in their community. Integrating local knowledge is a must in school curriculum, thus, teachers should make efforts to somehow start including local knowledge in their teaching. From the derived conclusions, the researchers recommended that a seminar/workshop on the use of pedagogical approaches be conducted to reinforce the idea of local knowledge for both teachers and learners and to integrate innovations in the curriculum to address the need for the inclusion of local knowledge in the teaching and learning process. |
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