In the diverse cultural landscape of the Philippines, integrating local traditions and values into the educational system is essential for fostering an inclusive and enriching learning environment. This study employed experimental and descriptive-evaluative methods to determine and evaluate the effectiveness of culturally responsive MAPEH lesson plans. Conducted at Edwards National High School in South Cotabato during the school year 2024-2025, the study involved 60 Grade 9 students, 30 in the experimental group and 30 in the control group, selected through Simple Random Sampling. Results highlight that the developed culturally responsive MAPEH lesson plans demonstrated a very high extent of quality, meeting 91-100% of expected standards. Design elements such as font style, paper size, color combinations, usability, and labeling were rated to a very high extent. At the same time, durability and binding techniques were identified as areas for improvement. The lesson plans effectively integrated cultural responsiveness, ensuring alignment with students’ linguistic, socio-economic, and religious backgrounds while fostering literacy, numeracy, and higher-order thinking skills. A significant improvement in academic performance was observed in the experimental group, which achieved higher posttest scores and was categorized as “Satisfactory” compared to the control group. A highly significant difference was found between the groups, confirming the intervention’s effectiveness. Additionally, the experimental group demonstrated a significantly greater improvement in academic performance than the control group. The study concludes that culturally responsive lesson plans enhance students’ engagement and learning outcomes. Recommendations include improving material durability, providing teacher training, and expanding culturally responsive teaching across subjects.

Keywords: Culturally Responsive, Lesson Plans, Mountainous Schools, Performance, Quantitative-Experimental.

Views (48)