Causalities of the Academic Achievement and Motivation of Indigenous Learners: A Benchmark for Educational Intervention

Abstract

This study investigates the academic achievement and motivation to learn among indigenous learners. It also examines factors influencing these outcomes, including cultural, environmental, personal, school, social, and teacher-related aspects, to understand how these variables affect performance and motivation and guide the development of educational interventions.
A descriptive correlational design was employed, combining quantitative and qualitative approaches in two phases. The first phase involved a survey on academic achievement, motivation, and influencing factors, followed by key informant interviews and focus group discussions to provide deeper explanations of the quantitative results.
Based on the findings, the Systemic Accessibility: Giginhawa ang mga Indigenous People (SAGIP) program was developed to improve achievement and motivation by addressing awards, environmental barriers, and personal challenges. SAGIP offers mobility solutions such as module distribution through mobile schools, community-based learning centers, flexible scheduling, and literacy programs integrated with livelihood skills, making education more accessible, relevant, and supportive of learners’ well-being.
The study concludes that cultural, environmental, personal, school, social, and teacher factors significantly influence academic achievement and motivation. Addressing systemic barriers through culturally sensitive teaching, inclusive curricula, and supportive policies fosters an environment that enhances both academic success and personal growth among indigenous learners.