Teachers’ Perception on Culturally Responsive Chemistry Instruction Through Traditional Knowledge and Practices

Abstract

This study examined the integration of Indigenous Knowledge and Practices (ICKP), particularly indigenous dye extraction, in Chemistry instruction. Grounded in culturally responsive and contextualized science education, the study aimed to explore key dimensions of ICKP integration, including awareness, attitudes, self-efficacy, instructional practices, perceived relevance, and implementation barriers. A descriptive survey design with qualitative support was employed to provide a comprehensive understanding of the phenomenon. Data were collected from eight (8) Chemistry educators in selected secondary schools in the Philippines using a structured questionnaire consisting of Likert-scale items and open-ended questions. Quantitative data were analyzed using weighted mean and standard deviation, while qualitative responses were examined through thematic analysis. Findings revealed generally positive perceptions toward ICKP integration, with very high ratings in perceived relevance to both instruction and learning, as well as strongly positive attitudes. Indigenous dye extraction was viewed as an effective contextual tool for explaining abstract Chemistry concepts and enhancing learner engagement. However, awareness and self-efficacy were found to be at moderate levels, indicating limited familiarity and confidence in implementing ICKP-based instruction. Thematic analysis identified several key challenges, including lack of instructional materials, curriculum constraints, limited training, heavy instructional workload, learner perception issues, and logistical barriers. Despite these challenges, ICKP integration was perceived to significantly contribute to conceptual understanding, cultural relevance, and preservation of indigenous knowledge. The study concludes that while the integration of indigenous dye extraction in Chemistry instruction is highly valued and pedagogically beneficial, its implementation remains inconsistent due to systemic and practical constraints. The findings highlight the need for enhanced institutional support, teacher training, resource development, and curriculum alignment to facilitate effective ICKP integration. This study contributes to the advancement of culturally responsive science education and underscores the role of education in bridging scientific knowledge and cultural preservation.