Asia Pacific Journal of Multidisciplinary Research, Vol. 3, No. 4, November 2015 Part IV _______________________________________________________________________________________________________________ 50 P-ISSN 2350-7756 | E-ISSN 2350-8442 | www.apjmr.com Physics Instruction Utilizing Culture-Based Pedagogy Nerrie E. Malaluan, Dennis B. Masangcay College of Teacher Education, Batangas State University, Batangas City, Philippines nerriemalaluan@yahoo.com Date Received: September 13, 2015; Date Revised: October 28, 2015 Asia Pacific Journal of Multidisciplinary Research Vol. 3 No. 4, 50-58 November 2015 Part IV P-ISSN 2350-7756 E-ISSN 2350-8442 www.apjmr.com Abstract - This research assessed topics in physics where culture-based pedagogy may be utilized and the applicability of Batangueño culture to these topics. It also determined the visual presentations which canbe prepared by teachers to incorporate Batangueñoculture in physics instruction. The end purpose of the study was to develop a teaching guide using culture-based pedagogy to reinforce the student’s learning, and help them achieve high academic performance. Descriptive method was adopted with questionnaire as tool in gathering data. Interviews and focus group discussions were also conducted. Thirty physics teachers in public secondary schools of the Division of Batangas City served as respondents. Purposive sampling was applied in determining the respondents. Frequency, percentage, ranking and weighted mean were statistical tools applied. Findings revealed that the culture-based pedagogy that could be utilized in teaching physics was on topics: Constant and Uniformly Acceleration; Work, Power and Energy; Laws of Motion; Projectile Motion; Heat and Light. Batangueño culture was found applicable in teaching physics. The visual presentations which could be used were pictures, powerpoint and video clips. Moreover, the proposed teaching guide utilizing culture-based pedagogy may be used by teachersto heighten students’ interest and motivation and to attain active participation and high achievement. It may be a reference of employing Batangueño culture in teaching the topics. It was recommended that the output be presented to the school heads and supervisors for their comments and suggestions for enrichment of content and application of culture-based pedagogy not only in science but in other learning areas. Keywords: Physics instruction, culture-based pedagogy, Batangueño culture INTRODUCTION Culture plays a significant role in the teaching- learning process. It serves as the bases of the teacher‟s creativity and innovation in teaching approaches and methodologies. Culture dictates human behaviour. It is a complex whole formed from the history of the ancient civilizations and inherited to generations. It pertains to any system of shared beliefs and knowledge that shapes human perceptions and social interactions. Thus, culture must be a crucial factor in teaching to maximize the sensory connections of the students in a certain lesson. Optimizing this „connection‟ is a great indicator of achieving success in imparting meaningful learning among the students. This creates a substantial link between culture and the teaching-learning process. Villegas and Lucas [1] described culture based pedagogy as a teaching strategy that recognizes all students learn differently and that these differences may be connected to background, language, family structure and social or cultural identity. Theorists and practitioners of culturally responsive pedagogy more than acknowledge the cultural uniqueness of each student; they intentionally nurture it in order to create and facilitate effective conditions for learning. They see student diversity in terms of student strengths; they orient to it as presenting opportunities for enhancing learning rather than as challenges and/or deficits of the student or particular community. Salandanan[2] also stated that using community based resources as strategy involves familiarization and mentally close link with all the educational aspects in it, the people and their expertise, the places with rich instructional materials and the natural landscapes. Teachers can make advantage of those abundant sources of first-hand materials that can make teaching- learning process spontaneous and natural. Good pedagogy requires a broad repertoire of