Universal Journal of Educational Research

Michelle M. Dagohoy

Siquijor State College, Siquijor, Philippines

ABSTRACT

Indigenous communities such as the Mamanwa contribute significantly to national development and advocate for education. This study explored the lived experiences of Mamanwa college students, focusing on the acculturative challenges they encountered in their academic and social lives and the coping mechanisms they employed. A descriptive-phenomenological research approach was utilized where the researchers interviewed six purposively selected students, and thematic analysis was employed to explore the data. The results showed that the students were confronted with problems such as academic pressure, financial issues, and cultural differences, among others, as they transitioned to higher education. However, this was overcome by the urge to positively change themselves, their society and their friends and family support. The students applied approaches like self-motivation, concentration, and proactive solutions to solving problems effectively. They also derived joy and belongingness from participation in extra-curricular activities. The findings of this study provide a basis for developing culturally sensitive educational policies and efforts for Indigenous learners, particularly the Mamanwa. Thus, good, solid support structures, inclusive teaching methods, and targeted initiatives should be in place to promote Indigenous student success at the tertiary level.