Culture Based Strategies in Teaching Araling Panlipunan and The Learning Outcomes of Grade 7 Students in Public School

Culture Based Strategies in Teaching Araling Panlipunan and the Learning Outcomes of

Grade 7 Students in Public School

IV DV
I. Profile of the
Students Learning Outcomes
1.1 Age
1.2 Gender  Cognitive
II. Culture Based  Psychomotor
Strategies  Affective
2.1 Context Based
2.2 Integrative
Stategy

Theoretical Framework
Various theories have emerged to explain such gaps in student performance. Cultural deficit theory
attributes the academic shortcomings of minority students to students’ home culture and
environment whereas cultural difference theories shift focus from the home to differences in
language and communication styles between home and school (Erickson 1993). Cultural
compatibility (Vogt, Jordan, and Tharp 1993) and cultural congruence (Mohatt and Erickson 1981)
theories similarly explain poorer student outcomes among some groups as a result of language
differences and, more generally, cultural mismatch. Oppositional theory focuses on student
responses to these mismatches, to include broader societal inequities and experiences with
discrimination (Ogbu 1996). Recent theories place culture at the center of debates surrounding
relevance, relationships, and rigor in learning processes. Culturally responsive/relevant education
recognizes cultural gaps between home and school as part of the achievement gap and calls for
increased cultural relevance in education to engage, support, and empower learners (Castagno and
Brayboy 2008). Cognitive theory (Demmert and Towner 2003) reasons that students learn more
readily when prior knowledge is activated and connected to new information they are learning,
hence supporting the importance of cultural relevance. Finally, cultural-historical-activity theory,
or CHAT, more specifically emphasizes connectedness to community and culture as the
foundation for teaching and learning (Roth and Lee 2007). Despite some differences in approach
and emphasis, all of these theories consider the degree of continuity and congruence between home
and school. This body of work suggests that education is both an individual and a collective
experience, where engagement and success can be enhanced and enriched via strengths-based
approaches which integrate the culture and community of learners. In this research, the term
culture-based education (CBE) is used to represent a holistic and comprehensive application of
culturally relevant education and refers to educational approaches that are grounded in a particular
cultural worldview (Demmert and Towner 2003).
Introduction
K-12 without a strong cultural base will never become meaningful and relevant. It will never heal
the wound in our national psyche. We have long-term and short-term memory loss because we do
not have any sense of history. History should have taught us the important lessons of the past
which must not be forgotten because they were written with the blood of our countrymen. We do
not take seriously our historico-cultural education because up until today, our educational system
is very colonial in character. Without cultural roots, without cultural memory, without cultural soul
our educational system will fail, for in these cultural essentials we find meaning in being human,
in being a member of a human and humane society. In a culture-based education, culture is the
foundation which provides both perspective and principle, framework and methodology, impetus
and driver of discussion, assessment and evaluation upon which skills, abilities and knowledge
regarding the self and the world-at-large are constituted, mediated, and disseminated. Is both a
philosophy of education and a teaching strategy where instruction and student learning are
grounded in the unique cultural beliefs, values, norms, knowledge, heritage, practices, language,
experiences, and cultural expressions of the community. In culture-based education, culture is the
core and the foundation of education, governance, and sustainable development. It seeks to
develop among Filipinos a greater awareness, understanding, and appreciation of our arts, history,
geography, and heritage towards the evolution of a consciousness that will improve the quality of
our life. A CBE in the Philippines envisions to develop A NATION OF CULTURALLY
LITERATE AND EMPOWERED FILIPINOS who are not only patriotic and ardent nationalists
but at the same time, responsible and committed global denizens as well.
Statement of the Problem
This study aims to determine the Culture Based Stategy in Teaching Araling Panlipunan and
the Learning Outcomes of Grade 7 Students in Public School. Specifically it seeks to answer the
following questions:
1. What is the Profile of the Respondents in terms of :
1.1 Age
1.2 Gender
2. What is the Effect of Culture Based Strategy in learning outcomes of the Grade 7 Students in
Public School using :

2.1 Context Based
2.2 Integrative Startegy
3. What is the learning outcomes of the Grade 7 Students in terms of:
3.1 Cognitive
3.2 Psychomotor
3.3 Affective
4. Is there a significant effect of Culture Based Stategy in Teaching Araling Panlipunan in the
Learning Outcomes of Grade 7 Students in Public School?

Culture Based Strategies in Teaching Araling Panlipunan and The Learning Outcomes of Grade 7 Students in Public School

Uploaded by

Copyright:

Available Formats

Culture Based Strategies in Teaching Araling Panlipunan and The Learning Outcomes of Grade 7 Students in Public School

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Culture Based Strategies in Teaching Araling Panlipunan and The Learning Outcomes of Grade 7 Students in Public School

Uploaded by

Copyright:

Available Formats

Culture Based Strategies in Teaching Araling Panlipunan and the Learning Outcomes of

Grade 7 Students in Public School

relevance, relationships, and rigor in learning processes. Culturally responsive/relevant education

hence supporting the importance of cultural relevance. Finally, cultural-historical-activity theory,

or CHAT, more specifically emphasizes connectedness to community and culture as the

culture-based education (CBE) is used to represent a holistic and comprehensive application of

cultural worldview (Demmert and Towner 2003).

our life. A CBE in the Philippines envisions to develop A NATION OF CULTURALLY

Statement of the Problem

1. What is the Profile of the Respondents in terms of :

Public School using :

2.2 Integrative Startegy

3. What is the learning outcomes of the Grade 7 Students in terms of:

Learning Outcomes of Grade 7 Students in Public School?

You might also like