factors affecting public high school students towards philippine power point

8/3/2019 Factors Affecting Public High School Students Towards Philippine Power Point

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FACTORS AFFECTING

PUBLIC HIGH SCHOOL

STUDENTS TOWARDS

PHILIPPINE FOLK DANCE


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RATIONALE

Dance is an expression of anintensified sense of arisingfrom an inner perception that

stimulates both mind andbody. It is man's natural andprimitive means of expression

that truest expression of apeople. Is in its dances and itsmusic. The body never lies.

Dance has been part of the


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A dance is simply emotional expression when develop into

a design with its planned organization of a pattern ofmovement in rhythm, in space, and on ground, with its set of

steps, gestures and dynamics becomes a specific dance. And

when stylized in a common design becomes a dance form.

These dance forms which takes centuries to develop; reflect

the customs of the society in which they have evolved. When

tribesmen wanted something, they dance for it. They dance

to call the rain spirit to send rain for their crops; they dance to

heal the sick; they dance to show off their affection to

someone; when they are victorious after a battle they would

feast and dance. Indeed, the body is the basic instrument of

life.


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The Philippine dance should be seen at an anglewherein it will be reflective of a natural culture

identity and that will mirror the Filipino psyche andaspirations.

As an expressive folk art, it depicts the nations

sentiments and creative spirit. It exemplifiesvicissitudes of Filipino life through the centuries. It isthe Filipino expression of his faith, joys, sorrows,hopes, and aspirations. It is the Filipino soul whospeaks straight from his heart.


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Dance research in the Philippines was initiated at the

University of the Philippines, when the former UP

President, Jeorge Bocobo requested Francisca Reyes to

present a repertoire of folk dances. This then put the

people involved to be aware that there was a lack of

recorded and documented fold dances. Thus years of

long research work started.

Folk Dances, in the purest form, is too pouring to

interest the audience. The principle behind is to adaptthese indigenous dances to the conventions and

possibilities of modern theatre. This principle would

then satisfy the need to situate the dances within their

cultural context. In designing them one should keep the


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It is a fact that in most schools program, PhysicalEducation is not given as much time as the academicsubject and is an often neglected especially Philippine

folk dance subject. There are some factors that affectspublic high school students attitudes (Leslie W. Irwin,the Curriculum in Health (St. Louis: The C.V Mosby Co.,1951) and performance rating towards that subject inparticular. A common assumption of the general public

is that students take Physical Education because it isrequirement for graduation.

Furthermore, absences and drop outs are verycommon in the Physical Education subject. This has

become a problem of the teachers and administratorsin many schools. This assumption has prompted andresearchers curiosity to find out the factors that affectspublic high school students towards Philippine folkdance class particularly of the Don Vicente Rama

National High School and Abellana National HighSchool.


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THEORETICALBACKGROUND


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This study is anchoredmainly on the following

theories:The Theory of students Involvement by

Alexander W. Astin,

The theory of The Stimulus-ResponseTheory (Associative Theory) by EdwardThorndike.

The theory of The Cognitive Theory of

Learning (Field Theory) by MaxWertheimer.


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The Theory of studentsInvolvement by

Alexander W. Astin It provides a link between the variables emphasized in

these theories (subject matter, resources, and

individualization of approach) and the learningoutcomes desired by the student and the professor. Inother words, the theory of student involvement arguesthat a particular curriculum, to achieve the effectsintended, must elicit sufficient student effort and

investment of energy to bring about the desiredlearning and development.


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Simply exposing the student to a particular set ofcourses may or may not work. The theory of

involvement, in other words, provides a conceptualsubstitute for the black box that is implicit in thethree traditional pedagogical theories. The contenttheory, in particular, tends to place students in apassive role as recipients of information. Thetheory of involvement, on the other hand,emphasizes active participation of the student inthe learning process. Recent research at thepre- collegiate level (Rosenshine, 1982) has

suggested that learning will be greatest when thelearning environment is structured to encourageactive participation by the student.


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On a more subtle level, the theory of studentinvolvement encourages educators to focus less on

what they do and more on what the student does: howmotivated the student is and how much time andenergy the student devotes to the learning process.

The theory assumes that student learning anddevelopment will not be impressive if educators focus

most of their attention on course content, teachingtechniques, laboratories, books, and other resources.With this approach, student involvementrather thanthe resources or techniques typically used by educatorsbecomes the focus of concern.


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Thus, the construct of student involvement in certainrespects resembles a more common construct inpsychology: motivation. They prefer the term

involvement, however, because it implies more thanjust a psychological state; it connotes the behavioural

manifestation of that state. Involvement, in otherwords, is more susceptible to direct observation andmeasurement than is the more abstract psychologicalconstruct of motivation. Moreover, involvement seemsto be a more useful construct for educationalpractitioners. How do you motivate students? isprobably a more difficult question to answer thanHow do you get students involved?


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The theory of student involvement is qualitativelydifferent from the developmental theories that havereceived so much attention in the literature of higher

education during the past few years. These theories areof at least two types: those that postulate a series ofhierarchically arranged developmental stages (e.g.,Heath, 1968; Kohlberg, 1971; Loevinger, 1966; Perry,1970) and those that view student development in

multidimensional terms (e.g., Brown & DeCoster,1982;Chickering, 1969). (For recent, comprehensivesummaries of these theories see Chickering &Associates, 1981; Hanson, 1982.).


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Whereas these theories focus primarilyon developmental outcomes (what ofstudent development), the theory of

student involvement is moreconcerned with the behaviouralmechanisms or processes thatfacilitate student development (thehow of student development). These

two types of theories can be studiedsimultaneously.

Th Sti l R


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The Stimulus-ResponseTheory (Associative

Theory) by EdwardThorndikeThe stimulus-response (S-R) theory developed by

Edward Thorndike suggests that learning takes place byconditioning a response to a stimulus. Learning isassociating and conditioning. Learning takes place withan established neural pathway between the stimulusand the response. This theory emphasized that whenan individual is stimulated to perform an act ofresponse and this act or response is accompanied bypleasure or satisfaction, he will remember and repeatthe act. Then with practice, the response becomesautomatic like any other drill or habit.


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In physical education, the S-R theory favours teachingof an activity or skill and providing the opportunity to

practice correctly until the skill is learned or mastered.It is the responsibility of the physical education teacherwhen teaching a skill to provide the best possibledemonstration of the skill to be learned, and tocontinually assist the learner in the practice using the

technique to assure improved.


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Theory of Learning(Field Theory) byMax Wertheimer

The cognitive theory of learning whichhas been developed by Gestalt`focuses on the individual. It states

that an individual learns a task as ameaningful whole rather than a seriesof related parts. It proposes that theresponse is not to the stimulus but tothe learners perception of the

reconstruction of the stimulus in termsof the whole situation.

An outstanding advocate of thecognitive theory is Jerome Bruner. His

major emphasis is on the discoverya roach which ives much

I th S i l C iti


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In the Social CognitiveTheory, we are considering

3 variables: behavioural factors

environmental factors (extrinsic)

personal factors (intrinsic)


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These 3 variables in Social CognitiveTheory are said to be interrelated

with each other, causing learning to

occur. An individuals personalexperience can converge with thebehavioural determinants and theenvironmental factors.


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In the person-environment interaction, human beliefs,ideas and cognitive competencies are modified by

external factors such as a supportive parent, stressfulenvironment or a hot climate. In the person-behaviourinteraction, the cognitive processes of a person affecthis behaviour; likewise, performance of such behaviourcan modify the way he thinks. Lastly, the environment-

behaviour interaction, external factors can alter theway you display the behaviour. Also, your behaviourcan affect and modify your environment. This modelclearly implies that for effective and positive learningto occur an individual should have positive personal

characteristics, exhibit appropriate behaviour and stayin a supportive environment.


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In addition, Social Cognitive Theory states that newexperiences are to be evaluated by the learner by

means of analyzing his past experiences with the samedeterminants. Learning, therefore, is a result of athorough evaluation of the present experience versusthe past.

For the purpose, the school will design a developmentprogram for the Physical Education student. Prior todecision-making on the form of development programfor the student, an identification of the developmentneed is in order. This is possible through curriculumresearch and curriculum evaluation. Hence,


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The present study will attempt toimprove the curriculum in physicaleducation specifically the Philippine

folk dance program for the public highschool Physical Education studentsthat will meet the need of the clientele.


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SIGNIFICANCE OF THE

STUDY


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the factors affecting publichigh school students

towards Philippine FolkDanceThe findings of this research would serve veritable

information to the following:


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To the Students.

They are the learners of the school.The study is significant to the degree

that the factors affecting public high

school students towards Philippine folkdance will serve as a baseline inapplying modern techniques in theteaching of Philippine folk dance inpublic high school students.


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To the Parents.

Information given in this study wouldhelp them motivate their students todevelop good behaviour and to make

them aware of our culture


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To the P.E.Instructors.

The results of this study would help theP.E. teachers to understand theprocess of developing knowledge,

skills, habits, interest, attitude, factorsthat affects the public high schoolstudents towards Philippine folk danceso as to improve in the teaching-learning process.


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To the SchoolAdministrators.

The information given on this researchwould make them aware of theimportance of considering interest,

attitude, and factors that affects thestudents towards Philippine folk danceand if schools aimed to promote andmaintain quality, the administrator cangive their support in terms of hiring

physical education teachers who canreally deliver the goods in terms ofknowledge, skills, habits and expertisein Philippine folk dance.


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To the Researchers.

These people are the ones who are indirect contact with the respondent.


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factors affecting public high school students towards philippine power point

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