The teaching of folk dancing in public secondary schools in District V, Malate, Manila, SY 2002-2003: A study

Amor Rosima

Document Type

Dissertation

Publication Date

2003

Abstract

Faced with the challenge of catering to the needs of extremely varied 21st century learners, teachers of mathematics always seek to make learning of the subject more meaningful. Thus, the implementation of many different teaching styles and techniques. Geared with the aspiration of producing lifelong learners, the K-12 mathematics curriculum for the junior high school requires the teachers to integrate real life situations in the classroom instruction. Thus, this paper sought to further explain the essence of the integration through the research problems as to what the participants’ views on the relevance of mathematics in students’ life situations.

This study analyzed the responses of the research participants who are public school teachers in Biñan, Laguna handling grades 9 and 10 mathematics. From the said responses, seven themes were formulated namely, theme1: perception on mathematics, theme2: importance/significance of mathematics, theme 3: challenges in teaching mathematics, theme 4: mathematics and real life, theme 6: facing challenges in teaching mathematics, and theme 7: impact of mathematics and its real life applications on the research participants and their learners to further discuss the results.

The purpose of this study was to investigate the teaching of folk dancing in public secondary schools in District V, Malate, manila in school year 2002-2003.

A total of 92 teachers served as respondents. They represented several public secondary schools, including Araullo High School, Manila Science High School, manila High School, Villamor High School, and Roxas High School.

Findings
The findings of this study may be summarized as follows:

  1. A majority of the teacher respondents were 31 years of age and above (70%), married (93%), with teaching experience of 11 years and above (58%), graduates with bachelor degrees in education (75%), and attended training and workshops on the school and district levels (69%)
  2. Items covering attitude toward folk dancing got a weighted mean of 3.10 from respondents who had teaching experience of 15 years and below and 3.12 from respondents who had teaching experience of 16 years and above.
  3. Items covering feelings about folk dancing got a weighted mean of 3.12 from respondents who had a teaching experience of 15 years and below and 3.01 from respondents who had teaching experience of 16 years and above.
  4. Items covering perception on the selection of folk dance activities got a weighted mean of 3.25 from respondents who had a teaching experience of 15 years and below and 3.17 from respondents who had teaching experience of 16 years and above.
  5. The teacher respondents encountered certain problems in teaching folk dancing, such as the negative reaction of boys when not instructed in folk dancing in their early years, the negative attitude of parents toward the participation of their children in folk dances, inadequate facilities of the school, the lack of sympathetic understanding on the part of school officials as regards folk dancing, inadequate time allotted for folk dance teaching and large class size.

Conclusions
Based on the findings of the study, the researcher arrived at the following conclusions:

  1. Only a small percentage of respondents finished graduate studies.
  2. The respondents have generally favorable attitude toward folk dancing, good feelings about it, and are contented with the selection of activities; but these need to be improved.
  3. There is no significant difference in the attitude of the respondents toward folk dancing, their feelings about it, and their perception of the selection of activities, when grouped according to teaching experience.
  4. The teachers have to cope with certain problems to teach folk dancing effectively.

Recommendations
On the basis of the conclusions stated above, the following recommendations will help meet the concerns of secondary physical education teachers especially in the teaching of folk dancing

  1. Teachers in the secondary physical education department should be given ample guide seminars and workshops for them to learn the fundamental folk dance skills.
  2. Teachers should be motivated in order to enhance their liking for the teaching of folk dancing.
  3. Assign teachers who are P.E. majors whose specialization is P.E. if not, assign those teachers who have interest to handle the subject.
  4. New teachers in physical education should attend seminars, workshops and dance clinics to learn the basic fundamental skills in dance.
  5. Administrators and department heads should be exposed also to physical education activities and improve their supervision of the teaching of folk dancing.
  6. The time allotment for P.E. should be increased and should not be used for other non-related activities.
  7. Similar studies should be undertaken in other divisions or other regions.

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Disciplines

Dance

Keywords

Folk dancing, Philippine—Study and teaching

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