Professional Documents
Culture Documents
THE PROBLEM
The teaching of history has been one of the many important areas in the
curriculum not only in the secondary level but in the tertiary level as well. In the
postwar period, Philippine history at the university level was taught as a solid
subject. However, the decline in the teaching of history began especially that
and English than history. This poses a threat not only on a local point of view but
disunity and sluggish economic growth.” According to him, what we need to know
is the historical truth about what really happened to our country and how we have
been exploited, divided and ruled and turned one against each other to the point
of hating and killing each other for many generations. This view also was being
supported by Rizal in his early observation of the Philippines, thus, “As a people
honest understanding of our past and a collective will to resist foreign dictation
and to rely on our capacity and resources to bring about social justice, peace and
of history in the curriculum. Although, history subjects has never been replaced
contributes a major problem in its natural state. This study is even a new scale in
teaching of Rizal along with the strategies involved to ensure maximum benefit
determinant in student learning and achievement. It goes without saying that not
all teaching practices are equal in this respect. It is therefore important to identify
and promote the most effective practices, that is to say, practices which help
students to achieve desired learning outcomes in the most effective way. In the
With respect to quality learning and students benefits from learning in the
educational system. The term strategy provides a question that each of the
teachers must bear in mind as a challenge. Shang (2003) mentioned in his article
based on his book, “Towards Quality Learning” that Identifying effective teaching
practices along with the strategies they implement necessarily implies that
teachers have the power to influence student learning. Teacher is the most
education created when Claro M. Recto and Jose P. Laurel sponsored and
fought for the passage of Republic Act 1425, better known as the Rizal Law. This
is part of the curriculum taught especially in the tertiary level. It is the least
learned subjects in the school and accordingly one of the least interesting
subjects under the curriculum, thus, many challenges and efforts were an
everyday part of the teachers teaching this subject. Although, measures and
means were implemented to ensure that the students will learn and follows its
This study maybe posed to be “least” explored areas of the many studies
that can served as a research material. This even encouraged the researcher to
teaching Rizal subject. The abovementioned articles about history and the
determining the realm of teaching Rizal and the teachers’ strategy to assess and
find their difficulties and cope with it to make them efficient and provide a quality
time with students. Likewise, being one of the history instructor and have given
importance.
inquiry:
of:
1.1. age;
1.2. sex;
Rizal subject?
subject, along:
3.1. personal;
Rizal’s course?
The respondents who will be solicited for answers regarding the goals and
objectives of the study will be those who are in service for a year in the said
school. Likewise, they are those that are teaching Rizal subject in any areas of
Using interview, the findings of this study will draw strength from the
information and opinion from vintage point of view of selected respondents. The
respondents are primary movers of this study, their performance will never be the
coverage of the study but the teaching strategies involved in teaching. Likewise,
their personal experience and the effective delivery of subject taught will be of
This study is limited to the said scope and will not advocate any measures
Students. The students will be the primary beneficiaries of this study. The
findings will help improve the teaching strategies of teachers and thus, in return
Parents. Findings of this study will benefit the parents who are hoping
quality education for their children. The findings will help their children learn more
teachers especially those who are teaching history or sociology specifically Rizal
subject. This will give them an idea on how to deliver the subject with efficiency
School administrators. The findings of this study may help the school
teaching of the subject Rizal. This may also serve as a feedback on the
difficulties of teachers teaching history and may find ways to improve their
current situation.
Researcher, himself. This study will help the researcher in his career as a
teacher especially in handling Rizal subject in the day to day teaching. The
findings and the result of the study will provide substantial data needed in the
decisions and steps that can be utilized to help the students and the school in
general.
Future researchers. The reason why there is research is the need for
problems to be solved and the need requires data and information that could
bridge their study to well-known and tested facts. The same way, this research
M.S. Tabunda and M.M. Galang, A Guide to the Teaching of Rizal. (1992).
handling the subject. It will also reflect various areas of Rizal since the present
study is new and it is the first time that a research on the teaching strategies of
teachers in teaching Rizal subject will be deliberated under this study, there are
only very few studies that are of little significance to the present study, will be
provided.
Related Literature
José Rizal is one of the most revered figures in Philippine history. He was
a multifaceted intellectual and a political activist, best known for his political
writings that inspired the Philippine revolution and ultimately led to his execution
José was the seventh of 11 children. Taught first by his cultured mother, and
atmosphere. His brother and sisters were all well-educated and his family's
private library, of more than 1000 volumes, was quite possibly the largest in the
Philippines at that time. Rizal was an extremely gifted student, especially in the
sculpture, throughout his life; he even exhibited a bust at the Salon de Paris in
1889.
It has been half a century since Claro M. Recto and Jose P. Laurel
sponsored and fought for the passage of Republic Act 1425, better known as the
Rizal Law. This is the law that made the study of the life, works and writings of
of the student’s choice. In the collegiate level, therefore, only the following
courses remain required and compulsory by law: Land Reform and Taxation,
The last time the government took notice was in 1994 when then
immediately and fully implement the letter, intent and spirit of Republic Act No.
against the governing body and/or head of any public or private school, college
some schools were not complying with the law mandating the teaching of the life
and works of Rizal. It was even rumored that some schools did not teach Rizal or
his works, so it was deemed appropriate that the teaching of Rizal be renewed
and strengthened in preparation for the centennial of his death in 1996 and, of
it originally had two versions, one from Congress, the other from the Senate and
thus, one has to go through the thick volumes of the Congressional Record and
the Record of the Senate for the transcriptions of the heated debates that went
into the crafting of the law as we have it today. There is also a lot of materials
related to the law in the newspapers of the period that record the opposition of
the Catholic Church to the bill, which equals its current opposition to artificial
Going through the preamble of RA 1425 we see the reason for such
legislation:
“Whereas, today, more than other period of our history, there is a need for
a re-dedication to the ideals of freedom and nationalism for which our heroes
and patriot, Jose Rizal, we remember with special fondness and devotion their
history that is both informative and formative, the issue of nationalism requires a
second look. When Teodoro Agoncillo declared, in the 1960s, that “there is no
Philippine history before 1872,” he changed the way a whole generation looked
at history. He argued that primary sources before that turning point, the execution
had before 1872 was not Philippine history but the history of Spain in the
Philippines.
viewpoint came the classic nationalist works of Renato Constantino that also
RA 1425 was meant to honor Rizal and other heroes. As a matter of fact,
meeting of historians in order to draft a law that would officially declare National
Heroes. Contrary to popular belief, there is no law making Rizal our national
hero. He is such by tradition and acclamation. At best, Rizal was made “official”
when the Department of Education in the 1950s made a list of distinct icons of
national nature: the national tree is Narra, the national flower is Sampaguita, the
national animal is the Carabao, the national hero is Jose Rizal, etc.
among other things, that Rizal was an American-sponsored hero. It is this essay
that always crops up whenever people debate on who should be the “national”
Republic Act No. 1425 (House Bill No. 5561 and Senate Bill No. 438)
Colleges and Universities courses on the Life Works and Writings of JOSE
Authorizing the Printing and Distribution Thereof, and for Other Purposes.
Whereas, today, more than other period of our history, there is a need for
a re-dedication to the ideals of freedom and nationalism for which our heroes
and patriot, Jose Rizal, we remember with special fondness and devotion their
Whereas, the life, works and writings of Jose Rizal particularly his novels
patriotism with which the minds of the youth, especially during their formative and
Whereas, all educational institutions are under the supervision of, and
subject to regulation by the State, and all schools are enjoined to develop moral
SEC.1
Courses on the life, works and writings of Jose Rizal, particularly his
of all schools, colleges and universities, public or private; Provided, That in the
adopt forthwith measures to implement and carry out the provisions of this
Section, including the writing and printing of appropriate primers, readers and
textbooks. The Board shall, within sixty (60) days from the effectivity of this Act
out and enforce the regulations of this Act. The Board shall promulgate rules and
regulations providing for the exemption of students for reason of religious belief
contained in the second part of the first paragraph of this section; but not from
taking the course provided for in the first part of said paragraph. Said rules and
regulations shall take effect thirty (30) days after their publication in the Official
Gazette.
SEC.2
works and biography. The said unexpurgated editions of the Noli Me Tangere
Rizal shall be included in the list of approved books for required reading in all
university.
SEC.3
The Board of National education shall cause the translation of the Noli Me
English, Tagalog and the principal Philippine dialects; cause them to be printed in
persons desiring to read them, through the Purok organizations and the Barrio
SEC.4
SEC.5
The sum of three hundred thousand pesos is hereby authorized to be
appropriated out of any fund not otherwise appropriated in the National Treasury
SEC.6
Teaching Rizal
history about the Filipino was written by the Spaniards and then by the
Americans, resulting in the tragic alteration of the Filipino character and soul. To
paraphrase Dr. Jose Rizal, the Filipino was reduced to a groveling, clinging and
For centuries our people have grievously suffered from racial slurs that our
students must know about. The Spaniards called our people “Indios” and the
friars often referred to them as chongos, or monkeys. Only through the correct
With the advent of the Norte Americanos, the English writer Rudyard
Kipling in his “White Man’s Burden” warned the new masters to be cautious in
dealing with their new wards because “they are half-devil and half-child.” Up to
the 1980s, James Fallows wrote that the Filipino people were victims of a
“damaged culture.” What have our educators and historians done to redress
as a solid subject, but the textbooks remained written from the colonizers’ point
Philippine history from the Filipino viewpoint. He came out with a nationalist-
oriented textbook entitled The History of the Filipino People. Renato Constantino
The sad plight of the study and teaching of history continued up to the
seventies and eighties when teachers recruited to teach history in high schools
included physical education and home economics teachers. In today’s world, our
educational planners have come out with a strange concoction in the form of a
Britain and the United States, the teaching of English history covers four years of
the student’s life in college while in the US, irrespective of the student’s major or
In the Philippines history merits one semester’s work. Just recently the
What we need, to quote the economist Emmanuel Q. Yap, is “know the historical
truth about what really happened to our country in how we have been exploited,
divided and ruled and turned one against each other to the point of hating and
This echoes Rizal’s earlier observation: “In order to read the destiny of the
people, it is necessary to open the book of their past.” But what sort of books
shall our students open in the Makabayan class if these are bristling with half-
foreign dictation and to rely on our capacity and resources to bring about social
Related Studies
including the well-known report by Coleman et al. (2006), confirm that pupils from
while observing the strong link between disadvantaged backgrounds and low
school performance, Coleman et al. also noted in their report that this situation
was not irreversible and that school itself could counterbalance the weight of
pupils from modest backgrounds and ethnic minorities. Coleman et al. also
underline that, regardless of the pupil’s ethnic group, good teachers exert a
have the power to influence student learning. The works by Wang, Haertel and
identify the factors most likely to help pupils to learn. In the framework of this
study, they analyzed 179 reviews and book chapters, compiled 91 research
then classified them in order of priority. The two most prominent factors are
directly related to the teacher. Teachers are thus the most influential factor in
student learning, ahead of the family, which only ranks fourth. As Coleman et al.
to the family and social environment is 0.38 whereas it reaches 0.53 for factors
Rosenshine and Stephen, 2006; O’Neill, 1998; Gauthier, 1997) also confirmed
instruction in the teaching of basic skills… all the large-scale studies show direct
conducted in the West in the field of education (Slavin, 2002). This research was
The experiment was performed with children in nursery school and in the first
three years of primary school5. It is a longitudinal study which was carried out
over a period of some ten years, involving 70,000 pupils from 180 schools. Data
concerning about 10,000 pupils were collected annually and analyzed for the
The nine most popular teaching approaches or models used for the final
analysis in the framework of the Follow Through project were divided into two
Structured teaching approaches came under the Basic skills model, because
they were particularly geared towards systematic teaching of basic learning skills
approaches, they were grouped under the cognitive skills model or the affective
skills model.
It may further be noted that most literature and studies cited in this chapter
dealt mainly with Rizal, understanding his work and life and related views
regarding his nature. This also cited some of the important laws noted as the
main reason why Rizal subject was taught and a pre-requisite in the college
courses. None of these reviewed literature and studies had particularly dealt with
the teaching strategies of teaching the subject Rizal. This area is rarely studied,
The present study deals with the teaching strategy used by teachers in
Ateneo de Naga University, this will look into the idea of effective educational
education. Moreover, this will also identify problems of teachers teaching history
specifically those involved in the teaching of Rizal. The studies of Coleman
(2006), Crahay (2000), Wang, Haertel, and Walberg (2003) all constitutes a
primary idea of what a teaching practice should be but do not deal with the
studying the follow through project which is one of the teaching strategy that can
conforms to all of the strategies involved in teaching. Likewise, the present study
hopes that the identified teaching strategies will serve as an eye opener on the
The literature and studies cited were somewhat relevant to the present
study, however, most have little impact on the study as a whole. The present
particular topic yet and the present study was the least explored area in the
educational research. Thus, this is the gap that the researcher would like to
bridge.
Theoretical Framework
The Webb and Norton (2000) Theory strongly suggests that the quality of
an education program lies on the total nature, rationality and utilization of the
quality of human resources and its development in the school system, states
that, “Quality of education programs in large part depends, upon the quality of
human resources within the system; the extent to which productive human
human qualities.
and full support of the community in which the organization is involved. This
this study. The theory states that “Management has the responsibility of
determining the training needs of its employees and then conducts training to
meet these training needs.” However, in this study, it will utilize the said theory on
the basis that school has the responsibility of knowing and forming the needs of
the stakeholders and conduct training program to meet the identified needs of
history instructors.
study to anchor the idea that bonds or connects situations and responses.
Thondike stipulates that man’s learning is fundamentally the action of the laws of
this study, the development of teachers would prompt them to be prepared for
The law of exercise states that the acquired responses lead to habit
formation. The law of effect emphasizes that if the responses are rewarded the
researchers will encounter problems when it comes to data gathering and the
actual nature of the problem of its history. The persons involved in the research
are the actual process and the result would be the expected output of this
objectives and the level of implementation of the teaching strategies which will be
solicited for answer from the persons involved or the respondents of the study
With constant planning of the school administration and the effect of its
strategies that they can use and utilize in teaching Rizal subject properly, with
and constant support from the administration is highly required. The teachers
may benefit the most in relieving them from the difficulties and from the strain
PLANNING
RAMIREZ THEORY
IMPLEMENTATION
CONNECTIONIST THEORY
WELL DEVELOPED
TEACHING STRATEGIES
Conceptual Framework
There are components that the researcher will analyze in this research
problems confronted by the respondents in teaching the subject Rizal, and the
present condition the persons involved in its development and reactions as well
converts their input to output and monitor the environment as to the output
Figure 2 shows the conceptual paradigm of the study. The first box
represents all the input that will enter the system such as the respondents profile,
teaching strategies, common difficulties in teaching the subject and the post
such as gathering data, interpretation and analysis which will be expected to gain
the output based on the belief that this will reveal the real status and teaching
The outcome of the assessment and evaluation will from time to time rely
TEACHING RIZAL
THE TEACHERS
Teaching strategies of
the instructors in
SUBJECT
FEEDBACK
teaching Rizal
Common problems
confronted by the
respondents
Post-assessment
interviews
Assessment &
Interpretation of
respondents
Interview/ Administration of
Questionnaires/ Careful Analysis and
Interpretation of data
teaching conducted by teachers especially those that teach Rizal subjects. The
used with reference to a person in the public service, includes any person in the
instrumentalities (Art. 2 (15), Administrative Code). In this study, this term refers
subjects..
government unit such as existence of sound office policy, promotion and growth,
Republic Act No. 1425. This refers to an act that include in the curricula of
all public and private schools, colleges and universities courses on the Life:
Works and Writings of Jose Rizal particularly his novels Noli Me Tangere and El
Ibid.
WANG, Margaret, H., Geneva et WALBERG, H., Qu’est-ce qui aide l’élève
à apprendre ? Vie pédagogique, no 90, sept-oct., p. 45-49, 2003.
Research Design
subject, twenty-three (23) permanent teachers who are at least have a one year
These one twenty-three employees are presumed to be the ones with direct
knowledge and proper position to evaluate and appraise their strategies based
Instruments Used
The main data gathering instrument used in this study will be a
Rizal subject.
Informal interview will also be conducted during the dry-run to improve the
rate.
draft of the questionnaire, validation of the questionnaire, and dry-run. After these
stages, the data gathered would then be consolidated, tabulated and analyzed.
to place and how to organize the questionnaire, the researcher will conduct
informal interviews with the prospective respondents who are teachers of history
letter requesting permission from the school managers, the dean and other
concerned offices and agencies concerned with respect to soliciting views and
answers from the respondents. Upon approval, the researcher will formulate
questionnaire based on the gathered data from the sources described above.
will be useful for the study. For this reason, the draft will be referred to persons
with experience in thesis writing to comment on the format and other aspects of
the questionnaire. Likewise, the questionnaire will undergo critiques from the
The first revision of the questionnaire will be based on the format where
an open-ended question will be utilized. In this type, the respondents will have to
write their answers if none of the choices was indicated. However, if their choice
was included in the list, they simply have to indicate a check mark before the
The revised draft will be shown to the adviser for his comments and
suggestions. If practically all the comments will be favorable, it will then be tested
matters that were asked in the questionnaire. The adequacy of the time for the
respondents to answer and the readability of the questionnaire will also be
considered.
interfere with their normal work schedule. To ensure that proper instruction will
The following will be the statistical treatment for the data being gathered:
each item.
professional difficulties.
educational attainment and length of service. The first part of which revealed that
there were 21 respondents or 64% who did not indicate their age; and there were
4 or 12% under the age bracket of 46-50, the lowest was 1 or 3% under the age
brackets of 56-60, 51-55, 26-30 and 21-25, respectively. The female respondents
were 91% having a number of 30. As for educational attainment, Table 1 showed
that 21 or 64% were college graduates; while only 11 or 33% obtained post-
or 6.1%.
Table 1
Respondents Profile
No. %
Profile
1. Age: 61-65
56-60 1 3
51-55 1 3
48-50 4 12
41-45 2 6
36-40 2 6
31-35 1 3
26-30 1 3
21-25
Not Indicated 21 64
Total 33 100
2. Sex: Male 3 9
Female 30 91
Total 33 100
3. Educational
Attainment:
Post-graduate 11 33
College 21 64
High School
Elementary
Not Indicated 1 3
Total 33 100
4. Length of Service
21 years above
16 to 20 years 2 6.1
11 to 15 years 14 42.4
5 to 10 years 12 36.4
1 to 5 years 5 15.1
Total 33 100
LEGEND: No - Number
% - Percent
employed in dealing with the subject. Hence, the table below shows the
method of question and answer in dealing with Rizal subject this garnered a total
of 9 or 27.27% of the total responses, this was followed by those who preferred
lecture discussion type of strategy with 6 or 18.18%, the least among the
strategies used by teachers were those who utilized reasoning and analogy,
activity and brainstorming, and scientific method approach with only 1 or 3.03%
of the responses.
subject Rizal was being implemented by the schools bearing in mind that the
subject is boring in addition with the extent of their teaching, the subject becomes
even more undesirable for the students. Thus, it might be important that proper
scrutiny of the teaching utilized may be identified for the teachers to be given an
spontaneous reading and reciting which clearly indicate that the teaching of Rizal
is far more less than a mastery learning strategy. This was indicated by 5
Table 2
Total 33 100 -
Problems in Teaching Rizal
The problems of teaching Rizal can be identified into three (3) different
units such were: personal problems, problems about the students attitudes about
the subject, and problems about their professional difficulties. The mentioned
problems were the basis on actually finding out how the teachers react and what
subject as well as it will show the pressures they are having when teaching the
subject Rizal.
Rizal when it comes to personal problems which is one of the factor why they find
it difficult to teach the subject. The highest among the rank was those teachers
who felt bored when teaching the subject. This constitutes about 3.85 in terms of
the weighted mean which interprets as very serious. This was followed by those
second in rank who feels they need to study first the subject before they can
teach effectively with 3.70 or perceived to be a very serious problem. The least
school administrators should properly see this problem and find ways to alleviate
Table 3
Weighted
Rank
Personal Problems Mean
Average 2.63 -
Students attitudes towards the subject. It will be noted in Table 4 that even
students find problems related to the subject Rizal, this was the perception of
teachers teaching the subject. Thus, it will be observed in the table that most of
the students do not find the subject interesting with 3.82 or this is a very serious
problem. Other students cannot memorize properly some of the passage in the
study with 3.54 or very serious in nature. The least among the responses was
nature.
It only means that in general, the students find the subject undesirable
because it is boring to them, although they are doing their assignments and other
school responsibilities when it comes to the subject, they always find it a problem
to even like the subject. When interviewed students commented that their
boredom was due to the nature of the study of Rizal, they further stressed of too
subject. Moreover, most of the lesson relied too much on the textbooks and what
was written on it, in fact, they do a lot of memorization and reading which
Filipinos are known for having a weakness. Many teachers believe that one of
the factors in the student’s attitude is their lack of interest with the subject and the
way their professors handle the discussions. It then became one of the important
Table 4
Weighted
Rank
Students Attitudes Towards the Subject Mean
Average 2.73 -
when they find themselves lacking along this area, teaching and learning suffers
having. It will be noted that most of the respondents have problems in dealing
with pressures in the workplace, such that there are 3.23 or a serious problem
about it. Others have a different perspective in teaching and find it a problem to
innovate with 3.12 or it means serious problem. The least among the problems
regarding professional life in relation to teaching the subject Rizal was having low
salary and feeling embarrassed about the study of Rizal with 1.00 or not a
problem at all.
To sum it up, the professional difficulties of the teachers always run along
the findings showed that most of them feel pressured with the hectic activities
they are having and the many affairs they are attending at school, this was also
one of the reasons why they even forgot to study the subject or the next lesson
first before delving on the topic making the approach more subtle and lesser in
33 responses.
Table 5
Weighted
Professional Difficulties Rank
Mean
Did not feel the mastery towards teaching the subject 1.22 8
Chapter 5
questions:
Problem No. 1
Findings
1. There are 64% who did not indicate their age and a total of 27% who
2. Female dominates the male to a 3:1 ratio with 91% in Ateneo de Naga
University.
3. Majority of the respondents have graduated from college with 21 or
64%, there were 33% that have finished their masters and doctoral
Conclusions
actual survey.
Moreover, this signifies that majority of those who are teaching Rizal
served well for the past 20 years and are still teaching in the said
school.
Recommendations
1. The school should provide young teachers who are going to teach the
Rizal subject to maximize the quality of teaching in Rizal, this does not
give an impression that old teachers are boring but the suggestion of
college graduates, they should at least master their field taking post-
subject.
performance.
Problem No. 2
Findings
4. There are also those who use spontaneous reading and reciting with 5
or 15.15%.
Conclusions
1. Traditional teaching of the subject Rizal was the most obvious form of
2. The approach being given to the students are not scientific and
innovative in nature.
with reading and question and answer than using other approaches
4. Most of the professors find their strategies convenient and easy to use.
Recommendations
Problem No. 3
subject Rizal?
Findings
problems.
teaching the subject with WM of 3.85. This was noted as a very serious
problem.
3. In the student’s attitude, the highest is that the students do not find the
5. To sum up the problems of the professors, they find the subject boring
which leads to the students’ lack of interest for the subject and they
Conclusions
3. The students find the subject undesirable and they find lack of interest
4. Serious problem to the professors is the problem of time and the hectic
Recommendations
of teachers teaching Rizal due to their problems which may affect the
subject interesting.
4. The professors who teach the subject should attend seminars and
5. Professors in Ateneo are all qualified and respected in their field even