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SDCA Asia-Pacific Multidisciplinary Research Journal
Volume 1 No. 1, December 2019
 SDCA Asia-Pacific Multidisciplinary Research Journal
Editor-in-Chief
Prof. Dr. Don Vicente C. Real Dr. Gregorio A. Andaman, Jr., MD, MHA
Director for Research Development &
Community Extension Services Office,
SDCA, Philippines
Associate Editors
Prof. Dr. Hosea De Leon Matel
Research Consultant, SDCA, Philippines
Prof. Dr. Augusto A. Aguila
Executive Secretary
Office of the University Rector
University of Sto. Tomas, Manila, Philippines
Prof. Dr. Mohamed El-Shazly
Department of Pharmaceutical Biology
The German University in Cairo, Cairo, Egypt
Prof. Dr. Jose Balsa-Barreiro
MIT Media Laboratory
Massachusetts Institute of Technology
Cambridge, United States
Prof. Dr. Sofián El-Astal
Psychology Department
Al-Azhar University - Gaza (Palestine)
Prof. Dr. Dean Whitehead
Senior Lecturer-Full Academic Status
College of Nursing and Health Sciences
Flinders University, Adelaide, Australia
Prof. Dr. Cyruz P. Tuppal
Research Coordinator
School of Health Science Professions
St. Dominic College of Asia, Philippines
Prof. Dr. Philip. C. Cuizon
Program Chair, BS Psychology
St. Dominic College of Asia
Editorial Board Consultants
President
St. Dominic College of Asia
Bacoor City, Cavite, Philippines
Prof. Dr. Nilda W. Balsicas
Vice President for Academics & Research
St. Dominic College of Asia
Prof. Dr. Carolina P. Danao
Director for Special Projects
& Head Center for Asia Pacific Studies
St. Dominic College of Asia
Editorial Staff
Krissan Aldous R. Halili
Research Assistant
Head Editorial Staff / Layout Artist
Kim John C. Javenes
Research Assistant
Assistant Layout Artist
Michael D. Lee
Research Associate
Assistant Layout Artist
Information
SDCA Asia-Pacific Multidisciplinary Research Journal
is annually publication of St. Dominic College of Asia
Research Development Office.
ISSN 2704 - 4505
DOI: 10.13140/RG.2.2.29443.25124
No part of this journal may be reproduced in any form
or by any means without written permission from the
publisher. Unless otherwise noted, the ideas, opinions,
and conclusions expressed herein are those of the
authors only.
Published by:
St. Dominic College of Asia
Brgy. Talaba, Bacoor Cavite, Philippines.
Research Development Office
Telephone: 9704145 loc. 219
Webpage: www.stdominiccollege.edu.ph
Email: sdcadvcr@gmail.com
 SDCA Asia-Pacific Multidisciplinary Research Journal
Volume 1 No. 1, 2019

CONTENTS

The Dominican Teachers as Quintessential Persona in an ASEAN-oriented college 3

Don Vicente C. Real ■ Franchita B. Alcausin ■ Krissan Aldous R. Halili

Gender Roles Demystified in F. Sionil Jose’s “The Feet of Juan Bacnang” 10

Mary Camille S. Cabatu ■ Hernando L. Bernal Jr.

The Queer of Queers: Debunking the Stereotype in Carlo Vergara’s Zsazsa Zaturnnah 15
Mary Camille S. Cabatu ■ Hernando L. Bernal Jr.

Self- Organizing Learning Strategies and Scientific Mindfulness of Post Graduate Students: 20
An Exploratory Study
Boshra Ismail Ahmed Arnout ■ Khadija Aboud Al Maadi ■ Fatmah Yahya Hassan Al-qadimi

Caring Moments at St. Dominic Medical Center in view of Watson’s Caring Science 28
Margaret May A. Ga ■ Mary Nellie T. Roa

Instructional Technology as Predictor in the Academic Achievement in Teaching Music 32

Patricio K. Chap-as ■ Patrociño C. de Vera II ■ April L. Angagan ■ Rancy E. Balitar ■
Hernando L. Bernal Jr.

Preparing the Filipino Nurses bound for the U.S. hospitals: A Baseline Information 37
Virgilio E. Nicasio

Cultural Congruity and the Perception towards the College Environment by 47

the Undergraduate International Students
Trixie A. Bowe ■ Auriele Yvette C. Buendia ■ Divina P. Mongaya

Preoperative Education and Training for Patients Undergoing Knee Replacement Surgery: 51
A Systematic Review
Said Nasser Al-Harthy ■ Manal Amur Al-Hanshi ■ Cyruz Tuppal

The Power of Healing: Decolonizing Feminist Reading of Luke 9:49-50 and 57

the Traditional Healers in the Philippines
Richard Necesito ■ Wyndell S. Gaspan III

2
 SDCA Asia-Pacific Multidisciplinary Research Journal
Volume 1 No. 1 2019
The Dominican Teachers as Quintessential Persona in an ASEAN-oriented college
Don Vicente C. Real ■ Franchita B. Alcausin ■ Krissan Aldous R. Halili
Abstract
Teachers should receive adequate financial remuneration and other
non-monetary benefits commensurate to their professional expertise
and services, in order to stay and enjoy life in the academe. Other than
the teaching profession, the corporate world is in a place where people
are competent and qualified like teachers but well-remunerated. Teach-
ers do not experience the same set up, not even at SDCA. The descrip-
tive-correlational design was used, and data were gathered from the 435
respondents consisted of the Deans, Program Chairpersons, Teachers,
and Students using an adapted questionnaire survey from the Educa-
tion International Research Institute (2015) based in Brussels, Belgium.
The simple random sampling was utilized to determine the sample size
of the student-respondents, while the rest of the respondent-groups had
population size. A T-test of significant difference was used between
two groups or two points in time means that there is a measurable
difference between the groups and that, statistically, the probability of
obtaining that difference is very small. The Allport’s Three Level Traits
Theory provided the theoretical framework for this study. productive and law-abiding citizens in school and in society. Not-
The findings of the study revealed that the occupational status and
professional image of Dominican Teachers were average, as perceived
by the four-group of respondents, while, characters Traits were high.
They have possessed the cardinal traits as quintessential persona re-
flective of the theory of Dr. Gordon Williard Allport of Harvard Uni-
versity in a ASEAN-oriented college following “the quality assurance
processes that underpin the ASEAN Qualifications Reference Frame-
work; foster the use of quality assurance frameworks as a benchmark;
and to enable support for lifelong learning ” (AQRFGS, 2014). Hence,
there is no significant difference between the perceptions of Teach-
ers, and Deans; Teachers and Program Chairs, except on the per-
ceptions of Teachers vis-à-vis with the students on the occupational
status and professional image of teachers. Finally, it appears that the
perceptions of the four-respondent group differed, but the data sup-
ported a novel idea that the disagreement is a way of presenting a new
outlook for the teachers. What teachers of SDCA should be, rather
than what are they or who are they, though majority of the respon-
dents expressed not statistically significant. It can be further deduced
that while teachers considered their occupational status and profes-
sional image as “average” the students perceived it the opposite way.
Keywords: Dominican Teachers. Quintessential. Persona. ASEAN
Framework. Status. Image. Traits.
Don Vicente C. Real
Director for Research Development & Community Extension Services
sdcadvcr@gmail.com
Franchita B. Alcausin
Prof. School of Arts, Sciences, & Education
falcausin@sdca.edu.ph
Krissan Aldous R. Halili
Research Assistant, RDO
akotosikrissan@gmail.com
3
Introduction
Teachers are quintessential (representing the most perfect or typical ex-
ample, Concise Oxford English Dictionary, 2008) persona because they
are not only the dispensers of knowledge but leaders, who lead their
students to reach greater heights of life. They constitute the bedrock of
Philippine Education for national growth and development. The level
of growth that a nation can attain is measured by the kind of the citizens
it has produced through the various technical training and disciplinal
areas that colleges and universities provide to their students who con-
stitute the citizenry of a nation. In the process of human development,
the teachers compose the cadre of highly trained specialists in various
academic disciplines. They are responsible in the delivery of the tri-fo-
cal functions of higher education of which, teaching is their prime duty.
The teachers are the greatest human resources of an institution of
higher learning. They are regarded as scientists and artists whose
preeminent responsibility is to mold students to become responsible,
withstanding the foremost moral obligation of the parents to nur-
ture their children as well. In the engagement of their scientific, in-
tellectual, and practical activities, they take various roles as thespian,
mentor, guidance counselor, social worker, or a prime mover in the
construction and reconstruction of human development. They need
to be economically upright. While adequate financial remuneration
is not the only index of teachers’ happiness, but it is by far a moti-
vator as they immerse with the stakeholders in the workplace and
achieve moral ascendancy. “As teachers are a fundamental condition
for guaranteeing quality education, teachers and educators should be
empowered, adequately recruited and remunerated, motivated, profes-
sionally qualified, and supported within well-resourced, efficient and
effectively governed systems (Education 2030 Framework for Action).
Hence, this study examined the occupational status, profession-
al image, and character traits of Dominican teachers in an ASE-
AN-oriented college. Towards this direction, policy measures will
be crafted and institutionalized for the professional advancement
of teachers in the teaching service that may affect student achieve-
ments; the stature of St. Dominic College of Asia; and the difference
they have made in the past and will further make in years ahead.
 SDCA Asia-Pacific Multidisciplinary Research Journal
Volume 1 No. 1 2019

Methodology While the teachers in higher education received high esteem from the
public in Europe, but not in the Philippines because “teachers and ed-
This study utilized the descriptive-correlational design. Descriptive ucation workers are underpaid and overworked in general,” specifically
study is the best method to describe the data and characteristics about at SDCA of which the present study is under consideration. Teachers’
what is being studied because it describes, explains, and validates find- positive sense of their status is closely linked to other aspects of qual-
ings. Description entails following creative exploration and serves to ity education, including continuous professional development, en-
organize the findings in order to fit them with explanations, and then gagement in research, collaboration and exchange with other teachers,
test or validate those explanations (Bickman and Rog, 1998). And, and involvement in decision-making (Hargreaves and Flutter, 2013).
correlational studies are primarily designed to investigate whether
there is a relationship between two or more variables (Kumar, 2011). Table 1.2 Level of Professional Image of Teachers at SDCA
There were 435 respondents consisting of three categories: Deans (2),
N Mini- Maxi- Mean Std. Deviation
Program Chairpersons (15), Teachers (84), and Students (334). The
mum mum
first three respondent-groups constituted the population size, while
the students’ group as sample size. An adapted questionnaire survey Perceived 84 1.00 3.60 1.5012 .59100
from the Education International Research Institute (2015) based in Profes-
Brussels, Belgium. Adapted in the sense that some parts of the orig- sional
inal instrument were modified/revised to make them suitable for a Image
new use or purpose in the context of SDCA. The survey instrument Valid N 84
had a consistency index of 0.80 based on Cronbach’s alpha Coefficient (listwise)
of Reliability (Introduction to SAS, 2016). An informed consent was
sought from the respondents and ethical review was done by the Re- The professional image (is a set of qualities and characteristics that rep-
search Ethics Committee of SDCA in a meeting called for the purpose. resent perceptions of your competence and character as judged by both
influencers and peers, Nattziger, 2011) of teachers at SDCA as perceived
The presentation, interpretation, and analysis of data using the ap- by themselves as average with the mean of 1.50 and a standard deviation
propriate statistical tools were adequately done reflecting the theo- of .59. This finding has reinforced a large-scale global research study of
ry adopted and the related literature cited. The Frequency count and MacBeath (2012) which has shown that wherever teachers have been
percentage were applied to any variable that is measured on any one asked about their priorities and satisfiers, in South Africa, Sub-Saha-
of the four measurement scales. It groups respondents into the sub- ran Africa, Europe, or North America, they refer to the importance of
categories in which a variable has been measured or coded (Ku- recognition and respect for their daily challenges. These common fac-
mar, 2011, p. 386). T-test of significant difference was used to deter- tors, essential for all teachers, shape the status of the teaching profes-
mine a difference between two groups is unlikely to have occurred sion and play a crucial role in delivering quality and ensuring equity in
because the sample happened to be a typical (www.stat.yale.edu). education. On the contrary, in countries where the teaching profession
is highly valued in society, such as Finland, Singapore, and South Ko-
Results and Discussion rea, students seem to learn more effectively (Burns and Darling-Ham-
Occupational Status, Professional Image, and Character Traits of Do- mond, 2014). Regardless of their present circumstances, the profes-
minican Teachers were discussed as main variables of the study sional image of teachers at SDCA and abroad has become the warp and
woof of their existence and motivation to work harder for the well-be-
ing of the profession and of their students under their stewardship.
Table 1.1 Level of Occupational Status of Teachers at SDCA
N Mini- Maxi- Mean Std. Deviation
Table 1.3 Level of Character Traits of Teachers at SDCA
mum mum
N Mini- Maxi- Mean Std. Deviation
Perceived 84 1.00 3.78 1.4785 .63013
mum mum
Occu-
pational Perceived 84 2.30 4.70 3.4607 .49771
Status Character
Traits
Valid N 84
(listwise) Valid N 84
(listwise)
The teachers at SDCA perceived themselves as average in occupational
status (is the amount of esteem attributed to members of a profession
by a culture, Nugent, 2013) as reflected by 1.48 mean rating and a stan-
dard deviation of .63. This relates with a study in Europe, of which the
general perception of teachers’ occupational status is seen as average
in all education sectors except for higher education. Lower status is re-
corded more often for early childhood and vocational education and for
education support staff. Over half of the respondents reported a decline
in teacher status over the last 10 years (Education International, 2015).

4
 SDCA Asia-Pacific Multidisciplinary Research Journal
Volume 1 No. 1 2019

The perceived Character Traits (refer to the 3 traits like Cardinal, Table 2.2 Level of Perception of Deans, Program Chairpersons and
Central, and Secondary that dominate and shape the person’s behav- Students on the Professional Image of Teachers at SDCA
ior in life, Allport, 1936) of SDCA’s faculty members is high as per-
ceived by the teachers themselves with the mean rating of 3.4. The N Mini- Maxi- Mean Std. Deviation
findings reveal positive underpinning that faculty members of St. mum mum
Dominic College of Asia fall under the Central Traits (These are the Perceived 351 1.00 4.00 1.7991 .67054
general characteristics that form the basic foundations of personal- Profes-
ity. These central traits, while not as dominating as cardinal traits, sional
are the major characteristics you might use to describe another per- Image
son, terms such as intelligent, honest, shy and anxious are consid- Valid N 351
ered central traits (Allport, 1936, p. 2). The respondents claimed that (listwise)
they have been passionate and visionary in the delivery of quality
instruction; rare of their own right; honest and sincere in the exer- The deans, program chairpersons and students perceived the pro-
cise of their profession; intelligent and anxious of their employment fessional image of teachers as average. This finding is aligned with
conditions and career prospects. Just like most of the career persons, a study, in Brazil, of which society recognizes the social role of the
they have their likes and dislikes. They care for their students as sur- teacher, more than that of the support staff, but the salaries and work-
rogate children. And in social dimension of their lives, they are so- ing conditions discourage young people to go into the profession.
ciable, optimistic, and crave for change and excitement in both pub- Corollary, in Kenya, Uganda, Japan, United kingdom, Liberia, United
lic and private lives. Most of all, they are reserve, reliable, optimistic States of America, Netherlands and Australia of which the public per-
in their profession, indeed, quintessential persona in the academe. ception on the teaching profession is low or not that much compared
to other professions of the same qualification; salary is much lower
Table 2.1 Level of Perception of Deans, Program Chairpersons, and compared to other professions either in private and public sectors and
Students on the Occupational Status of Teachers at SDCA the young people are not interested to enter the teaching profession
N Mini- Maxi- Mean Std. Deviation (UNESCO, 2000). Despite the dismal picture of the teachers’ profes-
mum mum sional image, they have remained faithful in the teaching service at St.
Dominic College of Asia. Sarafoglu (1997) also found intrinsic rea-
Perceived 351 1.00 4.00 1.7279 .67797 sons why teachers stay in the profession. These reasons include a love
Occu- of learning, a love of children, resilience, collegiality, and reflectivity.
pational
Status
Table 2.3 Level of Perception of Deans, Program Chairpersons, and
Valid N 351 Students on the Perceived Character Traits of Teachers at SDCA
(listwise)
N Mini- Maxi- Mean Std. Deviation
The deans, program chairpersons and students perceived the oc- mum mum
cupational status of teachers as average. This is reflected with the Perceived 351 1.50 5.00 3.5942 .65333
mean of 1.73 and a standard deviation of .68. This finding corrob- Character
orates with the study of (Cohen & Cohen, 2003) which reported Traits
that in spite of doing various responsibilities, their immeasurable Valid N 351
and unparalleled commitment in the service, in the end, teachers (listwise)
have not gained high prestige which had been given to corporate
employees/officials, politicians, movie stars, and singers, business- The deans, program chairpersons and students perceived the character
men, and other artists/professionals from other fields of life. In ad- traits of teachers as high. This perception supports the prior findings in
dition, countries which become more Western in their orientation, Table 1.3 of which the teachers have high perception on their charac-
in their economies, and in their outlook and values, the prestige of ter traits. Interestingly, teachers with good character traits have strong
the teaching profession decreases. In America, teachers often get a influence towards the character formation of their students. Teaching
bum rap – from parents, school administrators and even politicians is a profession that lies at the heart of both the learning of children and
when the profession is a beleaguered one: teachers are overworked, young people and their social, cultural and economic development. It is
underpaid and underappreciated. But what about teachers in oth- crucial to transmitting and implanting social values, such as democracy,
er countries? Is this solely an American problem? Or do teachers equality, tolerance, cultural understanding and respect for each person’s
around the world suffer from the same lack of respect? (Falla, 2013). fundamental freedoms (Education International, 2011, Article 29).

5
 SDCA Asia-Pacific Multidisciplinary Research Journal
Volume 1 No. 1 2019

Table 3.1 Significant Difference between the Assessment of Teachers Table 3.3 Significant Difference between the Assessment of Teachers
and Deans on the Occupational Status of Teachers at SDCA and Deans on the Character Traits of Teachers at SDCA
N T-test P value Inter- Decision N T-test P value Inter- Decision
comput- preta- comput- preta-
ed tion ed tion
Perceived 435 -.003 .998 Not Cannot Reject Perceived 435 1.212 .229 Not Cannot Reject
Occu- Signifi- Ho Character Signifi- Ho
pational cant Traits cant
Status Valid N 435
Valid N 435 (listwise)
(listwise)
There is no significant difference between the assessment of teachers
There is no significant difference between the assessment of teachers and deans on the character traits of teachers as expressed in T-test
and deans on the occupational status of teachers. As shown in the computed value of 1.212 and P value of .299 which are higher than
T-test computed value of -.003 and P value of .998 which are high- the Alpha level of 0.05. This is reinforced by the earlier findings in Ta-
er than the Alpha level of 0.05. The advanced null hypothesis cannot bles 1.3 and 2.3 as high respectively. It is important to mention that
be rejected. Hence, the perceptions of deans vis-à-vis with the teach- ‘good teaching’ and ‘poor teaching’ have been interchanged and op-
ers on their occupational status are the same as earlier shown in Ta- erationalized with ‘good teacher’ and ‘poor teacher’ from time to
bles 1.1 and 2.1. as average respectively. Symeonidis V. et al (2015) time in researches since the ideas and actions happen in an environ-
reported and concluded in a global study that, the general percep- ment in which teachers function and therefore, the character of the
tion of teachers’ occupational status is seen as average in all edu- environment is dependent on the personality of the teacher (Lein-
cation sectors with the exception of higher education. On the con- hardt, 1988). Good teachers are surrounded by human qualities of
trary, the occupational status of SDCA’s teachers is just average as understanding, self-assurance, regard for others, empathy, fair play,
perceived by the 3-respondent group and the teachers themselves. appreciation, adaptability, objectivity, interest, friendliness, maturi-
ty, credibility, trustworthiness, humor, polished delivery and ability
Table 3.2 Significant Difference between the Assessment of Teachers to engage which allows them to influence students (Beishuzen, Hof,
and Deans on the Professional Image of Teachers at SDCA Putten, Bouwmeester, & Asscher, 2001; Chickering & Gamson, 1991).
N T-test P value Inter- Decision
comput- preta- 4.1 Significant Difference between the Assessment of Teachers and
ed tion Program Chairs on the Teachers’ Occupational Status
Perceived 435 -.442 .660 Not Cannot Reject N T-test P value Inter- Decision
Profes- Signifi- Ho comput- preta-
sional cant ed tion
Image Perceived 435 .034 .973 Not Cannot Reject
Valid N 435 Occu- Signifi- Ho
(listwise) pational cant
Status
There is no significant difference between the assessment of teach- Valid N 435
ers and deans on the professional image of teachers as attested by the (listwise)
T-test computed value of -.442 and P value of .660 which are high-
er than the Alpha level of 0.05. The advanced null hypothesis can- There is no significant difference between the assessment of teachers
not be rejected. Hence, the perceptions of deans vis-à-vis with the and program chairs on the occupational status of teachers as shown
teachers on their professional image are the same as shown in Ta- in T-test computed value of -.034 and P value of .973 which are higher
ble 1.2 and 2.2 as average respectively. The results relate with the than the Alpha level of 0.05. The perceptions of program chairs vis-à-
Lucman’s study (2015) that the professional self-image of teachers vis with teachers on their occupational status are the same. According
in the Philippines is inconsistent with their perceived occupation- to Lin Chi’ing-Jiang (1994), two variables are related to the identities
al prestige. Because society considers their occupation as inferior to of teachers are worth studying, namely, occupational prestige and pro-
other professions, teachers tend to experience affective problems in- fessional self-image. The occupational prestige of teachers refers to the
cluding various forms of anxiety and an exaggerated sense of pride. prestige ranking of teachers’ work by different members of society en-
To address these problems, they employ at least five agency-based gage in different occupation. This may not represent teachers’ actual
strategies namely, self-reflection, performance improvement, ac- status but is nevertheless a good indicator of it (Chi’ing-Jiang, 1994).
ademic advancement, professional development, and awareness.

6
 SDCA Asia-Pacific Multidisciplinary Research Journal
Volume 1 No. 1 2019

The ranking of teachers’ prestige by different members of society re- 4.3 Significant Difference between the Assessment of Teachers and
flects society’s general concept of the value of teachers’ work. Teach- Program Chairs on Teachers’ Character Traits
ers themselves would almost constantly compare their profession with
others to assess their social status (Chistolini, 2010). Here, social status N T-test P value Inter- Decision
is understood as “the position of an individual or a social group in the comput- preta-
social stratification on a scale of social prestige” (Aelterman, Rots, & ed tion
Sabbe, 2002). The position in this social hierarchy is determined by Perceived 435 .523 .602 Not Cannot Reject
factors such as salary, responsibility, social benefit and social influ- Character Signifi- Ho
ence (Aelterman et al, 2002).Perception of the social status of teach- Traits cant
ers, meanwhile, is partly influenced by the public opinion formulat- Valid N 435
ed about their profession, e.g. in the media (Aelterman et. al, 2002). (listwise)

4.2 Significant Difference between the Assessment of Teachers and
Program Chairs on Teachers’ Professional Image
N T-test P value Inter- Decision
comput- preta-
ed tion
Perceived 435 -.285 .776 Not Cannot Reject
Profes- Signifi- Ho
sional cant
Image
Valid N 435
(listwise)
There is no significant difference between the assessment of teachers
and program chairs on the professional image of teachers as attested by
the T-test computed value of -.285 and P value of .776 which are higher
than the Alpha level of 0.05. Hence, the perceptions of teachers vis-à-vis
with the program chairs on their professional image are the same. As
argued by Chi’img-Jiang (1994), “Cross-cultural studies indicate that
the occupational prestige and professional self-image of teachers vary
widely across the world. For instance, in Taiwan, despite the popular
notion that the social status and prestige of teachers have significantly
declined, it was found that most teachers in Taiwan are still highly re-
spected and honored. The same could not be said for countries such as
Italy, Cyprus, and Libya. However, in an international survey conduct-
ed by Chistolini (2010), she found that in these countries, society is
less appreciative of the contribution teachers make. Teachers in Poland,
meanwhile, expressed their desire to see an improvement in the way
they are perceived. This feeling may imply that they themselves per-
ceive their ranking in society as unsatisfactory, thus in need of enhance-
ment. In another study, it was shown that higher status and self-image
proved elusive for most Belgian teachers (Depaepe & Simon, 1997). In
sum, the previous findings are reinforced by the findings of this pres-
ent study that teachers’ professional image has remained as average.
There is no significant difference between the assessment of teachers
and program chairs on the occupational status of teachers as shown
in T-test computed value of .523 and P value of .602 which are higher
than the Alpha level of 0.05. Hence, the perceptions of program chairs
vis-à-vis with the teachers on their character traits are the same, as
high. Distinct of their traits lead them to walk through their profes-
sion because, teaching is one of the hardest jobs there is. The secret
that keeps them going is that great teachers really, really want to be
great teachers, and they’ll stop at nothing to succeed. A great teacher
will do almost anything to help their students. They always make time
and they’re always willing to help. If something doesn’t work, they’ll
work tirelessly until they find a solution. A teacher’s work is never
done but the best ones never stop trying, they never quit (Meer, 2018).
5.1 Significant Difference between the Assessment of Teachers and
Students on Teachers’ Occupational Status
N T-test P value Inter- Decision
comput- preta-
ed tion
Perceived 435 3.892 .000 Signifi- Reject Ho
Academ- cant
ic Status
Valid N 435
(listwise)
There is a significant difference between the assessment of teachers
and students on the occupational status of teachers as expressed in
the T-test computed value of 3.892 and P value of .000 which is low-
er than the Alpha level of 0.05. As earlier discussed, the teacher-re-
spondents rated their occupational status as average, but the students
perceived it otherwise because as they interact on a daily basis, stu-
dents must have observed that majority of their teachers at SDCA
have good occupational status, although a few may have better eco-
nomic condition brought about by additional income through busi-
ness ventures aside from their employment at SDCA. So, a better oc-
cupational status of teachers leads to positive public image and elated
social status for teachers. It has been observed that teachers of good
economic condition or much more economically affluent in life have
strong influence on their students who most likely follow the career
path of their teachers and eventually becomes teachers in the future.

7
 SDCA Asia-Pacific Multidisciplinary Research Journal
Volume 1 No. 1 2019

5.2 Significant Difference between the Assessment of Teachers and As a teacher, you will show your students how to become indepen-
Students on Teachers’ Professional Image dent and form their own relationships, you will carefully guide them
and intervene when necessary. School is as much a place of social
N T-test P value Inter- Decision learning as academic learning, and this is true, not only in our ear-
comput- preta- ly years of education, but all the way through college. Armed with
ed tion a supportive and well-educated administration, there is no limit
Perceived 435 3.226 .001 Signifi- Reject Ho to the influence a teacher can have on one, or many, students’ lives.
Profes- cant Though a teacher’s influence on the social sphere of school lessens as
sional students mature, those early lessons still have an effect on how they
Image will interact with others in the future. Teachers are founts of expe-
Valid N 435 rience. They have already been where their students are going, un-
(listwise) dergone what they will go through and are in a position to pass
along lessons, not only regarding subject matter, but lessons on life.”
There is a significant difference between the assessment of teachers
and students on the professional image of teachers as shown in T-test Conclusion and Recommendation
computed value of 3.226 and P value of .001 which is lower than the
Alpha level of 0.05. The same findings can be perused in Tables 1.2, 2.2, The occupational status and professional image of Dominican Teach-
3.2, and 4.2. As it is, there is a felt-need to raise the professional im- ers are average, similar with the global standing among the 79 re-
age of teachers, as argued by Jónasson (2014) “the professional identity spondent-countries except in few countries which regarded teaching
and ethos of teachers as a professional group are empowered with new as highly respected profession. Hence, the teacher-respondents per-
knowledge, good arguments and a vocabulary to continuously define ceived themselves as passionate, visionary, with sense of anxiety, ex-
or redefine the character and agenda of their profession. Politicians and citement, and temper in the performance of their professional career.
the general public will also benefit from explanations on why the teach- Further studies should be conducted in other private and pub-
ers and schools must be provided with good working conditions and lic colleges and universities in the Philippines to validate the find-
be fully trusted as professionals to engage in their tasks. I will mention ings of the study which will include variables other than men-
three parts of the proposed Manifesto that I think are both very im- tioned in this study. The professional development framework
portant but also sufficiently complex as to merit special attention. These may be designed to improve the professional status and profes-
concern the aims of education and how these need to reflect the chal- sional image of the teachers which are at stake as of the present.
lenges of a rapidly changing global society, the challenges to teachers as
professionals and finally the actions that are needed, collectively and in- References
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imparting some of life’s most important lessons. During their initial teachers and teaching profession. Journal of Pedagogy,
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Education International.http//www.2017techopedia, Inc.

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 SDCA Asia-Pacific Multidisciplinary Research Journal
Volume 1 No. 1 2019
Gender Roles Demystified in F. Sionil Jose’s “The Feet of Juan Bacnang”
Mary Camille S. Cabatu ■ Hernando L. Bernal Jr.
Introduction
Gender is not something that we are born with; gender is what we are
socialized into. It is something that is imposed to us by institutions of
power like family, school, and the church. Almost all cultures associate
gender with sex, but there is a big difference. Sex is strictly biologi-
cal, while gender is everything else aside from the biological aspect;
it is behavior, emotional, and social characteristics attributed to men
and women. Gender, then, is dictated upon us and culture is the basis
of our behavior. Some cultures have women as sexual aggressors, and
in others, women as construction workers. This proves that gender is
something fluid and that both men and women are not boxed into the
stereotype. This paper would focus on how gender roles are demysti-
fied in F. Sionil Jose’s “The Feet of Juan Bacnang,” no matter how subtle
they may be. This paper would also note some important observations
on nomenclature and the protagonist vis-à-vis the ethno-epic hero.
Analysis and Discussion
In F. Sionil Jose’s “The Feet of Juan Bacnang,” we see the character of
Juan dela Cruz IV as a sexual predator. His first sexual experience was
with his childhood love, Aning. Even as a child, Juan Bacnang already
proved himself hungry for sex, and this does coincide with the gender
role of men being “superior.” Men are expected to be sexually aggressive
and polygamous, and Juan Bacnang embodies this description, even
his father Juan dela Cruz III and The Leader. All three were described
to have slept with many women in order for them to “plant the seed,”
and their perception of women is that “they do not carry the seed.”
They are the earth on which the seed is planted. That is their function,
that is what God created them for” (140). The statement used God,
which makes it seem like it is gospel truth – something beyond knowl-
edge because God is already the one pointing out women’s purpose,
even when it is not a fact. On the one hand, we see these men’s virility
and hunger in bed and for power. On the other hand, we see women
like Aning and Bibi, who are characters totally in control of their bod-
ies. In Helene Cixous’ The Laugh of the Medusa, she mentions that.
Keywords: Gender Role. Demystified. Feet. Juan Bacnang.
Mary Camille S. Cabatu
Associate Professor, Far Eastern University - NRMF
camille.cabato@yahoo.com
Hernando L. Bernal Jr, LPT, PhD, FLPI, FRIEdr, SMARS, MIAER
Associate Professor, Far Eastern University - NRMF
Associate Editor, International Journal of Learning, Teaching, and Educational Research
bhambernal@gmail.com
10
…because you didn’t go all the way; or because you wrote, irresist-
ibly, as when we would masturbate in secret, not to go further, but
to attenuate the tension a bit, just enough to take the edge off. And
then, as soon as we come, we go and make ourselves feel guilty – so
as to be forgiven; or to forget, to bury it until the next time (2041).
After being raped by Juan Bacnang, Aning worked at The Lika, a sex
emporium, as a prostitute with an estimate of servicing about ten men
per day. At first, we may see Aning destroyed and depressed with her
life because she sees herself as trash, seeing herself not worthy for any-
one because she is not sexually modest. It does coincide with the lines
that Cixous mentioned – guilt was felt by Aning while working at the
Lika. Later on, we realize that Aning actually utilized her body in order
to earn more money which allowed her to pay for her sister’s tuition.
In this part, we know that Aning has already used her body to her ad-
vantage and moved away from what society dictates that a woman must
only have one sexual partner. Another character that has veered away
from sexual modesty is Bibi, and we can see that in the lines of the novel.
Johnny’s lovemaking was her greatest rapture, the very reason, al-
though this was never clear to her, why all thoughts of partying,
that dizzying social whirl, had slowly drifted away from her. When-
ever she could, she dragged Johnny to the bedroom where, with
all those mirrors around them, she clung to him, worshipped his
body which stirred in her marrow-deep quivering, a warm tin-
gling as she received him in complete abandon. She could spend
the whole night in his embrace, lulled into a euphoric hypnotic
state, as if she were lifted from this mundane world into that cosmic
ether where there was only all-encompassing happiness (111-112).
In the following statements, Bibi is seen as a woman who is sexually
aggressive, someone who would choose to lay on bed and play with
fire with her husband, rather than attend a party. Women have been
“turned away from our bodies, shamefully taught to ignore them, to
strike them with that stupid sexual modesty; we’ve been made victims
of the old fool’s game: each one will love the other sex” (Cixous 2049).
According to Filipino culture, women are not supposedly the ones ini-
tiating the act, more so, they are the passive characters who would just
agree to their husbands. The vagina is hidden, biologically speaking, as
compared to the penis that is why she should not be more aggressive
than men. Women are expected to be like Maria Clara and Virgin Mary,
because we have been brainwashed that this is the only proper way a
woman should act. Bibi moves away from the stereotype that wom-
en are supposedly meek and mild when it comes to matters like sex.
 SDCA Asia-Pacific Multidisciplinary Research Journal
Volume 1 No. 1 2019
In the novel, one ancient practice was also explained
which is the embodiment of a “stupid sexual modesty:”
In the old days, so he learned from the older men, it was the prac-
tice in the North for the bride to hang on her window the white
blanket used on her bridal night, the specks of red – her blood –
on it to show to every passerby that sacred ligament had, indeed,
been intact – the bride’s ultimate homage to her husband (101).
This practice forces women to be chaste in order to gift their virgin-
ity to their future husband. If in case a woman is raped, she is still
going to be blamed by society because it would appear that she se-
duced the man to do it. Nonetheless, the woman is shamed if she
is not able to follow the said practice – she will be seen as an un-
clean being, a whore for the rest of her life; something that even
her future child would hear off because of the gossip in town.
Women were perceived to be “naturally” subordinate to men, no
questions whatsoever. Eleonor Dionisio mentions that “in reali-
ty, gender limits both men and women. This limitation means more
than mere gender discrimination: the gender system supports and
interacts with other social systems which keep the majority of peo-
ple, women and men, from achieving full and dignified lives” (14).
Gender subordination is very much present in Philippine politics
and the corporate world. More men hold higher offices than wom-
en, whether it be in the government or in the corporate world.
Women are not properly represented in the government, which is
why there is not much focus on issues concerning them like a good
child support system in the Philippines; anything that is an issue of
a woman is seen as a side issue, something of less importance. In
the novel, we can see how a male child is treated as a precious gem.
In the recent past the oldest son became the sole inheritor of
the family’s wealth, where baby girls were considered bad luck
and were killed at birth – “weeding,” they called it in the East.
But not male children – they were heaven sent, prizes to be val-
ued, for they will not only perpetuate the seed, they will also pro-
vide leaders of a clan, the crown prince, the king, the sultan (41).
This only male child is trained and honed to be another politician
and CEO. No matter how many Juan dela Cruz III’s daughters are,
“six girls by his legitimate wife, and two dozen more by other wom-
en” (41), his happiness cannot be compared for when he learned that
Juan Bacnang is his son – the rightful heir to the throne, after count-
less times of trying to have a son. When Juan dela Cruz IV’s twins
were born, it was bluntly mentioned in the novel that “Juan already
favored his son over his twin, a girl, who might grow up to be flighty
and incapable of preserving what he had built because she is a wom-
an, prone to the weaknesses of her sex” (125). We see how evident
it is that a male child is definitely patronized as compared to the fe-
male children, although the female children were not weeded out,
the point is that they were not given the chance to handle the mas-
sive dela Cruz empire. Liwliwa, Juan dela Cruz IV’s daughter, already
has a set future that she would not be the one handling the future of
the dela Cruz domain because she is “just a woman,” someone not
capable of doing what men can do. Since women are seen as “home-
makers,” their position in the government are those similar to what
they do at home; posts at the Department of Social Welfare and De-
velopment is one of the branches of government where women reign.
11
Gender subordination is oftentimes associated to women being sub-
missive to men; women being too dependent of men because they
are the providers. Women actually play an important role behind the
prowess presented by the men because the “extent of men’s public role is
made possible by the unacknowledged support of women’s work in the
household, and sometimes in the public sphere as well” (Dionisio 18). If
men are not given this support, their success as public officials may suf-
fer grievously. In the novel, all women play vital roles in the lives of the
men in order for them to function. Agnes plays a vital role as the private
secretary of Juan dela Cruz III and a confidante of Juan dela Cruz IV.
Agnes is not just any secretary, she is a private secretary and the term
“private” entails that there are confidential matters that Agnes attends
to, especially because she is part of the family. When Juan dela Cruz III
died, Juan Bacnang leaned on Agnes, “with her training and knowledge
of many intricate labyrinths in their domain, stood by him, ready to
fight for him” (126). Agnes was the light of Juan dela Cruz IV into the ins
and outs of their empire, and without Agnes, Sunny Johnny might not
be as sunny as he is. Another strong character that is often overlooked,
but has a lot of heart in the story is Tecla, Juan Bacnang’s mother. The
mother’s death urged Juan Bacnang to fix the whole town of Nalipatan:
To the aide, Johnny said that the tombs be cemented and marked
with marble crosses, that the old house be repaired, restored to its
original shape, and that a much bigger residence be built close to it
– a bungalow with three rooms where he and the family could stay
when they visited. The road to Nalipatan should be widened and as-
phalted, and electricity must now be brought to the barrio” (60).
Love for the mother, even the guilt felt by Juan Bacnang for his ab-
sence during the times that his mother was dying, was the trigger
that pushed him to make changes in the barrio. He used his mon-
ey and power in order to act upon what she wanted to happen.
Gender subordination in the novel is very much evident because the
heads of the company are dominated by men. But there is a great ex-
change of power between the roles of the women presented in the
story. Liwliwa, the female offspring of Juan dela Cruz IV, served as
Anos’ stronghold. The twins, being twins, had no secrets between
them. Liw knew all about her brother’s escapades with Jessica and
the money he gave to Jessica. In turn, Anos also knew about the at-
tachment of Liw to Jimmy, the driver’s son. Liw was the sole per-
son who understood what Anos was feeling, although not entirely,
Liw knew how Anos was hurt when Jessica died. It may be implied
that it was their father, Juan dela Cruz IV, who was behind the idea
of throwing acid into Jessica’s face which rendered her depressed,
later on, commit suicide. This is probably what Anos tried to say in
his suicide note: “Dear Papa – Please forgive me. I cannot live with
what I have lost and with what I have discovered” (172). Anos prob-
ably figured out that it was his father’s doing and he would not want
to be like his father, thus ending his own life. After this incident, Juan
dela Cruz IV sent Jimmy’s family away, in order to be apart from Liw.
After, Liw’s death, it can be seen that Liw has a stronger grip at life,
than Anos. Both were robbed of their partners, but it was Anos who
took his own life, not willing to face whatever happens in the future.
 SDCA Asia-Pacific Multidisciplinary Research Journal
Volume 1 No. 1 2019
Liwliwa unfortunately died because of what seemed like an ac-
cident, but nonetheless, she had more time facing the challeng-
es of life; Liw is stronger emotionally and spiritually as compared
to Anos. This, then, goes against the “natural” perception that men
are stronger than women. This also affirms the idea that wom-
en play very important roles in the background as support sys-
tem to the dominant and successful man that the public knows.
Being the sole owner of a massive empire, Juan dela Cruz IV had ex-
pected his son to be like him: a lawyer, tycoon, and a womanizer. This
is how men in the upper class are expected to be since they all have the
money to burn on things they don’t even need, and society brushes this
off. Men, being aggressive and dominant, are expected to accomplish
assertive practices and hobbies by the society. So when Anos men-
tioned this to his father: “I know, Papa, that you want me to be a lawyer.
I have been thinking about it. I’d like to be a poet” (142), Juan was very
shocked. He expected more from Anos since he was the only one who
would be inheriting the empire that he, together with his father and
grandfather, created. It was a shocking revelation for Juan since Anos
excelled in math and science – subjects that are associated with men –
ever since he was in grade school, which is going to be a big help in the
company. Literature and the arts have always been believed to be a very
passive part of society, when in fact, it is an avenue of the most aggres-
sive forms of retaliation and protest. Even so, the humanities is seen as
passive that is why even Juan let go of his writing career. Anos broke his
silence and insisted that he would want to be a poet, thus breaking the
dominant stereotype by choosing a more “passive” course for college.
Aside from being the CEO of his own company, it is blatantly known
to the audience that Juan dela Cruz IV is very virile and aggressive,
not just at work, more so, in bed. He is aggressive in all the aspects
of his life, and that is how he was trained by his father. Juan and his
wife Bibi tried to have a baby for years, but failed. They both got
checked and it was found out that Juan “was the one found inadequate.
It was called Oligozoospermia: very few spermatozoa in his semen”
(121). If one has this, it is more likely that one is infertile. This dis-
order is very hard to track because sexual and ejaculation function is
normal, while it is only through lab activities that one would find out
that he has a low sperm count. Impotence is one of the most com-
mon reasons for a man not to feel dominant. It may be the reason as
to why Juan continued to be a sexual aggressor and a womanizer in
order to compensate for his impotence. After so many years, he also
probably wondered why among the different women he slept with,
no one tried to contact him or go to him asking for child support
which may in turn give him hints of his situation. Unlike his father,
Juan dela Cruz III, Johnny had only two children in his lifetime, while
his father had dozens of children from multiple women. Juan dela
Cruz IV’s attitude of being aggressive may be to hide the fact that he
is not as virile as most people would think of, in order for his sub-
ordinates and colleagues to still see him as a superior like his father.
Since Juan dela Cruz is the main character in the novel, it is just
right that there are a lot of things to notice about him and around
him. Juan dela Cruz IV’s relationship with the Leader is quite in-
triguing. Their relationship seems so deep to the point that:
12
The Leader had gifted him with a black bullet-proof Mercedes,
one of the five ordered from Germany. Their favorite rendez-
vous was, of course, the bedroom of the Leader where they en-
joyed all the privacy in the world. At times when he was there
meeting with him, the Leader’s wife didn’t dare to come in” (84).
Juan dela Cruz IV’s relationship with the Leader may be as-
sociated to that of a homosocial relationship. A homo-
social relationship, as Eve Sedgwick described it from Be-
tween Men: English Literature and Male Homosocial Desire, is:
Social bonds between persons of the same sex; it is a neologism, obvious-
ly formed by analogy with “homosexual,” and just as obviously meant
to be distinguished from “homosexual.” In fact, it is applied to such
activities as “male bonding,” which may, as in our society, be character-
ized by intense homophobia, fear and hatred of homosexuality (2435).
It is not very common that you meet a rich friend, or even a very rich
relative that is very close to you, that is willing to buy an exclusive car
for you. It is also the Leader who helped train the Juan to be who he
is; the Leader is a very big part of who Juan has become. More than
the material things, it is the fact that even the wife of the Leader is not
powerful enough to meddle in the business of the two once they are
inside the bedroom. The bedroom is also a very intimate place to stay
in. It is very personal, not professional. That is why when it was men-
tioned that their favorite rendezvous was inside the bedroom, there
were questions that came to mind, like “what were they doing inside?”
“Why is there a need for all the privacy in the world?” and many oth-
ers that may be connected to the skepticism of the relationship of the
two. The intimacy of a bedroom is described in the following lines:
Ah, the bedroom where the most secret of secrets of the private man
and official person could be unearthed. The bedroom – and cer-
tainly, Johnny knew only too well the Leader’s bedroom proclivities,
too. For it was also he who often located the women the Leader lust-
ed after – usually young Caucasians with fresh, pliant bodies, beau-
ty queens if he could get them, because they were told in advance
how ample their profit for a one-night fling or a weekend in the
watering holes in Asia and the Continent, they gladly agreed (84).
The house of the Leader or Juan dela Cruz IV should be enough pri-
vacy for both of them to meet. It is not far off that their houses also
have conference areas given the enormous lot that they own, so that
should be enough privacy for both of them. The thing is, the “meet-
ing” is brought inside the bedroom, where the most intimate of ac-
tions are done. It is a place of solitude and ease. One would not in-
vite someone inside their bedrooms unless there is an intimate
relationship or bond with that certain person. It is also interesting
that it is Juan who would look for women for the Leader to hook
up with. How would Juan be able to know the Leader’s preferenc-
es in bed, if he has not experienced it with the leader? Thus, this is
 SDCA Asia-Pacific Multidisciplinary Research Journal
Volume 1 No. 1 2019
a very strong support to the statement that there is indeed an inti-
mate relationship between the Leader and Juan, and this also coin-
cides with Sedgwick’s definition of homosocial desire as “the emerg-
ing pattern of male friendship mentorship, entitlement, rivalry, and
hetero- and homosexuality was in an intimate and shifting relation to
class; and that no element of that pattern can be understood outside
of its relation to women and gender systems as a whole” (2434-2435).
It is important to take note that the characters are actually embodi-
ments of their characterization in the novel. Nomenclature was uti-
lized by Jose to add more color to the characters. Scientifically, nomen-
clature is the designation of all objects by name, which is very much
how it is used in literature. In literature, nomenclature is when a writer
uses names to build a foundation and further support the characteri-
zation of the character. Names itself serve as clues to the audience as to
what the role or characterization of a character is. Almost all the char-
acters used nomenclature to further elaborate each character’s color.
Since F. Sionil Jose is an Ilocano, there are a lot of Ilocano nuances
and terms that were used in the novel. The first and foremost char-
acter is Juan Bacnang and “bacnang meant someone affluent” (8),
which was very ironic in Juan’s childhood because they were poor
as a church mouse. There were times, especially during drought,
that they did not have food on the table, so Juan had to work extra
hours at the field or find something else to do just to be able to get
paid and buy something to eat, especially he stays with his mom and
grandparents who are both very old. Juan and his family live in bar-
rio Nalipatan, and Nalipatan in Ilocano means “forgotten.” The barrio
was most likely named as such because the things that happened in
that certain barrio were things that Juan wanted to forget and sup-
press; although it is a big part of who he has become, it is something
he is not proud of. Although he went there to visit several times, he
never did say this story to his children. Ilocanos, aside from being
frugal, are also very proud of their roots and this is one characteris-
tic that Juan does not embody. Things that happened in barrio Nali-
patan were, more often than not, about hardships of life. Juan grew
up to be charming, but aside from that and him meeting Aning, –
his true love – nothing else that was positive happened in Nalipatan.
The twins, Anos and Liwliwa, were named after Ilocano virtues. Anos
“the Ilocano word for patience, the supreme virtue of his tribe, Anos,
patience” (125), and Liwliwa “for someone who gave happiness” (126).
Anos both did and did not embody this trait. He embodies patience
during the time that his father sent him a prostitute for his 18th birthday.
13
On the one hand, Anos showcased patience and determina-
tion when, even if all the factors are present: privacy, a na-
ked woman, her caressing his body, he still stood by his de-
cision of not making any intimate contact with Jessica.
On the other hand, he ran out of patience when he committed sui-
cide; he was not patient enough to wait for his father to change, nor
was he patient enough to wait for the wound to heal, a wound that
was caused by the death of Jessica. Liw embodied the description of
her name because she was the only one who made Anos happy after
Jessica died, and after Anos died, Liw was also the only source of her
father’s happiness. Lastly, Jose also used nomenclature for the charac-
ter of Mr. Tured, the journalist. Tured in Ilocano means “strong and
brave,” and in the novel, Mr. Narciso A. Tured, with the initials, N. A.
Tured, or the word natured, showcased his willpower being strong and
his bravery during the time that he was invited by Juan to lunch. In
that fancy place, Mr. Tured knew very well that he was meeting with
Juan dela Cruz IV, a close friend of the Leader and being friends, there
must be an agenda to this unexpected invitation. Tured answered all
Juan’s question in a manner that made Juan a bit surprised because
Juan did not expect the frankness of Tured. Tured also did not hold
back at throwing shade to the Leader and his management of the
country. Tured also strongly said that there is no way that he would
be writing about The Leader in his column. Although Mr. Tured knew
that his life might be at risk, he still continued to say what he want-
ed to say, trying to shed light into the dark business that the Lead-
er and Juan were in. Tured died still writing about what he believed
in, thus representing the strength and bravery of a real journalist.
The last point that this paper would point out is the similarity of Juan
dela Cruz IV and the majority of the ethno-epic heroes tackled in the
course. The ethno-epic hero is, more often than not, described as some-
one bigger than life, or someone that is extraordinary, as in different in
a supernatural way. The ethno-epic hero saves the village or someone
that is important – his father for instance. Much like the ethno-epic
hero Lam-Ang in search for his father, Juan also had been searching
for his father ever since he was small, but the stories he heard from
his grandparents were enough. The moment Juan knew who his fa-
ther was and was accepted by him, that is when Juan became someone
larger than life. The wealth and power that was amassed by his father
is out of this world. It seems so unreal that a barrio boy who hardly
had food on his table suddenly had a corporation in a snap of a finger.
This, then, is very surreal, much like the adventures of the ethno-epic
heroes. Juan also is very blood thirsty; anyone who gets in his way or in
the Leader’s way, is to be killed. This trait is also seen in the ethno-epic
heroes, as some battles would last for three years; three years of killing
a tribe or a village. The character of Juan dela Cruz IV may be associ-
ated to the ethno-epic heroes because of merely a couple of similari-
ties like: 1) Juan’s wealth and power that is somewhat bigger than life;
2) the search for his father; and 3) the blood thirsty main character.
 SDCA Asia-Pacific Multidisciplinary Research Journal
Volume 1 No. 1 2019

Conclusion

The novel expounds gravely on the value of the Filipino “macho”

culture, but this paper explicated how gender roles were broken and
how women served as valuable characters for the men in the nov-
el to attain the success that they have. The reciprocation of power is
also vividly described in the novel – how women drove one charac-
ter to do a certain act – from men being dominant, women subor-
dinate to women being more dominant and controlling, while men
become more passive at women’s actions. Nomenclature also was
tackled as it is one of the techniques that made the novel easier to
read, and the association of the ethno-epic hero to the main char-
acter. No matter how subtle it may be, it is the female characters in
the story that reigned and helped the male characters attain their
achievements and cover up relationships that has to be hidden.

References

Jose, F. S. (2011). The feet of Juan Banang. Manila: Solidaridad

Publishing House.
Cixous, H. (2001). The laugh of the Medusa, In V. B. Leitch, The
Norton Anthology of Theory and Criticism (pp. 2039-
2056). New York: W. W. Norton & Company, Inc.
Sedgwick, E. K. (2001). From between men: English Literature and
Male Homosocial Desire. In V. B. Leitch, The Norton
Anthology of Theory and Criticism (pp. 2434-2445). New
York: W. W. Norton & Company, Inc.
Dionisio, E. R. (1994). Sex and gender. In E. U. eviota, sex and
gender in Philippine society: A Discussion of issues and
the relations between women and men (pp. 1-30).
Manila: National Commission on the Role of Filipino
Women.

14
 SDCA Asia-Pacific Multidisciplinary Research Journal
Volume 1 No. 1 2019
The Queer of Queers: Debunking the Stereotype in Carlo
Vergara’s Zsazsa Zaturnnah
Mary Camille S. Cabatu ■ Hernando L. Bernal Jr.
Introduction
In the publication of Kenkoy in Liwayway in the late 1920s, the pub-
lic was caught by surprise with a new form – “graphic images and
strange-looking balloons in frames that must be read from left to right
to get the story (Reyes, 2012). This problematized the meaning and
function of reading as the public is used to seeing printed words in
volumes (Reyes, p. 151). Komiks gained strength and popularity be-
cause more readers realized how wide the array of topics and subjects
could be used as material for this form. It is both the source of aliw and
aral for millions of Filipinos through decades (Gonzaga, et al, 2010).
The form invites readers of all ages to take a peak and enjoy the genre
because of its friendly approach. Its graphics and letterings help readers
understand the story more and it gives them a fluid run of images that
is happening in each panel. Komiks also promote openness to writers
and readers because topics such as homosexuality, religion, macabre
and androgyny are tackled in this genre without much censorship, con-
sidering the images shown. The said topics were often seen as “taboo”
in the Philippines, considering that the population is mostly Catho-
lic.Komiks is a great avenue for educating the younger generation and
interjecting komiks in the academe would help students understand
these issues and topics more. It is through komiks that issues are to be
discussed in order to raise awareness that these taboos exist and that it
should be talked about to demystify the issue.
Keywords: Queer. Debunking. Stereotype. Zsazsa Zaturnah. Queer.
Mary Camille S. Cabatu
Associate Professor, Far Eastern University - NRMF
camille.cabato@yahoo.com
Hernando L. Bernal Jr, LPT, PhD, FLPI, FRIEdr, SMARS, MIAER
Associate Professor, Far Eastern University - NRMF
Associate Editor, International Journal of Learning, Teaching, and Educational Research
bhambernal@gmail.com
15
Much like any other form, komiks also found itself in a great decline
both in readers and writers. Due to this decline, komiks was made
to go through a transformation which enabled it to gather bigger au-
dience through films and teleseryes. The characters, situations, cos-
tumes, weapons and other gadgets used by both heroes and villains
were also modernized in order to cope with the times and to entice
younger viewers (Reyes, p. 153). The actors and actresses who por-
trayed the roles of the heroes and heroines were also young stars with
big fandom to lock-in a sure number of viewers because of these art-
ists’ big following crowd. The internet also became an aid in reviving
komiks. It allowed readers from different walks of life to appreciate
stories and graphics of published and unpublished komiks writers for
free. Platforms like blogspot.com gave way for digitized comics to be
seen and be interpreted by the public. It is also a platform where the
creators get to interact with the readers through comments, and the
suggestions by the readers may be incorporated in the next episodes
or chapters of the komiks.
Analysis and Discussion
This paper will be working on two books of Carlo Vergara’s Zsazsa Za-
turnnah, namely, Ang Kagila-gilalas na Pakikipagsapalaran ni Zsazsa
Zaturnnah (Collected Edition) and Zsazsa Zaturnnah Sa Kalakhang
Maynila (Book 1), which are komiks. The academe used to ignore the
fact that komiks do not only tackle about superheroes and villains, in-
stead, the country’s history, folklore and literature.Slowly, the academe
opened itself to the “possibility of examining the komiks as an artifact
worthy of analysis and theorizing” (Reyes, p. 154). It would also be
delving on the perfection of gender that Ada/Zsazsa is given, being
able to shift from one gender to another, thus breaking stereotypes of
both gender heteronormativity and superhero characteristics.
Komiks is unthinkable without our recognizing its deep indebtedness
to the rich lore of the common people, the texts which our forefathers
sought to make sense of their lives and thus engage in complicated re-
ality. It is precisely this tight connection between modern artifact and
traditional texts which have accumulated numerous meanings in the
collective psyche that ought to be investigated (Reyes, p. 155).
 SDCA Asia-Pacific Multidisciplinary Research Journal
Volume 1 No. 1 2019

Ada/Zsazsa’s connection with the people in the community are very

evident because much like the people in the community, Ada/Zsazsa
is also part of those living in the poverty line. She owns a parlor that
allows her to live on a day to day basis. Scenes like when Ada/Zsaz-
sa’s and her assistant,Didi, would sit outside the parlor when there is
no customer to gossip about the “goings” on in the community, the
pustahan that happened when she Ada/Zsazsa was about to fight the
Amazonistas, allowed the readers to feel that Ada/Zsazsa is indeed
a part of the community. This enriches the character more as Ada/
Zsazsa was not just a representation of herself but of the community.

The humor that is inculcated in Carlo Vergara’s work “was created be-
cause the situation being depicted showed some reversal and in favor
of the dispossessed, the ordinary audience of such tales” (Reyes, p.
157). Ada/Zsazsa’s humor was very evident in her language – the us-
age of gay lingo. Humor may also be seen in circumstances when she
was fighting Queen Femina Suarestellar Baroux, at the same time dis- Fig. 1 Fig. 2
covering Ada/Zsazsa’s own powers. The humorous acts of Ada/Zsazsa
gave her an edge against the opponent, especially when she started
grabbing Queen Baroux’s hair, despite Ada/Zsazsa’s ignorance on her
own capabilities. Through humor, the underdog – Ada/Zsazsa – is giv-
en more life and lambasting the enemy, the Amazonistas, may also be
one of the techniques to win the fight. It infuriates the enemy more
to the point of the enemy not being able to concentrate on the fight
at hand. In various degrees, the heroes represented or symbolized de-
sired goals of the community. Thus, epics were constructs produced
not only to entertain but to consolidate and reinforce the values of
the community. These narratives constituted their exploits that would
eventually lead to a transformation, within himself or within the com-
munity (Reyes, p. 158).
Fig. 3
Ada/Zsazsa lived in a poverty-stricken community, and everyone’s
goal is to be able to find a way to live a well-off life. Ada/Zsazsa was Komiks provided the readers an escape which “pointed to a world we
the one given the opportunity to experience greener pastures. This would like to see as contrasted to the world as it was during the period
can be seen when Ada/Zsazsa was offered a contract by YOY25, a TV – fallen, unredeemed, in turmoil, and cut-off from moorings” (Reyes,
network, which would make her a well-known premiere superhero. p. 163). Ada/Zsazsa may be a reflection of those who want to escape the
The “transformation” by Ada/Zsazsa was both obvious and subtle. The reality that most Filipinos still have a hard time accepting the LGBTQ
obvious transformation was when Ada becomes a woman after swal- community.
lowing Zaturnnah. Ada then transfigures to Zsazsa, a woman with su-
pernatural strength, power, and beauty; the total opposite of Ada. The Ang Kagila-gilalas na Pakikipagsapalaran ni Zsazsa Zaturnnah and
more subtle change in Ada/Zsazsa was that she also allowed herself Zsazsa Zaturnnah Sa Kalakhang Maynila is about a gay beautician
to love and to be loved (Fig. 1) despite the fact that she experienced named Ada/Zsazsa who was chosen by the stone Zaturnnah in order
trauma and violence from her past lover. The community also trans- to save human kind (or just his barangay). Ever since Ada/Zsazsa knew
formed from being selfish individuals (Fig. 2), when they did not want what powers he had, he fought a couple of battles namely: 1) the battle
to help Zsazsa kill the mumu and just wanted to stay inside the church with a giant frog; 2) the battle with the mumu; 3) the battle with the
to pray, to a united community that helped Zsazsa defeat her enemies Amazonistas, a group of women from Planet X (xxx) who wants to
through support and man power (Fig. 3). take over planet earth; and 4) the battle with a giant cockroach. These
battles actually remind most of the audience about Darna, an orphan
girl who was given a powerful stone to transform to a superhero after
she shouts “Darna!”

16
 SDCA Asia-Pacific Multidisciplinary Research Journal
Volume 1 No. 1 2019
Both characters were seen as nobody in their communities and were
chosen through a divine providence of some sort, to have the privilege
of saving the people from harm with the use of a magical stone. The
difference is, Narda is a heterosexual female and is still a heterosexual
female when she transforms to a superhero Darna, while Ada/Zsazsa is
a homosexual male and turns into a female. The stone zaturnnah made
Ada/Zsazsa to possess a female body, while he maintains everything he
is – the way he talks, thinks and feels as it may be seen in her dialogues:
“DIDI! BABAE AKOOH! … Hindi nga, Didi! Tignan mo, o! BABAE
AKOOOOH!… Shet, Didi! Totoo nga! Makapangyarihanang bato! Isa
na akong girl! … Anong hindi? Tignan mo… May nota ba ako?? WA-
LAAAH!”
Some Realities of Homosexual Males
The graphic novel does not only depict some of the realities that the
LGBT community faces in everyday life. According to Butler (1999),
“policing gender is sometimes used as a way of securing heterosexual-
ity.” Policing someone may be seen through continuously criticizing a
person’s sexuality; by calling him/her names like juding, tibo, beki, sa-
lot sa lipunan, etc. This act of criticizing and questioning one’s gender,
especially if it goes against heteronormative beliefs, somewhat gives
the critic a sense of affirmation that his/her heteronormative gender
is more superior.One example that is associated to policing gender in
the graphic novel is the inability to accept homosexual children. Ada/
Zsazsa is an only child and his father despised him – even after death –
as Ada/Zsazsa’s father’s corpse said:
“Shino ikaww? ‘Alaa kung anak shnababayehh … Adrian? Ang binaba-
yehh? … Kahangalan! Alaa kung anak shnabinabayehh! Ishasiyang shal-
lot sa buhay nameng mag-asawaah! Dahel sa lintekshna ‘yun, hende na
kame nakabuo shngibenganaksh! Hindi na bali kong na bigyan akung
apo, ngunit daig pa niya ang bilas kung kumerengkenngg! Mabuti pang
patayin ko na sarilih kohh! Ishasiyang salot! Naririnig mo ba akohh?!
Shalot siya! Ishang SHALOT!!”
Ada/Zsazsa has been seen by her parents as a curse to their family. Be-
ing an only child and becoming a homosexual male, his parents saw it
as something bad, something to be ashamed of, something to blame
everything to – even his parents’ not being able to rear another child.
This situation of Ada/Zsazsa’s relationship is somewhat true in reality.
The homosexual male children are seen as a disgrace to the family.The
same situation is also described in the song Sirenaby Gloc9:
“Sa tuwing na nonood ng liga laging natutulala / Kahit di pumapasok
ang bola ako’y tuwang-tuwa / Kahit kinalyo na sa tapang, kasiganun-
nalamang / Akong paluin ng tubo kahit kinakalawang / Tama nana-
manitay, di napo ako pasaway / Di kona po isusuotang lumang das-
ter ni inay / Kapag ako’y naiiyak ay sumusugod sa ambon / Iniisip ko
nalamang na baka ako’y ampon / Kasi araw-araw na lamang ay walang
humpay na banat / Ang ina abot ng ganda kong pang-ilalim ng dagat.”
17
Unlike the situation in the song, Ada/Zsazsa was never seen battered
by his father since his father was introduced in the komiks as a zombie.
Because of the father’s hatred toward Ada/Zsazsa as seen in his dia-
logue, it may be implied that Ada/Zsazsa might have suffered violence
when he was a child. Even if the father’s violence was just implied and
not vividly shown in the graphic novel, the situation given in the song
is true for most of the homosexual males in the Philippines. Violence
is somewhat connected to being a homosexual male, because it steps
on the ego of males, the father of Ada/Zsazsa for example. It may pose
a great question for them as to why their son has to be gay, when in
fact the son is already a member of a privileged sex; why their privi-
leged son, culturally and traditionally speaking, chose to stoop down
to the level of the females.These questions are asked by the fathers to
themselves, thus resorting to violence because it is a direct indication
of masculine power; the power that a son would have if he was a het-
erosexual male.
Another instance as to why violence is connected to homosexuality is
because homosexuality has been seen as a psychiatric disorder for de-
cades, and even if it was removed from paper as a disorder, people’s
minds are still set to that ideology. Violence is one of the most handy
ways for people to use against homosexuals because they think that it
would give them enlightenment or catharsis that what they are doing
is wrong and that their sexuality is wrong. Another example that the
graphic novel tackled is the impossibility of finding true love – for Ada/
Zsazsa. That is, Ada/Zsazsa had a traumatic experience with his ex-lov-
er named Lester. Lester inflicted violence over Ada/Zsazsa as Lester
shouts:
“Tumigil kanga! Ang arte mo! … Paano mo ako pinaligaya, eh baklaka
lang? … MAHAL? Anong alam mo sa pagmamahal? Isa lang ang hi-
nahanap ninyo sa mga lalaki, ‘di ba? Basta mapuno yang bibig ninyo,
masaya na kayo! … ‘Tangina kang bakla ka! Eh kung kamaoko tsupain
mo?! Pasalamat ka pwede kanang tsumupang limang elepante salaki ng
bunganga mo! HAHAHAH! … Ipasok mo ito sa malandi mong utak.
Walang magmamahal sa’yo at walanang magtitiis sa’yo! Simula ngayon,
kahit sinong lalaking dadaan sa bunganga mo, lolokohin ka! Bibiguin ka!
At kung sabik kang makatikimulingburat… MAGKAROON KA MUNA
NG PUKE!”
This rendered Ada/Zsazsa hurt and bitter about love.Ada/Zsazsa has a
new lover, Dodong, but the things that Lester did to Ada/Lester kept
him cold and uninviting. Nightmares about what had happened to
Ada/Zsazsa when he was with Lester kept on bothering him, thus being
skeptic about Dodong.
In reality, this is somewhat true as well. Gays have been stereotyped
as sexual addicts, to the point that all they want from their boyfriends
is sex, and that they are not capable of true love.A lot of heterosexual
males, if you may call them that, act as boyfriends to homosexual males
in order to get money from them. They allow themselves to have sex-
ual intercourse with gay men, and in return, these gay men would give
their boyfriends allowances for food, clothes, etc.
 SDCA Asia-Pacific Multidisciplinary Research Journal
Volume 1 No. 1 2019
Some “big time” gay men would even call their boyfriends “scholars”
because the amount of money they give to their boyfriends is almost
the same rate as paying their tuition, unless they really are making
them study.Not all gay men experience this, but this is what society has
stereotyped them and their situations. Ada is an embodiment of that
stereotype, which is later on broken by the end of the graphic novel.
Homosexuality and Alienation
Ada/Zsazsa did not only face weird creatures, but she also faced a
group of women that was patterned after the Spice Girls because of its
production-number-like introduction and poses called the Amazoni-
stas. The Amazonistas are a group of women from Planet X (xxx) who
are man-haters and want to take over planet earth. These alien crea-
tures represent not only the alienation of homosexual males, but also
the treatment towards them. These Amazonistas metaphorically states
that homosexual males, like Ada/Zsazsa, should be alien as well. This
is the situation nowadays, even if it is more subtle. Homosexual males
are being alienated, ignored and kept out of place.Most of the members
of the LGBTQ community feel the same way: isolated from the world
since they are considered different, not part of the binary oppositions,
so it would be better to be with the same people so they would not feel
the isolation when they are away from their support group.
These women also represent the way society perceives homosexual
males. People want them to perish, to die, as what the Amazonistas
want to happen to Ada/Zsazsa, because they have been seen as diseases
of the community.Since the Philippines mostly consist of Catholics,
homosexuality is seen as a sin. Those conservative Catholics could
not accept the fact that this community exists and they try to lecture
them and do everything – even resort to violence – just for the sake
of converting them and making them “turn back to God” by being a
heterosexual male.
Homosexual Stereotypes
In the Philippines, the most prominent idea of gays or the “bakla” is an
“effeminate, cross-dresser, loud parlorista, gossip writer” (Corpuz, re-
trieved from http://images.gmanews.tv/pdf/aseanconf/CORPUZ%20
david.pdf.), but there are a few other variations like the closet gay and
the macho gay. The two later images of the “baklais” used in order
to mask one’s sexuality. The closet gays are those that pretend to be
straight males, because they are afraid of getting rejected and discrim-
inated. Usually, the fear of how one’s parents would react is one of the
reasons why homosexual males still choose to be closet gays. As for the
macho gay, these are the gay men who usually work as macho dancers
in gay bars. These macho dancers “look real masculine and tough from
afar, but when you begin to interact with them, they show inclinations
to the same sex” (Tagudina, 2012).
18
According to Katherine Franke, as quoted by Butler, “gay people, for
instance, may be discriminated against in positions of employment
because they fail to ‘appear’ in accordance with accepted gendered
norms” (p. xiii). Ada is a parlorista and he did not even try to look for
a different job that could help him earn more money.No other job was
offered to Ada, except only when he transformed to Zsazsa, and then
YOY25 offered her a deal. Ada’s repetitive mention of “bakla ako” in
the beginning of the graphic novel somewhat convinces herself that
being a parlorista is the only thing he can do, nothing more.
Ada/Zsazsa portrays a parlor gay stereotype role in the graphic novel.
Working at a salon is not the only requirement to be called as such, but
the parlor gay stereotype focuses on how a homosexual male looks.
One is called a parlor gay if he walks in flashy clothes most, if not all
the time, with make-up brighter than his clothes, owning every color
in his eye shadow collection, and accessories hanging from where it
could hang, as they walk around the corners of the streets, pretending
that it is a cat walk. Parlor gays are also said to be very fluent in gay
lingo. All throughout the graphic novel, Ada is perceived as this parlor
gay, because of how he dresses himself. As it may be seen in the graph-
ics of ZsazsaZaturnnah, Ada uses feminine clothes during normal
days, a feminine top with simple designs, but his fashion sense may be
seen in Book 1, Zsazsa Zaturnnah sa Kalakhang Maynila. As she was
travelling to Manila, she was wearing a top, a bandana of some sort
over his head, and butterfly-shaped sunglasses. As Zsazsa, he is usually
seen with clothes as small as how lingerie fits the body. Zsazsa, still be-
ing gay inside a feminine body, wears sexy skimpy clothes because the
only time she could wear such things is when he is Zsazsa, considering
that she has everything to flaunt. Ada/Zsazsaalzo is an expert in gay
lingo, which may be proved as she sings:
“Me is looking for you Manila… Your birit is so sarap to the tenga… At
yong dyipnis that are flying flying… With your shushukis they are so ex-
citing… Yapusin mo ako Manila… Pangako mo na wilch kang mag-ago-
go! … Ang shurvah shurloong Manila… Ang beng si bengshoong Ma-
nila… Anhin ko pa ang Isteyytss!!” (Vergara, 2012)
Ada/Zsazsa’s being a master of the craft of gay lingo and being a
cross-dresser, she goes with the definition of a parlor gay; thus, making
him part of the stereotype of a parlor gay.
Debunking the Stereotype
Gays are often seen as loud and proud homosexual males, but are also
weak and fragile.Gays are definitely gay; they are always seen happy,
loud and laughing, but a lot of people nowadays overlook the fact that
they, too, have emotions and that they, too, get hurt as well.Ada/Zsaz-
sa, is one of those parlor gays who was hurt, as it may be seen to her
graphic image that caught his reaction for when his father called him a
curse to their family. It may also be seen when his ex-lover, Lester was
punching him, and the bitterness resonates long after the scene itself.
 SDCA Asia-Pacific Multidisciplinary Research Journal
Volume 1 No. 1 2019

Ada/Zsazsa subverts the images of stereotype gays, given that they are
weak and fragile. Ada/Zsazsa is put on a pedestal and is given the pow-
er to be a superhero.Gays have always been appealing for their rights
as humans, because they are continuously discriminated and seen as a
community disorder. Factors that make homosexual males are treated
as such may be because of: 1) the overt Catholicism in the Philippines,
which sparks the hindrance of same-sex relationships for it is seen as
immoral, and 2) because the Philippines is a patriarchal country, “ev-
ery man should be true to what he is perceived to be: masculine and
virile” (Tagudina, p.6) Ada/Zsasa being a superhero, suggests that he
may be the hope of the homosexual males. Given the power that Ada/
Zsazsa has because of the stone zaturnnah, he may liberate and em-
power homosexual males, since he is in power – he has a high position
because the community adores him for saving their barangay. This po-
sition in the society, as dictated by the mass, is a start on reaching the
aspirations of gay men being free.
For Butler, “gender can be rendered ambiguous without disturbing or
reorienting normative sexuality at all. Sometimes, gender ambiguity
can operate precisely to contain or deflect non-normative sexual prac-
tice and thereby work to keep normative sexuality intact (p.xiv)”. Ada/
Zsazsa is given the power to switch from being a homosexual male to
a heterosexual female through the use of zaturnnah, a magical stone
that gives her powers. This stone becomes the deus ex machina for
both the community and for Ada himself. Zaturnnah is the key for
Ada to literally be anyone he wants to be – a parlorista or a sexy female
with super strength. It is through this magical switch that we can see
what Butler is trying to imply in her work; gender ambiguity keeps
normative sexuality intact in such a way that it affirms the said norm.
Whether it be following the shallow “women are passive, men are ag-
gressive” saying, the fact that ambiguities in gender still bounce back
to this norm, affirms it.
References
Butler, J. (1999). Gender Trouble: Feminism and the subversion of
identity. New York: Routlege.
Corpuz, D. R. (n.d.). Subverting Zsazsa Zaturnnah: A critical analy
sis on the gender representations on Carlo Vergara’s ‘ang
Kagila-gilalas na pakikipagsapalaran ni Zsazsa Zaturnnah’.
Gloc9. (n.d.). Sirena. Retrieved from Lyricsmode: www.lyricsmode.
com/lyrics/g/gloc_9/sirena.html
Gonzaga, I. V. et al (2010). Visual literacy and popular culture in
the Philippine literature classroom: Teaching Filipino lit
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Reyes, S. (2012). Narratives of note: Studies of popular forms in the
twentieth century. Manila: UST Publishing House.
Taguna, I. (2012). Media representations of the LGBT communi
ty and stereotypes’ homophobic reinforcement. Retrieved
from https://pdfs.semanticscholar.org/f00a/94c439ea35d
41ed1bb68fbfdc9038cc9651f.pdf
Vergara, C. (2003). Ang Kagila-gilalas na pakikipagsapalaran ni
Zsazsa Zaturnnah (Collected Edition). Pasay: Visprint, Inc.
Vergara, C. (2012). Zsazsa Zaturnnah sa kalakhang Maynila. Pasay:
Visprint, Inc.

Conclusion

Ada/Zsazsa is the combination of contrasts because her character is

both a hero and a trickster, the two major types of characters, especial-
ly in the 1930s (Reyes, 158). Ada/Zsazsa also possessed both genders
which implies that this ambiguity allows her to be more superior to
other genders because she may choose which character to portray any-
time.Zsazsa Zaturnnah may be considered as a humorous epic, with
a combination of archetypes used, which may imply that Carlo Ver-
gara’s work is a medium that not serves as entertainment, more so, it
proliferates liberation.Zsazsa Zaturnnah is a hero that reflects how the
LGBTQ community wants to be saved, to be freed and put to the same
pedestal where Ada/Zsazsa is.

19
 SDCA Asia-Pacific Multidisciplinary Research Journal
Volume 1 No. 1 2019
Self-organizing Learning Strategies and Scientific Mindfulness of Postgraduate
Students: An Exploratory Study
Boshra Ismail Ahmed Arnout ■ Khadija Aboud Al Maadi ■ Fatmah Yahya Hassan Al-qadimi
Abstract
This study aimed to determine the level of self-organizing learning
strategies and scientific mindfulness, in identifying the nature of their
relationship, and differences among postgraduates in light of some de-
mographic variables. The researcher selected a random sample consist-
ed of (118) post graduate students; their ages ranged between (26-38)
years; with an average age of (31.12) years; and a standard deviation of
(3.698). Self-organizing learning strategies scale and scientific mind-
fulness scale were applied, all of which were prepared by the research-
ers. The results showed there was an average level of self-organizing
learning strategies and scientific mindfulness of students. A positive
correlation at (0.001) was established between self-organizing learn-
ing strategies and scientific mindfulness at (r = 0.535). Moreover, the
results showed no significant differences between males and females
in self- organizing strategies and scientific mindfulness. The results of
the simple regression analysis indicated that self-organizing learning
strategies were powerful predictors of scientific mindfulness.
Keywords: Self-organizing learning strategies. Scientific mindfulness.
21st century Skills. Post graduate students. Exploratory Study
Boshra Ismail Ahmed Arnout, Ph.D.
Professor of Counseling Psychology
Faculty of Education, King Khalid University
Faculty of Arts, Zagazig University
Prof.Arnout74@gmail.com
Khadija Aboud Al Maadi, Ph.D.
Assistant Professor of Counseling Psychology
Faculty of Education, King Khalid University
Fatmah Yahya Hassan Al-qadimi
Assistant Professor of Counseling Psychology
Faculty of Education, King Khalid University
20
Introduction
The 21st century, with its challenges in life, successive social chang-
es, cultural globalization and the enormous openness of knowledge,
has stressed society and its members to have skills that make their life,
work and study possible. It is imperative that all institutions of soci-
ety, especially educational institutions, prepare students at all levels
of education to be able to cope with these challenges by meeting the
21st century skills and bridging the gap between what students learn
in class and what daily life requires, to cope life’s stress and difficulties.
This is in accordance with the vision of the Kingdom of Saudi Arabia
(2030) which seeks to achieve international leadership in social, health,
cultural and educational fields.
At the beginning of the 21st century, education had a number of chal-
lenges and difficulties, including the cultural, intellectual and moral
challenges in the globalization, the stereotypical nature of education,
the lack of clarity on the standards of education, or the lack of proper
application of it, the tremendous increase in knowledge, the increasing
demand for education, technological change, and accelerated social
change, as well as the challenge of violence, extremism and terrorism,
as well as the intensification of some global problems (Rufail & Yousef,
2001).
The output of education is no longer commensurate with the demands
of the labor market and the skills necessary for life. The university stu-
dents are the leaders of the society, of which, postgraduate students are
the pillars of scientific research and community development by con-
tributing to solving the problems experienced by them in all aspects of
life to achieve the well-being and good health. There is no doubt that
the 21st century learning skills can be achieved through the indepen-
dence of learners and the use of learning strategies that encourage the
shift from learning by listening to active learning, of which students
engage in learning activities and are responsible for what they have
learned, planned, controlled and monitored. This is achieved through
self-organized learning, allowing them the flexibility and ability to
adapt the variables of external and internal environment of learning
such as: self-direction and scientific mindfulness; lead the process of
education and even life through critical and creative thinking; and
social interaction with members of the Arab world; the use of their
technical and technological knowledge in education; responsibility for
their activities and scientific and research output in front of society.
 SDCA Asia-Pacific Multidisciplinary Research Journal
Volume 1 No. 1 2019

The Theory of Self-organizing Learning (SRL) emphasizes the mana- The Research tools
gerial capabilities of individuals. However, it also recognizes that the
educational process takes place within a social environment, which First: Self-regulated Learning Strategies
means that actions such as organizing learners’ behavior, monitoring To achieve the objectives of the research, the self-regulated learning
their cognitive achievements, of other learners, teachers, experts, and a strategies scale was prepared in the absence of a scale of self-managed
complete social network (Bullock, 2013). learning strategies for postgraduates students utilizing the previous
theoretical framework, studies and research on the subject of self-reg-
Self-organized learning is the driving force in which the education- ulated learning as point of references.
al process can be better transferred. It is a means of integrating the The self-regulated learning strategies scale prepared for postgraduates
various research approaches into motivation, emotion, knowledge and consists of 23- word scale. The standard expressions are met by choos-
beyond. Self-organized learning seeks to raise academic standards for ing one of five alternatives and correcting them as follows (Always =
learners at all levels of education, which prompted educators and re- 5, Often = 4, Sometimes = 3, Rarely = 2, Never = 1).
searchers to search for ways in which this can be achieved in light of For the interpretation of the average mean value level, it consists of
interest in the different variables that affect the learning process. This ranges and interpretation of 81-100 Very High, 61-80 Above Average,
would include: variables of self-efficacy and motivation and methods 41-60 Average, 21-40 Below Average, and 1-20 Very Low.
used in teaching and non- teaching (Farghali & Ali, 2006). One of the
appropriate solutions to the desired quality of education is self-orga- Second: Psychometric Characteristics of the Scale
nized learning. The mechanisms help to distinguish between the well- A copy of the scale was prepared after the amendments of the arbi-
learned and the less learned materials. Therefore, their studies was ef- trators and applied to a sample of (40) graduate students in order to
fectively organized, reflective, as well as the knowledge completion of verify the psychometric characteristics of the scale.
their activities and their functions in general. 1. After placing the scale in its initial form, it was sent for
arbitration by a number of psychology professors for evaluation as to
In addition, the lack of interest in the study of self-organizing learning accuracy and suitability of words.
strategies among postgraduate students in the Arab world in general 2. Internal consistency: Internal consistency was checked by
and in Saudi Arabia in particular, as well as the research gap in the calculating correlation coefficients between the terms and the total
study of its relation to the variables of scientific mindfulness, as well score of the scale. The results are shown in the following tables:
as conflicting results of previous research and studies on the impact of Table 1 The correlation coefficients between the self-regulated learn-
demographic variables such as gender, and self-organizing strategies ing strategies and the overall score and significance of the scale
prompted the conduct of the study. As a result, the present research is
a response to the national and global trend to improve university edu- Table 1 The Correlation Coefficient between the Self-organizing
cation, especially postgraduate studies, increasing interest in scientific Learning Strategies and the overall score and significance of the
research and developing the skills and abilities of researchers. As pre- scale
vious studies have been on self-structured learning strategies in rela-
tion to other variables such as academic achievement, critical thinking, state- correla- state- cor- state- cor- state- cor-
attribution, etc., or studies to develop these strategies for students in ment tion ment rela- ment rela- ment rela-
university education, have not been fully realized. tion tion tion
1 0.440 ** 7 0.743 13 0.617 19 0.631
Research Methodology ** ** **
2 0.517 ** 8 0.617 14 0.653 20 0421
The recent study used the descriptive (comparative correlation) ap- ** ** **
proach to answer the research questions and determine the differ- 3 0.692 ** 9 0.688 15 0.540 21 0.666
ence of the relationship between self-regulated learning strategies and ** ** **
scientific mindfulness. A random sample of graduate students in the
registered educational disciplines was done. The distribution of the 4 0.682 ** 10 0.704 16 0.732 22 0.594
questionnaire was sent to 200 students through the application of ** ** **
WhatsApp and E-mail. Out of the 200 chosen samples, only 118 have 5 0.613 ** 11 0.631 17 0.632 23 0.581
expressed through written consent and willingness to participate in the ** ** **
research. There were 53 males and 65 females. The average age ranged 6 0.582 ** 12 0.474 18 0.711 24
from 26 to 38 years, with an average age of 31 years and a standard ** **
deviation of 3.698. **Significant at 0.01 level
The correlation coefficients of the expressions in the overall degree
of the scale ranged from (0.421 -0.732), all of which is significant at
(0.01). This indicates the internal consistency of the scale.

21
 SDCA Asia-Pacific Multidisciplinary Research Journal
Volume 1 No. 1 2019

3. Stability of the Scale
The Cronbach’s alpha coefficient is 0.924, and the Spearman-Brown
split interval is 0.833, These results indicated that the scale of self-or-
ganizing learning strategies is valid and reliable.
The Scale of Scientific Mindfulness
Despite of the number of research studies in the field of scientific
mindfulness for a long time, but scientific mindfulness did not receive
enough research attention, so this was the motivation to prepare this
scale to help achieve the objectives of research. After reviewing the the-
oretical framework, research and previous studies, the current scale
of scientific mindfulness for postgraduate students was formulated,
which consists of 23- word scale. The scale items could be answered
by choosing one of three alternatives (Agree, Sometimes Agree, Dis-
agree).
It is clear that the correlation coefficient of the overall grade of the
scale ranged from (0.366 -0.766), indicating the internal consistency
of the scale.
Stability of the scale
The Cronbach’s alpha coefficient is 0.899 and the half-division of Spear-
man-Brown is 0.799. After checking the psychometric properties of
the scientific mindfulness scale on the exploratory sample, it registered
a stable and acceptable belief and it was ready for application with con-
fidence and reassurance on the members of the research sample.
Statistical Methods
In order to answer the research questions and to achieve its objectives,
the statistical tools used were: Mean and Standard Deviation, T-Test,
Pearson Correlation Coefficient, and Simple Regression Analysis.

Psychometric Characteristics of the Scale Results and Discussion

A copy of the scale was prepared after the review of the arbitrators. It
was applied to a sample of 40 male and female graduate students in
Table 3 The Arithmetic Mean and the Standard Deviation of the
order to verify the psychometric characteristics of the scale.
sample scores on the Self-organizing Learning Strategies Scale
The scale was set in its initial form, then sent to few professors (as
arbitrators) who are specialized in psychology, evaluation and psycho- Vari- M Test SD df t Sig.
logical assessment, to judge the appropriateness of the language and able value (2-tailed)
its clarity and the extent of belonging to the dimension and the scale. Self-or- 45.720 46 11.083 118 0.274 0.784
The arbitrators agreed on the words used as well as their relation to the ganized
scale as a whole. strate-
gies
Internal consistency
The internal consistency calculated the correlation coefficient between
the terms and the total score of the scale on the survey sample and the The total score of self-regulated learning strategies was average with an
results. average mean of 45.720, approximately equal to the theoretical average
of 46 and a standard deviation of 11.083 for a single sample to compare
with the arithmetic average and the theoretical mean. The total score
Table 2 Correlation Coefficient between the Scientific Mindfulness
of the self-regulated learning strategies was not significant since the
Scale and the total degree of the scale and its significance
P-value 0.784 is greater than the t-computed value 0.274.
sen- r sen- r sen- r sen- r
tence tence tence tence The results of the first question indicate that the level of self-regulated
learning strategies in the sample is average. This finding can be fur-
1 0.486 ** 9 0.445 17 0.444** 25 0.439
ther explained in the light of the teaching methods used in teaching
** ** **
students on the one hand. The methods used may not encourage the
2 0.471 ** 10 0.463 18 0.338* 26 0.379 use of self-regulated learning strategies, and the teaching methods
** * which may be traditional and do not fit the characteristics of gradu-
3 0.492 ** 11 0.505 19 0.766** 27 0.395 ate students. The faculty members may not be aware of them For the
** * importance of self-regulated learning for postgraduate students in de-
4 0.584 ** 12 0.318 20 0.560** 28 0.645 veloping their scientific and research capacities. On the other hand,
* ** the result of this question may be due to the cognitive and personal
characteristics of the research sample members and their common be-
5 0.628 ** 13 0.426 21 0.528** 29 0.651 liefs and ideas about postgraduate studies, which have intervened as
** ** intermediate factors and influenced the level of self-organized learning
6 0.723 ** 14 0.663 22 0.345* 30 0.539 strategies. Thirdly, this finding may be the result of lack of awareness
** ** among postgraduates of self-regulated learning and its importance
7 0.593 ** 15 0.549 23 0.508** 31 0.452 to students in general and graduate students in particular, who are in
** ** need to possess the skills of the twenty-first century, as a prerequisite
for regional and global recognition.
8 0.366 * 16 0.374 24 0.320* 32 0.581
* **
**Significant at 0.01 level

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 SDCA Asia-Pacific Multidisciplinary Research Journal
Volume 1 No. 1 2019
Chaves-Barboza, Lopez-Nunez & Sola-Martinez (2017) suggest that
the self-organized learning process is theoretically based on four as-
sumptions. First, that learners are active in building their own goals
and meanings on the basis of their own internal knowledge system,
influenced by an environment. Second, that individuals are able to
control the cognitive, motivational and behavioral elements in their
learning. Third, self-organized learning depends on individual factors
such as biological, emotional and cognitive factors, as well as external
or environmental factors. Finally, individuals are supposed to be able
to evaluate their learning goals, monitor their cognitive behavior and
processes, and use the results of this assessment to organize their own
learning.
This is what Missildine (2004) says that self-organized learning is de-
termined by the interaction among personal, behavioral and environ-
mental processes to achieve specific goals. Salem & Zaki, (2009) argue
that the self-organized learning environment is not only a physical en-
vironment but also a psychological environment that involves many
psychological variables, affecting each other within the physical envi-
ronment of self-organized learning. A component of the self-organized
learning environment as a low level of organization shows the level of
self-organization of learning, self-organized learning has no specific
components, but operates within an interactive framework between
the individual and the environment of the learning environment.
Table 4 The Arithmetic Mean and the Standard Deviation of
Scientific Mindfulness
Vari- M Test SD df t Sig.
able value (2-tailed)
Scien- 63.407 64 17.707 118 0.386 0.700
tific
mind-
fulness
The total degree of scientific mindfulness of the research sample has
Mean Average of 63.407, a value very close to the theoretical average
value of 64 and a standard deviation of 17.707. For one sample as com-
pared with the mean of the theoretical average, it becomes clear that
the total degree of scientific mindfulness was not significant with the
computed t-value 0.386 less than the P-value 0.700.
These results indicate that the level of scientific mindfulness among the
members of the research sample is above average, which means that
the scientific mindfulness of the postgraduate students needs develop-
ment. This may be due to their lack of confidence resulting from lack
of opportunities for reinforcement and self-support from within them
or from their teachers and supervisors.
23
Moreover, they lack opportunities to be recognized of their achieve-
ments, either from their families or colleagues, and therefore they are
not well aware of their responsibilities as researchers towards their
community, and the role of scientific research in the development of
society. In addition, personal, environmental, educational and behav-
ioral factors interfere with the level of scientific alertness of graduate
students. One of the most severe manifestations of scientific mindful-
ness is the severe lack of scientific publishing among graduate students
prior to the discussion stage, lack of encouragement on the one hand,
and lack of awareness of the process of scientific publishing and rules,
and the names of scientific journals in their respective disciplines,
upon which to publish.
Table 5 Correlation Coefficient between Self-organized Learning
Strategies and Scientific Mindfulness
variable Scientific mindfulness
Self-organized strategies 0.535**
**Significant at 0.01 level
There is a significant positive correlation (0.535) between the scores
of the individuals in the research sample in the self-regulated learning
strategies scale and their scores in the scientific observational scale,
suggesting that the higher the students use self-regulated learning
strategies, the higher their level of scientific alertness. This is consis-
tent with Pintrich (2000) in his definition of self-regulated learning as
a meaningful and active process in which learners develop their goals,
observe, organize and control their cognitive, motivational and behav-
ioral characteristics in accordance with the characteristics and context
of the learning environment. It is also consistent with Rizk’s (2005)
observation that self-regulated learning depends on the attention to
the role of motivation variables, and the different strategies that help
students achieve the desired goals of learning, such as changing and
rearranging the context in which learning takes place.
In addition, self-organized learning is what makes students more aware
of the educational situation as a whole, which enables them to control
the difficulties, stress and challenges they face; and exploit their poten-
tials in order to improve their cognitive skills so that they will enjoy
their studies and be aware of the regulations for postgraduate studies.
On this note, the theoretical model developed by Pintrich (1989) in
self-organized learning components, of which he referred to the three
components: a predictive component, a value component, and an emo-
tional component. The interaction of these three components in plan-
ning, monitoring, adjustment, task management, organization, inter-
pretation, and self-efficacy. The level of scientific mindfulness among
postgraduates, whether it was studied from scientific and theoretical
courses and subjects; awareness of regulations for graduate studies;
ethical standards and the importance of scientific research publishing.
 SDCA Asia-Pacific Multidisciplinary Research Journal
Volume 1 No. 1 2019

Table 6 Mean averages, Standard Deviation for Gender Differenc- Their awareness on the regulations for postgraduate studies, rules of
es in Self-organized Learning Strategies documentation, publication and ethics of research across different
continents and cultures for scientific and cognitive exchange with re-
Group Males Females t Sig. searchers inside and outside the Arab world.
_______ (n=53) (n=65) (2-tailed)
Variable M SD M SD Table 8 Mean and Standard Deviations and the value of "V" for the
differences in Self-organized Learning Strategies attributed to the
Self-or- 47.283 11.700 44.44 10.471 1.388 0.168
program (Master-PhD)
ganized
strategies Group Males Females t Sig.
________ (n=53) (n=65) (2-tailed)
The computed t-value of 1.388 is greater than the P-value of 0.168 Variable M SD M SD
which means that there is a significant difference between the male Self-or- 37.780 7.229 52.200 9.336 9.218 0.000
and female responses. Thus, the male mean value of 47.283 is greater ganized
than the female mean value of 44.44. strategies
Therefore, there is no significant difference between the average scores
of the individuals in the study sample in the self-regulated learning There is no significant differences at the level of (0.01) among the av-
strategies between male and female respondents. erage scores of the individuals in the study sample in self-regulated
learning strategies according to the different syllabus (Master-PhD)
The result reinforced the findings of Rashwan (2005); Abdul-Maq-
indicated by the computed t-value of 9.218 is greater than the P-value
soud, (2009); Fouad, (2016) that there was no significant difference in
0.000. The doctoral students were higher than the master’s students in
self-regulated learning strategies attributed to the gender variable. On
their average scores on the scale of self-regulated learning strategies.
the contrary, Al-Bayati; Khameida, (2009) ; Al-Jarrah, (2010) ; Al-Om-
The cumulative nature of the academic experience of doctoral students
ari, (2013) indicate differences in self-regulated learning strategies at-
who acquired it at the stage of their master’s studies. Whether it re-
tributed to gender in favor of males.
lates to the study of courses and their studies, linking them to doc-
Furthermore, this indicates that both male and female graduate stu- toral courses in the same specialization, or their familiarity with the
dents do not have the same level of ability to set goals that they wish method of teaching and strategies followed by the faculty members
to achieve through study in order to possess knowledge and beyond and the evaluation system, and organizing the educational environ-
knowledge. They would like to engage in resource management and ment to achieve their academic goals and increase their motivation
time management strategies that enable them to achieve these goals for excellence. The higher the level of students, the more independent,
by being able to choose academic tasks and effectively participate in regulated and controlled in their learning process, and awareness of
it. Moreover, by performing tasks, observe themselves, seek optional the possibility of receiving assistance from others, such as colleagues,
scientific assistance from others, restructure and organize the learning professors or scientific supervisors of the faculty members, which tend
environment, lead to self-regulated processes to achieve excellence. to increase their effectiveness and how they deal with the academic
difficulties that may face them; change their behavior automatically in
Table 7 Mean Averages, Standard Deviation and t-value for gender the direction of adaptation to the external and internal educational en-
differences in Scientific Mindfulness vironment; and perseverance to achieve the goals, as doctoral students
are responsible for the outputs of their learning more than master’s
Group Males Females t Sig.
students.
________ (n=53) (n=65) (2-tailed)
Variable M SD M SD This is in line with what Zimmerman’s findings (1998) that learners
become more experienced and more capable of planning well for their
Scientific 63.264 16.367 63.325 17.105 0.083 0.934 academic performance, and are able to complete their assignments au-
mindful- tomatically without prior planning.
ness

There is no significant differences between the average scores of the Table 9 Mean and Standard Deviation and the value of "V" for the
research sample members in scientific mindfulness between the male differences in Scientific Mindfulness attributed to the study program
and female respondents indicating that the computed t-value 0.083 is (Master - PhD)
less than the P-value of 0.934. This result may be attributed to the sim- Group Males Females t Sig.
ilarity of male and female graduate students that their enrollment in ________ (n=53) (n=65) (2-tailed)
higher studies happened on the basis of their personal wishes without Variable M SD M SD
exerting any pressure on them to complete them, and therefore have a
Scientific 50.151 11.411 74.215 11.846 11.158 0.000
high motivation for mastery, excellence, creativity and innovation, and
mindful-
achieve high levels of creativity.
ness

24
 SDCA Asia-Pacific Multidisciplinary Research Journal
Volume 1 No. 1 2019

It is clear that there are significant differences at (0.01) between the av- This result can be explained in the light of the stages of self-organized
erage scores of the respondents in scientific mindfulness according to learning: the stage of thinking and planning (the processing); the stage
the different programs (Master and PhD). The doctoral students were of performance; the stage of discipline and regulation (cognitive, be-
higher than the master’s students in their average scores on the scientif- havioral and environmental); the self-assessment phase, feedback and
ic observational scale. This indicates that doctoral students have high judgments (Zimmerman, 2002). As well as in the light of its knowl-
scientific mindfulness than the master’s students. The PhD students edge-processing activities, activities, mental learning models, and
have greater responsibility in the learning process, which makes them learning orientations (Vermunt, 1998). Such self-organized learning
more familiar with the rules and regulations of the graduate system, and the activities undoubtedly raise the awareness of postgraduate stu-
and expand their expertise in the skills of scientific writing and the dents’ scientific and academic vigilance with their duties and respon-
documentation control adopted by the University as the guide to the sibilities. As the students increase their commitment to attend lectures
master’s thesis or doctorate as approved at the University. More than and scientific meetings with the scientific supervisor and increase their
the ethics of scientific research, unlike master’s students who are still in keenness to pursue their specialization with passion and perseverance.
the initial preparation of becoming competent researchers. So, self-organized learning strategies interact with scientific mindful-
ness and help achieve academic goals for graduate students on one
Table 10 Standard beta coefficient and T-test on the significance hand, and achieve the objectives of the graduate programs towards
of self-regulated learning strategies on scientific mindfulness global competitiveness on the other hand.
variables Beta Standard Beta t Sig.
Conclusion
error standard (2-tailed)
coefficient
The ability to learn, change motivation beliefs, aim towards success and
constant 23.535 3.411 - 6.806 0.000
failure, knowledge that includes knowledge and activation of cognitive
Scientific 0.355 0.052 0.535 6.820 0.000 skills make learning activities effective. In like manner, the freedom to
Mindful- choose goals, activities to achieve them, planning freedom, managing
ness
their time and sources of learning, and the challenges of developing
targets pay their ability to succeed and see failure as a temporary rather
Beta coefficient shows the regression line equation that represents the than a lack of abilities. And cooperation in the course of learning prop-
effect of self-organized learning strategies in scientific mindfulness. erty for the purpose of encouragement, perseverance and in seeking
The simple linear correlation coefficient using the Pearson correlation help from teachers and colleagues was sought.
coefficient for self-organized learning strategies with scientific mind-
fulness (0.535) (Self-organized learning strategies) on the dependent References
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 SDCA Asia-Pacific Multidisciplinary Research Journal
Volume 1 No. 1 2019

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 SDCA Asia-Pacific Multidisciplinary Research Journal
Volume 1 No. 1 2019
Caring Moments at St. Dominic Medical Center in view of Watson’s
Caring Science
Margaret May A. Ga ■ Mary Nellie T. Roa
Abstract
The study aimed to describe the lived experiences of SDMC Registered
Nurses, using the existential phenomenological method espoused by
Van Manen (2014) in analyzing the experiences.
The experiential themes (first reflection) from textual transcription of
4 Registered Nurses revealed: Nurse S shares, “When I am with the pa-
tient, I immerse myself in the totality of patient care”. Thus, the theme:
Commitment and Compassionate Care. Nurse D verbalized; I have a
feeling of satisfaction when I see that the patient loneliness subsides”.
Thus, the theme: Gratification in Action. Nurse M expressed, “I felt ful-
filled when the patient and family treats me as part of the family. Thus,
the theme, Patient and Compassionate Nurse equals Family. Nurse C
voiced, “When you are equipped with basic information to answer
patient’s questions rapport is easy to establish”. The theme: Cognitive
Aspect of Care.
The second refection describes caring at the core, inner compass of
care, nurturing begets belonging and confidence in knowing. The third
reflection sums up the details into “Authentic Caring and Rapport as
central to relationship. Hence, the gist of the lived experiences outlined
that in every Nurse- Patient relationship, there is a caring moment and
human interaction.
Keywords: Caring. Caring Moments. Phenomenology. Human man-to-human transaction that is meaningful, authentic, intentional,
Interactions. Watson’s Caring Science
Margaret May A. Ga, RN, MAN
Nursing Director, St. Dominic Medical Center, Cavite, Philippines
Mary Nellie T. Roa, RN, MAN
Dean of the School of Health Science Professions and School of Arts,
Science and Education, St. Dominic College of Asia, Cavite, Philippines
marynelroa@gmail.com
28
Introduction
Caring moments are quite simple human to human interactions. These
interactions have the potential to create a moment of transcendence
(healing), (Watson,2013). A caring moment emphasizes the impor-
tance of nurse’s choice and action to benefit the patient, opening the
possibility for healing.
In the evolution of Jean Watson’s carative factors to clinical caritas pro-
cess to caritas literacy and caritas consciousness, shows that over time,
we discover profound meaning of caring. Caring as the center of the
Nurse-Patient Relationship has been the core of discussion in differ-
ent researches specifically, Watson’s caring science-based interventions
which have shown a decrease in patients’ emotional strains; increase
patients’ self-management confidence and emotional well-being, in-
crease nurses’ job satisfaction and engagement; improve nursing stu-
dents’ confidence in the clinical performance and the awareness of car-
ing behaviors (Wei and Watson, 2019). Nurse - Patient interaction as
an essential element in developing a trusting relationship throughout
the hospital stay (and sometimes beyond) can only be possible when
grounded with care.
In Watson’s Caring Science Institute (2010), caring moment is described
to be “present when the nurse and the patient come together in a hu-
honoring the person, and sharing human experience that expands each
person’s worldview and spirit leading to new discovery of self and other
and new life possibilities”. It is in the caring moment that the nurse and
the patient realized the value of interconnectedness leads to healing.
Recognizing the caring consciousness, affirms that caring is the most
essential element in nurse-patient relationship. This leads to the clari-
fication that among the different concepts and inquiries on caring pro-
cesses, the most important is the here and now, for and with the patient
at that point in time, which is hoped to be the precursor to healing.
Healing in this context is not merely the cure of the physical aspect but
the holistic approach of care, centering on the mind-body-spirit.
 SDCA Asia-Pacific Multidisciplinary Research Journal
Volume 1 No. 1 2019
Methodology
The study utilized an existential phenomenological type of research to
describe the lived experiences of four nurses of St Dominic Medical
Center. The lived experience phenomenology is a science whose pur-
pose is to describe the appearance of things as a lived experience (Ash-
worth, 2018). It sought to understand the phenomena through collec-
tion of rich narrative design (Van Manen, 2014). Phenomenology was
chosen to further extract insights, views and experiences, expressed
during the interview.
Descriptive Phenomenology was first developed by Husserl, who was
primarily interested in the question? What do we know as persons? His
philosophy emphasized description of human experience. This study
specifically, used Van Manen’s method (2014) a combined approach
in which the researchers tried to grasp the essential meaning of the
experiences being studied. Van Manen’s approach involves six activ-
ities: (1) turning to the nature of the lived experience; (2) exploring
the experience as we live it; (3) reflecting on the essential themes; (4)
describing the phenomenon through the art of writing and rewriting;
(5) maintaining a strong relation to the phenomenon; (6) balancing the
research context by considering parts and whole.
On the other hand, the schematization process consists of four reflec-
tions. The first reflection consists of textual transcription and individ-
ual theme. The second reflection includes composite themes arising
from co-researcher’s experiences. Interlace the theme on their com-
mon ground as the third reflection. The vivid gist of the picture as ei-
detic insight as the fourth reflection (Van Manen, 2014).
A qualitative design in an existential phenomenological approach was
chosen to describe the lived experiences of the nurses in purposive
sampling that met the following criteria: (1) currently employed at St.
Dominic Medical Center; (2) at least three years of experience in var-
ious wards of the said institution; (3) male or female Filipino Nurses
and (4) willing to share their experiences to conceptualize the phenom-
enon under study.
The researchers sought permission by asking the co-researchers to sign
the informed consent form to ensure understanding of the purpose and
significance of the study. Data were gathered through an in-depth in-
terview with each of informant in September 2018. The interview was
conducted face to face at pre-arranged dates and time which approxi-
mately lasted for 60 minutes. The interview was continued until no new
theme emerged or until the data saturation was obtained. The Research
Ethics Committee conducted a full-blown review of the research and
granted an approval to conduct and complete the study.
29
Results and Discussion
The experiential themes from textual transcription of 4 Registered
Nurses
Commitment to Compassionate Care - Nurse S shared, “When I am
with the patient, I immerse myself in the totality of patient care.” Jean
Watson’s quotes on caring, “Transpersonal Presence beyond ego-phys-
ical phenomena is located within a (sacred) caring science context, be-
yond the physical alone; Unity Caring Science embraces human caring,
evolving consciousness, Love and intentionality. Thus, authentic car-
ing presence requires a unity awareness, which lies beyond the strictly
physical presence” (WCSI, 2010). Nurse S spends caring moment with
the realization that the patient is the most important being in that par-
ticular moment, putting in all her efforts, time, energy and attention,
fully aware that compassionate care is what her patient needs.
Gratification in Action - Nurse D verbalized; “I have a feeling of satis-
faction when I see that the patient loneliness subsides.” Jean Watson’s
Caring Science described that in “practicing gratitude, we open our
heart, allowing love and wonders and even more gratitude, energy and
creativity, to flow through us and our experiences, perceptions and life
events. Authentic Caritas Presence can be known only between two
or more experiencing persons from their inner world in the moment”
(WCSI,2010). Watson further pronounced, “Any profession that los-
es its values becomes heartless; any profession that becomes heartless
becomes soulless. Any profession that becomes heartless and soulless,
becomes [Worthless]” (Watson, 2006).
Nurse D further expressed that, “Openness to patient’s feelings through
verbal and non-verbal expression can be a result of his positive outlook
and experiences (taking care of different patients) consistently setting
tone and creating an environment conducive to a caring relationship.
Openness and positivity of Nurse D has transformed to a grateful heart,
willing to continue to serve and care.
Patient and Compassionate Nurse equals Family- Nurse M ex-
pressed, “I felt fulfilled when the patient and family treats me as part of
the family.” Watson’s caring science describes, “To engage in a transper-
sonal, caring-healing model involves transformation. A transpersonal
self is a transformed self, beyond the ego self ” (WCSI, 2010). The com-
munication needs of the family and other supportive people depend
on their role in the family system, age, decision-making ability, and
other rules within a specific to the family. The involvement in patient
care, may vary if family members also have multiple home and work
responsibilities. Therefore, it may be a challenge for family members
to be present at the bedside. Families may experience a high level of
frustrations from the need for constant updating of information order
to organize and prioritize other activities around their care giving role
(Summer, 2006). At this moment, the presence of a nurse fulfilling
the need of the patient and extending support to the family leads to
patient and family recognizing the role of the nurse, appreciating the
kindness and compassion, distinguishing the significant contribution
of the nurse to the healing process and extending the relationship to
other family members.
 SDCA Asia-Pacific Multidisciplinary Research Journal
Volume 1 No. 1 2019
Cognitive Aspect of Care-Nurse C voiced, “When you are equipped
with basic information to answer patient’s questions rapport is easy to
establish.”
When the caring theory is integrated into the nursing curriculum,
nursing students learn from early on in their practice to include the
theory in their own practice, thereby allowing a more authentic expe-
rience of nursing for themselves and their patients (Nelson and Wat-
son,2012). The role of a nurse in imparting information is complex, be-
cause information must be provided within the appropriate context of
education level, developmental level, stress level, and time constraints
(Panopio,2007). In this context, Caritas consciousness is described as
the co-created relationship that promotes knowledge, growth, empow-
erment and healing processes and possibilities for patients and for the
Nurse (Watson Caring Science Institute, 2010).
Putting together the experiential themes, the second refection desig-
nates caring at the core, inner compass of care, nurturing begets be-
longing and confidence in knowing. Caring at the core, outlines the
nurse’s qualities of having compassionate care and focuses on con-
necting with the patient. Confidence in knowing can be likened to the
nurse’s preparation prior to actual interaction and in Watson’s words,
“Intention of doing for another” (WCSI,2010). Inner compass of care
describes how the nurse honors human dignity. Nurturing begets be-
longing, shows that when the nurse engages in effective and loving
communication, most of the time, patient and family acknowledge this
behavior with appreciation.
The third reflection sums up the details into “Authentic Caring” and
“Rapport as central to relationship.” This shows that the nurses are
mindfully present. Watson’s caritas consciousness is being described
as “open to connectedness with self, others, environment, universe
while validating uniqueness of self and others in a trusting helping
relationship around with loving kindness” (WCSI,2010). Fundamen-
tal to establishing rapport is the development of a trusting relation-
ship and the acknowledgement and appreciation of the patient and
the family of the nurse’s presence. These experiences are consistent
to the core concept of Watson’s theory on relational caring of self and
others; transpersonal caring relationships; having caring occasions or
moments (Watson,2017). The gist of the lived experiences of SDMC
nurses outlined that there is a caring moment. For a caring moment
to occur the nurse needs to be mindfully present, acknowledges the
patient and family with appreciation, focus on the totality or view the
patient holistically and practicing gratitude to be able to continue to
care unconditionally.
The symbolic representation of the lived experience of SDMC nurs-
es in taking care of their patients depicts nurse’s hand touching the
patient hand, stand still in caring moment (with mindful and caring
presence, acknowledging patient holistically and a work commitment
with gratitude).
30
Conclusion and Recommendation
The core of the lived experiences outlines that every caring moment
is a product of human interaction. The value of a nurse centers on her
being caring from moment to moment, hence; mindfully present, ho-
listically compassionate and with a grateful heart.
The study involved 4 nurses only at St. Dominic Medical Center.
Hence, its findings may not be generalizable to the entire population
of nurses in the Philippines. However, its results could be utilized as
a springboard for another follow up studies in caring moments years
ahead.
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Van Manen, Max, (2014). Phenomenology of practice, meaning

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 SDCA Asia-Pacific Multidisciplinary Research Journal
Volume 1 No. 1 2019

Instructional Technology as Predictor in the Academic

Achievement in teaching Music
Patricio K. Chap-as ■ Patrociño C. de Vera II ■ April L. Angagan ■ Rancy E. Balitar ■ Hernando L. Bernal Jr.

Abstract Introduction

This research is aimed to assess if instructional technology is a predic-
tor of academic achievement in teaching music. The researchers em-
ployed the quasi-experimental research method - the between-group
design among the 100 seventh grade students. From the results, it was
revealed that the experimental group performed better after instruc-
tional technology was integrated in teaching music than their control
group counterpart. It was further revealed that there was a significant
difference in the academic achievement between the average mark of
the experimental group students and the average mark of the control
group students in favor of the experimental group.
Keywords: Instructional Technology. Teaching. Music. Academic
Achievement.
The distinct idea of education in this modern time has become broad-
er and wider in scope. Education is no longer thought of as a pursuit
of certain course of a study but regarded as life. Education becomes a
valuable engine for the growth and progress of oneself and society. It
does not only inculcate knowledge, skills and inculcates values, but is
also responsible for building human capital which breeds, drives and
sets technological innovation and economic growth. In today’s era,
information and knowledge stand out as very important and critical
inputs for growth and survival. Rather than simply looking at educa-
tion as means of achieving social upliftment, the society has viewed
education as an engine of advancement in an information era propelled
by its wheels of knowledge and research leading to development (Da-
modharan & Rengarajan, 2018).

The global educational reforms have driven the academic institutions’

administrators and teaching workforce to mainstream instructional
technology within the realm of the educational process. Yusrizal, Hajar,
Patricio K. Chap-as & Tanjung (2019) found out that the average student taught by highly
Irisan National High School (DO Baguio) competent teachers in utilizing Information and Communication Tech-
patchapas@gmail.com nology (ICT)-based media is higher than the average student taught by
moderate-teaching teachers. This research suggests that the students’
Patrociño C. de Vera II
Irisan National High School (DO Baguio) interest in learning is greatly influenced by the teacher’s ability to use
patdevera@yahoo.com the ICT media. This could mean that ICT media does not only support
student’s learning but also acts as a medium in the student’s interest in
April L. Angagan
learning. In a study conducted by Paderanga (2018) in classroom video
Quirino Elementary School (DO Baguio)
aprilangangan@gmail.com conferencing, its contribution to peace education, examined the educa-
tional workability of using classroom video conferencing (CVC) as an
Rancy E. Balitar instructional approach in teaching peace education in Iligan National
Hoyo Elementary School (DO Cavite)
High School, Philippines, which utilized a quasi-experimental research
rancy.balitar@deped.gov.ph
design to compare the effects of CVC to the traditional approach of
Hernando L. Bernal Jr, LPT, PhD, FLPI, FRIEdr, SMARS, MIAER teaching peace education. Students in the CVC group were taught us-
Associate Professor, Far Eastern University - NRMF ing video and audio transmissions, a technique heavily dependent on
Associate Editor, International Journal of Learning, Teaching, and Educational Research
means of communication and technology. The findings of her study
bhambernal@gmail.com
revealed that, the CVC had a significant effect on students’ posttest
scores. There was a difference between posttest academic performance
of students taught with the traditional approach and those taught with
CVC approach, in favor of the CVC group.

32
 SDCA Asia-Pacific Multidisciplinary Research Journal
Volume 1 No. 1 2019

With reference to respondents’ relationship between their test scores Results and Discussion
and the instructional approach, the CVC approach was a factor af-
fecting the performance of the students. Corollary to the foregoing Table 1. Population based on Selection Criterion by
study, Carreon’s study (2016) entitled enhancing the level of learning Class Assignment
through video clips, some of the salient results revealed that the inte-
gration of video clips in Technology and Livelihood Education (TLE) Class Frequency (f) Percentage (%)
topics enhanced the students’ level of understanding. While the em- A - Control Group 50 50
ployment of traditional methods of teaching did otherwise and this B – Experimental 50 50
strengthened the researcher’s assumption that students learn better if Group
video clips are integrated in teaching TLE. Suroso, Sembiring, Widi- Total 100 100.00
astuti, Hasbullah, & Amal (2018) examined the performance of learn-
ers while having guitar classes. It was found out that the use of local
The main data gathering tool used in the study was a teacher-made
musical instrument can be learned in the concept of developing better
test with a validity and reliability test of 0.80 using Cronbach’s alpha
teaching materials, and strategies that can adapt to the development
Reliability Test. This test was used as measure to affirm or negate the
and needs of the community in the academic setting. In similar vein,
supposition of this study that instructional technology has an effect
Stand Up Comedy is often used to tell humorous stories in the form of
to the Grade 7 students’ developmental modes of learning. The teach-
communication style, as this is still considered to be an anecdotal text
er-made test comprised of 40 design-specific items that is measurable
which could be used for audiences. Using 30 stand up comedies in an
and observable and in line with the Philippines’ Department of Edu-
Indonesian language from youtube, is a manifestation that these could
cation (DepEd)’s Curriculum Guide series of 2016.
be used as a teaching material as its choice of words are suitable for
high school students of which they could use for funny anecdotal texts
(ArifWijaya, Suwandi, & Sumarwati, 2019). Table 2. Table of Specification for Music
Topic # of # of Knowledge Skills Appli- Total
Methodology School items cation
Days
This study utilized the quasi-experimental research method specifical- Elements 5 20 10 10 40
ly the between-group design. The between-group design occurs with of Music
two groups; one is generally regarded as the treatment group, which and In-
receives the ‘special’ treatment, that is, the instructional technology struments
in teaching Music; and the control group, which receives no vari- classifica-
able treatment and is used as a reference. The controlled variables of tion
the study where both group of respondents are equivalent or have in
common in terms of, academic level, class size, teacher and teaching The process preceding the collection of pertinent data in order to
location. The respondents of the study were the Grade 7 students of answer questions concerning the current status of the subject under
Irisan National High School, Baguio City, Philippines. One hundred study. Prior to the execution of the experimental session of two sys-
(100) Grade 7 students were involved in this undertaking, Fifty (50) tematically and cautiously selected classes, a letter of permission was
students were assigned as Class A or control group; and 50 students sought from the principal of Irisan National High School that the re-
comprised the experimental group or Class B. Topics for instructional searchers be allowed to conduct an quasi-experimental research uti-
technologies include rhythm, tempo, harmony, dynamics, form, tex- lizing instructional technology in the teaching of Music. After the per-
ture and melody, and classification of instruments. Puposive sampling mission was granted, the researchers started the conduct of the study.
was utilized in the study which denotes that one (1) class from four To avert any extraneous occurrences to take place, the researchers per-
(4) Grade 7 classes was chosen as control group and one (1) class was sonally conducted the experiment and administered the teacher-made
selected as the experimental group. The experimental group was given test to target respondents and the results of the investigation were then
the instructional technology in teaching music as the treatment of the statistically computed, tabulated and subjected to data analysis.
study, while, the control group was held constant, meaning, traditional
teaching method and strategies were utilized.

Hence, the conceptual framework of this study comprises of the in-

dependent and dependent variables. The independent variable fo-
cused on the mainstreaming of instructional technology in teaching
music. While the dependent variable pertains to the attainment of an
improved academic performance in Music by the Grade 7. Based on
the interrelationship of the variables, the expected outcome led to the
formulation guidelines in the integration of technology in teaching
music.

33
 SDCA Asia-Pacific Multidisciplinary Research Journal
Volume 1 No. 1 2019
From the results of the statistical computations, the following data
were revealed: The experimental group visibly performed better after
instructional technology was integrated in teaching music than their
control group counterpart. Of which, there was significant differenc-
es in the academic achievement between the average mark of the ex-
perimental group students and the average mark of the control group
students in favor of the experimental group. This research evidenced
that the used of instructional technology was a predictor in teaching
music using two sets of respondents. These are the control group who
were presented with traditional teaching method and the experimen-
tal group who benefitted from the teaching of music using technology
mainstreamed on it. Reflected on Third Table is the mean performance
of the two cluster-groups of respondents under two distinct experi-
mental variables (the control and experimental). Running through the
statistical results using the teacher-made test as benchmark, it was re-
vealed that of the 40 items the experimental group obtained a mean
performance of 34 or a whooping group proficiency level of eighty-
five percent (85%) academic achievement in music. While, the control
group counterpart contributed a mean performance of 22 or fifty-five
percent (55%) achievement level and exhibited a mean difference of 12
or 30% percent.
Table 3. Mean Performance of the Variables under Study
Experimental Variables Mean Std. Deviation
Control Group 22 6.24
(Traditional Teaching)
Experimental Group 34 3.74
(Instructional Technology)
Mean Difference = 12
The result was further reinforced by the homogeneity and heteroge-
neity of the obtained standard deviation scores for both groups. It was
worth noting that the achievement scores of the experimental group
are highly compacted to the mean of 34 which reveals that the ben-
eficiary of the instructional technology has collectively amassed test
scores ranges from 30 to 38 which is an indicative that majority of the
students retained the concepts taught in Music as opposed to the re-
cipient of the traditional method whose test scores are slightly swayed
above and below the mean of 22. This is an obvious manifestation that
the spread of scores of the control group was widely dispersed and
heterogeneous since the bulk of their test scores ranged from 16 to 28
(which means that there is a presence of too high or too low scores).
Further, the findings of the investigation implied that the delivery me-
dium using “chalk and talk method” and teacher-centric instruction
caused limited retention to students’ learning. The preceding results
led to the assimilation of instructional technology within the realm
of the experimental group which positively increased the students’
academic performance in Music compared to the results accrued by
the control group, which could readily bear out a clear-cut generaliza-
tion that utilization of multimedia in education is an effective gauge of
achieving an improved and better learning outcomes for the students.
For instance, the used of guitar as a teaching material provides rein-
forcement to students in understanding the basic forms and functions
of presented games or any learning model that shows learning out-
comes (Suroso, et al., 2018).
34
Although most students in most of their studies believed that multi-
media technology, such as video presentations of musical performanc-
es, could help students understand issues in music, and improve their
musical performances. It is clear that electronic equipments allow stu-
dents to engage in individual music learning and creation according
to their own needs and ability, and at their own pace; it can extend
their access to information beyond that allowed by traditional class-
room resources, thereby broadening the scope of their knowledge;
and the use of multimedia possesses the aim of helping students with
different skills and learning styles. It was also pointed out that mul-
timedia provided the opportunity for every student to work individ-
ually. The subjects being taught could be transmitted to the students
through web-based audio, visuals, video, as in youtube for anecdotal
texts) and animations in a way that could not be taught in classrooms
authentically with other techniques (ArifWijaya, Suwandi, & Sumar-
wati, 2019). In summary, this research indicates that multimedia ease
education in terms of data used, storage, share and transportation of
the visual and non-visual written material, graphs, audios and other
materials. Moreover, multimedia create a familiar, various, economic
and practical environment in education. Indeed, the use of appropri-
ate learning media influences the effectiveness of learning in the class-
room (Yusrizal, Hajar, & Tanjung, 2019).
Table 4. Difference on the Mean Performance of the Control and
Experimental Group after Instructional Technology was used in
Teaching Music
Experimental Variables Mean Std. Deviation
Control Group (Traditional 22 6.24
Teaching)
Experimental Group (Instruction- 34 3.74
al Technology)
Mean Difference = 12 12 Decision: Signif-
icant
t-Stat = 11.66
Sig. Level = .000
As shown, there is a significant statistical variation in the mean perfor-
mance of the experimental and the control group after instructional
technology was used in teaching music. The computed t-value of 11.66
is numerically higher than the acceptance level (p<.000), which led to
the rejection of the null hypothesis, which states that there is no sig-
nificant difference in the mean performance of control group and ex-
perimental group after the use of instructional technology in teaching
music. The foregoing finding reveals that amalgamating instructional
technology in teaching music has positively and explicitly affects the
students’ academic success.
 SDCA Asia-Pacific Multidisciplinary Research Journal
Volume 1 No. 1 2019

It can also be further surmised that the perceived higher performance
of the experimental group could be readily explained by the fact that
instructional technology set the tone to stimulate the imaginative
dexterity of the students since it exemplified eclectic techniques and
technological materials to encourage students to utilize all their senses
other than their visual and hearing prowess. The conventional method,
on the other hand delimits the students to concretize abstract concepts
which make their learning process more difficult. The finding of the
study is parallel with the research conducted by Yui (2014), expressing
a notable conclusion that multimedia technology teaching is one of the
teaching means, which has effective role for music theory teaching and
has incomparable advantage than traditional teaching means. Thus,
using multimedia teaching to assist music theory teaching has become
a common trend of university music education in China.
Conclusion
Students’ academic learning was immensely improved by mainstream-
ing instructional technology in teaching music, better than teaching
music through conventional method. Students must be immersed
more and be fully involved into the learning process by enabling them
to prepare some multimedia materials (power point, slides, internet
searches, video clips, and animations) during their group classroom
presentation for better retention and academic success in learning Mu-
sic.
Wirdaningsih, W. & Mardhatillah, M. (2016). Penerapan Media
Audio-Visual Terhadap Keaktifan Pada Materi
Hubungan Antara Sumber Alam Dengan Lingkungan
Siswa Kelas IV SD Negeri Pasi Teungoh Kecamatan
Kaway XVI. Bina Gogik, 3, (2). In Yusrrizal, Hajar, I., o&
Tanjung, S. (2019). Analysis of elementary school teachers’
ability in using ICT Media and its impact on the interest to
learn f students in Bnda Aceh.
Yui, L. (2014). Analysis on importance of multimedia
Technology teaching in Music theory teaching.
Retrieved from https://analysisonimportanceofmultime
dia+technology+ teaching +in+music+ theory+teaching
Yusrrizal, Hajar, I., o& Tanjung, S. (2019). Analysis of elementary
school teachers’ ability in using ICT Media and its impact on
the interest to learn from students in Banda Aceh. Budapest
International Research and Critics in Linguistics and
Education (BirLE) Journal, 2, (3), 45-57. Retrieved from
www.bircu-journal.com/index.php/birle from
https://doi.org/10.33258/birle. v213.352
Appendix
Curricular Guide with Learning Competencies
One Week Curricular Guide in Teaching Music

References Day Topic/s CONTROL EXPERIMENTAL

(Class A) (Class B)
ArifWijaya, G., Suwandi, S., & Sumarwati. (2019). Stand Up Traditional Instructional Technolo-
Comedy Indonesia as anecdote text learning media in teaching (w/o gy (w/ manipulation)
senior high school: study of critical discourse analysis. manipulation)
Budapest International Research and Critics Institute – 1 Rhythm Power point inserted with
Journal (BIRCI-Journal) Humanities and Social Sciences, 2, Learning competencies: video clips, animations,
-Identifies different kinds research-based technique
(2), 171-177.
of notes and rests instruction (2 video clips
Carreon, L. (2016). Enhancing the level of learning through video -Organizes notes and that showcases palpable
clips. Unpublished research work presented to the rests according to simple demarcation of rhythm by
Department of Education, Philippines. meters (grouping notes similarities and differences)
and rests into measures
Damodharan, V. & Rengarajan, V. (2018). Innovative methods of
given simple meters)
teaching. Retrieved from http://math.arizona.edu -States the meaning of
Paderanga, L. (2018). Classroom video conferencing: Its the different rhythmic
contribution to peace education. Retrieved from https:// patterns
-Demonstrates the
www.sciencedirect.com. Date of Retrieval June 28, 2018.
meaning of rhythmic
Suroso, P., Sembiring, A., Widiastuti, U., Hasbullah, M., & Amal, B. patterns by clapping in
(2019). Performance model of Kulcapi (Karo Musical time signatures
Instrument) as a Teaching Material in Guitar Learning.
Budapest International Research and Critics Institute –
Journal (BIRCI-Journal) Humanities and Social Sciences,
1, (4), 136-143. Retrieved from www.bircu-journal.
com/index.php/birci

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 SDCA Asia-Pacific Multidisciplinary Research Journal
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Day Topic/s CONTROL EXPERIMENTAL Day Topic/s CONTROL EXPERIMENTAL

(Class A) (Class B) (Class A) (Class B)
Traditional teach- Instructional Tech- Traditional teach- Instructional Tech-
ing (w/o manipu- nology (w/ manipu- ing (w/o manipu- nology (w/ manipu-
lation) lation) lation) lation)
2 Tempo Chalk-talk; Manila Guitar, Metronome 4 Texture and Melody Power point inserted
Learning competencies: Paper as visual aid; apps from the - Identifies aurally the with video clips, ani-
-Identifies the various traditional teaching Cellphone, (2 video texture of a musical piece mations with sounds
tempo used in a song (teacher-centered) clips that showcases - Identifies aurally the and still pictures
heard instruction. palpable demarcation texture of musical pieces
- uses appropriate musical of tempo by similarities 4.1 monophonic
terminology to indicate Dialogue through and differences) 4.2 homophonic
variations in tempo: lectures and teacher 4.3 polyphonic
4.1 largo aid instructions - Identifies the pitch
4.2 presto names of each line and
4.3 allegro space on the F-Clef staff
4.4 moderato - Identifies the symbols:
4.5 andante sharp (# ), flat (♭), and
4.6 vivace natural (♮)
4.7 ritardando - Recognizes aurally and
4.8 accelerando visually, examples of
melodic interval
3 Harmony, Dynamics and Chalk-talk; Manila Power point inserted
- Creates simple melodies
Form Paper as visual aid; with video clips, ani-
- Performs his/her own
Learning competencies: traditional teaching mations with sounds,
created melody
- Identifies harmonic (teacher-centered) still pictures, Speaker
interval (2 pitches) in a instruction. and organ instrument
musical example 5 Classification Power point inserted
- Identifies the intervals Dialogue through of with video clips with
of the following major lectures and teacher musical sound and still pictures
triads: aid instructions Instruments
- Identifies the primary Learning competencies:
chords of its relative -Identify and classify
minor scales different musical instru-
9.1 A minor (Am) ments according to its
9.2 D minor (Dm) classification
9.3 E minor (Em)
- Distinguishes the sound
of a major chord from a
minor chord
- Uses the major triad as
accompaniment to simple
songs
- Distinguishes varied
dynamic levels in a music
heard
8.1 piano (p)
8.2 mezzo piano (mp)
8.3 pianissimo (pp)
8.4 forte (f)
8.5 mezzo forte (mf)
8.6 fortissimo (ff)
8.7 crescendo
8.8 decrescendo
- Uses varied dynamic
levels in a song
- Identifies simple musi-
cal forms
1.1 binary (AB) -has 2
contrasting sections (AB)
1.2 ternary (ABA)-has 3
sections, the third section
similar to the first; (ABC)
– has 3 sections
1.3 rondo (ABACA) -has
contrasting sections in
between repetitions of the
A section (ABACA)

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 SDCA Asia-Pacific Multidisciplinary Research Journal
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Preparing the Filipino Nurses bound for the U.S. hospitals:
A Baseline Information
Virgilio E. Nicasio
Abstract
Preparing for the Filipino Nurses bound for the US hospitals is the
most challenging issues for the nursing educators simply because
there are not enough materials to be used for teaching the nursing
students. Let alone researchers need to be very creative and selective in
retrieving the materials from the internet and from the direct sources
of the US Department of Education. Even if we have gathered the right
materials, a lot of work needs to be done in order to adapt this gath-
ered information and fit into the nursing curriculum which will be
taught to all nursing students in colleges and universities in the Philip-
pines. Part of this adaptation are some information related to the cur-
rent rapidly changing US demographics as the US population quickly
moves towards linguistic diversity. This information is vital to the cur-
riculum being designed so that the Filipino Nurses would be properly
informed on them. There are important issues which have affected the
Filipino nurses who were already employed in the US. Consequently,
miscommunication occurred between the American patients and the
Filipino nurses as cited in the Background information of this article.
The current program would include some of these misconceptions in
order to avoid similar problem in the future once these Filipino nurses
are fully trained.
The respondents included the 34 nursing fourth year students from St.
John College of Nursing in Dumaguete who were selected in a purpo-
sive sampling. The instruments used in the preparation of these Filipi-
no nurses are: 1) The communication needs of the students versus the
hospital language of the US; 2) the application of the published mate-
rials of Bessent (1997) and the 25 Articles for ESL; 3). The classroom
review of the Nursing Fundamentals & Commonalities & Practices; 4)
Laboratory practices using the ESL approach; 5) English Language of
the US hospital immersion; 6) and the NCLEX Examination simulator
to assess the validity & reliability of all the instruments.
The findings of the study revealed that the preparation made for Fili-
pino Nurses was adequate for them to be work-ready for US hospitals.
Virgilio E. Nicasio
Silliman University, Dumaguete City
E-mail: virgil.nicasio699@gmail.com
37
Introduction
Preparing the Filipino nurses who are bound for work at the U.S. hospi-
tals poses a great challenge to the Philippine Nursing Educators. First,
there are no enough materials, books and appropriate curriculum
created in order to fully educate the Filipino nurses on the American
hospital culture that is currently undergoing changes in their demo-
graphic. At present, the demographic changes are not only the major
cultural and ethnic changes in the United States, but also linguistic di-
versity (Shrestha, 2006). The most recent data from the U.S. Census Bu-
reau American Community Survey showed that nearly 20% of the U.S.
population speak a language other than English in their homes (U.S.
Census Bureau, 2009). These cultural and linguistic diversity have great
impact on all social structures, not the least of which are education and
healthcare policy that form part of the structure of a strong society.
On the other hand, linguistic diversity has never been given emphasis
among Filipino nursing student population in the educational systems
in the Philippines, even at any hospital settings. However for the Fili-
pino nurses who are bound to work at the U.S. hospitals they need to
be taught of in the rapidly changing U.S. demographics, as well as, in
the linguistic landscape of the patients in the healthcare system. There
are many ways of viewing the hospital, and the many roles it plays in
different countries, culture and communities. For example, as well
as a place where disease is cured, and suffering alleviated, it can also
be a refuge; a factory; business; a temple; a university; a prison; a city
(Culture, Health and Illness, Helman n.d.). At the crux of these two
systems lie educators and healthcare providers. As the U.S. population
quickly moves toward linguistic diversity, it is essential that healthcare
educators are prepared to linguistically teach diverse students so that
there should be linguistically diverse and prepared healthcare provid-
ers entering the healthcare field to meet the demands in this study. This
person may be the patient, nursing student, or healthcare provider who
has a language other than the dominant majority language as his or her
primary language. The nursing practices and nursing diagnoses taught
in the Philippine Nursing Schools are sufficient, except for the linguis-
tic diversity in the U.S. hospitals which includes; the evolving culture
of the patients and the nursing staff; the American lingos and the slang
embedded in their day to day communications, among other things
should be taught to the Filipino nurses by the duly qualified nursing
educators who are well versed with the ESL or TESOL method of teach-
ing with hands-on experiences.
 SDCA Asia-Pacific Multidisciplinary Research Journal
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Background information Methodology

Cultural diversity has great impact on the interaction of healthcare An exploratory research is used to gather baseline data of the research
providers and their patients. It can have an even greater impact in that subject pursued. As it is described by Hall et al (2017) it is a research
effective communication between patients and healthcare providers to explore, a topic about which little has been known. There were 34
on the nurses. For instance, here is an interaction between a new Fili- student-respondents upon which the learning activities and learning
pina RN and her American patient who was disoriented and confused resources were shared, discussed and utilized in training them for USA
on her bed. RN greeted her with warm greeting, “Good morning Mrs. hospital job as future nurses. The training was done at St. John College
Rose, my name is Gloria, I’m your nurse for today” Mrs. Rose’s re- of Nursing in Dumaguete City. The learning materials were taken from
sponse, “I’m jonesing something badly” “You are Mrs. Jonesing, not USA-based nursing educators; hence validation was not done at all be-
Mrs. Rose, Oh! I’m sorry” “Don’t be silly, I said I’m jonesing for a cup cause there are standards resource materials for nurses in the USA.
of coffee!” “Can you pass the buck to another nurse?” The head nurse
who overheard the entire conversation between RN Gloria and her Learning Activities for ESL Nursing Students
patient, Mrs. Rose called Gloria to the nurse’s station and explained Part of the preparation for the Filipino nursing students bound for the
to her that the word jonesing means she wants something badly and US hospitals were for them to read the 25 articles for ESL materials
when she said pass the buck, what she meant was get me another nurse which were reviewed and used for instructions among the 34 fourth
who can understand English. year nursing students from St. John College Dumaguete City. The 25
articles constitute the literature that contains specific recommendation
In another situation, the Filipino RN, Renee was passing morning for working with the ESL nursing students which are listed in the ac-
medication to her assigned patients from room one to three. There companying chart (Table 1). How they reacted when some of the se-
were two patients in each room; bed A and bed B. As she handed the lected articles out of the 25 were introduced to them. Consequently,
medicine to her patient, Mr. Anderson in bed A, the medicine was they were given supportive activities, language development and teach-
accidentally dropped, and patient said, “I’m sorry, this is my bad.” “I ing strategies relative to the instructional materials.
know this is your bed, just calm down don’t rush it, Sir.” All of a sud-
den the patient lost his temper and screamed, “This is my bad, whose Table 1 Support Activities for Teaching ESL Nursing Students
bad is it anyway, yours!” When the patient said, this is my bad it liter-
Learning Activities Learning References
ally means this is my fault. In another situation, RN Amelia brought in
the lunch tray for Alfred who said, “you’re a wicked nurse.” The nurse Connect on a personal level, Xu, Davidhizar & Giger
was shocked and said, Mr. Alfred I’m a nice lady, not wicked.” “Oh, yes get to know students learn to (2005); Caputi, Engelman
you are wicked, wicked, wicked!” Alfred is from New England and the pronounce name correctly & Stasinopoulos (2006);
expression wicked naturally means, amazing or wonderful. Choi (2005) Williams
& Calvillo (2002); Xu &
There is compelling evidence that linguistically diverse patients en- Davidhizar (2005); Klish
counter significant disparities in access to health care, increased prob- (2002); Shearer (1989); Sparks
ability of receiving unnecessary diagnostic tests, and more serious (2010)
adverse outcomes from medical errors and drug complications (In- Offer self, “open door” policy, Cunningham, Stracciari-
stitute of Medicine, 2009). In addition, the office of Minority Health’s be available, invite students ni, & Towle (2004); Kurz
Standards on Culturally and Linguistically Appropriate Services in to make appointments for (1993); Davidhizar &
Health Care mandates that patients with limited English proficiency questions Shearer (2005); William &
(LEP) have equal access to healthcare in a language they understand Calvillo (2002)
(Office on Minority Health, 2007). Therefore, it is a must that Filipino Engender a caring, accepting, Gardner (2005b); Williams &
Nursing Educators must be updated on their knowledge of the Amer- inclusive classroom environ- Calvillo (2002)
ican slangs which are used by most American patients and American ment
nurses so that their student nurses can contribute to the increases in
numbers of linguistically diverse healthcare providers in America. Be- Arrange learning activities Phillips & Harley (1990);
cause nurses constitute the largest healthcare provider group (Bureau for L1 and L2 mixed, facilitate Memmer & Worth (1991);
of Labor Statistics 2009), many nurses experts believe that “a diverse the development of student Malu & Figlear (2001); Klisch
nursing population can help overcome language barriers and provide network and study groups that (2000); Kataoka-Yahiro &
culturally competent nursing care” (Gilchrist & Rector, 2007, p. 278). have L1 and L2 students Abriam-Yago (1997); Flinn
(2004); Cunningham, Stac-
ciarini & Towle (2004);
Brown (2008); Kurz (1993);
Davidhizar & Shearer (2005);
Gardner (2005a); Pardue &
Hass (2003); Wang, Singh, Bird,
& Ives (2008); Yoder (2001);
Shearer (1989); Sparks (2010)

38
 SDCA Asia-Pacific Multidisciplinary Research Journal
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Table 1 SupportActivities for Teaching ESL Nursing Students Table 2 Language Development of ESL Nursing Students
Learning Activities Learning References Learning Materials Learning References
Assist students with solving Davidhizar & Shearer (2005); Tutoring in nursing language Phillips & Hartley (1990);
system problems so they can Gardner (2005a); Williams & – advance students mentor Klisch (2000); Guhde (2003);
understand and acquire learn- Calvillo (2002); Yoder (2001) novice student, special ESL Cuningham, Stacciarini, &
ing resources nursing course for language Towle (2000); Brown (2008);
development, medical termi- Malu & Figlear (1998); Gay,
Special ESL nursing orienta- Brown (2008); Memmer & nology course Edgil & Stullenbarger (1993);
tion, study skills workshop for Worth (1991); Gardner (2005); Julian & Keane (1999); Caputi,
ESL nursing student, specific Sparks (2010) Engelmann & Stusinopoulus
mentor/teacher/advisor for ESL (2006); Rogan, San Miguel,
students Brown & Kilstoff (2006); Wang,
Singh, Bird & Ives (2008);
On the first day of the orientation, the rapport between the teacher Davidhizar & Shearer (2005);
and the students was established starting from knowing the names Laun (2002); San Miguel, Ro-
of the students and even the way their names were pronounced. This gan, Kilstoff & Brown (2006)
set the atmosphere to conducive learning especially when the students
Discussion circles, small group Abriam-Yago, Yoder & Kata-
became self-confident and relaxed (Xu, Davidhizar & Giger, 2005). The
work, safe environment to oka-Yahiro (1999); Malu &
open door policy would encourage the students to interact with their
practice oral communication Figlear (2001); Caputi, Engel-
instructors freely on previous topics and lessons they did not under-
mann & Stasinopoulo (2006);
stand without feeling intimidated (Kurz, 1993) because of the caring
Flinn (2004); Kurz (1993); Hus-
and accepting attitudes of the teachers and the mentor (Gardner, 2005).
sin (2009); San Miguel, Rogan,
Kilstoff & Brown (2006).
Supportive activities are those activities that nursing programs and
nurse educators can implement that alter the general learning envi- Practice writing without grade, Guhde (2003); Flinn (2004);
ronment for the ESL nursing students and center on relationships and writing lab specific to ESL nurs- Memmer & Worth (1991);
resources. ESL nursing students reported that faculty support was im- ing students Bosher (2010); Doglas (2010);
portant to them. Learning how to pronounce the student’s name cor- Sparks (2010)
rectly demonstrates a caring attitude and interest in knowing the stu- Develop vocabulary, acronym, Phillips & Hartley (1990); Guh-
dent and being supportive. Other ways for nurse educators to get to and phrase list de (2003); Caputi, Engelmann
know the ESL nursing students and connect on a personal level is to & Stasinopoulos (2006); Pardue
adopt an “open door” policy and invite students to make an appoint- & Hass (2003); Malu & Figlear
ment to talk about what they are learning. Being available to the ESL (1998); Lujan (2008); Hussin
nursing students can be accomplished by making arrangements to be (2009); San Miguel, Rogan, Kil-
available before and after class. stoff, & Brown (2006); Sparks
(2010).
In addition, building a supportive relationship with ESL nursing stu- Bilingual dictionary Cunningham, Stacciarini, &
dents, the nurse educators can also facilitate and promote relationship Towle (2004); Kurz (1993);
between native English-speaking nursing students and ESL nursing Malu & Figlear (1998); Gay,
students using the actual video of an actual footage in an American Edgil, & Stullenbarger (1993);
hospital setting. Where there are interactions between a native En- Shearer (1989).
glish-speaking nursing student and her patient/s as well as a scene
showing interactions between a native English-speaking nurse and Phillips & Hartley (1990), postulate that tutoring students who are de-
some Filipina nurses at their break room having lunch. For instance, ficient of the nursing language including the ESL nursing course for
a Filipina nurse offered home-cooked food to her American colleague, language development is significant motivator for any students learn-
“Dorothy, I brought some viands, have some and try it?” The American ing another language. The discussion circle and the small group work
nurse responded, “Excuse me? What did you just say?” “I have some can reinforce the students’ language learning as they feel safe with
viand I brought from home, you wanna try it?” “What is viand, is that lesser intimidation especially on the practice of their oral communi-
the name of the dish?” “No, I brought pancit noodles and adobo.” “Oh! cation (Caputi, Engelmann & Stasinopoulo, 2006). The video showed
You meant you brought some dish cooked from home?” some relevant communications between the native English-speaking
nurse and her patients, including a few interactions between a native
English-speaking nurse and some Filipina nurses working in the same
hospital.

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 SDCA Asia-Pacific Multidisciplinary Research Journal
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The idea is to introduce the 34 respondents to an actual English lan- To assist in both language development and content understanding,
guage immersion as part of their early preparatory education on the nurse educators should provide or facilitate the development of a vo-
American hospital culture. Nursing students who are comfortable cabulary, acronym, and phrase list that is unique to the content being
with one another will choose to go for group work and study ses- taught. Moreover, the complexity of the language on both handouts
sions. This typical pattern may be easy and comfortable, but it does and exams should be reduced to the ESL nursing students so they can
not allow the ESL nursing students to have the opportunity to interact spend less time trying to understand the English language rather than
with native English-speaking students so they can learn the nuances focusing on understanding the content being taught or evaluated. En-
of the nursing language from a native English speaker. When nurse couraging ESL nursing students to learn about the subject matter being
educators assign and promote mixed learning groups, both the ESL taught in the English language first to build a firm understanding of the
and native English-speaking nursing students benefit. The ESL and content was also recommended.
native English-speaking nursing students share their various perspec-
tives, and the ESL nursing students have the opportunity to learn more Table 3 Teaching Strategies for ESL Nursing Students
about English in American context.
Learning Activities Learning References
In addition, to support English language development is crucial to the Provide specific, clear direction Kataoka-Yahira & Abri-
ESL nursing students. Several activities identified in the nursing liter- am-Yago (1997; Caputi,
ature were aimed at assisting the ESL nursing students in language de- Engelmann & Stasino-
velopment. The most common recommendation was the provision of a poulos (2006); Davidhizar
tutor who could not only assist in working with the students in English & Shearer (2005); Bosher &
language development, but also in nursing language. Ideally, this tutor Bowles (2008); Shearer (1989);
is effective to have undergone advanced training and experiences than Hussin (2009); Bosher (2010).
the neophyte nursing students. Further, oral language development Follow a consistent teaching Flinn (2004); Caputi, Engel-
could be accomplished through mixed ESL nursing students and En- format mann & Stasinopoulos (2006).
glish speakers in discussion circle, paired dialogue learning activities,
Speak slowly, avoid street lin- Xu, Davidhizar & Gigr (2005);
or even a separate nursing language course for ESL nursing students.
gos, metaphors, Colloquialism Caputi, Engelmann & Stasino-
poulos (2006); Xu, Davidhizar
Vocabulary development was noted as being crucial to ESL nursing
(2005); Weitzel & Davidson,
students’ language development. A medical terminology course is sug-
Shiver (2004); Hussin (2009);
gested in many nursing programs. In like manner, this medical termi-
Sparks (2010).
nology course is a required course for ESL nursing students. Another
avenue to promote language development is the use of a bilingual dic- Provide handouts before class Abriam-Yago, Hoder &
tionary. It may seem evident that the use of bilingual dictionaries or Kataoka-Yahiro (1999);
translators would be beneficial. However, many ESL students may not Xu, Davidhizar & Giger
use this resource because they do not think they need it or feel that it (2005); Kataoka-Yahiro &
may set them apart. Additionally, most nursing programs do not allow Abriam-Yago (1997); Kurz
the use of any resource during examinations, including translators and (1993); Malu & Figlear (1998).
bilingual dictionaries. Although translators and bilingual dictionaries Recommend and allow students Phillips & Hartley (1990); Gud-
cannot be used in the national licensure examinations, It was suggest- to record lectures he (2003); Brown(2006); Kurz
ed that they be promoted during the beginning nursing courses, so (1993).
ESL nursing students can build up their vocabulary and English lan- Use visual aids when teach- Phillips & Hartley (1990); Malu
guage understanding. ing – concept maps, graphic & Figlear (2001); Flinn (2004);
organizers Yoder (2001); Sparks (2010).
More importantly, some approaches on how to better teach the ESL
nursing students starting with engendering a caring, accepting, and Provide context to teaching Gardner (2005); Williams
inclusive classroom environment were introduced. Other teaching through stories and stu- & Calvillo (2002); Singh,
practices were more tailored to the unique learning needs of the ESL dent experiences Bird & Ives (2008); Yo-
nursing student. der (2001); Choi (2005);
Sparks (2010).

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 SDCA Asia-Pacific Multidisciplinary Research Journal
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Table 3 Teaching Strategies for ESL Nursing Students Other teaching strategies that facilitate learning centered on instruc-
tional follow-up. The nursing educator can review and recommend
Learning Activities Learning References appropriate supplemental instruction in the form of texts, videos, or
Reduce complexity of language Klisch (2000); Flinn (2004); computer-aided instruction (CAI). Planning and facilitating review
on handouts, in exam Cunningham, Stacciarini, & sessions that contain activities to help the ESL nursing students iden-
Towle (2004); Pardue & Hass tify the important versus supplemental information; provide deeper
(2003); Boshner & Bowles explanations of the material; identify key elements; and validate un-
(2008); Shearer (1989). derstanding of the subject matter which are useful activities that can
Arrange for review sessions to Guhde (2003); Flinn be implemented by nurse educators, graduate assistants, or nursing
identify key elements, explana- (2004); Cuningham, Stac- student tutors.
tions, practice taking tests ciarini, & Towle (2004);
Caputi, Engelmann Plan of Intervention Mechanism
& Stasinopoulus (2006); Pardue Table 4 Language Development for ESL Nursing Students
& Hass (2003); Lujan (2008). Learning Content/Activities Learning References
Provide guidance to understand Abriam-Yago, Yoder & Develop literary in home/native Cartiera (2006); Coleman &
important versus unimportant Kataoka-Yahiro (1999); language Goldenberg (2010b)
information Kataoka-Yahiro & Abri-
am-Yago (1997); Gudhe Opportunities to practice Coleman & Goldenberg (2009);
(2003) language Curtain (2005) Smith (2008)
Read out loud Solomon, Lala & Franklin
Recommend supplemental Phillips & Hartley (1990); Malu Conversation circles (2006); Zwiers (2008)
instruction (CAI, videos) & Figlear (2001) Davidhizar &
Shearer (2005); Shearer (1989) Vocabulary building with focus Cartiera (2006); Coleman &
on key terms Involved in con- Goldenerg (2010a); Coleman
Provide frequent feedback Brown (2008); Williams & & Goldenberg (2010b) De Jong
Calvillo (2002); Bosher (2010). tent learning
& Harer (2005); Smith (2008)
Allow adequate processing and Xu, Davidhizar & Giger (2005); Solomon, Lalas & Franklin
response time during discus- Caputi, Engelmann & Stasin- (2006); Zwiers (2008)
sion and provide extra time for opoulos (2006); Klisch (2000);
tests Caputi, Engelmann & Stasino- The intervention mechanism not only aimed at the ESL nursing stu-
poulos (2006); Hussin (2009). dents but also for other educators whose teaching methods are en-
Encourage students to explore Kurz (1993); Wang, Singh, Bird, hanced unique to the education discipline; the educational models
and learn about Subject matter & Ives (2008); Choi (2005): based on the principles of specially designed academic instruction in
in L1 Sparks (2010). English (SDAIE) and content-based instruction (CBI) that have in-
Validate student understanding Xu, Davidhizar & Giger (2005); corporated many of these recommendations. These models promote
of subject matter Xu, Davidhizar (2005); Hussin teaching strategies that facilitate ESL students learning content, while
(2009). also developing their English language ability. Both SDAIE and CBI
are methods of teaching ESL students in English in such a manner
that they gain skills in both the subject material and in using English
Moreover, the ESL nursing students will have a different education-
through carefully designed lessons and use of supportive materials in
al background and be used to a different teaching style from what is
English language (Kaufman & Crandall, 2005; Hansen-Thomas, 2008).
practiced in the Philippine classroom. Trying to follow classroom ac-
Within this framework, content teachers can address the language is-
tivities provides challenges that add to the burden of trying to listen
sues that accompany the ESL student so effective teaching can occur.
and understand the nursing terminology as used in the English lan-
guage in the classroom. Allowing ESL nursing students sufficient pro-
cessing and response time is essential not only to their comfort in the
learning environment, but it is also necessary so they can adequately
demonstrate their understanding of the content and subject matter.
Additionally, the use of visual aids, such as graphic organizers, con-
cept maps, and pictures, are valuable strategies that enhance student
understanding. Other recommendations that may facilitate content
understanding were to provide detailed handouts before class so the
ESL nursing students could do pre-reading and preparation for class,
provide context for the content through stories and student experienc-
es, and encouraging students to record the class so they could listen
repeatedly to the presentation.

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 SDCA Asia-Pacific Multidisciplinary Research Journal
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Table 5 Teaching Strategies for ESL Nursing Students
Learning Content/Activities Learning References
Draw on student’s background Cartiera (2006); Coleman &
knowledge Prior experiences to Goldenberg (2010a); Coleman
build supportive structure & Goldenberg (200b) Cor-
son (2001); de Jong & Harper
(2005);Durgunoglu (1997);
Freeman & Freeman (2002);
Garcia (1991); Gibbons (2003);
Hammond (2008); Smith
(2008); Tellez & Waxman
(2005); Zwiers (2008)
Talk slowly Coleman & Goldenberg
Communicate clearly (2010a); Corson (2001); Corson
Avoid colloquial language and (2001); Curtain (2005); de
slang Jong & Harper (2005); Garcia
(1991); Smith (2008) Solomon,
Lalas & Franklin (2006); Wong
Fillmore & Snow (2000)
Explicit instruction Clear Coleman & Goldenberg (2009);
objectives, instructions; Coleman & Goldenberg
Modeling; and time for practice (2010b); de Jong & Harper
(2005); Smith (2008); Solomon
Lalas & Franklin (2006)
Use of L1 for clarification, sup- Coleman & Goldenberg (200b);
port of Learning L2 Commins & Miramontes
(2005); Garcia (1991) Smith
(2008); Solomon, Lalas &
Franklin (2006)
Time for processing De Jong & Harper (2005);
Smith (2008); Zwiers (2008)
Technology and supplementary Cartiera (2006); Curtain
materials for support (2005); Smith (2008) Solomon,
Lalas & Franklin (2006); Tellez
& Waxman (2005)
Monitor progress through fre- Coleman & Goldenberg
quent appropriate evaluation/ (2009); Commins & Mi-
assessment ramontes (2005); de Jong
& Harper (2005); Ham-
mond (2008); Garcia
(1991); Gibbons (2003); Smith
(2008); Solomon, Lalas &
Franklin (2006); Wong Fillmore
& Snow (2000)
Teachers have significant impact on the Filipino nursing students’
learning and, indeed, their lives. It is important that teachers “as them-
selves whether culturally different nursing students are receiving un-
intended messages of domination, exclusion or hostility from the way
they interact with their students themselves” (Corson, 2001, p. 64).
42
This literature review has demonstrated that there has been much
research and publication in both the educational and nursing fields
concerning education of Filipino nursing ESL students. It was most
interesting that recommendations found in the educational literature
mirrored the recommendations found in the nursing literature --- al-
though neither discipline referenced the other. The literature is best
suitable information about what nurse educators believe about teach-
ing ESL nursing students or what instructional strategies they have
used when interacting with the ESL nursing student. This literature
review has provided sound evidence that there is a need for more re-
search pursuits into what nursing educators understand and believe
about ESL nursing students; what background attributes influence
those beliefs; and what teaching practices nurse educators use when
providing instruction to ESL nursing students. The 34 graduating
nursing students as respondents learned the content being taught and
at the same time they learned the English language taught in the ESL
method.
Chamot and O’Malley (1994) state that the grammatical forms of the
passive voice, multiple embeddings, if…then constructions, and ex-
pository discourse used in scientific prose may be difficult for ESL
students to comprehend (p. 195). A study conducted by Ferguson
(2000) focused on if-conditionals in naturally occurring medical dis-
course.“Conditionals can function as a resource for politeness in face
to face interaction. Another common use of conditionals is in the de-
scription, or the elicitation, of symptoms” (p. 76). The author notes
that there is a difference in the use of conditionals in spoken and writ-
ten medical discourse. Perhaps this type of research would assist the
English language teacher in identifying linguistic forms in order to
explain their usage to students.
Idioms and Metaphor
Conversational skills involve varying one’s style of speech depend-
ing on the situation at hand. In the hospital or other healthcare en-
vironments, many different styles of speech can be heard through the
course of a day. Two intriguing language forms (which are not unique
to English, but occur in other languages as well) are idioms and meta-
phors. An idiom can be defined as “a sequence of words that is a unit
of meaning (e.g. kick the bucket = die)” (Crystal 1987, p. 423), or “an
expression in the usage of a language that is peculiar to itself either
grammatically or in having a meaning that cannot be derived from
the conjoined meaning of its elements” (Mish, 1996, p. 575). Campbell
(1995) states
From a linguistic viewpoint, idioms are expressions with
meanings that are
noncompositional. These often complex expressions can’t
be understood by
adding together the meanings of their constituents. An idi
omatic expression
may violate grammar, and it often violates logic (p. 125)
 SDCA Asia-Pacific Multidisciplinary Research Journal
Volume 1 No. 1 2019
Francis (2004) created an idiomatic expressions workbook specifically
for ESL students. He describes how frustrated learners often feel out-
side of the classroom, listening to native speakers chatting, and not
being able to understand it all. His exercises embed idiomatic expres-
sions in realistic dialogues that students will encounter, because, “con-
text is the key to making the daunting task or understanding and using
idiomatic English not only possible, but enjoyable too” (p. xi).
Several authors discuss metaphor (Lakoff & Turner, 1989; Master,
2000; Mustacchi & Krevans, 2001). Crystal (1987) defines metaphor
as, “two unlike notions are implicitly related, to suggest an identity be-
tween them” (p. 70). In his review of ESP research, Master (2000) states
that “the single microlinguistic concern in English for Occupational/
Professional Purposes (EOP/EPP) was the use of occupational/profes-
sional metaphors” (p. 105). Lakoff and Turner (1989) claim that we use
metaphor as a tool, unconsciously and automatically (p. xi). According
to them, “Metaphor plays an enormous role in shaping one’s everyday
understanding of everyday events. It is central to our understanding of
ourselves, our culture, and the world at large” (p. 214). Mustacchi and
Krevans (2001) describe how metaphor has affected the field of med-
icine in the U.S., since the jargon of the insurance industry and cost
accountants was introduced after the Medicare Act of 1965, and the
patient became the consumer. Medicine was once seen as a ministry
to the sick, but this ethical and religious metaphor is being replaced
by a business metaphor (p. 14). “Medicine has borrowed a metaphor
from the commercial marketplace that is altering our medical culture.
Increasingly, medicine is being perceived as a product rather than as
a service” (p. 16). Idioms and metaphors in English are important for
teaching conversational skills. They are used frequently in the work-
place, as in every conversational setting. Native speakers may not even
be aware of their usage, as they are a natural part of discourse, used
unconsciously. Interacting with patients and co-workers requires con-
versational skills. Here are some examples of phrases heard in the hos-
pital that a non-native speaker may not be familiar with: “She’s barely
treading water, and I’m afraid she’s going to konk out;” “Let me get my
bearings, I need my sea legs;” “OK, let’s give it a whirl;” “The patient is
crashing and burning.”
Economy and Slang
The hectic pace of the work setting, fatigue from talking and writing,
and time constraints demand economizing of the language via abbre-
viations as much as possible. Written pieces will be abbreviated with
a type of medical shorthand. Before, after, with, without, regarding,
secondary to and related to are all phrases that can be reduced to one
or two letters, Latin and Greek terms can substitute for whole descrip-
tive sentences and are less subject to multiple interpretations, such as
the term anuric to be used in place of “not making urine.” In other
situations, where time is of the essence, slang terms can be utilized
to denote an emergency, such as “crashing” or “coding” to describe a
rapid decompensation in a particular patient’s health status.
43
Some types of acronyms used in the hospital are initialisms and al-
phabetisms. Initialisms (e.g., MI and CHF) “reflect the separate pro-
nunciation of the initial letters of the constituent words,” whereas al-
phabetisms (e.g., CABG and OSHA) are pronounced as a single word
(Crystal, 2003b, p. 1). Clipped forms or clippings are types of reduc-
tions, such as the term echo used in place of the word echocardio-
gram, and narcs instead of narcotics. A very common word in English
is stuff; it can replace a long list of names of items and supplies needed
for a particular task or procedure, as in, “Do you have all the stuff?”
Busy hospital staff also appreciate quick and concise reference tools,
such as tables, charts, and formulas.
Among the differences between American (AmE) and British En-
glish (BrE) used in hospital, one is spelling: -or/our, -er/re; e/ae; e/oe,
which really doesn’t pose a problem in regard to spoken interactions.
Pronunciation differences are noted in stress patterns, as in the word
laboratory: lab-o-ra-to-ry (AmE) vs. la-bor-a-tory (BrE) (the Amer-
ican-style pronunciation can be confused with the British lavatory).
The vowel sound ‘a’ can be long in BrE and short in AmE, as in the
words after or half (Crystal 2003a. p. 306). Crystal (1987) claims that
it is quite possible that a nurse who understands and speaks English in
his or her home country may have difficulty understanding patients
and staff members using colloquial, U.S. English, and vice versa. A col-
loquialism is “a local or regional dialect expressions, conversational;
informal” (Mish, 1996, p. 226). Slang is “informal, non-standard vo-
cabulary” (Crystal, 1987, p. 430).
The Nursing fundamentals and Nursing Commonalities & practices
taught both in the US and in the Philippines, are universal and based
on these materials which the 34 Filipino respondents have already
learned, and were given a 100 multiple choice review questions simi-
lar to the NCLEX questionnaires. Twenty seven (27) students scored
between 92-98%; 3 students scored 89-91% and 4 students scored 85-
88% as shown in Table 7. Moreover, the 34 Filipino nursing students
respondents were also given 50 multiple choice questions on Conver-
sational English Language Test; Fifteen (15) students scored 89-94%;
Fifteen (15) students scored 80-88%; and four (4) students scored 77-
79% as shown in Table 8.
Table 6 Supportive Activities for ESL Nursing Students
Learning Content/Activities Learning References
Create a positive, welcom- Cartiera (2006); Commins &
ing, safe learning climate that Miramontes (2005); Curtain
fosters a sense of belonging (2005); de Jong & Harper
Offer self and opportunities for (2005); Garcia (1991); Lou
personal interactions Develop (1994); Smith (2008); Cummins
caring relationship with student (2001) Zwiers (2008)
through getting to know the
student on a personal level
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Table 6 Supportive Activities for ESL Nursing Students Table 7 Score of ESL Nursing Students in Nursing Fundamentals
and Nursing Commonalities
Learning Content/Activities Learning References
Students Raw score Percentage
Purposefully organize students Cartiera (2006); Coleman &
for collaboration with native Goldenberg (2009) Commins Student 1 93 93/100
English speakers Organize & Miramontes (2005) Curtain Student 2 96 96/100
cooperative learning activities/ (2005); Freeman & Freeman Student 3 92 92/00
groups Arrange peer-to-peer (2002) de Jong & Harper
interaction (2005)/Garcia (1991) Smith Student 4 97 97/100
(2008); Solomon, Lalas & Student 5 94 94/100
Franklin (2006); Tellez & Wax- Student 6 95 95/100
man (2005); Zwiers (2008)
Student 7 98 98/100
Supportive activities are those activities that nursing programs and Student 8 92 92/100
nurse educators can implement that alter the general learning envi- Student 9 94 94/100
ronment for the ESL nursing student and center on relationships and Student 10 93 93/100
resources. ESL nursing students reported that faculty support was
Student 11 95 95/100
important to them. Learning how to pronounce the student’s name
correctly demonstrates a caring attitude and interest in knowing the Student 12 98 98/100
student and being supportive. Other ways for nurse educators to get to Student 13 97 97/100
know the ESL nursing students and connect on a personal level is to Student 14 93 93/100
adopt an “open door” policy and invite students to make an appoint-
Student 15 96 96/100
ment to talk about what they are learning. Being available to the ESL
nursing students can be accomplished by making arrangements to be Student 16 95 95/100
available before and after class. Student 17 93 93/100
Student 18 92 92/100
Results and Discussion
Student 19 94 94/100
The two different categories of tests given to the 34 Filipino nursing Student 20 96 96/100
students were sufficient to assume that they are ready to work at US Student 21 92 92/100
hospitals. Given their general nursing review training and tests, and
Student 22 93 93/100
the Communicative English Language training and tests which results
were within the passing standard of the NCLEX Examination between Student 23 95 95/100
70-100%. All 34 respondents passed assuming that the tests given were Student 24 98 98/100
similar to the NCLEX Examination. Student 25 97 97/100
Student 26 98 98/100
Student 27 96 96/100
Student 28 89 89/100
Student 29 91 91/100
Student 30 90 90/100
Student 31 85 85/100
Student 32 87 87/100
Student 33 88 88/100
Student 34 86 86/100

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The American Nursing Standard and the NCLEX Examination ques-

30. student X4 81 81% of 50 items
tionnaires were used for testing the 34 Filipino Nursing Student re-
spondents on the Nursing Fundamentals, Nursing Commonalities, 31. student X5 77 77% of 50 items
and Practices. The students were given 100 multiple choice questions 32. student X6 78 78% of 50 items
set for one hour and a half with the passing score range of 70-100%. 33. student X7 77 77% of 50 items
Four (4) students got 92%; 4 students got 93%; 3 students got 94%; 4
34 student X8 78 78% of 50 items
students got 95%; 4 students got 96%; 4 students got 97% and 4 stu-
dents got 98% resulting to an overall average of 98.5% among the 27
students. There were 7 students who got lower score than the 27 stu- The American Nursing Standards (ANS) and the English American
dents, yet, have an average of 88% which both totaled and averaged Standard Test (EAST) were used for testing the 34 Filipino Nursing
at 93.25% for the overall 34 students participating in the simulated Student Respondents on the Communicative English Language. The
NCLEX Examinations. students were given 50 multiple choice questions which they had to
answer within one hour and a half (1.5 hrs) after watching a 25-minute
short film which featured different hospital settings. This film involved
Table 8 Score of ESL Nursing Students English Conversational pertinent interactions between the nursing staff and their patients;
Test doctors to nurses; nurses to nurses; nurses to family members of the
Students Raw score Percentage patients; doctors to patients, and doctors to family members conversa-
1. Student A 90 90% of 50 items tion. The score range for the English Communication is 70-100% of the
50 questions. Fifteen (15) students got the highest score between 89-
2. student B 93 93% of 50 items
94% of the 50 multiple choice questions with overall average of 91.1%;
3. student C 89 89% of 50 items and the other 15 students got the middle range between 80-88% aver-
4. student D 94 94% of 50 items aged at 84%; and the remaining 4 students got a low but passing score
5. student E 89 89% of 50 items between 77.7% averaged at 78%.
6. student F 91 91% of 50 items Conclusion
7. student G 94 94% of 50 items
8. student H 89 89% of 50 items The preparation of the Filipino Nursing Students bound for the US
hospitals revealed that the 34 Filipino Nursing Respondents were ready
9. student I 92 92% of 50 items
to work at any US hospitals based upon their written test results. In ad-
10. student J 92 92% of 50 items dition, respondents representing the graduating class in nursing in this
11. student K 94 94% of 50 items college passed all the US standard simulated NCLEX Examination as
12. student L 89 89% of 50 items well as the English Communicative Learning examinations.
13. student M 90 90% of 50 items
Recommendation
14. student N 90 90% of 50 items
15. student O 91 91% of 50 items The teaching of Communicative Language Learning and the conversa-
16. student P 83 83% of 50 items tional English to the nursing students of the Philippine is a felt-need
for integration into the nursing curriculum of colleges and universities
17. student Q 81 81% of 50 items offering the Bachelor of Science in Nursing Program. The support-
18. student R 86 86% of 50 items ive activities, the language development, and the teaching strategies
19. student S 84 84% of 50 items constitute the important teaching material for teaching ESL nursing
students. Different activities could be introduced and implemented
20. student T 80 80% of 50 items
including the oral English methods used in the process of which the
21. student U 85 85% of 50 items students may learn both the required nursing subjects and the English
22. Student V 82 82% of 50 items Language Communication. Hence, it is highly recommended that this
23. student W 87 87% of 50 items program should continue and be shared with other colleges and uni-
versities offering nursing program.
24. student X 87 87% of 50 items
25. student Y 86 86% of 50 items
26. student Z 88 88% of 50 items
27 student X1 86 86% of 50 items
28. student X2 83 83% of 50 items
29. student X3 80% 80% of 50 items

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 SDCA Asia-Pacific Multidisciplinary Research Journal
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 SDCA Asia-Pacific Multidisciplinary Research Journal
Volume 1 No. 1 2019

Cultural Congruity and the Perception towards The College

Environment by the Undergraduate International Students
Trixie A. Bowe ■ Auriele Yvette C. Buendia ■ Divina P. Mongaya

Abstract Introduction

The study assessed the cultural congruity and the perception towards Throughout the years the number of students enrolling to a foreign
the college environment by the international students. The researchers country has grown significantly. As a matter of fact, the Philippine
explored this study as a basis for a student development program by Bureau of Immigration Statistics has reported about the tremendous
utilizing well developed and tested instruments such as Cultural Con- number of international students coming to the country registered at
gruity Scale and the University Environment Scale. This research study 26,000 in 2011 to more than 61,000 in 2012.
used descriptive-correlational design. The data gathered from the 82
respondents were treated using the Pearson r Product Moment for This study was conducted to answer questions pertaining to how the
Coefficient of Correlation. The study reveals that the undergraduate International students perceived the institution. Does the institution
international students have high level of perception towards cultural provide the requirements to optimize the learning experience need-
congruity and the university environment. However, there is no sig- ed by the International students? Is the college doing a good job in
nificant relationship between the scores of the perception in cultural addressing the needs of the students? Is the college doing its part in
congruity and the university environment. enabling students to fit properly with their peers in school? Are there
programs in place to make the environment wholesome? Are the col-
Keywords: Cultural Congruity. Undergraduate International Stu- lege programs, curriculum, faculty, student body and alumni network
dents. Environment. doing their part in ensuring that these students are not only intellectu-
ally progressing, but also being socio-culturally equipped to take on a
contributory role to society once they leave the gates of the academe?
To answer these questions, the study gathered data concerning the
Trixie A. Bowe Cultural Congruity (factor in which most international students in
BS Psychology each institution find from the nationals and how they find the Insti-
St. Dominic College of Asia
tution’s Environment appropriate for them, i.e. Can they practice their
trixiebowe@gmail.com
own beliefs? Do what they usually do at home, and express their ideas
Auriele Yvette C. Buendia to everyone around them, which includes teachers and classmates.)
BS Psychology While the University Environment (refers to the atmosphere or en-
St. Dominic College of Asia
vironment of the institution) as perceived by the enrolled students of
aycbuendia@sdca.edu.ph
the college. The study is anchored with Lev Vygotsky’s sociocultural
Divina P. Mongaya theory also known as the cultural-historical psychology theory, which
BS Psychology encompassed numerous empirical studies and provided a compre-
St. Dominic College of Asia
hensive theoretical description of sociocultural nature of learning. In
dpmongaya@gmail.com
particular, this study’s theoretical foundation incorporated Vygotsky’s,
who postulated that culture determines not only what is learned but
also how it is learned. In the context of this research, this implies that
students who travel abroad to study bring with them a wealth of cul-
tural resources and expectations culturally predetermined interaction
patterns and learning style preferences that shape their behavior in the
new environment. After gathering the answers to these questions, the
researchers designed the Bridges to Learn, Empower and Nurture Di-
versity of Students (BLENDS) Program, a three - year student develop-
ment program focusing on the improvement of the cultural congruity
and the perception of the university environment by the International
students for policy recommendation to the management of the college.

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 SDCA Asia-Pacific Multidisciplinary Research Journal
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Methodology Table 1.2 Profile of Respondents according to Nationality

This study aimed to determine the perception of the International stu- Gender Frequency Percentage
dents at St. Dominic College of Asia in terms of Cultural Congruity NIGERIAN 70 85.37
and University Environment. AMERICAN 2 2.44
ITALIAN AMERI- 1 1.22
This study used the descriptive correlational design to assess the rela-
CAN
tionship between and among two or more variables (Stangor, 2011).
Descriptive Correlational is a type of research that creates a snapshot JAPANESE 1 1.22
of the current state of the variables and assesses the relationship be- NO ANSWER 8 9.75
tween two or more variables involved (University of Minnesota, n.d.). Total 82 100%

This research has involved undergraduate international students of St. The profile of the respondents indicate according to nationality of
Dominic College of Asia enrolled in Academic Year 2018 – 2019. This which out of 82 participants, 70 respondents or 85% of the sampled
involved 82 respondents or 78% of the total population of the Interna- participants are Nigerians. This is the nationality of most of the foreign
tional students at St. Dominic College of Asia. The instruments used students at SDCA. Only two 2 are Americans, and there is only one
in data gathering of this study are the Cultural Congruity Scale (CCS) Italian-American and one Japanese which both represent 1%. However,
is a 13-item instrument that was designed to measure Chicano/a stu- eight of the respondents or 9.75% did not specify their nationality.
dents’ sense of cultural congruity or cultural fit within the college
environment and the University Environment Scale (UES) a 14-item
designed to measure university students’ perceptions of the univer- Table 1.3 Result of the Cultural Congruity Scale
sity environment. It was developed specifically to identify minority N Mini- Maxi- Mean Std.
students’ perceptions. Both instruments were authored by Alberta M. mum mum Deviation
Gloria and Sharon E. Robinsons – Kurpios. CCS1 82 1.00 7.00 3.8049 2.13980
Results from the scales were statistically treated using the Pearson r
CCS2 82 1.00 7.00 3.4878 1.83413
Product Moment for Coefficient of Correlation to measure how strong
the relationship of two variables. CCS3 82 1.00 8.00 3.7195 2.14461
CCS4 82 1.00 7.00 3.8049 2.34883
Results and Discussion CCS5 82 1.00 7.00 4.2561 2.19883
CCS6 82 1.00 7.00 4.4512 2.19513
Table 1.1 Profile of Respondents according to Gender
CCS7 82 1.00 7.00 4.0732 2.25958
Gender Frequency Percentage
CCS8 82 1.00 7.00 5.2805 1.77273
MALE 59 71.95
CCS9 82 1.00 7.00 3.6829 2.07797
FEMALE 19 23.17
CCS10 82 1.00 7.00 4.0122 2.32269
UNSPECIFIED 4 4.88
CCS11 82 1.00 7.00 5.0366 1.87541
Total 82 100%
CCS12 82 1.00 7.00 5.0000 1.80534
The data reveal that 71.95% of the participants are males, while 19 CCS13 82 1.00 7.00 5.2561 1.87123
23.17% are females. However, four of the respondents or 4.88% did CCSs- 82 33.00 85.00 55.8659 11.03615
not specify their gender. core

The average score of each item in the cultural congruity scale and the
total mean score which is 55.8659. This score translates to an average
level of perceived cultural congruity by the International students.
Thus, the international students state that there is an average congru-
ence between the culture they have experienced at home and the cul-
ture they are experiencing at SDCA.

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Table 1.4 The University Environment Scale Table 1.5 Correlation of the Cultural Congruity Scale and the
N Mini- Maxi- Mean Std. De- University Environment Scale
mum mum viation Pearson Cor- Description p value Statistical
UES1 82 1.00 7.00 4.3415 1.86732 relation (r) Interpretation
UES2 82 1.00 7.00 5.1463 2.02528 0.097 Low correlation 0.385 Not significant
UES3 82 1.00 7.00 5.0854 1.86720
The correlation of the Cultural Congruity Scale and the University En-
UES4 82 1.00 7.00 4.2317 2.20716 vironment Scale, thus: The p-value of 0.385 (r =0.097) suggests a low,
UES5 82 1.00 7.00 4.0244 2.19413 or seemingly negligible correlation which implies that culture is not
UES6 80 1.00 7.00 4.7000 2.13707 related to the university environment based from the experiences of
the foreign students. These may refer to various issues presented by the
UES7 82 1.00 7.00 4.7927 2.04117 respondents who participated in the Focus Group Discussion. For in-
UES8 82 1.00 7.00 4.8659 2.08322 stance, lack of support for the International student athletes compared
UES9 82 1.00 8.00 4.7683 2.17334 to the local student athletes, of which there is still relative satisfaction
UES10 82 1.00 7.00 4.8293 1.96767 among higher International students, but this may be skewed because
of their refusal to be critical with regards to their experience (Bills,
UES11 82 1.00 7.00 3.9878 2.10522 2013; Harman 2003). This is possible since International students are
UES12 82 1.00 7.00 4.8659 1.83762 usually capable of employing positive coping strategies and still feel
UES13 82 1.00 7.00 3.9634 2.29570 invisible within the university environment (Abdullah and Fotovatian,
2012)
UES14 81 1.00 7.00 5.2593 1.84240
UESs- 82 38.00 92.00 64.6829 11.51690 Conclusion and Recommendation
core
Cultural congruity is not at all correlated with the university environ-
The university environment scale reveals the total mean score and ment. However, it is suggested that workshops and programs should
standard deviation. The mean score of the University environment be conducted by the college through the Department of Student Af-
scale is 64.6829. This score presents the overall perception of the uni- fairs Services which will include needs analysis to improve students’
versity environment as perceived by the International students at an management.
above average level. This score level further explains that the Inter-
national students have a positive opinion when it comes to universi- International students should be given needs analysis survey and eval-
ty perception. The administrators and faculty can have an enormous uation questionnaires to determine their current needs, challenges
effect on the university environment as in the case of SDCA, and the and experiences inside the university every semester.
actual experiences the students had: How the university recognizes Hence, the College management should reevaluate the students’ con-
and includes other cultures can affect the perceptions of friendliness cern such as school fees, human relation skills and building facility
and acceptance of the university? These experiences are governed by needs.As stated by Brown (1991), there are seven possible changes that
the levels to which their own culture and language are recognized and can be made to improve the retention and recruitment of International
racially balanced into the school program; how involved they become students this includes financial aid programs, multicultural universi-
and are motivated to become? and how good educators help them in ty environment, communication and alliances within the community,
instruction, guidance, and assessment? Universities are accountable sensitizing faculty members and academic retention program.
for making an environment where students from ethnically diverse
backgrounds will feel valued and will be able to succeed (Madkins &
Mitchell, 2000).

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References

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Scanlan, K. (2013). The relationship of cultural affiliation and
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Thacker, E. J. (2007). Diverse students’ perceptions of cultural
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Urban, E., & Palmer, L. (2016). International students’ perceptions
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international students, 6(1), 153-174.
Yu, B., & Wright, E. (2015). Socio-cultural adaptation, academic
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27405Retrieved from https://www.senate.gov.ph/lisda
ta/27832158.pdf (2004) (enacted)

50
 SDCA Asia-Pacific Multidisciplinary Research Journal
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Preoperative Education and Training for Patients Undergoing Knee
Replacement Surgery: A Systematic Review
Said Nasser Al-Harthy ■ Manal Amur Al-Hanshi ■ Cyruz P. Tuppal
Abstract
Osteoarthritis (OA) is the most common disabling musculoskeletal
disorder worldwide, and its prevalence is rising in the United States,
England and Wales, and Oman. Knee replacement is a common sur-
gical procedure but integrating the multidisciplinary rehabilitation
team, preoperative pre-education program contribute to pain relief
much more on the quality of life among patients.
Evidence suggests that pre-operative treatment by a physiothera-
pist did not improve patient reported outcomes. The combination
of pre-operative education and treatment by a physiotherapist may
reduce the medical costs associated with surgery. On the contrary, a
plethora of evidence may need to further yield confirmatory results.
Keywords: Preoperative Education. Training. Patients.
Knee Replacement Surgery. Systematic Review
 
Said Nasser Al-Harthy
Oman Specialized Nursing Institute, Ministry of Health, Muscat,
Sultanate of Oman Honorary Tutor, Cardiff University
Manal Amur Al-Hanshi
Nurse-in-Charge,Khoula Hospital, Ministry of Health, Muscat,
Sultanate of Oman
Cyruz P. Tuppal, Ph.D.
Professor II, St. Dominic College of Asia
Adjunct Professor, Doctoral Studies, St. Paul University Philippines System,
Adjunct Professor, Graduate Studies Executive Program, Universitas
Pelita Harapan, Jakarta, Indonesia
ctuppal@spup.edu.ph
51
Introduction
Knee replacement has revolutionized the care of patients with severe
knee Osteoarthritis (OA) by relieving pain and improving quality of
life (Heck, Robinson, Partridge, Lubitz, & Freund, 1998; Kane, Saleh,
Wilt, & Bershadsky, 2005). It is a common surgical procedure. In the
USA for example, 540,000 knee replacements were carried out in 2006
(DeFrances, Lucas, Buie, & Golosinskiy, 2008) and England and Wales
over 93,000 knee procedures were conducted in 2012 National Joint
Registry (2014). In Oman over 11, 000 knee replacements were per-
formed in 2015 by the Ministry of Health (Ministry of Health Oman,
2017). In practice, patient who after the operation received exercise by
the physiotherapist, and it is evident showing the shortening of hospital
stay and increased the range of movement(Hughes, Kuffner, & Dean,
1993; Shoji, Solomonow, Yoshino, D’Ambrosia, & Dabezies, 1990). The
multidisciplinary rehabilitation team preoperative has shown to im-
prove outcomes (Khan, Ng, Gonzalez, Hale, & Turner-Stokes, 2008;
Larsen, Hansen, Thomsen, Christiansen, & Soballe, 2009). Adding ed-
ucation program for pre-operative patients with adequate information
and address realistic expectation of outcome, as patient expectations
are known to have an impact both on functional outcome and quality
of life after joint replacement (Mahomed et al., 2002). Pre-operative
education and exercise by the multidisciplinary team could improve
post knee replacement surgery.
Cochrane Library, Joanna Briggs Institute Library of Systematic Re-
views (JBI) (The Joanna Briggs Institute, 2014), MEDLINE and DARE
databases were consulted to establish whether a recent report on
pre-education and training for knee replacement patients exists. From
these databases, prevented the duplication of available resources for
review. This search identified only two reviews (Jordan et al., 2014;
McDonald, Page, Beringer, Wasiak, & Sprowson, 2014). Each report
provides understanding of the impact of pre-education and train-
ing for knee replacement patients on post-operative health outcome.
However, mixed results concluded that pre-education and training
were not effective in improving the outcome. It is important to note
that a lack of sufficient evidence of the effectiveness of pre-education
and training for knee replacement patients does not necessarily equate
to proof of ineffectiveness. Rather, this presents an opportunity for
searching, synthesizing, and summarizing the available evidence on
the effectiveness of pre-education and training for knee replacement
patients in hospitals and recommendations for future research direc-
tions. The systematic review profiled in this paper searched, extract-
ed, appraised, and synthesized international research, adhering to the
guidelines published by the JBI for Evidence-Based Practice. We used
these guidelines to minimize biases and establish the validity of the
findings.
 SDCA Asia-Pacific Multidisciplinary Research Journal
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Methodology Table 1Search Strategy Used

The purpose of this review was to identify, appraise and synthesize the SEARCH Search term Limiters Results
best available evidence on the effectiveness of prehabilitation (Educa- ID#
tion and Exercise) program on patients’ health outcomes compared to #1 Total Knee 2011-2016Boolean/Phrase, 82346
standard care following the Total Knee Replacement (TKR). replacement English
The review considered participants undergoing a TKR, divided ran- #2 Knee re- 2011-2016 Boolean/Phrase, 71466
domly into two groups (intervention group and the control group); the placement English
intervention group received pre-operative training program by a phys- surgery
iotherapist or education or both delivered by a healthcare professional
#3 #1 or #2 2011-2016 Boolean/Phrase, 82,346
within 13 weeks of operation. The control group received a defined
English
usual care pre-surgery, aged 18, regardless of gender, social status, and
educational level. #4 Pre-opera- 2011-2016 Boolean/Phrase, 4613
tive educa- English
The review considered RCT studies that included any prehabilitation tion
training program for the intervention group comparing with usual #5 Preoperative 2011-2016 Boolean/Phrase, 9792
care for the control group. education English
This study found any objectively measured or self-reported functional #6 #4 or #5 2011-2016 Boolean/Phrase, 9792
results related to prehabilitation training program.Various reliable and English
validated instruments assessed these programs including: #7 Usual care 2011-2016 Boolean/Phrase, 70956
1. Patient Functionality Standard form 36 (SF-36) physical English
function subdomain
2. WOMAC score, or other function related tools #8 Usual ther- 2011-2016 Boolean/Phrase, 64138
3. Postoperative pain score Visual Analogue Scale (VAS) apies English
4. Pain subcomponents of Western Ontario and McMaster #9 #7 or #8 2011-2016 Boolean/Phrase, 95023
Universities osteoarthritis index (WOMAC) or pain-related English
subcomponents of other instruments #10 Improves 2011-2016 Boolean/Phrase, 310251
5. Time to resume activities of daily living (ADL) quality of patient English
life. outcomes
This review considered all randomized control trials studies (RCTs) #11 Improves 2011-2016 Boolean/Phrase, 357745
published in English language and restricted from 2011-2016. The outcomes English
RCTs should be comparing and examining the effect of the preopera- #12 #10 or #11 2011-2016 Boolean/Phrase, 357745
tive rehabilitation program, that is to say, “prescribed or supervised ex- English
ercises with or without education, nutritional advising, among others #13 #3 and #6 2011-2016 Boolean/Phrase, 50
against the usual care on the patient undergoing TKR surgery, iden- and #9 and English
tifying at least one clinically health outcome of interest post-surgery. #12
Initially, the researchers conducted a limited search using the Co- Total 15
chrane Database of Systematic Reviews to identify the similar studies
and capture the keywords to avoid redundancy and repetition. There- Further, we conducted a hand search in various institutions includ-
fore, the search keyword terms included MeSH for pre-education, pre- ing Khoula Hospital, Sultan Qaboos University Hospital, and Institute
habilitation, physiotherapy, knee replacement surgery, and training. of Health Science Library to find any additional literature and un-
published studies through Cardiff University and Oman Ministry of
A search was undertaken in nine electronic databases of all published
Health e-Library. Two reviewers (SA and MA) conducted the search
randomized controlled trials using several combinations of terms
and identified potentially eligible studies.
of the keywords and Mesh namely CINAHL, Scopus, PsycINFO,
PubMed, AMED, EMBASE, MEDLINE, ASSIA, ERIC. Moreover, to
avoid duplicates, Scopus was used to search other databases (Table 1).

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Assessment of Methodological Quality Table 2 Appraisal of the Reviewed Studies

Two independent reviewers (SA, MA) screened the articles by title S.N. Criteria Author and Date
and then abstract using specific criteria. The same reviewers then crit-
Cavill Cooke Skof- Ma- Huang McKay Brown Gs-
ically appraised and assessed the methodological validity and risk of et al et al fer tassi et al et al et al. toettner
bias of each included trial before inclusion in the review, using the ten 2016 2016 et al et al 2012 2012 2012 et al.
2016 2014 2011
questions in the JBI (2014)critical appraisal instrument. Due to the
nature of the studies under consideration some of the criteria such #1 Was the Y Y Y Y Y Y Y Y
assign-
as blinding participants and concealing treatment group and gener- ment to
alizing the findings were not practical to most studies. Therefore, it experiment
was useful to include those with at least seven of the ten criteria of group truly
methodological quality. With the involvement of a third reviewer, it random?
resolved the disagreement. #2 Were par- N N N N N N Y N
ticipants
blinded to
Results and Discussion treatment
allocation?
The findings are presented in narrative synthesis form as it was not #3 Was allo- Y Y Y NC N N Y N
possible for data synthesis statistically due to the different interven- cation to
tions and outcomes of the retrieved studies. treatment
groups
concealed
The search strategy identified 27 paper, of which 14 articles were rel- from the
evant to this review based on the title. After removal of duplicate and allocators?
detailed examination, full texts were retrieved for the remaining 11 #4 Were the Y Y Y Y Y Y Y Y
studies. After critically appraised and assessed the methodological va- outcomes
lidity and risk of bias, eight papers were identified for data extraction of people
who
and analysis. The details of the selection process are presented in Table withdrew
2. described
and
Description of Studies included
analysis?
All eight studies gave specific details about their randomization and
all of them assessed patient knee function level pre and post TKR sur- #5 Were those Y Y Y Y N N N N
assessing
gery (Brown, Brosky, Topp, & Lajoie, 2012; Cavill et al., 2016; Cooke et outcomes
al., 2016; Gstoettner, Raschner, Dirnberger, Leimser, & Krismer, 2011; blind to the
Huang, Chen, & Chou, 2012; Matassi, Duerinckx, Vandenneucker, & treatment
Bellemans, 2014; McKay, Prapavessis, & Doherty, 2012; Skoffer et al., allocation?
2016). However, four were pilot RCT 12(Brown et al., 2012; Cavill et al., #6 Were the Y Y Y Y Y Y Y Y
2016; Cooke et al., 2016; McKay et al., 2012). Only one study reported control and
treatment
that the participants were randomly assigned by a blind selection to groups
an intervention or a control group (Brown et al., 2012). Five blinded compa-
of the eight studies reported about the outcome assessors (Cavill et al., rable at
2016; Cooke et al., 2016; Matassi et al., 2014; Skoffer et al., 2016). Three entry?
most recent, two were from Australia, (Cavill et al., 2016; Cooke et al., #7 Were Y Y Y Y Y Y Y Y
groups
2016) and one from Denmark(Skoffer et al., 2016), and one study each
treated
from Italy(Matassi et al., 2014), United states of America (Brown et al., identically
2012), Taiwan (Huang et al., 2012), Canada. other than
for the
named
interven-
tions?
#8 Were Y Y Y Y Y Y Y Y
outcomes
measured
in the same
way for all
groups?

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Table 2 Appraisal of the Reviewed Studies Functional Ability was measured by Standard Form–36 Health Sur-
S.N. Criteria Author and Date vey (Sf-36)(Brown et al., 2012; McKay et al., 2012); Range of Motion
Cav- Cooke Skof- Ma- Huang McK- Brown Gs-
(ROM) (Huang et al., 2012; Matassi et al., 2014); Timed Up and Go
ill et al fer tassi et al ay et al. toettner (TUG) (Cavill et al., 2016; Skoffer et al., 2016); WOMAC (Gstoettner
et al 2016 et al et al 2012 et al 2012 et al. et al., 2011; McKay et al., 2012) Knee Society Clinical Rating Score
2016 2016 2014 2012 2011 (KSS)(Gstoettner et al., 2011).

#9 Were Y Y Y Y Y Y Y Y Quality of life was measured by European Quality of Life Instru-

outcomes
measured
ment(EQ-5D-3L)(Cavill et al., 2016); Sf-36 (Brown et al., 2012; McKay
in a reli- et al., 2012), Knee Injury and Osteoarthritis Outcome Score (KOOS)
able way? (Skoffer et al., 2016).
#10 Was ap- Y Y Y Y Y Y Y Y
propriate Description of the Studies
statistical The detailed summary of the characteristics of included studies in-
analysis
used? cluding all results are given in Table 3. The major differences between
the included studies are described below.
#11 Total 9 9 9 8 7 7 9 7
Score
#12 Risk of VL VL VL VL VL VL VL VL
Cavill et al. (2016) conducted a Randomized Control Trial with as-
Bias sessor blinding evaluating the effect of prehabilitation education and
Note: Y=Yes, N=No, VL=Ve treatment on the quality of life and function in patients having total
knee replacement (TKR) by physiotherapist. Patients undergoing
(McKay et al., 2012) and Austria (Gstoettner et al., 2011). There were (TKA) (N= 64) were allocated to either Control group (n= 32) Stan-
no studies conducted in Africa and Middle East. dard care (education) or Intervention group (n= 32) Prehabilitation
(exercise and education).
Sample Size
All of the studies used convenience sampling with sample size from 18 The intervention of prehabilitation consisted of one-hour twice-week-
(Brown et al., 2012) to 243 (Huang et al., 2012). ly sessions for at least three and a maximum of four weeks prior to
Baseline Comparability of Groups surgery. The control group did not receive a pre-surgical exercise pro-
Seven studies gave description of baseline comparability of varying gramme but only received usual care included education on ‘what to
details related to participants’ demographics, including age, sex, BMI expect once in for surgery.’
(Brown et al., 2012; Cooke et al., 2016; Gstoettner et al., 2011; Huang The researcher used a multi-method evaluation. Primary outcome
et al., 2012; Matassi et al., 2014; McKay et al., 2012). Two of the eight measures were the EQ-5D-3L measuring the health-related quality of
studies did not give any description of mobility level(Cooke et al., life (known as European Quality of Life Instrument) and patient spe-
2016; Skoffer et al., 2016). cific functional scale (PSFS) to quantify activity limitation and mea-
sure functional outcome over time. Whilst secondary outcome mea-
Intervention sure included the active range of motion, TUG and length of stay. The
In all eight studies the intervention groups had usual care and different study showed no significant between-group differences in EQ-5D util-
exercises programs; of which in seven studies the control group had ity(p=0.33) or PSFS (p=0.73) or TUG time (p= 0.08) and the EQ-5D
only the usual care according to their organization (Brown et al., 2012; VAS (p=0.11). There was no significant reduction in the acute hospital
Cavill et al., 2016; Cooke et al., 2016; Gstoettner et al., 2011; Huang et stay between the groups (p=0.96).
al., 2012; Matassi et al., 2014; Skoffer et al., 2016). In only one study the
control group had a usual care and exercise (McKay et al., 2012). For Huang et al (2012) randomized patients to either both a 40-minute ed-
all studies differences in outcomes were compared between the control ucation session and 4-week home exercise programme both given by
and experimental or intervention groups. an experienced physiotherapist or the control group who received no
advice on exercise or education. Pain was the only PROM measured,
Outcome Assessment using a VAS, whilst secondary outcome measures included length of
The main outcome was any objectively measured or self-reported stay and hospitalization-associated medical expenditure. The authors
functional outcome such as pain, functional ability, and quality of demonstrated no difference in pain scores but report a significant re-
life toward the TKR operation programmes. All of the studies used duction in the length of stay (p=0.027) and medical costs (p=0.001) in
pre-validated interprofessional instruments. The tools that have been the intervention group. The study lacked a defined primary outcome
used for measuring the pain were as follow; Visual Analogue Scale and thus has no power calculation. Follow up of patients was only until
(VAS) (Cavill et al., 2016; Huang et al., 2012); Western Ontario and discharged and any potential longer term benefits from the interven-
McMaster Universities Arthritis Index (WOMAC) (Gstoettner et al., tion were not studied. The medical expenditure calculations were only
2011; Matassi et al., 2014; McKay et al., 2012); Numeric Rating Scale inclusive of inpatient costs, assessing pre- and post-operative expendi-
(NRS) (Cooke et al., 2016)and Knee Injury and Osteoarthritis Out- ture would give a better overall reflection of any cost savings.
come Score (KOOS)(Skoffer et al., 2016).

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The RCT conducted by McKay et al. (2012)aimed to examine the

Table 2 Summary of the Reviewed RCTs Studies
pre-operative treatment which consist of a 6-week prehabilitation
S.N Author/ Study Interven- Outcome Results Note
exercise training program on presurgical quadriceps strength for pa- Date/ Method/ tions / and As- (Mean, SD and p
tients undergoing total knee arthroplasty (TKA).All participants exer- Country Participants Compar- sessment value)
cised 10-minute aerobic warm-up, 3 times per week for 6 weeks; the ison Measures
intervention group (n=10) followed by lower body exercise, while the 2 Cooke et Sin- Interven- Pain, No significant
control group (n=12) followed by upper body exercise before TKA by al., 2016 gle-blinded, tion anxiety, differencesbetween
a trained kinesiologist. parallel, self-effi- groups at any time
Australia pilot RCT cacy point
design.
The researcher evaluated the isometric quadriceps strength as primary n= 40
outcome, whilst the secondary outcome measures included mobility N=91 Preoper- Numeric Pain:
using 50-foot flat surface walking test Patients ative (ed- Rating T0 p= 0.121,
undergoing ucation Scale T1 p=0.611, T2
hip or knee via DVD (NRS) p=0.208, T4
Table 2 Summary of the Reviewed RCTs Studies replace- and usual State- p=0.096, T5
ment. care) Trait p=0.621.
S.N Author/ Study Interven- Outcome Results Note Anxiety
Date/ Method/ tions / and As- (Mean, SD and Control Invento- STAI:
Country Partici- Compar- sessment p value) n= 32 ry (STAI) T0 p= 0.950,
pants ison Measures usual Self-Effi- T1 p=0.165, T2
1 Cavill et Prospec- Interven- Range of No significant care cacy p=0.695, T4 p=
al., 2016 tive Pilot tion motion differences 0.574, T5p=0.662.
RCT and between-group SPSS
Australia with function. inEQ-5D Self-Efficacy:
assessor utility=−0.04 T0 p=0.897, T1
blinding. n=32 (−0.16, 0.08), p=0.969, T2
Preha- Primary p=0.50 p=0.875 T4 p=
N=64 bilitation outcome 0.517
patients (exercise EQ-5D- PSFS: −0.59
under- and edu- 3L and (−1.8, 0.6),
going cation) PSFS p=0.32 Table 2 Summary of the Reviewed RCTs Studies
(TKA). Control S.N Author/ Study Interven- Outcome Results Note
n=32 Sec- The difference Date/ Method/ tions / and As- (Mean, SD and p
Standard ondary was larger by Country Participants Compar- sessment value)
Care outcome group-joint ison Measures
(Educa- TUG interaction
tion) time and effects 3 Matassi Prospective Treat- Range of After 6 weeks in a Both
length of TUG time: 7.6 et al., RCT single ment motion treatment group, group
stay (−0.9, 16.1), 2014 blinded group and a significantim- as-
p=0.08 study. n= 61 function provement of sessed
Stata/IC EQ-5D VAS: Italy (Home passive and active pre-op-
11.2 for −18.3 (−41.1, N=122 based Knee flexion,extension, eration
windows 4.5), p=0.11 Patients exercise ROM and knee score All
undergoing pro- andKnee (p=0.0001) patients
Knee Flexion (TKA). gramme Society re-
Improved; 12.6 6 weeks Clinical Significant ceived
(5.2, 20.0), p= before Rating difference in knee the
0.001 surgery) System flexion post-oper- same
ative (p=0.0016) implant
Control SPSS: Treatment group; type
group ANOVA reached 90of knee
n= 61 flexion at a mean
usual of 5.8 days.
care Control group
only reached
this at
6.9 days.

Hospital stay
Significant differ-
ence (p=0.011)
Exercise group 9.1
days.
Control group 9.9
days.

55
 SDCA Asia-Pacific Multidisciplinary Research Journal
Volume 1 No. 1 2019

Table 2 Summary of the Reviewed RCTs Studies

S.N Author/ Study Interven- Outcome Results Note
Date/ Method/ tions / and As- (Mean, SD and p
Country Participants Compar- sessment value)
ison Measures
4 Brown et Pilot RCT Treat- Better Physical func- Both
al., 2012 Blind draw ment quality of tioning group
United N=18 group life Significant differ- assessed
State of Patients n=11 ence (p=0.04) pre-op-
America undergoing (training eration
(TKA). booklet Standard Bodily pain
exercise Form–36 Not significant
pro- Health (p=0.61)
gramme) Survey
(SF-36) Social functioning
Control Quality Not Significant
group Metric (p=0.65)
n=7 usu- Health
al care Out-
comes

SPSS:
T-test

Table 2 Summary of the Reviewed RCTs Studies

S.N Author/ Study Interven- Outcome Results Note
Date/ Method/ tions / and As- (Mean, SD and p
Country Participants Compar- sessment value)
ison Measures
5 Huang et RCT Rehabil- Primary Hospital length
al., 2012 N= 243 itation outcome of stay
Patients group Range of Study group (5-10
undergoing Motion; day)
(TKA). n=126 (PROM) Control group
(4 weeks and Pain (5-12 days)
home (VAS) at Significant
rehabil- Pre TKA, improvement
itation Post (p=0.027)
educa- TKA
tion pro- and on No significant
gramme) discharge improvement in
day. function in all
Control Sec- three times
group ondary
n=117 outcome Knee ROM
usual Reduce Pre TKA T1
care length of (p=0.549)
hospital Post TKA T2
stay (p=0.673)
on discharge T3
SPSS: (p=0.582)
T test,
Pearson’s VAS:
Chi test, Pre TKA T1
and (p=0.362)
p=0.05 Post TKA
(p=0.431)
On discharge
(p=0.686)

56
 SDCA Asia-Pacific Multidisciplinary Research Journal
Volume 1 No. 1 2019
The Power of Healing: Decolonizing Feminist Reading of Luke 9:49-50 and the
Traditional Healers in the Philippines
Richard Necesito ■ Wyndell S. Gaspan III
Abstract
The Philippines has a long custom of traditional healers passed down
through the generations since time immemorial. Upon the Emer-
gence of top-notch medical schools - producing doctors and nurses
around the world, the traditional healing continued to thrive amongst
the population in far-flung islands and barrios in the country. On the
other hand, in the public square of theology, they remained “silenced”
and “unheard” towards agent of “Christ Healing.” This study explored
the postcolonial reading of the traditional healers in the Philippines.
It sketched the history of Traditional Healers in the Philippines from
ancient to present. This quest reinforced deeper analysis through “in
– depth individual interview” with 3 traditional healers (Case Study
based). Furthermore, this paper exposed the present reception of the
Catholic Church on “Traditional Healers.” Ultimately, this paper de-
colonized a feminist reading through the Gospel of Luke 9: 49 – 50.
Richard Necesito
Professor of School of Arts, Sciences, and Education, St. Dominic College of Asia
rednecesito@yahoo.com
Wyndell S. Gaspan III
Director of Quality Assurance, Divine Word College, Calapan Mindoro
57
Introduction
The existence of traditional healing dates back from 14,000 centuries
B.C., until Chinese, Graeco-Arabic and western countries using tra-
ditional medicines. It is the oldest form of structured healing, which
is practiced with basic set of tenets (Medicine Network, 2003). Before
modern medicines have been introduced in the Philippines, our early
ancestors have engaged in traditional healing. According to Del Fierro
and Nolasco (2013), a local healer is a local medicinal doctor who re-
sorts to indigenous means of treating patients who are in pain or have
long been suffering from various forms of illness caused by supernat-
ural factors.
But as time passes by, that kind of practice is already slowly dimin-
ishing, brought by modernity and inventions in medicine. People rely
more on professional medical practitioners who use science or modern
medicine to cure diseases. Despite the extensiveness, power, and capac-
ity of modern medical science, large portion of our human population
can never avail its benefits, because of their impoverished economic
situation. At the turn of the century, traditional medicine is practiced
among the poor communities in rural villages. The healthcare needs of
the Philippines is associated to power and capacity, because only the
rich can avail of the modern hospital facilities, while the poor is part
of an estimated 50%, who rely on the use of folk healing (Gilani, 2005).
Women are emerging in all aspects of society to bring healing, en-
lightenment, education, change, and spirituality to the evolution of
humanity. They are highly respected because of their craft in folk heal-
ing, which is learned through observation, imitation and experience
(Thomas, 2003).
This paper aims for a postcolonial reading of traditional women heal-
ers against the backdrop of Luke 9:49-50. Specifically, the paper seeks
to answer the following: What does the literature say about tradition-
al healing in the Philippines?How do the traditional healers cure the
sick?What are the similarities and differences between biblical healing
and traditional healing? How do they enrich and critique each oth-
er?What is the significance of the chapter 9 of the Gospel of Luke in
shaping our attitude toward traditional healers today?
 SDCA Asia-Pacific Multidisciplinary Research Journal
Volume 1 No. 1 2019
Methodology
The paper used the descriptive method through hermeneutical and de-
construction approach within the area of Ethnographic case study.Also,
Decolonizing Feminist reading is fused in this research to unleash an
authentic reading of Feminism (Dube, 2006). Common themes on the
testimonies of the local healers are used for a reference of discussion.
Their stories served as an avenue to dig deeper into the origin of the
traditional healing in the Philippines. Add to this, it shall be supple-
mented of review of related literature on the study of local healers and
Babaylans. It shall expose how the Spanish colonization dealt with the
Babaylans during Spanish occupation. Ultimately, it attempts to pres-
ent the power of women’s healing in Jesus’ spirit as presented in the
Gospel episode of Luke 9:49-50.
Review of Related Literature
Folk healing in the present situation of the Philippines wasquite simi-
lar to what the early Filipinos did. The descriptions of the early Span-
ish chroniclers (such as Aduarter, Chirino, Colin, Loarca, Placencia)
on the early healers are similar to present-day situations (Blair and
Robertson, 1976). The Spanish chroniclers called them baylan, baba-
ylan, catalonan, etc., and associated their practices with the devil. The
word “devil” is supported by the study of Mangahas(2010). Mangahas
(2010) borrows the word of Antonio Pigafeta, ‘when Spaniard came
in 16th century, Spaniard changed the name into bruja.” A study of
Magos (1992) states that even the historian Antonio de Morga would
assert that Spaniard called them ‘deceits who invoked the evil spirits
through rituals and prayers.” Babaylans, (also balians or katalonans,
among many other names), were animistic shamans of the various eth-
nic groups of the pre-colonial Philippine islands (Cole and Gale,1922).
These shamans were women or feminized men (asogor bayok). They
were believed to have spirit guides, by which they could contact and
interact with the spirits (anito) and the spirit world. In most Philippine
ethnic groups, shamans were predominantly female due to the role of
the shaman (especially the medium) being an intrinsically feminine
one (Brewer, 1999).Mercado (1988) explained that traditional healers
mediate with the spirits through ecstatic (e.g. trance, dreams and tra-
ditional). Mercado pointed that in the process of healing, the spirits
appeared to them in order to give the antidote (e.g. sacred objects and
sacrifices). Hence, their primary roles were mediums during pag-ani-
to séance rituals. There were also various subtypes of Babaylan spe-
cializing in the arts of healing and herbalism, divination, and sorcery
(Scott, 1992). The Babaylans were highly respected members of the
community, on par with the pre-colonial noble class (Scott, 1994, Mal-
lari, 2013, McCoy,1982). Dagmang (1994) explained that in pre-His-
panic times religion was healing and healing was a religious ceremony
that the folks usually hold in places called “simbahan” their place of
worship. In all these healing rituals (“mag-aanito” or “magdidiwata”)
there was this babaylan who, used herbs and other indigenous materi-
als and called on the anitoto take away sickness.
58
Basic to this practice of propitiation is the underlying belief inform-
ing it-that everything that happens in this world is attributable to an
anito of some kind. Benevolent and malevolent ones roam around our
world. In all that happens, good or bad, we are supposed to call on
these anitos to render to them gratitude for the benefits they shower
on us or to plead for mercy or exemption from suffering in case of
sickness and other misfortunes.
One study claims that the modern Filipino faith healers are the contin-
uation, and development, of a Filipino “pre-Hispanic medico-religious
system of beliefs and practices” (Salazar, 1980). But, for the modern
Filipino healers, the spirits, calling the shamans, have Christian names.
Thus, EleuterioTerte, the first notable Filipino psychic surgeon, got his
call in 1925, when two angelic children appeared to him, when he was
seriously ill. He was promised a cure if he would accept the mission to
heal others (Licauco, 1982). Jun Labo, another famous healer, based in
Baguio, claims he received his calling when Jesus Christ appeared to
him (Licauco, 1982). Mari Daylo, a healer from Leyte, was promised
a cure from her ailment by the apparition, in a dream, of St Michael,
the Archangel, and she, in turn, promised to heal other people(Tiston,
1985). If one will look in the movement, there is a gradual integration
of Christian faith. Swann (1997) coined this as “Identity Negotiation.”
Swann was concerned with the processes that affected changes to per-
sonal identity. His terminology and a similar concept of ‘negotiation’ is
a socially located process of identity construction. Hence, it has been
appropriated and further developed by identity theorists interested in
issues of political, religion and cultural representation.
The shaman’s training is the learning of “secret language” and “animal
language” (Eliade, 1970). The Filipino folk- healers have to memorize
plenty of pig Latin prayers and formulae, which they think will affect
the cure. Jocano (1981) has documented the pig Latin prayers used by
the healers around the Laguna de Bay area. The popular healer, Alex
Orbito, has a mantra, which he prays in healing (Licauco, 1982).
Old and New healers identified two classification of diseases: those
that are naturally-caused, and those that are supernaturally-caused
(Salazar, 1980). Naturally-caused diseases need medicine, like herbs,
and the like. In the modern context, they need the help of the doc-
tor. However, supernaturally-caused diseases, such as those caused by
witchcraft, cannot be cured by doctors, but by arbularyos, or shamans.
Whereas, the Filipino shamans, long ago, were mostly female, the pres-
ent healers are mostly male and do their healing in a clinical setting.
However, at present, there are individuals who are tough ones with the
existent of traditional healers. One for instance, a lay speaker strong-
ly discouraged more than a thousand singles present at a recent CFC
(Singles for Christ Metro Manila Regional Conference workshop)
from going to albularyos or faith healers, saying sick people should
receive the healing sacraments of the Church instead (CBCP News,
Ditch Albularyos, get real healing, 2015).
 SDCA Asia-Pacific Multidisciplinary Research Journal
Volume 1 No. 1 2019
The lay leader added, “never ever go to albularyos. Go to the church and
receive the sacrament of the anointing of the sick. That is the real sacra-
ment of healing,” said Phil De Guzman, a lay volunteer of the Archdio-
cese of Manila’s Office of Exorcism under chief exorcist Fr. JocisSyquia.
In an exclusive interview with CBCP News, he (De Guzman) explained
the faith healer’s so-called prayer incantations are not real prayers, as
far as the Catholic faith is concerned.“[The part] where they pray, you
call that an incantation. It’s not real prayer…It’s only magical…because
the real prayer comes from the heart,” De Guzman explained further in
Filipino, noting that even the sacramentals the faith healers bring with
them, such as religious images, rosaries, or medallions, are not blessed
(CBCP News, Ditch Albularyo, get real healing, 2015).
Case and Findings of the Study
Healer 1: She is Sofing (Not her real name). Married and blessed with
seven (7) children and her husband is a tricycle driver. She is a local
healer for the past 25 years. She is 65 years old.
Healer 2:Yna is her name (Not the real name). Married and have three
children. She is 63 years old. She was a catechist of her former parish
before she transferred to her current address. She is into healing activ-
ities for 18 years.
Healer 3: Nida (Not her real name). Like Sofing and Yna, she is mar-
ried with four children. Her husband is a farmer and her assistant
during healing activities. She is 70 years old and into healing for 23
years.
The Power of Prayers
The local healers make use of prayers, specifically identified as orasyon
in treating whatever ailments or diseases. Often, orasyon is written in
Latin, which is known to be the language of God. Two of the respon-
dents reveal that they use “librito”, a book composed of several orasyon
(e.g, Divine Mercy Prayer). H1 said that her librito is written in several
languages with 73 prayers and 21 of those are Latin orasyon. Although
not all of them have librito, it does not lead to the absence of orasyon
(especially the power of calling the name of Jesus in the ritual), in every
healing procedure that they perform.
H2 acquires her ability to utter orasyon from her unusual trainings in
her dream of which she testified that prayers should be done to make
her healing craft effective. “Pinag- orasyon ko siya para gumaling siya
dahil siya ay nabinat” (I let her say a prayer because it alleviates his or
her suffering of fatigue), She answered when asked of the reason of
uttering prayers to one of her patients upon performing the healing
process called “tayhop” (gentle blowing). The remaining two mang-
gagamot are also asked on the necessity of the said orasyon. Their re-
sponses suggest that an orasyon is neither a healing guide nor a source
of healing abilities.
59
Despite all the uncertainties, it is undeniable that traditional healing is
strongly driven and influenced by the Christian faith similarly to other
traditional healing practices in the Philippines. This is Traditional be-
lief that prayer and faith blend together for efficient healing.
The Origin of the Gift of Healing
Most of the manggagamot claim that their healing abilities originat-
ed from their ancestors and were passed on through the next gener-
ation. While some confessed that they obtained their healing abilities
through apparition. Two of them said that their calling begun through
a series of apparition. H2 laments “Siguro ito ay ipinagkaloob sa akin
ng Diyos.” (Yes, maybe it’s the will of God that He bestowed me the
ability to heal). When asked how her calling begun, she answered,
“Minsan nananaginip ako nananggagamot ako, may nakikita akong
isang matandang babae na may binubulong sa akin at sinasabi sa akin
kong paanu gamitin.’ (There are times that I am dreaming of an elderly,
giving me words on how it will be done, then with that, I knew I can). If
some manggagamot attained their healing abilities through apparition,
there were some of them who attained healing abilities to heal from
their ancestors and passed on through the next generation.
In every interview, manggagamot has their own story in acquiring
their healing abilities. Despite their differences, they all have the same
goal–to heal the sick, since they believe that healing their patients is
their mission to the community.
Traditional Healing as an Alternative
According to the respondents, the most suitable day for healing is ev-
ery Friday and Tuesday. For them, their patients considered traditional
healing as an alternative to medical practice because of financial con-
straint. H3 said, “dito sa amin, sila ang kusang nagbibigay. Wala kam-
ing presyo na katulad sa hospital.” (Here, our patients are given freely.
We don’t demand any rate or charge). H2 added, “mgatao sa probinsya
sa amin ang punta dahil wala silang pera.” (People at the province vis-
ited us for healing because they don’t have money).
Evidently, patients consult traditional healers instead of a profession-
al doctor for medical help because they are not required to pay a fix
amount unless they donate. Contrary to the hospitals or clinics where
a consultation fee is required for every transaction made. This is sup-
ported by the study of Dr. Vergie Bonocan Maquiabas, that the age-old
practices continue despite modern day science because those who seek
it finds it cheaper and sometimes more effective than relying on medi-
cal experts (Cryer & Thomsen, 2001).
Limitation to financial resources affects choices and actions of people
toward healing. In the state of impoverished situation, people may re-
sort to inexpensive ways even if the ailment requires care of licensed
physicians. This context mirrors the shades of poverty, where people
cannot afford to avail the health services in medical centers, because
they only give a little amount to the manggagamot for his or her ren-
dered service, which is called pahalipay or an act of offering.
 SDCA Asia-Pacific Multidisciplinary Research Journal
Volume 1 No. 1 2019
The majority of healers feel that their ministry is a gift, which must
also be given freely. They also receive money, or reward (yet volun-
tary), for their sustenance, and the support of their families. But they
also give away plenty of what they receive to charity. If the healer can
detach himself from material success, he will not lose his power. Since
the Philippine healers are also human, they may be subject to human
frailty, like gambling, liquor, and extra-marital sex. But, as long as they
do not allow these vices to dominate their personality, and as long as
they keep healing as their main ministry, they will not lose their power.
Otherwise, they cannot effect lasting cures (Licauco, 1982).
Healing as God’s Grace
Healing power may be translated as bisa, gahum, or pigsa, respective-
ly, in Cebuano Visayan, Tagalog, and Ilocano – the three most-wide-
ly-used Philippine languages. The healers describe the healing power
differently. It may be a hard, ball-like substance inside the body of the
healer, or a kind of force coming from the blood, or like an electric
current, with paralysing strength, or a cold feeling, then becoming
warm, coming from God (Jocano, 1973).
To the mind of respondents, the power of healing is both acquired,
and a gift. To a certain degree, the powers of healing may be acquired
through human effort. Arens reports that the shamans are directed to-
wards the acquisition of power. Arens adds that the shamans in Biliran,
an island near Leyte, have to spend nine Fridays in the sea, nine Fri-
days in the church, and nine days in the cemetery(Arens, 1982). But,
concerning the higher forms of healing, this seems to be a God-given
power. The healers also claim that their gift of healing comes from the
spirits/saints, or from God. H1 shared, “Nagsisimba ako lagi. Galing
kasi sa kanya ang aking gawaing ito.” (I regularly attend mass. I believe
what I have is from Him”.
The testimonies of the healers are unanimous in saying that the pos-
itive disposition of the patient plays an important role in the healing
process. Those who lack faith will make the cure harder and slower on
the part of the healer. This means that no faith on the side of the pa-
tient will remain uncured. The healer’s power can work, but often to a
limited degree. H1 explained, “ang aking panggagamot ay walang say-
say kong hindi naniniwala ang nagpapagamot na gagaling siya.” (What
I am doing is pointless if the patient doesn’t believe that he/ she will
be healed). H3 elaborated, “Sa pagpunta ng mga nagpapagamot dito sa
akin, sila ay naniniwala na gagaling sila or kaya ko silang pagalingin sa
gabay ni Sto. Nino.” (Upon the decision of my patients in coming here,
they believed that they will be healed in the name of Sto. Nino).
Since folk healing is greatly similar with Christian faith, most of the
local healers utter prayers to the images of significant figures of the
Christian religion like: Virgin Mary, the statues of the Señor Santo
Nino, Image of the Divine Mercy, the Holy family, and the Crucified
Christ, before performing a certain healing procedure to the patient
(Gaabucayan, 2012).
60
Traditional healing is a part of Philippine society and culture. It is said
that traditional healing practice is combined to Christian belief when
Magellan has converted the Cebuanos (the people of Cebu) to Cathol-
icism. A folk healer, according to Leiban is said to have an unusual
connection with the spiritual world, which is derived from his or her
mystical patron, in order to uphold the power to heal( Lieban, 1967).
Spiritual Discipline
Spiritual discipline is not to be understood here as the nuances of as-
ceticism, which has stereotyped meanings in traditional Christian pi-
ety. This is maybe considered as a kind of discipline.
The explanation can be varied. One explanation is that the asceticism
of the Filipino healer seems to be connected with the accumulation
of power. All sacrifices – such as flagellation, or the use of amulets
– are not for the forgiveness of sins, but to make the body acquire
more power (Arens, 1982). The old shamans used to go to the caves for
this purpose; on the other hand, the modern healers go to cemeteries.
Their most-important season is Holy Week. Lent is said to be the sea-
son when the spirits give their power.
Prayers are the most carefully-guarded part of the healing technique,
because they control the power of the healers. They serve as the link
between the practitioner and the supernatural power, which, in the lo-
cal concept, is actually responsible for the cure of an illness. The healer
is merely a tool, through which the supernatural gift is given to the
healer. Prayers are, thus, regarded as sacred symbols, that hold the
key to an unseen source of power of “bisa” to overcome diseases (Jo-
cano, 1973). On the other hand, the healers may be motivated by the
Christian way for doing good. Most healers seem to be moved by this
call, that since they have freely received the gift of healing, they must
also freely give it away to others. Obedience to superiors is the test for
spiritual discipline.
Women Healers and Luke 9:49-50
The foregoing phenomena of folk healing in the Philippines have par-
allels in the Bible specifically in the Gospels. Healing was essential to
the ministry of Jesus. All four evangelists give examples of Jesus as a
healer (Hill, 2007). In unconquered confidence, Jesus welcomed blind,
crippled, leprous, even dead people into His presence. For Luke, this
proleptic overview of Jesus’ ministry is indicated in what Jesus read in
Isaiah 6l 1f., at the congregation of the synagogue of Nazareth:
The Spirit of the Lord is on me, because He has anointed me to preach
good news to the poor. He has sent me to proclaim freedom for the
prisoners and recovery of sight for the blind, to release the oppressed,
to proclaim the year of the Lord’s favor (Lk. 4.18.).
 SDCA Asia-Pacific Multidisciplinary Research Journal
Volume 1 No. 1 2019
Luke also stresses that the ministry of healing (of which exorcism is a
part), whether accomplished by Jesus himself (Luke 11.14-22) or by
His disciples (Luke 10.17-19), is an attack on Satan’s kingdom. ‘Others’
are also involved in the miracles of healing (Lk. 9.49f.), but Luke does
not specifically use that pericope to underscore the defeat of Satan.
Thus, Jesus thereby announced the arrival of the more powerful King-
dom of God through acts of healing by casting out demons.
As narrated in the Gospel episode of Luke, “And John answered and
said, ‘Master, we saw someone casting out demons in your name, and
we forbade him because he does not follow with us.’ And Jesus said to
him, ‘Do not forbid him, for he who is not against us is for us’.” (Luke
9:49-50).
Here’s the kind of argument one might hear: “This man [sic] was not
following Christ with Peter, James and John and the other apostles. He
[sic] was working independent of ‘Christ’s group,’ yet the Lord said:
‘Do not forbid him[sic].’ Hence, even though someone may not be
with us; even if they happen to be in a denominational body, or teach-
ing some things that are wrong; so long as they are not against us, and
so long as they ascribe the name of Christ to their work, we should not
forbid or criticize them (Brown et.,al, 1990).
Attention must be paid to what Jesus said about the person. One who
wants to understand the text must carefully consider what Jesus said
about this unnamed person. This unidentified “one”, based on every
indication of study, was a faithful disciple of Christ, though not in the
literal company of the apostles. This teaches that those who are liv-
ing and working in the name of Christ (by His authority) are not to
be forbidden, even if they are unknown. He (Jesus) did not prohibit
others from using His name in casting out demons, because – as He
instructed His disciples – “anyone who is not against you is for you”
(Luke 9:49-50). The power of healing, which the disciples, and early
Christians, received was a gift from the Holy Spirit (Rom 12:9; 1 Cor
12:9; 28.30), and could not be bought (Acts 7:18-21).
R. B. Cherry (1999) views faith as a pathway of healing in which Jesus
uses both the natural and the supernatural to heal, and calls anyone
who believes in Him. Being healed has been described as a privilege of
accepting Christ’s redemption on the cross (Bosworth, 2001).As such,
traditional healing is to be as a result of intercessory prayer to a saint
or to a person with the gift of healing (Ascoli, 2009).
Thus, according to Graves (2011), healing is not primarily for the per-
son healed, but for all people, as a sign of God’s work in the ultimate
healing called ‘salvation’, or a sign of the kingdom that is coming.
61
Conclusion
The present study demonstrated the situation of struggle of traditional
healers for “authentic liberation.”It was notable that in the history of
traditional healers, women’s held a high designation in society as “ba-
baylans.” In the dawn of colonization, they were demolished, demon-
ized and branded as “witch” or “evil.” Along the way, they learned to
adopt and integrate in order to survive. Though they continue to sur-
vive, Babaylans continue to grapple with “authentic liberation” against
the Patriarchal system (run by Catholic authority). Though, some of
whom are sought after, they are given a special name –“pranic heal-
ers” which signify an “unauthentic healing.” On the other hand, the
reading of the Gospel of “Luke 9:49-50,” invites for a postcolonial fem-
inist reading. The narratives of Healer1, Healer2 and Healer 3 blend to
the profound meaning of such Biblical text. They can be considered as
“others” who continue to cure in the name of Jesus. Further, the un-
named person in the gospel episode is a representation of those who
are fellow servants of Christ (9:49-50). This is exactly what Jesus did.
He respected, valued and loved women - wanted to raise them up. One
of the best places to see what Jesus thought of women, and how He
treated them is the book of Luke. Of the four Gospels, Luke says the
most about how Jesus interacted with women. There are more women
in the Gospel of Luke than in any other Gospel (Brown, et.al., 1990).
Ultimately, the church can only come up with postcolonial feminist
reading of “traditional healers” if she crowd outs the illusion of the
Patriarchal system –The priest and bishops (only men) – are capable of
receiving the gift of healing, the power of Christ.
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62
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