Research Paper 1

ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL
Tracing Back the past: Discovering the History of “Miki Lualo”
____________________
A Qualitative Research
Presented to
The Faculty of Technical Vocational Livelihood Track (TVL)
Ilocos Sur National High School
Senior High School
Vigan City
____________________
In Partial Fulfillment of the

Requirements for the Subject
Practical Research 1
____________________
by:
KNIETEL RENCIO RABARA
2023
ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 1
Chapter I
THE PROBLEM
Introduction
The Ilocanos is a province with many different cultural influences, it is one
of the symbols of the diverse cultures and beliefs of the Ilocanos, which explains
why it has so many rituals and celebrations. Early immigration has had a significant
impact on these issues. The indigenous iloko culture of the Ilocanos has been
retained and is visible in their way of life, beliefs, and ceremonies despite all of
these outside influences. Ilocanos are well known for and highly appreciated for
their unique culture.
It as an age-old custom dating back to Spanish times that whenever there is a
funeral procession, a band or what they call Musiko is commissioned to play to
drum out the wails of the mourning relatives of the deceased on the long, somber
walk that ends at the cemetery. Miki is what they would serve the musicians to lift
their tired spirits and feet. Hence the name, Pansit Musiko, Miki is also traditionally
served during Padasal (prayers) they call this custom Miki Lualo. It is a satisfying
one-dish meal with crumbled bits of Vigan Longganisa thrown in, which are
replaced by dried Ipon (family Gobiidae) as topping come Semana Santa or Holy
Week.
(The central part of provincial towns) of Sta Catalina is family making
dough out of making. hand-make noodles with a pleasantly chewy bite to them
compared to factory noodles, Santa Catalina Gaind fame because of the popularity
of his product
Suddenly blew out of proportion word of mouth soon spread to neighboring
Towns, and curious tourists sought their way to his house cum Miki palace.
Initially bought the Miki noodles from the City. that they make the noodles
instead starting with crude materials, like a bottle for a rolling pin , and manually
cutting the flattened dough into strips. Water and flour are the only ingredients, and
although the process is laborious
I tried some Miki at a food joint in Vigan and thought it was delicious,
Trough nothing really out of the ordinary noodles was something else It speaks of
Patience, Hard work, and of love poured into the labor of cutting dough into strips
and its full-bodied, home-made. whether one is local, balikbayan or tourist, or out-
of-towner like me, I recommend you to try the famous Miki on an early morning at
the modest house at 78 Ragasa Street, Sta Catalina. You won’t lose your way,I
assure you because of its amazing aroma your senses will guide you. But make you
to come early because they often sold out by 7:30 a.m.
Research Questions
The study sought to interpret the scientific knowledge of Filipinos on the
culture-based learning of Science ideas and concepts of Junior High School (JHS)
students.
Specifically, it answered the following questions:
1. What are the factors that affect the culture-based learning of Science?
a. Does culture and beliefs affect learning?
b. Does the advancement of technology also affect it?
2. How does the location of the school affect culture-based learning in
Science along the following:
a. urban areas,
b. mountainous areas, and
c. coastal areas?
3. What are the ways of each schools in different areas practicing the
culture-based learning of Science?
a. Is it being implemented properly?
b. What is the extent of integration of the learning to the students?
Scope and Delimitation
Ilocos Sur is a heritage province with an extraordinary geographical location
along the shoreline at the west coast, mountainous at the east and plain at the center
causing the province to have varied culture inherited from their ancestors and was
carried from one generation to another.
The research study was conducted in three different secondary schools in
Ilocos Sur, namely: Ilocos Sur National High School (ISNHS) in the capital of
Vigan City, Puro National High School (PNHS) in Caoayan, a secondary school in
an island, and Tay-ac National High School (TNHS) located in the mountainous
part of Bantay. These schools are chosen by the researchers because their variations
when it comes to their environment, customs and traditions.
The study focused on the culture-based learning of Science ideas and
concepts of Junior High School (JHS) students in the acquisition of technology,
right values and highly technical skills needed in this ever-changing world.
Operational Definition of Terms
For clearer and better understanding of the study, the following words were
defined in the context of the study:
Advancement of Technology. The modern era of the knowledge of
techniques, processes, and the like, or it can be embedded in machines to allow for
operation without detailed knowledge of their workings.
Contextualization. Making sense of information from the situation or
location in which the information was found.
Culture. The arts and other manifestations of human intellectual
achievement regarded collectively.
Curriculum. The subjects comprising a course of study in a school or
college.
Culture-based Education. It is the grounding of instruction and student
learning in these ways, including the values, norms, knowledge, beliefs, practices,
experiences, and language that are the foundation of an indigenous culture.
Integrate. The combination of one thing with another so that they become a
whole.
Localization. The process of making something local in character or
restricting it to a particular place.
Science. It is a systematic enterprise that builds and organizes knowledge in
the form of testable explanations and predictions about the universe.
Science-based Curriculum. It is a basic assumption that underlies the
implementation of the Science Standards.
Topography. The arrangement of the natural and artificial physical features
of an area.
Related Literature and Studies
This chapter includes the conducted investigations and solved problems
from past studies which the researchers believed to have a similarity on the current
topic they are studying. The technical terms used and research questions or sub
topics are carefully discussed by comparing and contrasting this study to past ones.
The main purpose of making this framework is first, to have a strong
foundation which will direct the researchers in making a valuable study that is
relevant to the current situation of the world or a place, and second, to make a
reliable context which future researchers can use as a reference.
On Culture
Culture consists of the beliefs, behaviors, objects, and other characteristics
common to the members of a particular group or society. Through culture, people
and groups define themselves, conform to society's shared values, and contribute to
society. Thus, culture includes many societal aspects: language, customs, values,
norms, mores, rules, tools, technologies, products, organizations, and institutions.

This latter term institution refers to clusters of rules and cultural meanings
associated with specific social activities. Common institutions are the family,
education, religion, work, and health care (Harcourt, 2016).
In addition to this, Harcourt (2016) said that being cultured means being
well-educated, knowledgeable of the arts, stylish, and well-mannered.
Cole (2018) stated that culture is a term that refers to a large and diverse set
of mostly intangible aspects of social life. It is primarily composed of the values,
beliefs, systems of language and communication, and practices that people share in
common and that can be used to define them as a collective, as well as the material
objects that are common to that group or society. Culture is distinct from social
structural and economic aspects of society, but it is connected to them—both
continuously informing them and being informed by them.
Moreover, Harcourt (2016) mentioned that the cultural bond may be ethnic
or racial, based on gender, or due to shared beliefs, values, and activities. The term
society can also have a geographic meaning and refer to people who share a
common culture in a particular location. For example, people living in arctic
climates developed different cultures from those living in desert cultures. In time, a
large variety of human cultures arose around the world.
Another study on the topic by Cole (2018) asserted that sociologist define
culture as one of the most important concepts within sociology because it plays a
crucial role in shaping social relationships, maintaining and challenging social
order, determining how we make sense of the world and our place in it, and in
shaping our everyday actions and experiences in society. It is composed of both
non-material and material things.

In short, sociologists define the non-material aspects of culture as the values
and beliefs, language and communication, and practices that are shared in common
by a group of people. Expanding on these categories, culture is made up of our
knowledge, common sense, assumptions and expectations. It is also the rules,
norms, laws, and morals that govern society; the words people use and the how they
speak and write them what sociologists call "discourse", and the symbols they use to
express meaning, ideas, and concepts (Cole, 2018).
On Science
Wilson (2009) defines science as the observation, identification, description,
experimental investigation, and theoretical explanation of natural phenomena. In
addition, Harcourt (2010) said that science is the state or fact of knowledge derived
from observation, study, and experimentation carried on in order to determine the
nature or principles of what is being studied. Furthermore, Wilson (2009) explained
science as a system of acquiring knowledge based on the scientific process or
method in order to organize a body of knowledge gained through research.
Science is a continuing effort to discover and increase knowledge through
research. Scientists make observations, record measurable data related to their
observations, and analyze the information at hand to construct theoretical
explanations of the phenomenon involved. The methods involved in scientific
research include making a hypothesis and conducting experiments to test the
hypothesis under controlled conditions. In this process, scientists publish their work
so other scientists can repeat the experiment and further strengthen the reliability of
results (Wilson, 2009).

In addition to this, Wilson (2009) added that scientific fields are broadly
divided into natural sciences (the study of natural phenomena) and social sciences
(the study of human behavior and society). However, in both these divisions,
knowledge is obtained through observation and must be capable of being tested for
its validity by other researchers working under similar condition.
In general, science is a systematized knowledge of the physical or material
world gained through observations and experimentation (Wilson, 2009).
On Culture-based Education
Culture-based education is the grounding of instruction and student learning
in the values, norms, knowledge, beliefs, practices, and language that are the
foundation of a culture (Kana‘iaupuni and Kawai‘ae‘a, 2008).
Kahumoku (2014) stated that culture-based education enhances the whole
being by: a.) spiritually- able to explore and define one’s center—beyond the
physical or concrete awareness of self and the world; b.) physically- allows for
development of physical self as connected to family, community and the natural
world; c.) intellectually- enhances mental capacity and cognitive capability to build
awareness and engage in lifelong active learning, and d.) emotionally- builds
awareness of one’s emotional triggers to develop resilience and empathy for others,
in addition, Kahumoku (2014) said that teaching and learning through culture
increases student engagement that produces emotional, behavioral, cognitive
improvements and more focused, self-directed, confident, and positive.
On Related Studies about Culture-based Education/Learning
To ensure that no child will be left behind in education opportunities,
Alcober, (2015) said that the Department of Education (DepEd) has entered into a
partnership with the De La Salle Brothers (DLSBI) and the Pundasyon Hanunuo
Mangyan Association (PHMA) to strengthen the indigenous peoples’ education by
improving culture-based education and culture-responsive school management.
Alcober (2015) added that the concept will first be tested in Umabang
Elementary School and Bailan Elementary School in Bulalacao, Oriental Mindoro
province. Education Secretary Armin Luistro said the project can uphold every
indigenous learner’s right to basic education in the Philippines. In partnership with
the Indigenous Peoples’ communities and with the support of other stakeholders, we
will continue to address education concerns of indigenous learners.
Using the K-to-12 curriculum, the De La Salle Brothers will provide
technical assistance in the development of a curriculum that is specific to the
Hanunuo Mangyan community. The competencies eyed for development include
indigenous knowledge systems and practices, indigenous learning systems, and
community history. Trainings are also scheduled for school heads, teachers and
learning facilitators in the two schools (Alcober, 2015).
In addition, a study was conducted on the role of culture in farmer learning
and technology adoption: A case study of farmer field schools among rice farmers
in central Luzon, Philippines.
The goal of this paper is to show how culture – shared norms and values –
is challenged and used to facilitate cooperative behavior within the context of
farmer field schools (FFS) in central Luzon, Philippines. The success of the FFS is
primarily associated with cultural norms that encourage experiential and collective
learning and eventually lead to the adoption of integrated pest management (IPM)
methods among the farmers. The study was conducted in central Luzon, the rice
granary region of the Philippines, from 1992 to 1995 and again in 1999. Both
qualitative and quantitative research methods were employed. Results indicate that
a keen understanding of Filipino culture and values is essential if FFS is to be
successful and if farmers are to successfully learn and practice IPM (Palis, 2006).
Based from the literature, studies and researches cited, the present study on
treatment modalities on ethic folk medicine come into its final form and substance.
Conceptual Framework
A field research on culture-based education presents the beliefs and practices
and culture of the people in the three identified schools. It solely focused on the
ways of integrating culture into education and its relevance on implementing it to
Science ideas and concepts.
Ilocos Sur National High School Puro National High School
Current Curriculum Advancement of Technology
Culture-based Learning
Location of the School

Tay-ac National High School
Figure 1: The Conceptual Framework

As shown on the illustration, three related factors are constituted on the
culture-based learning which include the following: a) location of the school; b.)
advancement of technology; and c.) its current curriculum of each of the three
identified schools. The study considered Ilocos Sur National High School (ISNHS),
Puro National High School (PNHS) and Tay-ac National High School (TNHS) in
the province of Ilocos Sur as the primary informants of the study.
Methods
This portion presents a discussion of the research design, the sample of the
study, data gathering tools, procedures, data analysis and ethical issues which were
utilized in the study.
Research Design
This study developed a case study on the culture-based learning in Science
ideas and concepts of Junior High School (JHS) students. The cases focused on the
ways on how to apply culture-based learning in each chosen school. The study
examined how the advancement of technology affects the culture-based learning of
Science.
The researchers further examined the benefits as well negative effects of the
advancement of technology on the culture-based learning. Similarities and
differences in practices were explored in order to better understand the application
and integration of culture into the principles and concepts of Science in the three
chosen schools. The researchers conducted in-depth interview to some teachers and
students to validate their views on the culture-based learning.
The use of interview in local dialect and naturalistic observation served as
research tools in which the informants are observed and interviewed in its natural
setting. Participant observation was voluntarily conducted privately after obtaining
their consent.
This study involved profound understanding on the culture-based learning of
Junior High School. In addition, the study focused on accumulating knowledge
about different ways that are being utilized in the integration of culture into
education specifically on Science ideas and concepts. The discussion intended to
analyze the highlighted issues of advancement of technology in culture-based
learning perspectives, explain culture-based learning practiced in terms of the
location of the three identified schools, and its similarities and differences with that
of the current curriculum. It is to explore equally the ways of implementing culture-
based learning that could be questioned and delved into in terms of their history,
structure, and how they manifested in day to day practice.
Study Locale and Informants
The study was conducted at the three different schools in Ilocos Sur: Ilocos
Sur National High School (ISNHS) in the capital of Vigan City, one of the places
where Heritage Culture is clearly evident; Puro National High School (PNHS) in
Puro Caoayan, a secondary school in an island where fishing and marine
aquaculture are the main source of living and income; and Tay-ac National High
School (TNHS) located in the mountainous part of the province where farming and
agriculture given the topography of its location.
These schools were selected due to the variations when it comes to their
environment, customs and traditions. The distribution of the informants is presented
in Table 1.
The profile of the 15 respondents includes specialization on teaching Science
ideas on concepts as well as Grade 10 students.
Table 1. Profile of Informants
Informants Gender Affiliation Status
Ilocos Sur National High

School
A F Teacher Married
B M Teacher Married
C F Student Single
D F Student Single
E M Student Single
Tay-ac National High
School
F M Teacher Single
G M Teacher Single
H F Student Single
I F Student Single
J M Student Single
Puro National High School
K F Teacher Married
L M Teacher Single
M F Student Single
N F Student Single
O M Student Single
One study of Rhodes (1996) states that the concept of culture is essential
because belief systems, cultural practices and other complex networks of variables
account for actual behaviors. It is crucial to give cultural importance to the insiders’
perspective-what people know, believe, and do.
Using open-ended questioning, one-on-one in-depth interviews were carried
out to supplement information generated from free-listing as well as provide depth
towards understanding their ways. Narratives of their practices, ways, awareness
and knowledge to culture-based learning were noted and recorded. Prior to the
interview, a topic guide was developed to ensure that the range of important factors
needed to understand their beliefs and practices are properly documented.
Participation in the study was voluntary and the participants were interviewed
privately after obtaining their consent to participate (Fierro and Nolasco, 2013).
Informants were selected for this study through careful consideration based
on the following criteria:
1. should be a Grade 10 students or Grade 10 Science Teacher;
2. should be a part of each three identified schools;
3. knowledgeable on the culture-based learning and current curriculum; and
4. willingness to participate in the study.
Data Gathering, Procedure, Tool and Analysis
Valdez and Canapi (2015) said that individual interviews, focus group
discussions, community immersions, documentations, observations, and note
takings were the primary instruments in data gathering and a formal informed
consent in the dialect was also secured from the respondents.

According to Fierro and Nolasco (2013) free-listing and one-on-one
interviews were carried out with fifteen respondents of each three identified schools.
The study shows that there is a variation on the implementation of culture-based
learning of Science ideas and concepts. In general, the narratives point to the
different ways of integrating culture into education and factors like the advancement
technology and its effects.
Interviews
Availability and purposive sampling were used to identify the informants of
the study. Principle of selecting the primary respondents was also used to limit the
number of informants.
A consultation with the school principal of each three identified schools was
done to verify the data on culture-based learning. After the verification, the
respondents (not gatherers) were identified based on the schools’ practices and
actual knowledge. Different locales, problems on availability of schedules and
various priorities prevent some respondents to fully participate in the research
interview.
During the study, all who consented agreed to be photographed and
documented in videos and they cooperated all throughout the project duration in
sharing their knowledge and awareness to culture-based learning.
On study by Fierro together with Nolasco (2013) implied that free-listing,
used in cultural domain analysis, was employed to better understand the boundaries
of what is being studied. The use of free-listing is to ensure that the concepts are
defined by the informants themselves, and are, therefore, culturally relevant. They
were also requested to present samples of these. To further explore the data obtained
from the free-listing exercise, they were asked about their perceptions regarding the
different ways of integrating culture into education. The respondents explained why
the topography and the location of each schools are important in implementing
culture-based learning.
The intact homegrown groups were studied in their natural setting. The
processes of collecting data were flexible that is, emerging from the circumstances
encountered in the field, and typically involved a contextual response to the lived
realities that arouse unpredictably in the course of the field works.
Data Analysis
For the analysis of this study, transcriptions of the audio recording were
done, translations of the answers in Filipino and Iloko were made; and finally
extractions from interviews were also done to further elicit the information obtained
from the respondents.
Work in this area is slow. It cannot be rushed or fitted easily into a pre-
planned schedule. In many cases, a great deal of time was spent pursuing links that
led nowhere, or attending events which turned out to be different to the kind of
event advertised. It took time to penetrate and understand.
The subject matter here is confined to identify the different ways of
integrating culture into education and descriptions of the factors that may affect. It
assesses whether it because of the advancement of technology or the given location
of the identified schools.
The control group was asked about their involvement in culture-based
learning and the researcher requested to give the informants’ insights about the
issue. Follow-up questions were also asked for clarification purposes.

Ethical Issues
In order to ensure that the findings of the study to be valid and trustworthy,
the ethical principles were observed by the researchers. They are as follows: a.)
honesty in all scientific communications; b.) objectivity to avoid bias in the research
methods; respect for intellectual property by honoring patents and copyrights; and c)
confidentiality to protect communications and personal information of the
informants.
Thus, during the casual interview, one of the researchers acted as the
facilitator while the others did the note taking activities. To ensure the truthfulness
of the recording, the informants validated the note taking done. After which, the
informants signed the informed consent to show that they affirmed to the
correctness of the recorded information of the researchers.

Chapter II
PRESENTATION, ANALYSIS AND DISCUSSION
This chapter presents the discussions of the research questions along factors
that affect the culture-based learning of Science, the effects of advancement of
technology, different ways of integrating culture into education, the extent of
integration of the learning, and how the location of the three identified schools
affect the culture-based learning.
This chapter also shows the relatively cultural all-encompassing factors that
the learning manifested in incorporating culture into learning Science.
On Culture-based Learning
Taken individually, informants indicated their understanding on culture-
based learning. Culture-based learning from the word itself, it integrates culture in
learning. This is where the availability of materials in a community is used in
teaching and learning. A given example is when a student does research in a specific
area wherein the area the student is in that is where he should focus the study
because of the familiarization and availability of materials of the area.
On factors that affect culture-based learning, the informants uncover their
knowledge on the different factors that affect culture-based learning and how they
practice them among students on the three identified schools, namely: Ilocos Sur
National High School (ISNHS), Tay-ac National High School (TNHS) and Puro
National High School (PNHS). They mainly believed that the culture and beliefs of
each school and their communities greatly affects learning. They unanimously
stated that the people get to learn more things from their surroundings and
experiences more than they usually learn. Culture helps people reflect on social
justice topics discussed in the classroom developing critical thinkers and liberates
them from ignorance and fear. At the combined level, culture is interrelated to the
overall individuality and functioning of the society.
Along advancement of technology, the informants collectively agreed that
the factors that affects culture-based learning is mostly indicated in the advancement
of technology.
Taken individually, informant D, a student from ISNHS firmly says, “we are
now living modernly so mostly they teach using modern ways that is why they are
most likely to forget culture-based learning.” As technology continues to progress in
an instant, cultures in every community starts to vanish without people living in it
notices or realizes. Additionally, informant L, a teacher from PNHS considers, “as
for this time, advancement of technology really has a great impact, because of these
gadgets they disremember already their culture.”
Informant L also stated that “because we all know as for this time, we are
already on the computer age or modern age wherein some culture from other places
influenced already our culture and we know how different is the lifestyle of students
as for this time.” Culture may not only vanish by not well preserving it but it can
also be the effects of the influences of other traditions given the colonization that
they experienced during previous generations.

On the other hand, advancement of technology can be the way to strengthen
each culture in every community. By its wide influence to the people, its popularity
can bring much impact not only to people’s mind but also to their way of living and
lifestyle. Informant B, a teacher from ISNHS contemplated that “Yes, it will affect
people’s life positively. Maybe what you mean here is when we use PowerPoint
presentation or visual aids, so that we make their learning related to Science.” He
also added that “we can use the advancement of technology by incorporating it into
our culture, it’s like a more modern way of seeing our traditions.” In like manner,
Informant D, a student from ISNHS indicated that “using the various ways to
integrate culture into learning can be useful and be easier to disseminate information
by the technology, gadgets are already very rampant and almost all people have it
already that is why they can access sites or applications that may contain important
events about one’s culture.
Since there is a great individual difference or there is the so called the great
diversity between and among students and teachers, the effects of the development
of technology can be positive or negative. The informants evidently stated that it
clearly depends to the people on how they will use technology in their way of
learning. One thing to consider is to balance it in a way that culture, technology nor
the people will be not left behind.
This conforms to the study of Urevbu (2007), as he mentioned that the
expansion of expertise on technology significantly influences culture and beliefs of
people as well as their learning and way of teaching.
On Location and Its Economic Situation

The informants unanimously agreed that the specific area on where the
school is located varies from the factors on how they teach and learn. Informant O, a
student from PNHS of the students explained that “What I can see on that Science-
based curriculum is good because by that we acquire more knowledge about Science
and also about biodiversity. Since our culture here is about fishing, we can learn
how to preserve and do anything that we can for us to survive since it is one of the
sources of income for our daily lives.”
On the other hand, informant A, a teacher from ISNHS mentioned that “we
have the so-called localization wherein you use indigenous materials called
indigenization. Since there are times that materials are not available so what we are
doing is to improvise and then we are thinking of making the lesson constructive so
if possible, everything should be visible to all the students because the more they
see the more they could easily master a topic or a lesson if they can see and touch
the thing. That is the so-called culture-based because if it is abstract for them, they
cannot see or what they will have a hard time comprehending”
Moreover, informant B, a teacher from ISNHS also added that, “This is
where the availability of materials in our community is used as our examples. Not
only in research but usually any science-based of course most likely in research
subjects but of course overall it is in pure science subject itself. It is allowed to
mention materials that are unique or that what is available in that locality” in
carrying out the methods they use in teaching the students.
Informant M, a teacher from PNHS explained that in their area they make
certain products such as “bagoong” so that they can promote their abilities and they
can use it as a source of living. Also in another locality, informant F, a teacher from
TNHS described that they also have some experiments like making of organic
fertilizers since they are on a mountainous area. Farming is one of the main sources
of their living.
In certain situation, the way of teaching and learning depends upon the area
where the school is located; whatever is present in their surroundings is what they
make use in indigenizing so that they can show this as an example to the students so
that they will have the visual of that certain lesson or topic was said by informant C,
a student from ISNHS that “because it is easier to understand lessons since students
today will of course have an idea by then, since it is in their surroundings.”
On Different Ways of Culture-Based Learning
In considering culture-based Education (CBE), attention should be given to
“cultural difference theory” that posits one source of learning difficulties for
culturally-diverse students emanate from a cultural mismatch between student’s
home culture and the culture of the school (Demmert, 2003). Learning with the
integration of cultural heritage is fundamental to the identity of every learner and is
an integral part of their being so as to be able to develop oneself and be able to work
things out accordingly.
Teaching and embracing the students’ cultures can be embedded in the
curriculum to enrich the lessons and to help students learn better (Zacarian, 2013).
This is why there is really a need for us to engage so thoroughly with our
communities to build strong relationships, understand cultural heritage values and
relate with the local and regional impacts in order to develop our learning.
The informants clearly stated that there are different ways of integrating
culture into the education and learning of Science ideas and concepts. First, it
depends on their location or locality on what is practiced in them. In fact, Informant
C, a student from ISNHS says that “our teacher used the available materials in the
community to explain such experiments and principle that we are learning right now
in Science.” She also added that by the actual presentation and demonstration of the
materials used, they learn faster than by actually saying it.
“Like one of our teachers who requires us to do a research study about the
problems of schools. She gives us possible solutions in order to improve the
facilities of the school, what is lacking”, informant E, a student from ISNHS stated.
Then, it would also benefit the students because it gives them preparations, when
they would go to higher years they have experiences. Culture-based learning in
Science can also be helpful as an instrument to find solutions and explanations to
such problems or issues arising within the community.
Informants consistently mentioned on localization and contextualization
wherein they use what is available within their locality to integrate into their
learnings. Informant B, a teacher from ISNHS says that, “well there is what we call
contextualization, localization. This is where the availability of materials in our
community is used as our examples. Not only in research but usually any Science-
based learning most likely in research subjects but of course, it is in pure science
subject itself. It is allowed to mention materials that are unique or that what is
available in that locality.” Example of localization, he added is the barangay where
the school is located is rich in pottery and bricks, those are the ways to make
Science learning a culture-based.
Informant A, a teacher from ISNHS believes that “we have the so-called
localization, however, there is another term for that wherein you use indigenous
materials called indigenization. Since there are times that materials are not available
so what we are doing is to improvise and then we are thinking of making the lesson
constructive so if possible, everything should be visible to all the students because
the more they see the more they could easily master a topic or a lesson if they can
see and touch the thing.” She also added that if it is abstract for them, they can’t see
anything and will have a hard time comprehending into the learning. “It is a must to
use culture-based learning.”, she also stated.
Differently, informant K, a teacher from PNHS said that they have another
way of integrating culture in learning Science. Their location greatly affects their
way of education. “There are some like bagoong making and fish drying especially
that our place is abundant in fish and it is a way to preserve it. There is also what we
call the tamalis which is being exported to our relatives abroad.”, she also added. It
is the application of the concepts that they have learned and have been imparted to
them. Similarly, Informant I, a student from TNHS also included that “We have
some experiments like making of organic fertilizers since we are on a mountainous
area and farming is considered to be one of the main sources of our living.” It’s not
just learning it but can also be a source of living to the people living within that
community.
Culture-based learning of Science ideas and concepts is mainly focused on
the environment. To support this, Informant J, a student from TNHS agreed that “In
grade 10, topics like climate change requires students to base their observations in
their own environment or locality. We require them to come up with project
proposals on how they can help to lessen the effects on the environment.” It is
clearly evident that no matter what the location is, whether it is rural, mountainous
or coastal zone, the integration of culture into education of the three identified
schools are very important and is much practiced up to this day.
This implies to the study of Carolino (2014) wherein There is a need to fully
integrate culture into learning across all education areas to achieve the best
outcomes. Because by learning cultural heritage, students will involve actions to
identify, assess, decide and enact decisions regarding life with the foundation of its
cultural identity.
Along extent of integration of learning, the informants collectively agreed
that these depend on the curriculum that the three identified schools have.
According to Informant A, a teacher from ISNHS enlightened that “It is nice that we
have this Science-based curriculum especially to those students with very high level
of intelligence. He added that “we are moving to a very advance period so it is very
timely for sure that we should be strict when implementing this science-based
curriculum among our students. The way that we offer this science curriculum
should be equal. Though the problem is, there is a mixture of students. But then the
curriculum is good. You have a lot of training if you are in a science-based program.
More chances, more opportunities and given to the students, so it is said to be that
they are more privileged. Because it is more advance, more exposed to different
activities that is science related. We should offer this to all the students.”
Meanwhile, informant B, a teacher from ISNHS believes that the curriculum
depends on circumstances. He said that “It’s fine. Our Science-based curriculum
here is okay. But one thing about it is that students will not be too interested. If they
aren’t interested of course they aren’t enjoying it. So, when you observe they aren’t
enjoying so it is obviously not really enjoyable. But of course, it depends on the

teacher on how to get your interest.so to summarize it.” Overall, he summarized it
that “Yes, it is good but not that good.”
Despite the differences between the Science-based curriculum and the
culture-based curriculum, the teachers can never avoid the benefits of culture-based
learning, although this curriculum may not keep up to updated information. These
findings concluded that the Science-based curriculum and the culture-based
curriculum have different impacts on the three chosen schools depending on their
economic situation.
Chapter III
SUMMARY, CONCLUSION AND RECOMMENDATION
This portion presents the summary of the findings, the conclusion drawn
from the results of the study and the recommendations forwarded to the
improvement of the beliefs, curriculum and different ways of culture-based learning
in the locality.
Summary
The study aimed to determine the various factors that affects the culture-
based learning in Science, the current curriculum used in the three identified
schools, the process and ways of incorporating culture into learning, and the
implementation and extent of integration of learning to the students.
The study focused on different ways and methods of culture-based learning
in Science ideas and concepts, resources used prior to Ilokano culture, the particular
techniques utilized, and the ideologies that lies behind the integration of culture into
learning. The focus group informants expound the issue from the different schools
in Ilocos Sur, namely, Ilocos Sur National High School (ISNHS) in Vigan City,
Tay-ac National High School (TNHS) in the municipality of Bantay and Puro
National High School (PNHS) in the locality of Caoayan.

On ways and methods and on techniques utilized, the current teachers
mentioned diverse location and aspects of culture which are indigenization,
contextualization and localization; the methods practiced depends on the concepts
and principles of the topic to be discussed and the suitable approach to satisfactorily
teach the students; commonly, teachers make use of the available materials within
the community or if not accessible, they would improvise and make the lessons
constructive to effectively demonstrate the Science ideas, concepts and principles
used in the learning.
On resources, the availability of materials and the main source of living
within the community are to be considered. Resources used includes fishing and
aquaculture in the coastal zone where bagoong and tamalis fermentation making are
made and are exported to other places; Pagburnayan bricks and pottery in urban area
where Heritage culture is very much evident; and agriculture in mountainous area
where organic fertilizers and unique farming techniques are being utilized; the
informants consistently mentioned that the materials used in their learning are
abundant in their community.
On curriculum, culture-based learning is always on every program of the
three identified schools. The informants believed that subjects specially Science can
only be taught effectively with the help of the community’s own culture, tradition
and their way of living; while Science-based curriculum, promotes higher thinking
and more technical as well as advanced opportunities and trainings about science-
related topics to the students.
On ideologies behind culture-based learning, teachers have developed their
knowledge through observation and practice where they strengthen education by

improving culture-responsive management; learning Science is always associated
with cultural norms that encourages experiential and collective learning; teachers
and learners then advises to strictly follow, improve the extent of learning and
implement properly the program and curriculum on culture-based learning.
Conclusion
The researchers therefore concluded that this study serves an eye-opener that
the education system is in dire need to integrate culture into learning. There was a
great longing, amongst many of the schools in different communities, for a
conventional culture giving a greater recognition of it to the education and in the
completeness of students’ wholeness and identity as an Ilokano. People in every
community have an intense understanding and awareness to see a great
acknowledgement of their culture, which is matched with some broader initiatives to
discover their competencies and expertise to contribute in the development of
Science learning in the field of education.
There is a strong connection between (a) culture-based learning, (b) Science
ideas and concepts; and (c) the principles of the group where such methods of
learning exist and what curriculum is to be presented. The mechanism of
"adaptation" which acts as a cultural approach, a coping technique which guides the
teachers to determine which method of culture-based learning is integrated for a
certain Science concepts and topics. The restricted utilization of Science-based
curriculum leaves the area for the constant development of culture-based learning
which will continue to complement the fundamental position and purpose of the
integration of culture.
Moreover, the cultural backgrounds upon education are clear and needs to be
reflected when introducing Science topics in the school. Teachers only demonstrate
topics to their students by oral means and creative presentation as a whole class.
Hence, one of the major hindrances is the great individual differences and
assortment of each student individually. Since, there is a variation on the nature of
students, they might get mistaken on the cultural diversity and respect among
different ethnic groups.
On a broader theoretical level, the findings offer fresh insights regarding
culture-based learning, where it is implemented, who implements it and its
implementation is related to sociocultural awareness and student outcomes. It
creates positive learning environment for students. It suggests in building school’s
capacity for delivering challenging and culturally relevant program to meet the
needs of the students. It is in this way that change can be introduced, even
individual or group differences are eliminated, or at least momentarily forgotten
when the structural position of each participating the differing systems is understood
and defined.
It is therefore commended that this study serves as a guide to the works of
many educators and researchers across the nation who demonstrates the possibilities
that arise when communities and schools are able to guide the learners to ensure
relevance and meaning in both outcome and substance.
Recommendations
Culture-based learning should be proposed to be actively included in every
curriculum. Thus, there is a need for the educators to undergo training and seminars
in education system.
Educators should be encouraged to transmit their knowledge to interested
individuals in their residential areas. It is advisable to have an urgent attention to
conserve culture and such available resources in order to optimize its function to the
fullest. Also awareness among the educators, learners and community is also
important in governmental procedure to keep the curriculum convenient.
LITERATURE CITED
Alcober, N. (2015). “DepEd, LaSalle gives culture-based education in Mindoro.”

Retrieved at http://www.manilatimes.net/deped-lasalle-gives-culture-based-
education-mindoro/154452/
Caballero, J. (2016). “The Importance of culture-based education.” Retrieved from

file:///H:/related%20studies/Caballero%20CB%20Education.pdf
Carolino, J. L. (2014). “Culture-based education and its application to K-12

curriculum.” Retrieved from
https://www.slideshare.net/jeaneleicarolino/culture-based-education-and-its-
application-to-k12-curriculum
Cole, N. L. (2018). “What is culture, exactly?” Retrieved at

https://www.thoughtco.com/culture-definition-4135409
Demmert, W. G. (2003). “What is culture-based education? Understanding

pedagogy and curriculum.” Retrieved from
http://jan.ucc.nau.edu/jar/HOH/HOH-1.pdf
Harcourt, H. M. (2016). “Culture and society defined.” Retrieved at

www.cliffsnotes.com/study-guides/sociology/culture-and-societies/culture-
and-society-defined
Kahumoku, W. (2014). “Culture-based education: A quick overview to an exciting

world of possibilities for native children.” Retrieved from
https://www.scribd.com/document/356843170/NIEA-CBE-Webinar-6-25-14
Kana‘iaupuni S., Ledward B. & Jensen, U. (2010). “Culture-based education and

its
relationship to student outcomes”. Retrieved from
http://www.ksbe.edu/_assets/spi/pdfs/CBE_relationship_to_student_outcom
es.pdf
Kana‘iaupuni S., & Kawai’ae’a (2008). “Culture-based education and its

relationship
to student outcomes”. Retriev from
http://www.ksbe.edu/_assets/spi/pdfs/CBE_relationship_to_student_outcom
es.pdf
Kevin, (2018). “Everything Filipino.” Retrieved at

htts://everything-filipino.com/category/filipino-culture-filipino-traditions/
Palis, F. G. (2006). “The role of culture in farmer learning and technology

adoption:
A case study of farmer field schools among rice farmers in central Luzon,
Philippines”. Retrieved from
https://link.springer.com/article/10.1007/s10460-006-9012-6
Wilson, L. T. (2009). “Definition of Science.” Retrieved at

https://explorable.com/definition-of-science
APPENDICES
Appendix A
LETTER OF REQUEST
Appendix B
INFORMED CONSENT
Appendix C
INTERVIEW QUESTIONNAIRE
1. Anya dagiti kultura nga maararamat idtoy nga lugar?
2. Aware kayo ba iti culture-based learning?
3. Anya agijay methods or ways tapno maintegrate ti culture ti pinagadal ken
panagsuro iti science?
4. Anya agijay mausar nga materyales para ti culture-based learning?
5. Damagen mi man laeng nu mabirukan kadi agitoy nga materyales idtoy nga
lugar?
6. Tingin yu ba maapektaran ti panagduduma iti kultura ti makunkunna nga
culture-based learning?
7. Tingin niyo ba maapektaran iti advancement of technology iti culture-based
learning?
8. Anya nga way na ma-apapektaran etoy? Positive or negative?
9. Aware kayo ba iti science-based curriculum?
10. Apay nga importante ti pinagadal ti science?

11. Tingin niyo ba connected ti science ken iti kultura?
12. Aniya agijay recommendations yu tapno mapamayat pay iti pinagadal ti
science?
13. Aniya ti makuna yu nu adda mai-integrate ti culture ti pinagadal science?
Appendix D
SAMPLE TRANSCRIPTION
Question: Aware ka ba ma’am ti culture based learning?
Answer: Wen a talaga
Question: Kasano yu met pagbalinen nga Culture-based ti learning iti science
subject ma’am?
Answer: Ditoy ISNHS as a place for learning, we have the so called localization na
sinasabe may term aside from that yung gumagamit ng indigenous materials I think
indigenization yun. Kasi there are times that materials are not available so what we
are doing is improvising and then we are thinking of making the lesson constructive
kaya if possible, everything should be visible sa lahat ng students. Kasi the more
they see kasi, the more they could easily master a topic or a lesson pag nakikita,
nahahawakan yung mga gamit. Dejay ti culture base nga talaga kasi if it is abstract
sakanila hindi nila nakikita or what mas mahihirapan silang mag comprehend.
Question: Ejay advancement of technology ma-afaffect na pay ba etoy Culture-
based Learning? In what way positive or negative?

Answer: It depends. It depends on how the students will use this technology or this
advancement and likely if how the teacher also will also use this technology or
technologies in his/her process of teaching. Kasi depende din yun sa lesson and then
we have to take inter account also on the kinds of students we have in a classroom.
Kasi one thing, first thing na dapat tignan is the kind of students we have. Kasi there
is a great individual difference or there is the so called the great diversity between
and among our students nga isu nga it depends on the nature of the student. Kasi
there are still some students who don’t have a gadget. Haan tayo talaga agpapada su
nga depende parin yan. Though we have the so called the positive or negative
effects of this technologies. If only our students belong to the same category
halimbawa, highly income kuma yung family where they belong. Ayan yung status
of our students when it comes to economic status diba? That’s siguro yung time na
pwede nating gamiting lahat yung mga advancement of technology nayan. But, with
discipline parin.
Question: Since adda ti Science-based Curriculum tayo ditoy ISNHS, aniya ti
makunam dijay ma’am?
Answer: It is nice that we have this Science-based Curriculum especially to those
students with very high level of intelligence. And take note that we are moving to a
very advance na period so it is very timely, very timely talaga na dapat talaga strikto
na i-implement natin yang Science-based curriculum nay an among our students
whether the students belong to rich families. Dapat equal yun sa pag-ooffer ng
Science curriculum nayan. Kaya lang ang problema ulit nito ay may a mixture of
students parin kasi to. Kasi there are still those who cannot afford. But then
maganda talaga. You have a lot of training if you are in a science-based program.
More chances, more opportunities kasi and given sa mga students so it is said rto be
that they are more privileged. Kasi mas advance, more exposed to different
activities those sciences related talaga. Science Curriculum natin here in ISNHS is
talaga ay effective kaya dapat i-offer yung program nayan sa lahat ng mga students.
Appendix E
SAMPLE TRANSLATION
Question: Are you aware of this culture-based learning?
Answer: Of course
Question: How do you teachers make a science subject culture-based?
Answer: Here in ISNHS as a place for learning, we have the so-called localization
there is a term aside from that wherein you use indigenous materials I think it is
called indigenization. Since there are times that materials are not available so what
we are doing is improvising and then we are thinking of making the lesson
constructive so if possible, everything should be visible to all the students because
the more they see the more they could easily master a topic or a lesson if they can
see and touch the thing. That is the so-called culture based because if it is abstract
for them, they cannot see or what they will have a hard time comprehending
Question: In the advancement of technology does it affect this culture-based
learning? In what way? Positive or negative?

Answer: It depends. It depends on how the students will use this technology or this
advancement and likely if how the teacher also will also use this technology or
technologies in his/her process of teaching. It also depends on the lesson and then
we have to take inter account also on the kinds of students we have in a classroom.
Because one thing, first thing that we should observe is the kind of students we
have. Since there is a great individual difference or there is the so called the great
diversity between and among our students so that is why it depends on the nature of
the student, because there are still some students who don’t have a gadget. We all
don’t have the same profile so it just really depends on that. Though we have the so
called the positive or negative effects of this technologies. If only our students
belong to the same category. For example, there is a highly income family where
they belong. That is the status of our students when it comes to economic status
right? That’s maybe the time that we could use the advancement of technology, but
with discipline.
Question: Since we have this science-based curriculum here in ISNHS, what are
your comments about it?
Answer: It is nice that we have this science-based curriculum especially to those
students with very high level of intelligence. And take note that we are moving to a
very advance period so it is very timely, very timely for sure that we should be strict
when implementing this science-based curriculum among our students whether the
students belong to rich families. The way that we offer this science curriculum
should be equal. Though the problem is, there is a mixture of students. There are
still those who cannot afford. But then the curriculum is good. You have a lot of
training if you are in a science-based program. More chances, more opportunities

and given to the students, so it is said to be that they are more privileged. Because it
is more advance, more exposed to different activities those sciences related. Our
science curriculum here in ISNHS is really effective so therefore if possible, we
should offer this to all the students.
Appendix F
DOCUMENTATION
CURRICULUM VITAE
CURRICULUM VITAE
Personal Profile
Name : MONIC AUBREY A. ACENA
Permanent Address : San Julian Sur, Vigan City, Ilocos Sur
Date of Birth : August 29, 2000
Civil Status : Single
Citizenship : Filipino
Religion : Roman Catholic
Parents : Mr. Erwin C. Acena
Mrs. Elaine A. Acena
Educational Background
Elementary : Nagsangalan Elementary School

Barangay Nagsangalan, Vigan City
(2007-2013)
Secondary
Junior High School : Ilocos Sur National High School

Gomez Street, Barangay VII, Vigan City
(2013-2017)
Senior High School : Ilocos Sur National High School

(2017-2018)
CURRICULUM VITAE
Personal Profile
Name : SHAMMAH P. DEGRACIA
Permanent Address : Govantes Dike, Zone 5, Bantay, Ilocos Sur
Date of Birth : March 24, 2001
Religion : Pentecostal
Parents : Mr. Theodore P. Degracia
Mrs. Judylee P. Degracia
Elementary : University of Northern Philippines

Barangay Tamag, Vigan City, Ilocos Sur
(2007-2013)
Secondary

(2013-2017)

(2017-2018)
CURRICULUM VITAE
Personal Profile
Name : GENESIS R. FORNEAS
Permanent Address : San Julian Norte, Vigan City, Ilocos Sur
Date of Birth : May 6, 2001
Religion : Roman Catholic
Parents : Mr. Elmer A. Forneas
Mrs. Maria Cristina R. Forneas
Elementary : San Julian Elementary School

Barangay San Julian Norte, Vigan City
(2007-2013)
Secondary

(2013-2017)
Senior High School : Sur National High School

(2017-2018)
CURRICULUM VITAE
Personal Profile
Name : MALAYA ANGELA C. GORGONIO
Permanent Address : Barangay Tamag, Vigan City, Ilocos Sur
Date of Birth : May 4, 2001
Religion : Baptist
Parents : Mr. Denis A. Gorgonio
Mrs. Cherrylyn C. Gorgonio
Elementary : Calvary Baptist Academy

Ayusan Norte, Vigan City
(2007-2013)
Secondary

(2013-2017)

(2017-2018)
APPENDICES
CURRICULUM VITAE

Research Paper 1

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Research Paper 1

Uploaded by

Copyright:

Available Formats

ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL

Tracing Back the past: Discovering the History of “Miki Lualo”

In Partial Fulfillment of the

KNIETEL RENCIO RABARA

The Ilocanos is a province with many different cultural influences, it is one

their unique culture.

It as an age-old custom dating back to Spanish times that whenever there is a

funeral procession, a band or what they call Musiko is commissioned to play to

(The central part of provincial towns) of Sta Catalina is family making

Suddenly blew out of proportion word of mouth soon spread to neighboring

although the process is laborious

to come early because they often sold out by 7:30 a.m.

The study sought to interpret the scientific knowledge of Filipinos on the

Specifically, it answered the following questions:

a. Does culture and beliefs affect learning?

b. Does the advancement of technology also affect it?

2. How does the location of the school affect culture-based learning in

Science along the following:

b. mountainous areas, and

culture-based learning of Science?

a. Is it being implemented properly?

b. What is the extent of integration of the learning to the students?

Scope and Delimitation

Ilocos Sur is a heritage province with an extraordinary geographical location

carried from one generation to another.

The research study was conducted in three different secondary schools in

when it comes to their environment, customs and traditions.

The study focused on the culture-based learning of Science ideas and

concepts of Junior High School (JHS) students in the acquisition of technology,

Operational Definition of Terms

defined in the context of the study:

Advancement of Technology. The modern era of the knowledge of

operation without detailed knowledge of their workings.

Contextualization. Making sense of information from the situation or

location in which the information was found.

Culture. The arts and other manifestations of human intellectual

achievement regarded collectively.

Curriculum. The subjects comprising a course of study in a school or

Culture-based Education. It is the grounding of instruction and student

experiences, and language that are the foundation of an indigenous culture.

Localization. The process of making something local in character or

restricting it to a particular place.

Science. It is a systematic enterprise that builds and organizes knowledge in

the form of testable explanations and predictions about the universe.

Science-based Curriculum. It is a basic assumption that underlies the

implementation of the Science Standards.

Topography. The arrangement of the natural and artificial physical features

Related Literature and Studies

This chapter includes the conducted investigations and solved problems

The main purpose of making this framework is first, to have a strong

reliable context which future researchers can use as a reference.

Culture consists of the beliefs, behaviors, objects, and other characteristics

common to the members of a particular group or society. Through culture, people

norms, mores, rules, tools, technologies, products, organizations, and institutions.

education, religion, work, and health care (Harcourt, 2016).

well-educated, knowledgeable of the arts, stylish, and well-mannered.

of mostly intangible aspects of social life. It is primarily composed of the values,

structural and economic aspects of society, but it is connected to them—both

continuously informing them and being informed by them.

common culture in a particular location. For example, people living in arctic

large variety of human cultures arose around the world.

crucial role in shaping social relationships, maintaining and challenging social

shaping our everyday actions and experiences in society. It is composed of both