The Perceived Impact of Historical Heritage Preservation on the Cultural Identity of Architecture

Students in the City of Malolos

Darlene Ivy Losa-Zafra1.1, Jestoni Roby Franco2.1, Julia Samantha G. Caballero3.1, Kyla
Lorinne G. Pangindian4.1, Jahmien Brenda D. Borja5.1, Cheenee S. Uy6.1, Lianne A.
Bartolo7.1, Samantha Maghari8.1, Reign Collin Palteng9.1, Princes Lara Antonio10.1, Ashlie
Nicole A. Famor11.1

1
Mary the Queen School of Malolos, Inc.
Research Project
1
darlene.zafra@mqsm.edu.ph
2
roby.franco@mqsm.edu.ph
3
juliascaballero@gmail.com
4
kylapangindian21@gmail.com
5
borjajb31@gmail.com
6
cheeneeuy8@gmail.com
7
lianne.bartolo09@gmail.com
8
samanthamaghari@gmail.com
9
re.collin02@gmail.com
11
ashlieapostol@gmail.com

Abstract: This study focused on the perceived impact of historical heritage preservation on the
cultural identity among qualified 4th and 5th year architecture students of Bulacan State University
during the school year 2022-2023. The informants were fitted using purposive sampling as they
have the adequate knowledge and experience needed for the study. Furthermore, this research
study employed a phenomenological design to generate in-depth, detailed, and contextual
information to understand the perceived impact of historical heritage preservation on the cultural
identity of the architecture students in the City of Malolos. The study revealed that the student’s
perception is influenced by their interests. Their cultural identity is not entirely dependent on
tangible historical heritage, considering that nowadays most individuals follow the present trends
and aesthetics. However, they all agree that preservation must be imposed on historical heritages
since they are a great reminder of history. Those antique houses, historical sites, and historical
landmarks left must be preserved for the sake of the knowledge and awareness of the next
generations. Thus, the study recommends that historical heritage preservation be promoted and
included in government programs to recognize its historical and cultural value continuously. Also,
to sustain its relevance and significance to the community.

Keywords: Historical Heritage Preservation, Cultural Identity, Awareness, Architecture Students,

Perception
1. Introduction

The City of Malolos is one of the Historic and urbanized cities in our country. Malolos is
a city rich in traditional culture and a recognized landmark for numerous historical heritages, but
the sprawling modernization in the area threatens the cultural identity of the place as well as of the
Bulakenyo (Estacio, 2022). The preservation of historical heritages is essential to safeguard the
identity of a place as it provides a distinct identification that celebrates its civic beauty, among
other things. Preserving historical heritages, on the one hand, is a highly complex work. On the
other hand, those heritages are vital fragments of history that connect with one's cultural identity.
Preserving those historic heritages implies a great connection, bond, and belonging with others
with common backgrounds (Eritrea Ministry of Information, 2019).
According to Ayco R. & Nepomuceno A. (2022), historic sites and landmarks perhaps
classified as valuable due to historical assets, but since there is an emergence of modernization
and economic progress, it threatens to stabilize the sense of local cultural identity, including
national identity, as our daily lives become more intertwined with it. The fragility of historical
heritage in the modern world, especially of those in an urbanized area, is immensely increasing as
modernization needs to harmonize with the local traditions, practices, and histories. With that,
local communities can need more awareness about the importance of historical heritages for their
cultural identity (Nepravishta, 2018). The main intent of this study is to have in-depth knowledge
and understanding about the perceived impact of historical heritage preservation on the cultural
identity of architecture students in the City of Malolos, specifically on their beliefs, values,
traditions, and practices.
This research study employs phenomenological qualitative study as its research design to
gather informant’s detailed views and experiences through virtual interviews using a semi-
structured interview approach so that the researchers can ask follow-up questions that may arise
from the prepared interview questions. Furthermore, the informants of this research study fitted
using the purposive sampling. These informants participated in the interview are 4th and 5th year
Bulakenyo students who study architecture. They are in the ideal position to give the researchers
the information they need to respond the questions of this study.
With the data gathered from the informants and by employing all the methods, it resulted
in three emergent themes: Architecture Students’ Cognizance of Historical Heritage Preservation,
Formation of Cultural Identity, and The Connection of Historical Heritage Preservation to the
Cultural Identity of the Architecture Students. These themes have underlying theme clusters that
summarizes the experiences and perceptions of the informants. In relation to the themes and
findings formulated, historical heritage preservation must be imposed for the knowledge and
awareness of the next generations and architecture students’ cultural identity is not entirely
dependent on it as it is being influenced mostly by their own interests and priorities.
This research study will play an important part in the innovation of the preservation
programs in the City of Malolos as well as to the knowledge and awareness of the public. This
study will only focus on the perceived effects of historical heritage preservation on the cultural
identity of architecture students in the City of Malolos.
1.1 Conceptual Framework

Figure 1. Conceptual Framework of the Study

Figure #1 displays the conceptual framework of the study about the perceived impact of
historical heritage preservation on the cultural identity of architecture students in the City of
Malolos using the IV-DV model. The independent variable is the Perceived Impact of Historical
Heritages Preservation, and the dependent variable is the Cultural Identity of the Architecture
Students in the City of Malolos. Historical Heritages play a significant role in understanding and
knowing one's cultural identity as they allow people to associate with others with similar
backgrounds. Cultural Identity is the identification of a person according to race, ethnicity,
religion, traditions, customs, beliefs, behaviors, values, and practices. The preservation of cultural
sites, old buildings, monuments, shrines, and landmarks with cultural and historical significance
affirms our national identity. Culture and heritage shape values, beliefs, traditions, and practices
to define identity. Keeping our cultural traditions alive is vital to recognize who we are and our
integrity as individuals in the community (Korostelina, 2019).

2. Methods

This research study employed a phenomenological type of qualitative research method,

done on the platforms—Zoom and Google Meet, as this method generates in-depth, detailed,
contextual “experience-near” data or information to address a question, problem, interest, or topic
(Urrieta & Hatt, 2019). The method of the virtual interview relied on the semi-structured interview
method, in support for the open-ended questions that were prepared. In addition, the interview
questions were in English and Filipino, which also allows the informants to answer in English,
Filipino, or Taglish. The researchers translated crucial portions of the informants’ responses to
English as it was deemed necessary. Meanwhile, for the gathering of informants, the researchers
employed purposive sampling.

Locus and Respondents

Using purposive sampling, the researchers chose informants who fit the criteria of the
target informants of the study (Alkassim & Tran, 2016). In relation to this, the informants of this
research study were 4th and 5th year college Bulakenyo students who study architecture at the
Bulacan State University. These students were qualified to be the research study's informants as
they study historical heritages’ architecture and history (Cole J., 2019).
Instrumentation

As semi-structured interview was the method used, the researchers prepared open-ended
questions prior to the interview, with the intent of knowing what the informants’ knowledge are
regarding preservation methods and to identify its perceived impacts on their cultural identity. The
researchers have prepared 14 questions in total.

Data Collection and Ethical Consideration

In order to conduct the virtual interviews, the researchers prepared consent letters for the
informants regarding their approval which were sent through Facebook Messenger. After their
approval, the consent letter was read again and the researchers asked permission to record the
virtual interview, then the interview will commence. The researchers also considered ethical
considerations such as voluntary participation, establishing rigor, justice, data pseudonymization,
privacy, safety, and beneficence for the safety and rights of the informants.

Mode of Analysis

The information gathered was then transcribed and analyzed by grouping the answers that
have the same thought. Through this, the researchers have formed three emergent themes.
Afterwards, the crucial portions of the informants’ answers which are in Filipino were translated
to English for uniformity.

3. Results

The results were acquired through transcribing the respondents' reflections, and narratives
of their experiences during semi-structured interviews. The researchers grouped the analyzed
statements into different theme clusters to create emergent themes: Architecture Students’
Cognizance of Historical Heritage Preservation, Formation of Cultural Identity, and The
Connection of Historical Heritage Preservation to the Cultural Identity of Architecture Students.
These emergent themes have different sectors, from their corresponding theme clusters to the
formulated meanings. Acquired meanings are the saturated statements from the eleven (11)
informants.

3.1 Architecture Students’ Cognizance of Historical Heritage Preservation

The terminology of the theme— architecture students' cognizance of historical heritage

preservation emerged based on the informants' knowledge regarding historical heritage
preservation. According to the informants' answers, they know different preservation methods,
such as adaptive reuse and restoration. Aside from the methods of preservation, their knowledge
about preservation is not only about how to preserve historical heritages, but they also know that
it can also be for practical purposes. Lastly, the researchers have also determined that historical
heritages bring awareness to students.
 Emergent Theme Theme Clusters Formulated Meaning

Architecture Students’ Adaptive Reuse • Adapting and expanding the use of a

Cognizance of structure to complement the demands of
Historical Heritage life today and preserving it at the same
Preservation time.
Restoration • Repairing parts of the historical structure
without distorting the original appearance.
• Sustaining the structure's integrity by
bringing it back to its authentic style and
making it a tourist attraction.
Practical Usage • The use of adaptive reuse and restoration
preservation methods makes the historical
structure more beneficial to people as it
generates income for maintenance and
livelihood.
• Commercializing the historical heritage
rather than abandoning it.
Awareness • Its architecture gives knowledge and
through awareness concerning its historical
Historical account.
Heritage • Preserving the Historical Heritage
maintains the history alive that makes
students aware of what has happened in the
place.

3.1.1 Adaptive Reuse.

The researchers have formulated that adapting and expanding the use of a structure
complements the demands of life today and preserving it at the same time.

“Ah— sa’kin kasi personally gusto ko ‘yung atab— adaptive reuse kasi para sakin
although uhm syempre maganda na i-preserve siya na maretain siya du’n sa kung ano
‘yung historical value niya kasi ‘yun ‘yung naghohold sa kanya. Pero personally kasi uh
kasi sa’kin for example nag— kasi ‘yung panahon is syempre nag-aadvance siya and may
iba’t ibang innovations na nangyayari and para sakin kapag ka pau— paulit-ulit nating
iniistay ‘yung mga historical sites, historical houses, or antique houses, nawawalan siya
ng use ba— hindi naman use, kasi syempre ‘yung iba hindi naman inooccupy na.” (AS 11,
Line 2504-2514)

(Personally, I like adaptive reuse because for me, although of course, it is better to preserve
it to retain it in its historical value because it is the one who holds it. But personally, for
me, for example– because time is advancing and there are many innovations happening
 and for me, if it always stays as historical sites, historical houses or antique houses, it loses
its uses–not really the use, but of course, the others are not occupied anymore.)

3.1.2 Restoration.

Most of the architecture students prefer restoration compared to adaptive reuse due to many
reasons and factors. The researchers concluded and formulated meanings from the reasonings of
the informants. Restoration repair parts of the historical structure without distorting its original
appearance is one of the formulated meanings.

“Para sakin is ‘yung pag re-restore ah kase ‘di ba ah may mga parts na… ‘yung iba sira
na tapos… hindi-hindi alam kung panong i–tawag dito… kung paano ipepreserve so ‘yung
iba ang ginagawa nirerestore sa original state niya. Tapos ahh ano pa ba… wait lang ah…
ayon ‘yung sa mga pag re-repair nirerepair…” (AS 3, Line 837-842)

(For me, it is restoration because there are some parts that are broken and. I don’t know
what it is called. Like how it is going to be preserved so others restore it in its original
state. And then in repairing.)

3.1.3 Practical Usage.

Practical usage is also one of the things the architecture students mentioned in relation to
what their knowledge is regarding historical heritage preservation. The statements of the
informants lead the researchers to formulate that preserving historical heritages with the use of
preservation methods such as adaptive reuse and restoration makes the historical structure more
beneficial to people as it generates income for maintenance and livelihood.

“So, hindi ako… a-against ako sa commercialization, pero depends on the situation kasi
— kung sira na talaga wala nang pag-asa ehh siguro baka may iba pang way, baka may
iba pang ahh solution na pwede tayong malagay d’yan and kung wala na talaga eh di dun
na lang sa mas pakinabang” (AS 9, Line 2003-2008)

(So, I am against in commercialization but, it depends on the situation because, if it is

really broken, there is no hope to restore it, maybe there is another way, maybe there is
another solution we can put there and if there’s nothing left that can do about it, then use
it where it is more beneficial.)

3.2 Formation of Cultural Identity

The informants also stated their point of view on how they can describe their cultural
identity and elaborated through their own experiences when they engaged themselves in Historical
Heritages. Hence, the second concept that emerged from the significant statement is the
informants’ Formation of Cultural Identity. According to the informants, their Cultural Identity
depends on but is not limited to the diversity of priorities and interest of the architecture students
and their engagement with historical heritage configures their cultural identity.
 Emergent Theme Theme Clusters Formulated Meaning

Formation of Various beliefs • Architecture students’ interest depends

Cultural Identity held by architecture on their experience and how they
students based on perceive the value of historical
their priorities and heritages.
interests • Due to the presence of modernization,
architecture students' priorities are
more aligned with the trends today, and
their cultural identity is not dependent
on tangible heritages.
Manifestation of • Architecture students value the
Values authentic appearance of the historical
heritages as they intend to retain its
historical and cultural worth.
Certain traditions • The traditions that were built inside the
start within Antique premise of a house continue to grow
Houses and pass on until it becomes part of
one’s identity.
Construction and • The lessons taught to architecture
documentation students are focused on the
practices in construction and documentation
Architecture practices as these two are crucial things
to perform when planning and building
a structure.
Engagement with • The more they engage with historical
historical heritage heritages gives the outcome of
configures one's configuring one's cultural identity.
cultural identity. • The less they engage with historical
heritages gives the outcome of
difficulty in configuring one's cultural
identity.

3.2.1 Various beliefs held by architecture students based on their priorities and interests.

Architecture students’ various beliefs based on their priorities and interest is one of the
factors that allow them to form their cultural identity. With that, their interests and priorities matter
because all of it depends on their experience and how they perceive the value of historical
heritages. Due to the presence of modernization, architecture students' priorities are more aligned
with the trends today, and their cultural identity is not dependent on tangible heritages.

“…hindi naman talaga ako fan and interested sa mga ganoon. So yung effect niya sa
akin…Sa beliefs ko ahmm… I don’t think significant siya…” (AS2, Line 610–613)
 (Actually, I’m not a fan and interested in historical heritages. So, its effect on me, on my
beliefs is not significant.)

3.2.2 Manifestation of Values.

In addition, another factor that contributes to the formation of the architecture students’
cultural identity is the manifestation of their values. The architecture students’ values are
manifested in a way that they value the authentic appearance of the historical heritages as they
intend to retain its historical and cultural worth.

“Yes, as long as hindi nawawala ‘yung... character or identity ng structure ‘yon.” (AS 7,
Line 1525-1526)

(Yes, as long as the character and identity of the structure will not be erased.)

3.2.4 Certain traditions start within Antique Houses.

Antique houses have a soul. Thus, the preservation of heritage buildings, which speak
volumes about the country's history and culture, is one way to help Filipinos remember who they
are. No matter the state of those house, it still has an enthralling heroic story to tell and a great
reminder of our Filipino identity.

“Yung mga sites kasi yung mga houses nga doon nabubuild yung tradition natin like
sabihin na nating sa house doon within that house may nabubuild tayong tradition na
nakakagawian talaga natin hindi lang sa certain family natin pero nappass through nila
sa iba.” (AS 2, Line 767-771)

(Traditions were built inside those sites and houses not just in certain families but it is
passed on to others.)

3.2.5 Construction and documentation practices in Architecture.

Aside from preservation methods, architecture students are also taught about the
construction and documentation practices in architecture since these two play an important role in
planning and designing of a structure. Furthermore, since construction and documentation has
become part of their regular practice on studying historical heritages, these architectural practices
shows that the students are well-informed about various preservation concepts since they are given
a deliberate information on what to do first before diving in into the application of their knowledge.

“I think bilang isang architecture student ang pinaka mapapa…mapapasa talaga sa amin
is ‘yung practices, practices ano – construction practices.” (AS 2, Line 655-657)

(I think as an architecture student, construction practices are the best that can be passed
to us.)
3.2.6 Engagement with historical heritage configures one's cultural identity.

Furthermore, engagement with historical heritage is also a factor to configure their cultural
identity. On the one hand, the more these architecture students engage with historical heritages
gives the outcome of configuring their cultural identity. On the other hand, the less they engage
with historical heritages gives the outcome of difficulty in configuring their cultural identity.

“Growing up na ano- dito nga sa bayan- parang naging mulat ako or naging aware ako
kung ganon kahalaga yang [pause] yung history hindi lang sa malolos kundi sa bawat
region, bawat cities sa Pilipinas kasi ayun ang pagkakakilanlan nila eh dun sila
nakilala…” (AS1, Line 185–189)

(Growing up, I lived here, and it makes me more aware of the importance of history not
only in Malolos but in other regions too. Every city in the Philippines has its own identity
and it makes them known.)

The more they engage with historical heritages gives the outcome of configuring one's
cultural identity. The less they engage with historical heritage gives the outcome of difficulty in
configuring one's cultural identity.

“Kapag hindi mo inalam or hindi ka nag engage, wala talagang apekto yon, wala yong
effects sayo. Pero once na nalaman mo namangha ka, na amaze ka nga sa ahmm history
na taglay ng mga cultural heritages, talagang maiiba yung belief mo…” (AS 4, Line 1236–
1240)

(If you did not seek to find out or engage with historical heritages, it will have no effect on
you. But once you know and are amazed with its historical value, surely, your belief will
change.)

3.3 The Connection of Historical Heritage Preservation on the Cultural Identity of

Architecture Students

The informants also emphasize that having a physical interaction with the heritage
structures boosts their appreciation for its vernacularity and as living proof of the Philippine
evolution. They view historical heritages such as Antique Houses, Historical Sites, and Historical
Landmark as the palpable evidence of the past so the more it is directly exposed to them, the higher
the appreciation they have to the structures as well as to the creators who built and designed it.

Emergent Theme Theme Clusters Formulated Meaning

The Connection of Historical
Heritage Preservation on the
Cultural Identity of
Architecture Students
Physical interaction with
historical heritages boosts
appreciation
• Interacting with
historical heritages
gives architecture
students a sense of
pride.
• Physically interacting
with historical

Evidence of the past on how
our community has evolved
Student’s cultural identity
reflects through their plates
heritages is
significantly different.
compared to only
seeing and hearing it.
• As long as there is
palpable evidence of
the past, the history
will continue to live
up to succeeding
generations.
• Incorporating details
and designs of
historical heritage
appearance showcases
the student’s
appreciation to it.

3.3.1 Physical interaction with historical heritages boosts appreciation.

As aforementioned by the informants, they appreciate more the structure when they
experience it personally because all their senses are working. They have a chance to touch it, smell
it, and see it first-hand. They understand more why preservation on historical heritages are needed
as it one of the significant factors to complete our identity as Bulakenyos or Filipinos.

“After ko mapuntahan like wow eto pala ‘yun so iba kasi ‘yung kapag nafifeel mo eh tas
nakikita mo personally, especially pag kaya mo ‘yung mga napeperceive ng senses mo eh
like nakikita mo talaga personally nahahawakan mo, iba kasi ‘yung feeling talaga pag
nandoon ka eh.” (AS 3, Line 937-942)

(After I went there, it is like “Wow, this is it” The feeling is different when you see it
personally, especially when it is being perceived by your senses like you can literally see
it, touch it, the feeling is different when you are there.)

3.3.2 Evidence of the past on how our community has evolved.

Indeed, Philippines is very rich in culture and history. Wherever you go you will encounter
mesmerizing structures and places with remarkable stories attached to them. The National
Historical Commission of the Philippines declared Malolos, Bulacan as a National Historical
Landmark on August 15, 2001, because of the proudly historical heritages built there that
symbolizes the history 50 of Philippine evolution. Unfortunately, Malolos had many more
structures with historical or artistic significance but many of them have since been demolished,
that is why preservation must be pushed through as it affects people unconsciously.

“Yung historical heritage sa akin is I think is it what it forms us as Filipinos. Kung sa akin
yun yung kumbago doon tayo nagsimula eh doon nagstart yung mga traditions natin, yung
ways natin (background noises) yung mga nageexist na mga ganoong structures doon
 nagsimula yung mga kinagawian natin kasi doon tayo gumagalaw so yung mga historical
heritages na ito naging part na ito ng history natin and yung cultural identity natin.” (AS
2, Line 790-797)

(The historical heritage, for me, I think it is what forms us as Filipinos. If it is for me, it is
where we started, our traditions and ways start there. Those existing structures are where
our ways came from as our residence place, so those historical heritages became part of
our history and cultural identity.)

3.3.3 Student’s cultural identity reflects through their plates.

Moreover, architecture students’ appreciation of historical heritage reflects on the things

they do such as on their plates and other projects. Their admiration for the heritage does not end
with them only recognizing the designs or visuals of it, rather they also consider using the materials
used to the structures as well as the construction techniques.

“If deciding on what to design, in our ano… plates sa architecture, yes! Always… ‘di
pwedeng mawala ‘yon kailangan nandon lagi yung vernacularity… nandon lagi yung local
identity.” (AS 9, Line 2100-2103)

(If deciding on what to design on our plates, yes, always. It cannot be lost, the vernacularity
and local identity must always be present.)

4. Discussion

The statements from the informants of the study have undergone analysis for the researcher
to identify themes and concepts relevant to the objectives of the study, which is to have an in-depth
understanding and knowledge about the perceived impact of historical heritages on the cultural
identity of the architecture students in the City of Malolos. Their engaging experiences resulted in
three themes: Architecture Students’ Cognizance of Historical Heritage Preservation, Formation
of Cultural Identity and The Connection of Historical Heritage Preservation on the Cultural
Identity of Architecture Students.

4.1 Architecture Students’ Cognizance of Historical Heritage Preservation.

According to the informants' responses, they are aware of many preservation methods, such
as restoration and adaptive reuse. Aside from the methods of preservation, their knowledge about
preservation is not only about how to preserve historical heritages, but they also know that it can
also be for practical purposes. Lastly, the researchers have also determined that historical heritages
bring awareness to students.

4.2 Formation of Cultural Identity.

According to the informants, their Cultural Identity depends on but is not limited to the
diversity of priorities and interest of the architecture students and their engagement with historical
heritage configures their cultural identity.

4.3 The Connection of Historical Heritage Preservation on the Cultural Identity of Architecture
Students.
 After getting their views, opinions, and experiences, the informants also emphasize that
having a physical interaction with the heritage structures boosts their appreciation for its
vernacularity and as living proof of the Philippine evolution. They view historical heritages such
as Antique Houses, Historical Sites, and Historical Landmark as the palpable evidence of the past
so the more it is directly exposed to them, the higher the appreciation they have to the structures
as well as to the creators who built and designed it. The architecture students’ appreciation on the
vernacularity of the historical heritages is not limited to them expressing their feelings through
words but they reflect all the knowledge and experience they gained on their plates or projects.
They reflect all the knowledge and experience they gained. Nevertheless, it is not always about the
design of the structure they used in creating their plates, but they only consider incorporating the
materials used to those heritage because it proved their durability over time.

5. Conclusion

To conclude this study, architecture students’ perception is influenced by their own

interests. Their cultural identity is not entirely dependent on tangible heritages considering that
nowadays most individuals follow the present trends and aesthetics. However, they all agree
that preservation must be imposed on historical heritages since they are a great reminder of the
history. Those antique houses, historical sites, and historical landmarks left must be preserved
for the sake of the knowledge and awareness of the next generations. Moreover, due to the fact
that modernization is the current system of the society, architecture student sees that opening
those historical heritages to the public or commercializing it promotes practicality. While the
owner preserves the historical and cultural value of the heritage, they also generate income
which they could use for the structure’s maintenance.
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