FACTORS AFFECTING PUBLIC HIGH SCHOOL STUDENTS TOWARDS PHILIPPINE FOLK DANCE

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RATIONALE

Dance is an expression of an intensified sense of arising from an inner perception that stimulates both mind and body. It is man's natural and primitive means of expression that truest expression of a people. Is in its dances and its music. The body never lies. has been part of the

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Dance

A dance is simply emotional expression when develop into

7 a design with its planned organization of a pattern of

movement in rhythm, in space, and on ground, with its set of steps, gestures and dynamics becomes a specific dance. And when stylized in a common design becomes a dance form. These dance forms which takes centuries to develop; reflect the customs of the society in which they have evolved. When
Click to edit Master tribesmen wanted something, they dance for it. They dance subtitle style

to call the rain spirit to send rain for their crops; they dance to heal the sick; they dance to show off their affection to someone; when they are victorious after a battle they would 4/28/12 feast and dance. Indeed, the body is the basic instrument of life.

The Philippine dance should be seen at an angle wherein it will be reflective of a natural culture identity and that will mirror the Filipino psyche and aspirations.

As an expressive folk art, it depicts the nations sentiments and creative spirit. It exemplifies vicissitudes of Filipino life through the centuries. It is the Filipino expression of his faith, joys, sorrows, hopes, and aspirations. It is the Filipino soul who speaks straight from his heart.

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Dance research in the Philippines was initiated at the University of the Philippines, when the former UP President, Jeorge Bocobo requested Francisca Reyes to present a repertoire of folk dances. This then put the people involved to be aware that there was a lack of recorded and documented fold dances. Thus years of long research work started.

Folk Dances, in the purest form, is too pouring to interest the audience. The principle behind is to adapt these indigenous dances to the conventions and possibilities of modern theatre. This principle would then satisfy the need to situate the dances within their cultural context. In designing them one should keep the
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It is a fact that in most schools program, Physical Education is not given as much time as the academic subject and is an often neglected especially Philippine folk dance subject. There are some factors that affects public high school students attitudes (Leslie W. Irwin, the Curriculum in Health (St. Louis: The C.V Mosby Co., 1951) and performance rating towards that subject in particular. A common assumption of the general public is that students take Physical Education because it is requirement for graduation. Furthermore, absences and drop outs are very common in the Physical Education subject. This has become a problem of the teachers and administrators in many schools. This assumption has prompted and researchers curiosity to find out the factors that affects public high school students towards Philippine folk dance class particularly of the Don Vicente Rama National High School and Abellana National High 4/28/12 School.

THEORETICAL BACKGROUND

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This study is anchored mainly on the following theories:

The Theory of students Involvement by Alexander W. Astin, The theory of The Stimulus-Response Theory (Associative Theory) by Edward Thorndike. The theory of The Cognitive Theory of Learning (Field Theory) by Max Wertheimer.

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The Theory of students Involvement by Alexander W. Astin

It provides a link between the variables emphasized in these theories (subject matter, resources, and individualization of approach) and the learning outcomes desired by the student and the professor. In other words, the theory of student involvement argues that a particular curriculum, to achieve the effects intended, must elicit sufficient student effort and investment of energy to bring about the desired learning and development.

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Simply exposing the student to a particular set of courses may or may not work. The theory of involvement, in other words, provides a conceptual substitute for the black box that is implicit in the three traditional pedagogical theories. The content theory, in particular, tends to place students in a passive role as recipients of information. The theory of involvement, on the other hand, emphasizes active participation of the student in the learning process. Recent research at the pre- collegiate level (Rosenshine, 1982) has suggested that learning will be greatest when the learning environment is structured to encourage active participation by the student.

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On a more subtle level, the theory of student involvement encourages educators to focus less on what they do and more on what the student does: how motivated the student is and how much time and energy the student devotes to the learning process. The theory assumes that student learning and development will not be impressive if educators focus most of their attention on course content, teaching techniques, laboratories, books, and other resources. With this approach, student involvementrather than the resources or techniques typically used by educators becomes the focus of concern.

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Thus, the construct of student involvement in certain respects resembles a more common construct in psychology: motivation. They prefer the term involvement, however, because it implies more than just a psychological state; it connotes the behavioural manifestation of that state. Involvement, in other words, is more susceptible to direct observation and measurement than is the more abstract psychological construct of motivation. Moreover, involvement seems to be a more useful construct for educational practitioners. How do you motivate students? is probably a more difficult question to answer than How do you get students involved?

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The theory of student involvement is qualitatively different from the developmental theories that have received so much attention in the literature of higher education during the past few years. These theories are of at least two types: those that postulate a series of hierarchically arranged developmental stages (e.g., Heath, 1968; Kohlberg, 1971; Loevinger, 1966; Perry, 1970) and those that view student development in multidimensional terms (e.g., Brown & DeCoster,1982; Chickering, 1969). (For recent, comprehensive summaries of these theories see Chickering & Associates, 1981; Hanson, 1982.).

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Whereas these theories focus primarily on developmental outcomes (what of student development), the theory of student involvement is more concerned with the behavioural mechanisms or processes that facilitate student development (the how of student development). These two types of theories can be studied simultaneously.

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The Stimulus-Response Theory (Associative Theory) by Edward Thorndike

The stimulus-response (S-R) theory developed by Edward Thorndike suggests that learning takes place by conditioning a response to a stimulus. Learning is associating and conditioning. Learning takes place with an established neural pathway between the stimulus and the response. This theory emphasized that when an individual is stimulated to perform an act of response and this act or response is accompanied by pleasure or satisfaction, he will remember and repeat the act. Then with practice, the response becomes automatic like any other drill or habit.
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In physical education, the S-R theory favours teaching of an activity or skill and providing the opportunity to practice correctly until the skill is learned or mastered. It is the responsibility of the physical education teacher when teaching a skill to provide the best possible demonstration of the skill to be learned, and to continually assist the learner in the practice using the technique to assure improved.

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The Cognitive Theory of Learning (Field Theory) by Max Wertheimerlearning which The cognitive theory of

has been developed by Gestalt `focuses on the individual. It states that an individual learns a task as a meaningful whole rather than a series of related parts. It proposes that the response is not to the stimulus but to the learners perception of the reconstruction of the stimulus in terms of the whole situation. An outstanding advocate of the cognitive theory is Jerome Bruner. His major emphasis is on the discovery approach which gives much

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In the Social Cognitive Theory, we are considering 3 variables:

behavioural factors

environmental factors (extrinsic)

personal factors (intrinsic)

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These 3 variables in Social Cognitive Theory are said to be interrelated with each other, causing learning to occur. An individuals personal experience can converge with the behavioural determinants and the environmental factors.

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In the person-environment interaction, human beliefs, ideas and cognitive competencies are modified by external factors such as a supportive parent, stressful environment or a hot climate. In the person-behaviour interaction, the cognitive processes of a person affect his behaviour; likewise, performance of such behaviour can modify the way he thinks. Lastly, the environmentbehaviour interaction, external factors can alter the way you display the behaviour. Also, your behaviour can affect and modify your environment. This model clearly implies that for effective and positive learning to occur an individual should have positive personal characteristics, exhibit appropriate behaviour and stay in a supportive environment.

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In addition, Social Cognitive Theory states that new experiences are to be evaluated by the learner by means of analyzing his past experiences with the same determinants. Learning, therefore, is a result of a thorough evaluation of the present experience versus the past. For the purpose, the school will design a development program for the Physical Education student. Prior to decision-making on the form of development program for the student, an identification of the development need is in order. This is possible through curriculum research and curriculum evaluation. Hence,

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The present study will attempt to improve the curriculum in physical education specifically the Philippine folk dance program for the public high school Physical Education students that will meet the need of the clientele.

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SIGNIFICANCE OF THE STUDY

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the factors affecting public high school students towards Philippine Folk Dance

The findings of this research would serve veritable information to the following:

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To the Students.

They are the learners of the school. The study is significant to the degree that the factors affecting public high school students towards Philippine folk dance will serve as a baseline in applying modern techniques in the teaching of Philippine folk dance in public high school students.

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To the Parents.

Information given in this study would help them motivate their students to develop good behaviour and to make them aware of our culture

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To the P.E. Instructors.

The results of this study would help the P.E. teachers to understand the process of developing knowledge, skills, habits, interest, attitude, factors that affects the public high school students towards Philippine folk dance so as to improve in the teachinglearning process.

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To the School Administrators.

The information given on this research would make them aware of the importance of considering interest, attitude, and factors that affects the students towards Philippine folk dance and if schools aimed to promote and maintain quality, the administrator can give their support in terms of hiring physical education teachers who can really deliver the goods in terms of knowledge, skills, habits and expertise in Philippine folk dance.

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To the Researchers.

These people are the ones who are in direct contact with the respondent.

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