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008			210512n 000 0 eng d
100	1		_aDominguez, Estrelita P.
245	1	0	_aEvaluation of cultural contents of social studies textbooks in junior high school and students' attitude and perception towards culture learning: _h[manuscript] _bpathways towards cultural sensitivity and awareness / _cEstrelita P. Dominguez
260			_aBalanga City : _bBPSU, _c2019.
300			_axii, 206 pp. ; _c28 cm.
490	1		_aEvaluation of cultural contents of social studies textbooks in junior high school and students' attitude and perception towards culture learning
500			_aThesis (MAEd-Social Studies) BPSU, 2019.
520			_aThis study entitled aimed to examine the state of references to different cultural categories in Araling Panlipunan (Social Studies) textbooks in Junior High School as well as the learners' attitudes and expectations on cultural contents and culture learning. This study employed descriptive method of research. A content analysis was conducted in order to explore the nature of categories and types of culture and tasks in the Araling Panlipunan textbook in the Junior High School. The material for the cultural content analysis in the current study was chosen from a series of textbooks used in Araling Panlipunan in JHS entitled Asian Studies for Grade 7, World History for Grade 8, Economics for Grade 9 and Contemporary Issues for Grade 10. Data gathering questionnaire consisted of investigating students' attitudes towards culture learning and their perception about the ability to communicate about culture. The questionnaires were piloted for Cronbach Alpha to statistically strengthened its validity in the context of this module and the situation of the research. The sample of this study composed of 357 students from a public Junior High Schools in the Province of Bataan. Stratified random sampling was used in the selection of respondents for this study. Findings revealed that in terms of categories and contents of culture in the modules, it has been found out that in Grade 7 Module, all topics are categorized under international culture. There are no identified themes that fall under the little c culture category. For Grade 8 Module, a dominant number of topics fall under international culture. There is only one (1) topic under source culture that was identified in the whole module. Since the module is basically history, most of the topics fall under the theme of History, Politics, geography, and society. Among the little "c" themes, there are a few topics on values, customs, and holidays. For Grade 9 Module, it appears like the module is culture sensitive to the Filipino students whom it is instructing. There is no international culture being specifically identified in this module. Majority of the topics are culture free. For Grade 10 Module, it is very interesting to note that there are topics identified across three types of culture, the majority of which are source culture, followed by culture free topics and the lowest frequency is on international culture. The evaluation of respondents' attitudes towards culture learning and textbook and belief abut ability to communicate about culture shows that the respondents are interested about the social and cultural knowledge of the Philippines and other countries and capable of applying these cultural learnings by means of daily living and culture patterns like in food, holidays, lifestyles and customs unlike giving an effort to the culture of the other countries. In terms of rank distribution of the type of culture being taught at the AP class as perceived by the respondents, the Filipino culture is taught more frequently than the culture of other countries. In terms of the rank distribution of the aspects of culture that must be learned in the AP class to facilitate learners' capability to culturally and socially relate with people from different countries as perceived by the respondents, History ranked first, followed by Economy, Literature and Arts, Geography, and Government and Politics. In terms of rank distribution of the teaching-learning methods that the respondents deemed helpful for their social and cultural learning, the "teachers' providing of cultural background related to the topic of discussion" was ranked first. In terms of the rank distribution of the factors hindering the learners' ability to learn about different culture as perceived by the respondents, the "Textbooks lack of cultural contents" is the first problem in learning. In terms of the rank distribution of the respondents' course setting / setup preference in learning culture, "Supplementary exercises in the social studies course" ranked first. In terms of the qualitative questions, the students generally attempted to learn Filipino indigenous culture and are very much willing to learn the culture of other countries. The study concluded that the first two years of junior high school Social Studies Module are dominantly international in cultural orientation, providing contents that focus more on the international culture than the source culture of the students. The last year of Junior High School social studies seem to provide topics with more local contexts and topics that are generally true across different cultures as evidenced by the number of source and culture free topics. Recommendations for the enhancement of a more cultural sensitivity and awareness were provided at the end of the study.
650		7	_aCultural awareness _2sears
650		7	_aCultural sensitivity _2sears
999			_c11786 _d11786