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Acculturation of Physical Education Teachers and

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Dances in the Tertiary Level: Basis for a ....

Article · August 2014

DOI: 10.7718/iamure.ije.v9i1.753

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Vol. 9 January 2014 Volume 9 · January 2014
Print ISSN 2244-1476 • Online ISSN 2244-1484
International Peer Reviewed Journal
doi: http://dx.doi.org/10.7718/iamure.ije.v9i1.753
This Journal is produced by IAMURE Multidisciplinary Research,
an ISO 9001:2008 certified by the AJA Registrars Inc.

Acculturation of Physical Education

Teachers and their Interest in Teaching
Selected Philippine Folk Dances in the
Tertiary Level: Basis for a Forum on
Cultural Dances
RENE M. BABIERA II
ORCID No.: 0000-0003-1326-4622
rbabieraii@gmail.com
University of the Immaculate Conception
Davao City, Philippines

ABSTRACT

Folk dance as an academic program has received less attention and interest
due to the rise of globalization that in turn makes culture adopt modern
behaviors. It is very evident with how people react and prefer modern, pop, and
hip hop dances. This study was conducted to find out the acculturation and
interest of the Physical Education teachers towards teaching folk dances in the
Tertiary Schools, in Davao City. Using descriptive correlation method, adopted
survey questionnaire with mean, t-test and Pearson r as data analysis tools, it
was found out that there was a significant relationship between the acculturation
and interest level of the P.E. teachers in teaching folk dance. The findings of
the study confirm the theory of Leal (2011) which states that acculturation
can be considered as one significant factor affecting a person’s ability to impart
culture through experiences and moreover of interest in the preservation of its
own culture to be able to recognize his national identity. To have an in depth
acquisition of knowledge about folk dance, it is recommended that the teachers
should update themselves with issues and concerns about Philippine folk dances
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IAMURE International Journal of Education

in order to Gin opportunities to develop their skill especially in imparting their

own cultural heritage - folk dances.

KEYWORDS

Physical education, acculturation, folk dances, cultural dances, correlation,

Philippines

INTRODUCTION

One of the academe’s missions is to preserve, promote and pass down folk
tradition and culture. This task is given to the Physical Education teachers for
they specialize in human kinetics which includes dance as an art form, but
with the strong influence of the modern culture specifically modern pop and
hip hop dances, the P.E. Teacher’s attitude and interest are diverted to adopt a
dance activity that catches the attention and interest of its students sometimes
jeopardizing the importance of its culture and tradition (Leal, 2011).
In the Philippine setting, tradition is believed to be taught in and out of
school, in the academic discipline and social practices and customs. The school
teaches formally while society teaches in communal activities manifested
through community rights, games, children and youth play, in work practices
and celebrations. Both, the school and community, is expected to preserve
tradition. Schools can codify folk dancing while society can continue to change
this in real life circumstance. Tradition is not to be static but should evolve
according to the environment and belief of the people (Andin, 2003).
In Davao City, as observed, there are just a few school based dance troupe
catering to folk dances, this is due to the immense popularity of modern, pop
and hip hop dances. This problem may be attributed to the lesser exposure of
students to folk tradition and culture such as folk dances. Either it is because of
the P. E. teacher’s personal view about folk dancing and the extent of imparting
these traditions to them. While the school has included folk dancing in their
P.E. curriculum as one of its lesson for rhythmic activities, sometimes it is not
enough because the number of meetings given to it lies to the responsibility of
the P.E teachers, where, in most common time it is the topic that is given the
less meeting. Most especially if the P.E. teacher is uncertain of how it should be
taught and conducted (Villaruz, 2011).
As a Physical Education teacher, it is our concern to ensure the preservation
and integrity of the culture that led him to conduct this study. He wants to
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 Volume 9 · January 2014

find out why students have lesser interest in learning folk dances and shows
poor appreciation to it, and also to see the problems faced by P.E. teachers in
imparting folk dances and their attitude towards it. He hopes to seek a solution
to benefit them in understanding how they affect their teaching of folk dance.
Also, this study sought solution and proposed forum necessary for the P.E.
teachers to identify the problem areas they are experiencing specifically, the
teaching of folk dance. This will somehow alleviate the teacher’s predicament in
imparting cultural heritage.

FRAMEWORK

Figure 1. Conceptual Framework of the Study

Acculturation of P.E. teachers in teaching Folk Dance

Acculturation as viewed by anthropologist Franz Boas (1941), all people
acculturate, and not only savages and minorities. He also quoted that there
are no people whose customs have developed uninfluenced by foreign culture,
moreover, has not borrowed arts and ideas which have developed in its own way
using the steel harpoon as his example used by American and Scotch whalers as
a slightly modified imitation of the Eskimo harpoon (Moos et. al, 2005).
In the discussion of why acculturation deviates from culture, according
to Kramer (2003) an offshoot term arises, and that is cultural appropriation.
Kramer (2003) explains that it is a phenomenon wherein one specific cultural
group adopts to some extent practices and elements of another group. This can
be in a form of clothing, personal adornment, music, art, religion, language or
behavior. All of these elements are imported into the existing culture but could
have wildly different meanings or lack the subtleties in the context of originality

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IAMURE International Journal of Education

(Knauft, 2002).
Folk dancing is not just a way of showing the dance itself, but also as a way
of showcasing the dancers. It is one way of flaunting elegance and beauty that is
truly Filipino (Obusan, 1992).
The following is the different classification of Philippine Folk dances:
Mountain or Ifugao Dances. Long before the Spanish occupation, the
indigenous people in the mountain province had their own dance which reflects
their worship, celebrations, wars and even common chores of their daily lives.
Most common of the dance they have is to appease their gods and ancestors to
cure ailments, insure success in war, or ward off bad luck and natural calamities.
Also, they dance to insure bountiful harvest, favorable weather or a mark
milestone in the cycle of life. They used these dances for general welfare, to
socialize, recreate and congregate which eventually makes an outlet for their
repressed feeling. So the dances evolved as a means of expressing their feelings,
their sadness, happiness or anger (Lee & Nadeau, 2012).
Spanish Influenced Dances. The coming of the Spaniards in the 16th
century brought a new influence in the Philippines. Aside from converting
majority of the Filipinos to Roman Catholic, European cultural ideas spread and
was adapted by most of the people blending in with their local practices. This
is evident to urban Filipinos where most of their dances use bamboo castanets,
Manton, abanico or Asian fans and Spanish foot works. Typical costume for this
dance is the formal Maria Clara dress for women and Barong Tagalog for men.
Muslim and Moro Dances. NCCA (1995) cited that Mindanao Island and
Sulu was not conquered by the Spaniards during their regime. This is probably
because of the topographical location of the island. Before Magellan discovered
the Philippines in 1521, most of the island was already converted to Islam
especially those groups living in the lowland and seafronts. The dance of the
Muslim group is usually very conservative portraying religious and ceremonial
practices.
Tribal Dances/Ethnic Dances. Same source said that those cultural
minorities living in the upland and mountains manifest animistic practices
and beliefs which predated Christianity and Islam considers dancing as part
of their lives. As in most ancient cultures, their dances are closely intertwined
with ceremonials of rituals and sacrifices which make it more interesting. Their
dances are essentially performed always to appease their gods and nature.
Rural and Barrio. Lastly, NCCA (1995) that dances of the rural Christian
lowlands is the most popular and well-loved dances of the Filipinos. It is
because these dances illustrates a fiesta spirit and demonstrates a mood where it
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 Volume 9 · January 2014

showcases the love of life. It expresses joy in work, love for music, pleasures in
life and simplicity of nature. The typical attire for this group of dance includes
colorful Balintawak, Kimona and Patadyong and Baro‘t Saya for women where
on the other hand Camisa Chino and colored trousers for men.
These elements incorporated in these literatures which provided the
necessary framework in the conceptualization of this study. Notably, this study
is considered significant since the world today is challenging the academe to
be globally competent, being aware of the culture of others but also without
neglecting its own culture.

OBJECTIVE OF THE STUDY

The purpose of the study was to find out the acculturation and level of
interest of the Physical Education teachers in teaching folk dances.

METHODOLOGY

Descriptive correlational research describes and interprets what it is concerned

with conditions of relationship that exist, practices that prevail, belief, process
that are going on; effects that are felt; or trends that are developing (Calderon
& Gonzales, 1993).
A letter was made to request for the approval to conduct research among
various college teachers. The respondents of the study were the physical
education teachers of tertiary schools in Davao City. In undertaking the study,
the researcher used universal sampling in identifying the number of respondents
to be studied. The respondents are P.E. teachers from the different schools,
colleges and universities in Davao City.
There was a total of 25 P.E. teachers as respondents in the study, of which were
17 females and 8 males. With regards to the age bracket, 17 of the respondents
were below the age of 40 and 8 of them were above 40. In terms of years in
service, 10 of the respondents had 1 to 10 years teaching experience. 11 of them
had 11 to 20 years of teaching experience and 4 of them had 21 to 30 years of
teaching experience. The respondents’ educational attainments were as follows;
19 respondents had Masters Degrees and 6 respondents had doctoral degrees.
This study used the descriptive correlational utilizing survey as an instrument
in gathering data. This was deemed appropriate for the stated purpose of the
study, which is to describe the acculturation and level of interest of the Physical
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IAMURE International Journal of Education

Education teachers towards folk dance as required course in the physical

education curriculum.

RESULTS AND DISCUSSION

Level of Acculturation in terms of Personal experience

Table 1. Level of Acculturation of the P.E. Teachers in Teaching Phil. Folk

Dances in terms of Personal Experience
Descriptive
Item Mean
Equivalent
During elementary years:
1. Being involved in folk dance presentation either as a dancer or as 4.24 High
dance demonstrator
2. Being exposed to a lot of cultural presentation 3.96 High
3. Reading folk dance history and literature which being found
3.48 Moderate
interesting
4. Joining folk dance competition in and outside the school 4.00 High
5. Being a member of a folkloric dance group in school 3.88 High
Mean 3.91 High
During secondary years:
1. Being involved in folk dance presentation either as a dancer or as 4.24 High
dance demonstrator
2. Being exposed to a lot of cultural presentation 4.00 High
3. Reading folk dance history and literature which being found
3.44 Moderate
interesting
4. Joining folk dance competition in and outside the school 4.08 High
5. Being a member of a folkloric dance group in school 3.92 High
Mean 3.94 High
During tertiary years:
1. Being involved in folk dance presentation either as a dancer or as 4.68 Very High
dance demonstrator
2. Being exposed to a lot of cultural presentation 4.44 High
3. Reading folk dance history and literature which being found
4.52 Very High
interesting
4. Joining folk dance competition in and outside the school 4.32 High
5. Being a member of a folkloric dance group in school 4.36 High
Mean 4.46 High
Overall Mean 4.10 High

Personal Experience. Presented in Table 1 is the Level of Acculturation of

the P.E. teacher in teaching Philippine folk dances in terms of their personal
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 Volume 9 · January 2014

experience during the elementary, secondary and tertiary level. The personal
experience of the P.E. teachers as reflected in the table is high with an overall
mean score of 4.10. In detail, as shown in the table, item number 1 during
their tertiary years which states that the involvement in folk dance presentation
either as a dancer or a demonstrator is very high with a mean score of 4.68. Item
number 3 during their tertiary years which states reading folk dance history
and literature which is found interesting is also very high with a mean score of
4.52. Both of these items show a remarkable rating because it is being offered as
a major subject in college. This means that the respondents were always involved
in folk dance presentation in school during their college years and were given a
lot of folk dance literatures to read and interpret as part of their major subject in
college, this way there are not only given the opportunity to dance but to dissect
it in detail.
Professional experience. Presented in Table 2 is the level of Acculturation
of the P.E. teachers in teaching Philippine folk dances in terms of Professional
experience during the elementary, secondary and tertiary level.

Table 2. Level of Acculturation of the P.E. Teachers in Teaching Phil. Folk

Dances in terms of Professional Experience
Descriptive
Item Mean
Equivalent
1. Being competent in teaching folk dance 4.32 High
2. Knowing the objective of teaching folk dance 4.68 Very High
3. Having strong foundation and background of all folk dances 4.28 High
4. Having materials and equipments that are available for referral
4.44 High
when needed
5. Attending seminars, workshop and trainings in folk dance to
4.64 Very High
enrich skill
6. Asking assistance from school to send them to trainings/
4.48 High
seminars on folk dance
7. Watching cultural presentation whenever possible 4.44 High
8. Researching and being updated with issues and topics about the
3.68 High
teaching of folk dances
9. Being a member of a professional folkloric dance society 4.32 High
10. Handling dance group which caters to folk dances 3.60 High
Overall Mean 4.29 High

As shown in the table the overall mean score of all the items enumerated in

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IAMURE International Journal of Education

the questionnaire is 4.29 or high. Item number 2 and 5 both obtained a very
high score. This means that the P.E. teachers knows the objective of teaching
folk dance and is always attending seminars, workshop, and trainings to enrich
their skill in folk dancing. All other items obtained a high score which still
shows the high interest of the respondents.

Summary of the P.E. Teachers Level of Acculturation in teaching

Philippine Folk Dances
A summary of the level of acculturation of P.E. teachers in teaching
Philippine folk dance result by indicators is shown in Table 3. As shown in
the table, the level of acculturation of the P.E. teachers is not visible since their
personal experiences and professional experiences towards folk dance have
gained mean scores of 4.10 and 4.29 respectively with an overall mean score of
4.20 described as high.

Table 3. Summary of the Level of Acculturation of the P.E. Teachers in

Teaching Philippine Folk Dances
Item Mean Descriptive Equivalent
Personal Experience 4.10 High
Professional Experience 4.29 High
Overall Mean 4.20 High

This means that their experiences during their elementary, secondary and
tertiary as well as during the time they have their teaching experience based on
the table presented on the earlier page the exposure they have of their culture
is relatively high. If we scrutinize the result it will tell us that the teachers are
trained and exposed very well on cultural dances.
This explains more that P.E. teachers teaching in college knows the objective
and has the right perspective towards their own culture and that they can impart
this to their students positively since the training they have shown a high remark.
While in terms of reading and researching on matters about cultural dances they
have shown a moderate rating which implies that teachers are not well trained
in doing research dances and reading issues, concerns and topics that are about
cultural dances. This table summarizes that they are more inclined in learning
the steps and then teaching it to students rather than researching cultural dances
which entails reading and understanding the steps.

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 Volume 9 · January 2014

Level of Interest in terms of Learning the Dance Steps

Learning the Dance Steps. The level of interest in learning the dance steps
of Philippine folk dance of the P.E. teachers is shown in Table 4. As shown in
the table, the over-all mean is high with a score of 4.37. In detail, item number
2, 3 and 5 all got the highest mean score.

Table 4. Level of interest of P.E. Teachers in the folk dances in terms of

learning the dance steps
Descriptive
Item Mean
Equivalent
1. Being interested in learning the dance steps of Ifugao dances
4.08 High
(Ragragsakan,Idaw,etc.)
2. Being interested in learning the dance steps of Spanish
4.52 Very High
Influence dances (Carinosa,etc.)
3. Being interested in learning the dance steps of Muslim dances
4.56 Very High
(Kasanduayan,etc.)
4. Being interested in learning the dance steps of Tribal dances
4.16 High
(Dugso,etc.)
5. Being interested in learning the dance steps of Rural dances
4.52 Very High
(Tinikling,Maglalatik,etc.)
Overall Mean 4.37 High

This means that the P.E. teachers of the different schools, colleges and
universities in Davao City are more interested in learning the dance steps of the
Muslim, Spanish influenced, and Rural folk dance probably because the dance
steps of this folk dance classification is established and can be read and followed
thoroughly.
The other two classifications of folk dances, which are Tribal dances and
Ifugao dances, have obtained a high mean. This means that the dance steps and
dance terms of this dance classification are more intricate, and the dance itself
requires utmost respect and caution since it is mostly based on rituals which some
might find a little rigid and may show disrespect to the culture of the minorities.
This further explains that knowing their dance, although it is beautiful and can
help others be aware of their folk traditions and culture, but the fact still remains
that it is not easy to penetrate the two classifications of dances since its ritual
based and there are some requirements that need to be seen.
Folk Dance Music. The level of interest of P.E. teachers in terms of listening
to music of Philippine folk dance is shown in Table 5. As shown in the table, the

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IAMURE International Journal of Education

over-all mean is high with a score of 4.33. In detail, item number 3 obtained a
very high rate only.

Table 5. Level of Interest of P.E. Teachers in the Folk Dances in terms of Music
Descriptive
Item Mean
Equivalent
1. Being interested with the music of Ifugao dances
4.08 High
(Ragragsakan,Idaw,etc.)
2. Being interested with the music of Spanish Influenced dances
4.48 High
(Carinosa,etc.)
3. Being interested with the music of Muslim dances
4.52 Very High
(Kasanduayan,etc.)
4. Being interested with the music of Tribal dances (Dugso,etc.) 4.20 High
5. Being interested with the music of Rural dances
4.36 High
(Tinikling,Maglalatik,etc.)
Overall Mean 4.33 High

This means that the P.E. teachers in Davao prefer listening to music
belonging to Muslim folk dance classification. This explains that since most
of the respondents were raised in Davao where exposure to Muslim music is
evident it reflects really of their interest in these dance classification. Aside from
the fact that their exposure to Muslim dances is high considering Davao as a
melting pot of both highland and lowland ethnic groups. It is possible that their
music preference is one close to their orientation.
All other items obtained a high mark which means that there exposure
to this kind of music is not established very well. They probably have a lesser
experience of listening to this kind of music. Though mostly, music belonging
to this classification of folk dance is already canned and ready for listening
pleasure it is still considered a bit difficult to identify since the instruments used
in playing the said dances are varied and broad, and sometimes it is mistaken as
music belonging to another classification where in reality it is not.
Costume. The level of interest of P.E. teachers in terms of the costumes of
Philippine folk dance is shown in Table 6. As shown in the table, the over-all
mean is high with a score of 4.39. In detail, item number 2 and 3obtained a very
high rate.
This means that the P.E. teachers in the different schools, colleges and
universities in Davao are more interested in the costumes of the Muslim and
Spanish Influenced folk dances. This implies their preference to something

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 Volume 9 · January 2014

dainty and classy since the costume belonging to this classification reflects a
regal, formal and classic taste of textile, design and color. In school and also in
other occasion we usually see Spanish Influenced and Muslim dances since the
actions preformed and the costume used is more formal.

Table 6. Level of Interest of P.E. Teachers in the Folk Dances in terms of

Costume
Descriptive
Item Mean
Equivalent
1. Being interested with the costume of Ifugao dances
4.12 High
(Ragragsakan,Idaw,etc.)
2. Being interested with the costume of Spanish Influenced dances
4.64 Very High
(Carinosa,etc.)
3. Being interested with the costume of Muslim dances
4.68 Very High
(Kasanduayan,etc.)
4. Being interested with the costume of Tribal dances (Dugso,etc.) 4.16 High
5. Being interested with the costume of Rural dances
4.36 High
(Tinikling,Maglalatik,etc.)
Overall Mean 4.39 High

On the other hand, all other classification of folk dance obtained a high rate.
It is not bad, but obviously it implies that the P.E. teachers prefers a more up to
date costume given the fact that some of the textile used on these dances are a
bit hard to get and the colors used are very earthy with no other shade that may
bring life to the one wearing it. Also, there are no available replacements with
regards to the material used for the costume in this classification of folk dances.
Dance History. The level of interest of P.E. teachers in terms of learning
the dance history of Philippine folk dance is shown in Table 7. As shown in the
table, the over-all mean is high with a score of 4.31. In detail, item number 3,
which states as interested in the history of Muslim dances is the only one who
obtained a very high rate.
This means that since the P.E. teachers in schools, colleges and universities,
in Davao, is oriented to one close to them and given the fact that they all were
raised in Davao where a number of Muslim people lives, it is really evident that
they all are interested in knowing the dance history of Muslim. Another reason
perhaps is the regionalist attitude of the Filipinos where we sometimes prefer
matters close to us may explain why this item received the highest among the
five.

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IAMURE International Journal of Education

Table 7. Level of Interest of P.E. Teachers in the Folk Dances in terms of

Dance History
Descriptive
Item Mean
Equivalent
1. Being interested with the history of Ifugao dances
4.08 High
(Ragragsakan,Idaw,etc.)
2. Being interested with the history of Spanish Influenced
4.44 High
dances (Carinosa,etc.)
3. Being interested with the history of Muslim dances
4.52 Very High
(Kasanduayan,etc.)
4. Being interested with the history of Tribal dances (Dugso,etc.) 4.20 High
5. Being interested with the history of Rural dances
4.32 High
(Tinikling,Maglalatik,etc.)
Overall Mean 4.31 High

All other items obtained a high rate, this means that the P.E. teachers in
the different schools, colleges and universities in Davao find a little difficult to
research and have an in depth understanding on the enumerated folk dance
classifications. Although what they gained is high, probably the exposure to
this kind of dances is limited. Given the fact that the teachers experiences in
researching and reading folk dances of other classification is a little bit low plus
proximity wise our islands are situated a bit far from one another it really does
makes a difference.
Teaching Folk Dance. The level of interest of P.E. teachers in terms of
teaching the dance steps of Philippine folk dance is shown in Table 8. As shown
in the table, the over-all mean is high with a score of 4.34. In detail, item number
5, which states, as interested in teaching Rural dances and item number 2 which
states interested in teaching Spanish Influenced dances both obtained a very
high rate respectively.
This means that the P.E. teachers in the different schools, colleges and
universities in Davao are more interested in teaching Spanish Influenced, and
Rural folk dances since the dance terms and dance steps of this folk dance
classification is already formalized and established by Francisca Reyes-Aquino
(1952), it is easier for them to impart this to the students and besides seminars
and workshops is limited only to dances from this classification that is why they
are more confident to teach it to their students but, unfortunately, very limited
to this classification.

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 Volume 9 · January 2014

Table 8. Level of Interest of P.E. Teachers in the Folk Dances in terms of

Teaching
Descriptive
Item Mean
Equivalent
1. Being interested in teaching Ifugao dances
4.08 High
(Ragragsakan,Idaw,etc.)
2. Being interested in teaching Maria Clara dances
4.52 Very High
(Carinosa,etc.)
3. Being interested in teaching Muslim dances
4.44 High
(Kasanduayan,etc.)
4. Being interested in teaching Tribal dances (Dugso,etc.) 4.12 High
5. Being interested in teaching Rural dances
4.56 Very High
(Tinikling,Maglalatik,etc.)
Overall Mean 4.34 High

All other folk dance classification enumerated in the questionnaire obtained

a high rating. This means that the enumerated dance classifications are the least
to be taught to students because probably the exposure of the P.E. teachers to
this kind of dances is limited and the training they have to this kind of dance
classification is limited. However, the rating is still considered as high which
implies that probably they know the background but cannot perform or teach
the said folk dance classification.

Summary of the Level of Interest of P.E. teachers in Folk dances

A summary of the level of interest of P.E. teachers in Philippine folk dance
result by indicators is shown in Table 9. As shown in the table, the level of
interest of the P.E. teachers is high since the over-all mean score is 4.34 which
are also high. In detail, of all the indicators, the P.E. teachers are more interested
in the teaching folk dances since it has a mean score of 4.56 which is very high.
Obviously, this item should really receive a rating as such because after all
the purpose of being a teacher is really to teach and impart learning to students.
It is very satisfying to know that almost all the respondent were unanimous in
this item, and it gives an assurance that the respondents are really responsible in
their chosen career.
This also shows that the interest of the respondents towards the teaching of
cultural dances is remarkable since they all have the passion for it and they know
that in order to preserve our cultural heritage there should be someone who will
lead and make a step to do it, and it is just proper that teachers will make the

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IAMURE International Journal of Education

necessary move preserve it specially P.E. teachers.

Table 9. Summary on the Level of Interest of P.E. Teachers in the Folk Dances
Descriptive
Item Mean
Equivalent
Learning Dance steps 4.37 High
Music Interest 4.33 High
Costume 4.39 High
Dance History 4.31 High
Teaching 4.56 Very High
Overall Mean 4.34 High

The four other item indicator listed in the questionnaire receives a high
rating. Specifically, the costume, learning the dance steps, music interest and
dance history. This means that the P.E. teachers in the different schools, colleges
and universities, in Davao City, showed an impressive interest in cultural dances.
Regardless of their training and exposure they still have shown a high regard to
these folk dances.

Significance of the Relationship in the Level of Acculturation and Level of

Interest of the P.E. Teachers in the teaching of Folk dances
Presented in Table 10 is the significance of the relationship in the level of
acculturation and level of interest of the P.E. teachers in teaching folk dances.
As shown in the table, all indicators of both variables showed an overall score of
0.54 which is greater than the critical value of 0.396; therefore, it is significant
since the accepted value is greater than the critical value, hence, rejection of the
null hypothesis. It can be stated, therefore, that there is a significant relationship
between the level of acculturation and level of interest of the P.E. teacher in
teaching folk dances.
The percentage of influence of acculturation of P.E. teacher on their interest
in teaching folk dances is 29 percent. This is obtained by squaring the value of
the coefficient of correlation which is .54. This means that 29 percent of the
variation in the interest of P.E. teachers, in teaching folk dances, is due to the
variation of acculturation. This indicates further that 71 percent of the variation
of interest of teachers is influenced by other variables not covered in the study.

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 Volume 9 · January 2014

Table 10. Significance of the Relationship in the Level of Acculturation and

Level of Interest of P.E. Teachers in Teaching Folk Dances
Dependent Variable
Independent (Level of Interest)
Variable
(Acculturation) Learning Music Dance
Costume Teaching Overall
Dance Steps Interest History
Personal
0.32 0.21 0.38 0.35 0.40* 0.35
Experience
Professional
0.70* 0.68* 0.74* 0.72* 0.76* 0.76*
Experience
Overall 0.49* 0.40* 0.55* 0.52* 0.57* 0.54*
*Significant (Decision on H0 = Reject)
Critical value at alpha 0.05 = 0.396

CONCLUSIONS

The findings of the study confirm the theory of Leal (2011), which states
that acculturation can be considered as one significant factor affecting a person’s
ability to impart culture through experiences and moreover of the interest in
the preservation of its own culture to be able to recognize his national identity.
Based on these findings the following conclusions are drawn. First, that there is a
manifestation of acculturation of the P.E. teachers since they have gained a high
score on the items stated in the questionnaire regarding acculturation although
they have also shown high regard to Philippine folk dance during their student
days and they have a clear understanding of the importance of their own culture
as manifested in their professional experiences but still the influence of other
culture is visible. Second, that the level of interest of the P.E. teachers towards
Philippine folk dances is high therefore it can be stated that right perspective
towards teaching is being practiced. Third, that there is significant relationship
in the level of acculturation and level of interest of the P.E. teachers. Fourth, that
the level of acculturation of P.E. teachers influences their interest in teaching
folk dances; and a forum for P.E teachers is proposed, based on the result of the
study.

RECOMMENDATIONS

In light of the foregoing findings and conclusions, the following

recommendations are offered to answer the researcher’s inquiry about the

55
IAMURE International Journal of Education

problem. First, that the Department of Education as well as the Commission

on Higher Education may come up with a provision that will assess P.E.
teachers knowledge and skill in teaching Philippine folk dance and may also
provide an in depth enhancement program for teachers teaching folk dance s
aside from the one that is given by the Philippine Folk Dance Society. Second,
School Administrators may motivate and intensify the promotion of Philippine
folk dances in their respective institution by allowing P.E. teachers to attend
seminar workshops and for a about Philippine folk dance and by revitalizing
cultural shows for exposure of both student and teachers. They may also
increase institutional support for folk dance, both as a course offering and as
a school activity leading to its attainment of preserving our national heritage
as mentioned on every schools vision-mission. Third, that the P.E. teacher may
devise instructional strategies with emphasis on the enhancement of interest in
folk dance among students. They may also use folk dance as an instructional
material and as a learning tool for students to learn history and inculcate deep
sense of nationalism be strengthened.

LITERATURE CITED

Andin, C. & Miñas, P. L.

2003 The Teaching of Physical Education in Philippine Schools. Rex
Bookstore. Manila Retrieved May 17, 2014 from http://goo.
gl/6Wq4Ry

Aquino, F. R.
1952 Philippine Folk Dances. Journal of the American Association for Health,
Physical Education, and Recreation, 23(10), 10-11. Retrieved on June
19, 2014 from http://goo.gl/WKB6ur

Boas, F.
1941 Race, Language and Culture.  The Journal of Nervous and Mental
Disease, 94(4), 513-514. Retrieved May 17, 2014 http://goo.gl/p1O0bl

Calderon, J. F., Ed. D., Gonzales, Expectacion C.

1993 Methods of Research and Thesis Writing. Manila: National Bookstore.
Retrieved May 17, 2014 from http://goo.gl/8CkDKk

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 Volume 9 · January 2014

Knauft, B. M.
2002 Critically modern: Alternatives, alterities, anthropologies. Indiana
University Press. Retrieved on May 17, 2014 from http://goo.gl/
NpmNnB

Kramer, E. M.
2003 The emerging monoculture: assimilation and the” model minority”.
Greenwood Publishing Group. Retrieved on May 17, 2014 from http://
goo.gl/ge8UX2

Leal, J.
2011 “The past is a foreign country”? Acculturation theory and the
anthropology of globalization.  etnográfica,  15(2), 313-336. Retrieved
June 18, 2014 from http://goo.gl/MtEYKY

Lee, J. & Nadeau, K.

2012 Encyclopedia of Asian American Folklore and Folklife, Vol. 1. Retrieved
May 16, 2014 http://goo.gl/1IcFmS

Moos, F., Fardon, R., & Gusterson, H.

2005 Anthropologists as spies. Anthropology Today,  21(3), 25-26.
doi: 10.1111/j.0268-540X.2005.00358.x. Retrieved on May 16, 2014
from http://goo.gl/D27A5S

National Commission for Culture & the Arts 

(n.d.) Retrieved on June 18, 2014 from http://goo.gl/7ZngFS

Obusan, Ramon A.
1992 Ritual in Philippine Dance. NCCA Bulletin Retrieved June 16, 2014
http://goo.gl/CJh5PX

Villaruz, B.E.
2011 Philippine Dance Education. NCCA Bulletin Retrieved on June 12,
2014 http://goo.gl/n9gT2B

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