Perception of Senior High School

Students in Selected Private

Schools in Cavite on Classic
Philippine Literature in a 21st
Century Education

Bautista, May An C
Belarmino, Francisco Jericho V.
Eleuterio, Blessie Jane A.
Felipe, Anne Maxine U.
 Chapter I
Literature can be broken down into a number of distinct
literary eras. Considering the old and the new as the classic and
contemporary literature respectively, each period can be
classified on the basis of the assumption that the literary texts
written in a given time span have certain characteristics, features,
norms, and assumptions.
These literary periods indicate that the historical background
provides an important context for understanding literature. The more
we are aware of the characteristic beliefs, attitudes, assumptions of a
given period, the more we can appreciate a literary text written in
that period. (PPKE BTK, Retrieved on 1 Jan 2018)
 Statement of the Problem
1. What is the present knowledge of the Senior High School
Students in selected Private schools of Cavite on Classic
Philippine Literature? Additionally:

a. Based on the results of the data gathered, is there still a

need to reinforce or review lessons regarding Classic
Philippine Literature with the Senior High School
Students?

2. How important do students see Classic Philippine Literature in

developing their Filipino values and culture?
3. What are the opinions of the respondents regarding whether or
not Philippine Classic Literature should still be included in their
curriculum? Specifically:

a. Do they agree or disagree with the implementation of

subjects with topics regarding Classical Philippine
Literature?
Theoretical Framework
 This study is theoretically based on Vygotsky’s (1980) take

on the Constructivist approach in learning. It is said in this

approach that, learning is an active and contextualized

process of building knowledge rather than acquiring it on the

get-go. Knowledge is constructed based on personal

experiences and hypotheses of the environment. Learners

continuously test these hypotheses through social negotiation

and interaction. Each person has a different interpretation

and construction of knowledge process. The learner is not a

blank slate but brings past experiences and cultural factors to

a situation where his/her experience will apply.

 The theory applies to the research due to the researchers
wanting to assess the respondents’ familiarization with the
concepts, authors and selections that fall within the scope of
Classical Philippine Literature and everything related to it.
Understanding the importance of a good foundation of prior
knowledge before tackling a new topic or lesson, the research
aims to know if there is still a need to reinforce the respondents’
or the Senior High School students’ with topics regarding
Classical Philippine Literature to ensure that they would not have
a hard time of grasping newer concepts of Literature presented
in their current curriculum which is Contemporary Literature.
Conceptual Framework
 Assessment of the
need to teaching
Classic Philippine
Literature in the
Conduct a survey for
senior high
21st Century Learners curriculum
from the following
- Suggest that
schools:
Perception of the teaching classic
21st Century -Del Pilar Academy Philippine Literature
Learners towards -Cavite School of Life is more significant in
developing Filipino
Classic Philippine -Philippine Christian values and culture,
Literature University so it should be given
-Casa de San Miguel a better place in a
21st century
education"
Input:

shows a graphic presentation of the study, includes the main

topic which is the Perception of the 21st Century Learners about
the Classic Philippine Literature.

Process:

this is the respondents of this study, the Senior High School

Students from the Selected Private Schools in Cavite already
taking up Contemporary Literature.
Output:

The main goal of the research is to be able to assess if the

Senior High School students still need to take subjects that
have Classic Philippine Literature lessons in their Senior High
School years for further reinforcement of learning or not. Its
secondary goal is to suggest and that teaching Classic
Philippine Literature will be significant in developing Filipino
Values and Culture and putting it in the curriculum serves to
strengthen and solidify that goal.
Scope and Limitations of the Study

The focal point of this research was to survey and asses

the perception and familiarity of the senior high school
students towards Classic Philippine Literature. It will also cover
the inquiry with regards to the respondents’ opinion about
having Classic Philippine Literature in the K-12 curriculum. Its
primary concentration is bounded only to the Senior High
School Students in the Cavite Area. The survey respondents
consist of two-hundred (200) (Grade 11 and 12). This study will
consist of quantitative and qualitative design.
 Name of School Number of Respondents

Cavite School of Life

- Panapaan Rd, Bacoor, Cavite 40

Casa De San Miguel Montessori

-Hi-way, 215 Aguinaldo Blvd, 40
Bacoor, 4102 Cavite

St. Dominic College of Asia

-Emilio Aguinaldo Hwy, Bacoor, 40
4102 Cavite

Philippine Christian University

-Emilio Aguinaldo Hwy, Dasmariñas, 40
4114 Cavite

Del Pilar Academy

-General E Topacio St, Imus, 4103 40
Cavite
 Definition of Terms
• Literature—Literature a body of written works. The name has traditionally been applied to
those imaginative works of poetry and prose distinguished by the intentions of their authors
and the perceived aesthetic excellence of their execution (Rexroth 2018).

• Classical Literature—Classical Literature used for the literature of any language in a period
notable for the excellence and enduring quality of its writers’ works-The Editors of
Encyclopedia Britannica, (2017).

• Contemporary Literature—Contemporary Literature is a literature that is being written in

the now about the now. Reflect a society's social and/or political viewpoints, shown
through realistic characters, connections to current events and socioeconomic messages
-Carnevale (2017).

• 21st Century Education—21stCentury Education requires “skills in communication,

collaboration, and information analysis “Rodriguez, (2010). Also, it is Education enacted in
the 21st Century –Belarmino (2018)

• Perception- the state of being or process of becoming aware of something through

thesenses- Dictionary.com (2018)
 Significance of the Study
The study may benefit the following people:

• The Teachers: Teachers will benefit from this study, specifically

those that teach English, Filipino and Literature subjects. It
would help the teachers establish a proper method of
teaching Literature by understanding their students interest in
Classical literature as well as to know how familiar they are
with it as knowing that in the time of this research paper’s
writing, Classical Philippine Literature is still the prevalent topic
of Literature classes.
• The Students: The result of this study may benefit to the
students as they can assess themselves properly by
understanding and realizing as to how familiar they are with
Philippine Literature, allowing follow up if their skills are found
lacking.

• The Future Researchers: This study may serve as a reference

and guide for similar researchers on the perception of the
21stCenturystudents towards Classic Philippine Literature.
Chapter 3
 Research Design
• As a as a mixed method research, the study aims to assess
how much the respondents know about Classical Philippine
Literature, using questionnaires as a means to achieving the
objective.

• The Sequential Explanatory method was also used in the

research implementation, specifically in question number 9-10
of the survey given to the respondents.
Sampling Design

The respondents for this research are 40 Senior High

School students that were randomly selected from four
different schools across the Cavite area, totaling in 200
respondents overall. The sampling method used was
Convenience Sampling,
Research Instrument

The instrument used in the research is a questionnaire

type survey in which the respondents will choose the best
answer to the question provided. The questionnaire consists of
ten (10) questions in the multiple choice format, each question
having four choices each with only one correct answer. The
respondents are instructed to encircle the letter of their
chosen answer.
 Procedures of Data Gathering
Test Construction

The instrument used in the research was constructed on

the 1st of March and ended on March 5, taking the
researchers 5 days in constructing and properly finalizing it for
validation.
Test Validation
• The researchers asked for the permission of the
authorities in validating the test tool for the research.
They were Prof. Romeo P. Gonzalvo Jr., English Professor
Marilyn G. Alparo, and Filipino Professor Imelda L. San
Diego of St. Dominic College of Asia. The validators
encountered some problems with the test tool, and
some revisions were done before finalizing the
questionnaires.
Administration Proper

Questionnaires will be used for the gathering of data for the

research. It is consists of several questions that assess the
respondents familiarity with Classic Philippine Literature, testing
their familiarity with several authors and their writings as well as
the content of some selections.
The questionnaires were then distributed to the students from
different schools across Cavite, specifically:

1. St. Dominic College of Asia (Emilio Aguinaldo Hwy,

Bacoor, 4102 Cavite)

2. Casa De San Miguel Montessori School (Hi-way, 215

Aguinaldo Blvd, Bacoor, 4102 Cavite)

3. Cavite School of Life (Panapaan Rd, Bacoor, Cavite)

4. Philippine Christian University (Emilio Aguinaldo Hwy,

Dasmariñas, 4114 Cavite)

5. Del Pilar Academy (General E Topacio St, Imus, 4103

Cavite)
 The respondents were picked at random around the
end of their class periods as to avoid distracting the
students with their school responsibilities as well as
disrupting their classes. The respondents were given one
test questionnaire each. The questionnaires were
immediately retrieved as the respondents were done
answering them, avoiding further damage and loss of
questionnaires.
 Statistical Treatment of Data
• To interpret the gathered data, the researchers used
frequency and percentage distribution from the response
transcribe from items 1 to 8.

• The statistical treatment “Percentage Frequency

Distribution” is a display of data that specifies the percentage
that exist for each data point or grouping of data points. It is a
particularly useful method of expressing the relative frequency
of survey and other data.
Chapter 4
 This chapter deals with the presentation, analysis and
interpretation of data on the Perception of Senior High School
Students in Selected Private Schools in Cavite towards Classic
Philippine Literature in a 21st Century Education. The data analysis has
been carried out through statistical techniques such as Frequency
and Percentage Distribution, The analysis is also supported by several
other charts and graphical presentation. The tabular form of data has
been presented to make it easily understandable. The descriptions
were based on the statistical computation and their interpretation
from the answers of the respondents.
Table 1: Presents the frequency and percentage distribution on the
responses of the students to question number one (1): Who wrote the
two famous novels Noli me Tangere and El Filibusterismo?”

Student Response Frequency (ƒ) Percentage (%)

A. Andres Bonifacio 1 0.5

B. Ferdinand Marcos 1 0.5

Luna

C. Jose Rizal 198 99

D. Juan Luna 0 0
 Table 2: Presents the frequency and percentage distribution on
the responses of the students to question number two (2) “What is
the answer to the Filipino bugtong or riddle: “Isang prinsesa,
nakaupo sa tasa."?”

Student Response Frequency (ƒ) Percentage (%)

A. Bayabas 14 7

B. Kasoy 172 86

C. Lanzones 10 5

D. Pinya 4 2
 Table 3: Presents the frequency and percentage distribution on
the responses of the students to question number three (3):
“Which is an example of a "Salawikain" below?”

Student Response Frequency Percentage

(ƒ) (%)

A. Aanhin pa ang damo kung patay na ang 90 45

kabayo

B. Walang sinumang nakakaalam, pagdating ng 60 30

kadiliman.

C. Hubad sa katotohanan 29 14.5

 Table 4: Presents the frequency and percentage distribution on
the responses of the students to question four (4): “The story
about Daragang Magayon explaining why Mayon volcano is
erupting, is an example of what folk narrative?

Student Response Frequency (ƒ) Percentage (%)

A. Anecdote 12 6

B. Epic 46 23

C. Legend 80 40

D. Myth 62 31
 Table 5: Presents the frequency and percentage distribution on
the responses of the students to question five (5): “Which of the
following famous folk epics comes from Ilocos Region?”

Student Response Frequency (ƒ) Percentage (%)

A. Biag ni Lam-ang 131 65.5

B. Ibalon 40 20

C. Hinilawod 21 10.5

D. Kudaman 8 4
 Table 6: Presents the frequency and percentage distribution on
the responses of the students to question six (6) “Pamulinawen”,
“Atin cu Pung Singsing”, “Kubo” and “Leron-Leron Sinta”, what
genre in literature are the given Bahay titles?”

Student Response Frequency (ƒ) Percentage (%)

A. Folk Dance 11 5.5

B. Folk Poetry 5 2.5

C. Folk Song 182 91

D. Folk Speech 2 1
 Table 7: Presents the frequency and percentage distribution on
the responses of the students to question seven (7) “"O
pagsintang labis ang kapangyarihan, sampung mag-aama'y
iyong nasasaklaw. Kapag pumasok sa puso ninoman,
hahamakin ang lahat, masunod ka lamang." This line can be
found in which of Francisco Balagtas’ famous work?”

Student Response Frequency (ƒ) Percentage (%)

A. Florante Laura 163 81.5

B. Si Elias at so 22 11

Salome

C. Tungkung Langit 5 2.5

at Alunsina
 Table 8: Presents the frequency and percentage distribution on
the responses of the students to question eight (8): “Which of the
following is a Spanish lyric-dramatic genre that exhibits dancing
and singing of the Filipino stage performers?”

Student Responses Frequency (ƒ) Percentage (%)

A. Cenakulo 33 16.5

B. Panunuluyan 24 12

C. Pasyon 41 20.5

D. Sarswela 102 51
Table 9: Presents the frequency and percentage distribution on
the responses of the students regarding the importance of
Classic Literary texts in the development of Filipino Values and
Culture

Degree of Frequency (ƒ) Percentage (%)

Importance

Very important 122 61

Important 30 15

Not so important 11 5.5

Not really important 37 18.5

 Table 10: Frequency and Percentage Distribution of the
respondents regarding the importance of Classic Literary texts in
the development of Filipino Values and Culture

Degree of Importance Frequency Percentage

I cannot decide. 29 14.5

I don’t care. 19 9.5

No, because it’s not necessary. 11 5.5

Yes, because they are part of Philippine 141 70.5

literature which enlivens our identity as

Filipinos.
Table 11: Frequency and Percentage Distribution of overall
scores the respondents acquired towards the 8 objective
questions regarding Philippine Classical Literature

Frequency (ƒ)
Score Percentage (%)

8 3 1.5

7 34 17

6 57 28.5

5 60 30

4 33 16.5

3 7 3.5

2 4 2
Table 12: Percentage of students who passed and failed the 8
item objective test

Passed
Failed
Chapter 5

6.5%
 Conclusions
1. On a whole, most students had a good amount of
knowledge about the several authors, selections and genres
of Classical Philippine Literature. Each question was
answered correctly by more than fifty (50) percent of the
respondents. Out of two hundred (200) respondents one
hundred eighty-seven (187) students passed the 8 item
objective test leaving the test a ninety-three point five
percent (93.5%) passing rate, indicating that a good amount
of the respondents are familiar with some of the basic topics
included in Classical Philippine Literature
2. Most respondents believe that Classical Philippine Literary
texts are important in the development of Filipino Values and
Culture, as sixty one (61) percent of the students agreed with
this thought.

3. On a whole, seventy point five (70.5) percent of the

respondents agree that Classical Philippine Literature should
be included in the Senior High School curriculum, deeming the
majority of the choice from the respondents themselves.
 Summary of Findings
1. What is the present knowledge of the Senior High School Students
in selected Private schools of Cavite on Classic Philippine
Literature?

Based on the data gathered, most of the respondents that

have taken the survey have correctly answered the questions and
most has gotten a perfect score in the first part of the test. Out of
two hundred (200) respondents one hundred eighty-seven (187)
students passed the 8 item objective test leaving the test a ninety-
three point five percent (93.5%) passing rate and a failing rate of
six point five percent (6.5%)
3. What are the opinions of the respondents regarding whether or
not Philippine Classic Literature should still be included in their
curriculum? Specifically: Do they agree or disagree with the
implementation of subjects with topics regarding Classical
Philippine Literature?

Based on the data gathered, seventy point five (70.5)

percent of the respondents that have taken the survey have
agreed that Classical Philippine Literature should be implemented
in their curriculum, while the remaining twenty nine point five
(29.5) percent of the respondents answered with the other
remaining options in the question.
 Recommendations
To the Teachers

1. Further reinforcement and review of topics regarding

Philippine Classical Literature would still be advisable, as these
topics could still be related to Contemporary Literature as well
as help strengthen the students’ grasp on Filipino Values and
Culture.
To the Future Researchers

2. Further research could be conducted on the topic of the

Perception of Senior High School Students on Classical
Philippine Literature using a different population and with
more difficult questions when it comes to the survey.

3. Shift the focus of future researches to the contributions of

Classical Philippine Literature to developing the students’
Cultural awareness and Traditional values.
END