Culture-Based Education In State Universities in the Cordillera Administrative Region, Philippines
Author: Martin, Jessie Grace S, firstname.lastname@example.org
Department: Graduate School
University: Kalinga State University, Philippines
Supervisor: Carmelita T. Ayang-ang, Ph.D
Year of completion: 2012
Language of dissertation: English
, Higher Education
Areas of Research:
, Social Movements, Collective Action and Social Change
, Language and Society
This dissertation set out to explore how the use of teaching methods, choice of assessment methods and course content impacted culture-based education in state universities in the Cordillera Administrative region. It also analyzed how factors affect a culture-based education in state universities in the region.
This descriptive study made use of the questionnaire to gather demographic data such as ethnic affiliation, gender, the length of their teaching experiences, and their respective disciplines. The data collection methods include survey instrument and interviews of willing faculty members.
The literature demonstrates that the culture diverse classroom shows a proliferation of diverse teaching methods, assessment methods and content preferences that are culture-based.
However, the research also shows that culture-based learning styles/preferences are just one among many challenges in the classroom. The study determined that there are prejudices and stereotypes in the culture diverse educational setting. Underperformance due to institutional governance, anxiety about the dilution of academic quality, organizational climate, external climate and language problems are all present in the culture diverse classroom.
The study recommends that teachers must learn culture-based teaching strategies. This can be done by earmarking and allocating resources to train faculty leaders on the culture-based program. Those trained become repositories of knowledge for the institution through the conduct of educational seminars and workshops for other faculty members and the community.
Teachers must ensure that the assessment tasks are inclusive and cognizant of all students’ cultural and educational backgrounds, that is, assessment activities should enable all students to perform according to their strengths.
Faculty members should consider varying the examination format between short answers and essay answers to enable students to better demonstrate their abilities.
This study further recommends that institutions that desire to enact culture-based education need to make full commitment to the effort. It must not only be a seasonal effort, but a long-term commitment. They must put it in effect in both the curricular and co-curricular programs. The inclusion of culture, in all its depths and definitions, must emanate throughout the curriculum design process. This is necessary to meet national and global challenges in culture rich educational environments.
Higher education institutions must draw on their strong research capabilities to undertake cultural studies with the aim to produce learning modules that can be integrated in the curriculum. A cultural studies center must be established in higher education institutions that will serve as repository for culturally relevant materials.
Culture-based education in higher education requires high-level commitment among advocates and champions at different levels. A core group of policymakers, advocates, and champions with the support of governments needs to assist each other in planning for the implementation of culture-based education.
School administrators that desire to enact culture-based education must have a vision and a strategy, and the strategy must include leadership, funding resources, and a willingness to pay the cost.