BIBLIOGRAPHY


UNOS, MARY ANN C. October 2006. Learned Competencies in Folk Dancing
at Benguet State University. Benguet State University, La Trinidad, Benguet.
Adviser: Estrellita N. Corpuz, MAPE
ABSTRACT
The study was conducted to evaluate the learned competencies of Physical
Education 13 students in folk dancing at Benguet State University.

Specifically, this study aimed to: determine the attitudes of students toward folk
dancing; learned competencies in folk dancing; effectiveness of the teaching techniques
applied; factors affecting the learning of competencies; and effects of folk dancing on
students’ personality and social life.

The study made used of a questionnaire to gather the needed data for the study
from 200 respondents. It utilized the descriptive method and inferential statistics at 0.05
level of significance.

The findings of the study are the following:


Majority of the respondents are females, with ages 18 to 19 and are second year
students taking Physical Education 13. They come from the different courses offered in
the university. Majority of their parents have a monthly income below Php 8,000 and are
highlanders.

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The positive attitudes of students toward folk dancing have a mean of 3.20 “can
be able to” and the negative attitudes have 2.17 “somewhat able to”. Thus the positive
and negative attitudes differed slightly.

Along the competencies learned, the students rated “somewhat able to” their
understanding on folk dancing; able to on the fundamental skills, skills in performing
simple skills, mastery of folk dancing, and on one’s self, skills in performing dances
based on cultural tradition. However, the students differed significantly on their
perceptions along the different competencies.

Along teaching techniques employed by their teachers in folk dancing, the
students believe that the teachers utilized effective teaching techniques with a weighted
mean of 3.01. There is, however, a significant difference on the perceptions of students
in terms of the teaching techniques employed by the teachers in Physical Education 13.

The students perceived different factors affecting their personality traits and social
life through folk dancing such as personal, instructional, economic, political
organization/extra and co-curricular activities religion and climate/weather. These
factors were perceived as moderately serious. The difference on the perception of
students among the different factors affecting their personality traits and social life is
significant.

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TABLE OF CONTENTS











Page
Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i
Abstract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i
Table of Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii

INTRODUCTION
Background of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Statement of the Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Objectives of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Importance of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Scope and Delimitation of the Study . . . . . . . . . . . . . . . . . . . . . . 11

REVIEW OF LITERATURE
History of Folk Dance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Objectives of Teaching Philippine Folk Dance . . . . . . . . . . . . . 15
Problems Encountered in the Teaching of
Physical Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Strategies Used by Teachers in Teaching
Physical Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Learning Competencies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Attitudes Toward Philippine Folk Dancing . . . . . . . . . . . . . . . . . . 22

Teaching Techniques . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Factors Affecting Competencies Learned . . . . . . . . . . . . . . . . . . . 28

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Conceptual Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Definition of Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Hypotheses of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

METHODOLOGY
Locale of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Respondents of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Instrumentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Data Collection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Statistical Analysis of Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

RESULTS AND DISCUSSION
Profile of the Respondents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Attitude Toward Folk Dancing. . . . . . . . . . . . . . . . . . . . . . . . . . 42
Competencies Learned . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Teaching Techniques . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
Effects of Folk Dancing on Students’
Personality and Social Life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60


SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
Recommendations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74

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LITERATURE CITED . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76

APPENDICES
A. Permission to Float Questionnaire. . . . . . . . . . . . . . . . 80
B. Questionnaire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
C. Guidelines and Standard for Collegiate
Service Physical Education Program . . . . . . . . . . . . . . . . . . 88

D. 1987 Philippine Constitution . . . . . . . . . . . . . . . . . . . . . . . . 100


BIOGRAPHICAL SKETCH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112

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INTRODUCTION

Background of the Study

Physical Education is a required subject in all courses today pursuant to
Republic Act 7722 which mandates the Commission of Higher Education to
promote quality education. Generally, it is about physical fitness and wellness,
physical skills development such as individual, dual and team sports, the
exploration of movement combinations with grace through rhythmic movement
and dance, development of the social skills through participation in games and to
provide an environment of knowing how to solve problems. It has been and is still
focused on the development of values of being cooperative in activities, united in
purpose, able to relate with people and able to adjust to various problems through
sports activities. Education, the inculcation of positive values is the main purpose
of the activities learned in Physical Education.

The history of physical activities would bring us back to the primitive
times when our ancestors developed skills because they were necessary for
survival. It was then that they had to be physically skilled so they can protect
themselves and become more efficient in everyday life. They are required to be
strong and skillful.

In later years, machines were invented and the activity of man was
reduced, thus, lightening his workload. People then had more time to spend for
other endeavors. They now had time for reading, writing, painting and other
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associated fields in arts. Physical activities during the Spanish times included
singing and dancing, recreational activities in the curriculum by some teachers.
Appreciation of the national heritage increased due to the untiring travels of Mrs.
Francisca Tolentino Aquino who went around many different regions of the
country so as to carefully document folk dances which are now the common basis
for dance interpretations.

Rhythmic movements are one of the most primitive of human reactions
according to Tolentino (1993). It is from this that dances are based and developed
into artistic creations. In fact, the native dances are basically Malay but these were
modified as years passed. The Filipinos can easily adapt to the present culture.
Many dances today have remained unchanged and still maintain the same
features.

Dance is the only form of movement that fulfills a child’s innate need to
express his feelings, thoughts, and ideas through movement (Pettifor 1999). It is a
way of moving that uses the body as the instrument for expression and
communication. The child as the dancer is compared to the paintbrush of a visual
artist (Purcell 1994). Obusan (2005) believes that dance is a tradition reflective
of a people’s soul. For dance is everywhere—it may camouflage itself as an
entertainment tool; bring lighthearted moments or represent the sentiments, the
joys, and successes of man in the most unusual ways. He also refuses to believe
that folk dances will fade in obscurity and be relegated in the small dustbins of
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our history.

Dance is a very peculiar way of expressing emotions. It is done through
movement. It could be the outburst of immense passion, excitement or sentiment.
It is evident when people are hysterical, demonstrative, ardent, enthusiastic,
passionate, impulsive, temperamental, irrational, sentimental, and affectionate or
high- strung. These manifestations of emotion could be incorporated in a dance
because they are products of the creative, inventive, artistic and original thoughts
of man. Libertad (1999) states that dance has the capacity to blend or combine
the physical and emotional aspects of man’s being in an integrated expression.
This blending produces movement which is the medium of dance. Certainly,
body movement is a way to display mental, physical, emotional and psychological
aspects of a human being. In fact, Locsin (1998) classified Philippine dances into
four categories namely; 1) ethnic, 2) folk, 3) ballet and 4) pop. In her study of
aboriginal movement into contemporary choreography, she came up with such
classifications which are a mixture of different cultures joined together during the
course of the promotion of Philippine dance culture.

As mentioned by McGreevy et al. (2001), movement skills include
locomotor movements such as hopping, walking, running, jumping, leaping,
skipping, galloping and sliding. Movement skills also include nonlocomotor
movements, such as bending, twisting, stretching, and swinging. While
movement principles are the mechanics of movement. Specific movement
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principles and their definitions are namely: 1) Alignment- the relationship of the
bones of the body to the base of support and to the lines of gravity,
2) Balance - the body’s ability to hold a position without toppling over.
Sometimes the performer can counterbalance the body, distributing weight
equally on either side of the “center” of the body. Two or more performers may
counterbalance each other as well, 3) Initiation of movement - the start, or origin,
of a movement; it can be distal (from the head or limbs) of central (from the
torso), 4) Articulation of isolated body parts - the movement of one body part
while all other parts are still, such as rolling the wrist, moving the ribs sideways,
or jutting the head forward, 5) Weight shift - this happens when you transfer from
one body support to another. Dancers shift weights from one foot to another.
Gymnasts may also shift from one hand to another, 6) Takeoff and landing -
takeoff is when the performer lifts the body off the floor (or other surface) and
gains height. Landing is the body’s taking its place back on the surface from
which it started and, 7) Fall and recovery - when the body goes to a lower level
and then returns back or up to the starting position. They also categorized the
term “movement elements” as “shape, space, time, and force.”

Ethnic dances are the original, authentic and tribal dances. They are
considered as the untouched and unchanged kinds of dances because of the strict
culture of the tribes.
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Ethnic is a group of people that carries a common goal or objective
belonging to same standards and mores. Ethnic is commonly used to a group of
people with unique characteristic either in their manner of dressing or in their way
of life. In dance, it is usually an attached word to lesser-known groups living in
the mountains, riverbanks, or in the hinterlands (Gabao, 2006).

Folk dances are wholesome forms of entertainment, enjoyed by children
and adults whether participants or not. It is a simple, inexpensive recreation
(Tolentino, 1993).

One of the very popular organizations for folk dance is the Philippine Folk
Dance Society (PFDS) 2005. This is a non-profit, non-government organized
and founded in 1949 by the late Mrs. Francisca Reyes Aquino who is considered
as the first National Artist in Dance and The Mother of Philippine Folk Dances.
The wide dissemination of folk dance through workshops to teachers is one of the
major achievements and still continues to do so including the promotion of
international linkages.

Another popular group is the Philippine Barangay Folk Dance Troupe. It
was founded by Bonifacio Valera, Jr. in August, 1987. His avid interest in
Philippine folk dancing began when he attended his first Philippine Cultural Night
while attending the University of California at Berkeley.

BARANGAY has actively represented the Filipino American community
at multicultural festivals such as the annual San Francisco Ethnic Dance Festival
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and Tradewinds Series in community-sponsored events like the annual Fiesta
Filipina at the Civic center, Fiesta Musical Islands at Union Square, Kababayan
Fest at Marine World and Pistahan at the Yerba Buena Gardens; and in schools’
parishes’, centers’ and private functions throughout California and Nevada
(Yahoo.com, 2006).

Movement elements include space, time and force. Bermudez (2000)
states that by exploring how the body moves in and through space, learning how
time factors affect motion of stillness, and by experiencing the influence of the
effects of energy on muscular exertion, a dancer becomes familiar with the
interaction of various components of such elements. Pettifor (1999) says that
movement concepts help children understand how to move efficiently, talk about
movement and apply movement learning multiple situations. Furthermore, giving
of prompt and precise feedback, movement proficiency analysis and
comprehensive lesson planning as regards body awareness, space awareness,
effort and relationships.

Folk dances apply body movement to express an idea or theme. Ravello
and Beran (1977) state that some body movements portray feelings, moods and
religious rites while others depict occupations, social activities, birds, animals or
insects. Folk dances describe the ideas, customs, traditions, beliefs and situations
in everyday life of people. As Belmonte et al. (1998) put it, one objective of
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teaching Philippine Folk Dance is to provide through dancing, a healthful form of
relaxation and recreation.

To underscore the significance of folk dances in the Physical Education
curriculum, Article 1, 2.3 and 2.6, DECS Order No. 58, s. 1990 which states thus:

Section 2. To achieve its physical, mental, social, moral, cultural and
ecological mission/ goal, college service Physical Education should pursue the
following objectives:

2.3 Further develop and refine skills in sports, dance and recreation.

2.6 Awakes a sense of nationalism and appreciation of one’s cultural
heritage through the revival and preservation of indigenous games, dances and
sports.
Furthermore, it was because of the incessant and untiring devotion of Mrs.
Francisca Reyes Aquino (1981) to work, interest and skill that she came up with
six volumes of Philippine Folk Dances.

Republic Act number 7722, Commission on Higher Education is
mandated to undertake the following tasks:

1. Promote quality education

2. Take appropriate steps to ensure that education shall be accessible to
all; and

3. Ensure and protect academic freedom for the continuing intellectual
growth, the advancement of learning and research, the development of responsible
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and effective leadership, the education of high-level professionals, and the
enrichment of historical and cultural heritage.

The Technical Education and Skills Development Authority (TESDA) was
created by virtue of Republic Act 7796 known as the “Technical Education and
Skills Development Act of 1994” under its goals and objectives mentions that to
inculcate desirable work values through the development of moral character with
emphasis on work ethics, self-discipline, self-reliance and nationalism is
mandated.

Observations however, indicate that there are only a few who study the
problems on teaching and learning of folk dances. Much is given emphasis on
sports activities. Observations also show that students learn faster and better
modern dances rather than folk dances. In spite of the choice of simple dances and
application of several teaching styles and strategies, a lot of students still find
difficulty in learning.

In view of the above, DECS Order No. 58 s. 1990 dated June 4, issued for
immediate dissemination and implementation, as guidelines and standards
specifically for collegiate service physical education in the country, this study was
conducted. The statements of Kraus and Chapman (1981) that limited training of
classroom teachers and the lack of understanding of teachers and school
administrators about the importance of creative experience in general and dance
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in particular, may not only be the reason for difficulty in learning on the part of
students. It is also at this point that such study was conducted.

Statement of the Problem

The study aimed to discover the learned competencies of Physical
Education 13 students in folk dancing at the Benguet State University.

Specifically, the study sought answers to the following questions:

1. What are the attitudes of respondents toward folk dancing?

2. What are the competencies learned from folk dancing as perceived by
respondents?

3. How effective are the teaching techniques applied in folk dancing as
perceived by the respondents?

4. What factors affect the learning of competencies in folk dancing?

5. What effects does folk dancing have on the respondents’ personality
and social life?

Objectives of the Study

The following are the objectives of the study:

1. To find out the attitudes of the respondents to folk dancing

2. To determine the competencies learned from folk dancing as perceived
by respondents
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3. To identify the most effective techniques applied in learning folk dances
as perceived by the respondents

4. To determine the factors affecting the learning of competencies in folk
dancing

5. To determine the effects of folk dancing on the respondents’ personality
and social life

Importance of the Study

There is no teaching if there is no learning, so goes a common comment.
This points to the degree of importance on the role played by teachers as well as
the students’ active participation in all activities. Teaching a dance is never an
easy task yet has largely contributed to the growth of the students in school
programs.

Bernardino and Fresnoza (1963) stated that the school is considered as the
principal agency for providing education. The school may be considered as an
extension of the home and the teachers instruct children “in loco parentis”- in
place of parents. The physical educator plays a great role in the profession. He
has to help promote the high expectations of the profession mentally and
physically fit so he can satisfactorily meet the laborious demands of teaching.
Through the years, teachers and their teaching had been reevaluated, re-
engineered, re-modeled or re-structured and even questioned. The learning-
teaching process has undergone a lot of revisions to meet the demands of the
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changing world. This study will serve as basis in determining the problems of
students and directly addressing them for a better teaching-learning relationship.

This will likewise be useful to physical educators since awareness of the
existence of the problem of tertiary Physical Education students will help them
improve or look for more applicable, suitable and appropriate techniques or
strategies.

Findings of this study will serve as a tool to the learning competencies of
Physical Education 13 students in the learning of folk dances.

Finally, it is hoped that this study will serve as a basis to improve the
teaching -learning of folk dances.











Scope and Delimitations of the Study

The study was conducted to two hundred (200) 2nd year college Physical
Education 13 students of the Benguet State University, 1st semester, SY 2006-
2007.

The study included the profile of the students with regard to: gender, age,
year level, course, place of birth, provincial address, socio-economic status and
ethnic origin. The study also tried to find out the attitudes toward folk dancing
and the competencies learned, determined how effective are the teaching
techniques; the factors that affect learning of the competencies and the degree of
the effects of folk dancing on the students personality and social life.

Learned Competencies in Folk Dancing
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REVIEW OF LITERATURE

History of Folk Dance

Yagi (1984) states that native dances in the Philippines had been borrowed
from Islamic culture with its diverse customs. The influence and help of foreign
culture until today can be seen because the passion and love still survive in the
hearts of people of today. Even the difficult times that dance had undergone,
dance culture is slowly blending with today’s society.

Philippine dance culture is a product of hardships and difficult
experiences. It had several exchanges with foreign cultures which contributed
much in the making of the intriguing dances. Several dances show the everyday
lives of the Filipino people.

Folk dance in the Philippines is as necessary because it stages or shows
not only the exchange of cultures but the creative dance culture that emerged
through the years. These beautiful dances emerged due to the deep sense of
nationalism that the Filipinos have. Folk dances show the character of people.
They are not supposed to be changed. Slight modifications are acceptable but not
totally changing them.

A folk dance, according to, Pangrazi and Dauer (1995) is a traditional
dance of a given people. In this concept, a definite pattern or dance routine is
usually specified and followed. Folk dancing is one phase of a child’s education
that can assist in bringing about international understanding. A country’s way of
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life and many other habits are often reflected in its folk music. From these
dances, children gain understanding of why people from certain countries act and
live as they do; even though modern times may have changed their lifestyle from
that of days gone by.

Folk dance according to Grolier Encyclopedia of Knowledge (2004) is not
only the oldest form of dance, it is also the basis of all other dance forms,
including ballet, modern dance, ballroom, disco and jazz dance. A distinguishing
feature of folk dance is that it is not a performing art but a participatory activity.
It is type of traditional, communal dancing, passed down from general to specific
and done in a recreational atmosphere. The use of traditional costumes and
accessories also aids in preserving a culture’s link with the past.

World Book, Inc. (2001) states that folk dancing is the traditional fun of
social dancing of a nation or ethnic group. Throughout history, almost every
culture has developed its own folk dances. Most folk dances originated as a form
of celebration, religious worship, or a method of controlling mysterious forces.
The form and movements of many of these dances were based on superstitious
beliefs of social dancing.

The former “strongman” of the Philippines, Ferdinand E. Marcos (1994)
believed that the country is actually pursuing the concept of cultural cooperation
in our part of the world, asking nothing in return but mutual respect and benefit.
He further stressed that keeping with the thrust of government to promote as well
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as encourage activities that intensify our own cultural identity which assures the
permanence of our prosperity and freedom as a people is important.

The former fist lady of the Philippines, Imelda R. Marcos (1994) also said
that the dance forms are part of our precious heritage which reflects on papers the
diversity and richness of the Philippine culture in music, sound, color, rhythm and
costumes.

Alejandro and Gana (2002) stated that with Catholicism, hispanization of
the islands began on March 21, 1521 when the Portuguese sea captain, Ferdinand
Magellan landed in Cebu. Dances of the Christian Filipinos are found in the
lowland and coastal areas of the Philippines, especially where Spain had much
contact and influence. Dances were used to educate the natives in the arts,
entertain personages and visiting dignitaries.

Belmonte et al. (1998) said that folkdances are traditional dances of a
country which were evolved naturally and spontaneously in connection with
everyday activities and experiences of the people who developed them. Folk
dancing is the heartbeat of the people and folk dances are traditional social
expressions of the ideals, mores, feelings, and thoughts of a people or group of
people through body movement. Dancing is the outburst of people’ feelings.

Finally, folk dance is the traditional dancing of common people, a
reflection of their culture. In its usual sense, the term refers to the community
dances that rural people do for pleasure. However, since many folk dances
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originated from ancient rituals and some developed into urban dances or
professional theater dance, the term can also include ritual, recreational and
theater dance according to Encyclopedia Americana.

Objectives of Teaching Philippine Folk Dances

Physical Education is needed because it assists in developing well-
rounded, happy, skilled, intelligent and productive persons to their highest
potential as individuals and democratic citizens. It plays an integral part in the
total educational process. It aims to assist students to acquire grace and beauty, a
satisfactory level of social and emotional adjustment, and a proficiency in the
basic skills of movement, Ravello and Beran (1977).

Belmonte et al. (1998) enumerated some objectives of teaching Philippine
folk Dances namely: 1) foster patriotism and nationalism through the study of our
dance; 2) arouse better appreciation of Philippine music and folk dances;
3) provide, through dancing, a healthful form of relaxation and recreation;
4) develop graceful and rhythmic coordination of body movements that will
improve posture; and 5) preserve posterity, folk dances and music indigenous to
the different regions of the Philippines; and 6) demonstrate the growth of Filipino
culture through the evolution of Philippine dances.

Sierra (1999) on her study showed that students strongly agree that folk
dancing is important in Physical Education.
The factors affecting students’
attitudes toward folk dancing are a persons’ physical state of health and religion.
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Furthermore, the study showed that the number one problem in Physical
Education is inadequate facilities and equipment and that there is no significant
relationship between the attitude and sex of respondents.








Problems Encountered in the Teaching
of Physical Education

Soloria (1998) studied the problems in teaching Physical Education in the
private secondary schools of Taguig, Metro Manila. The study showed some
negative attitudes on the part of students. Physical Education is not suitable for
physical activity, too much work with academic subjects affects activity,
overlapping activities and physical education uniform are moderately serious
while problems in terms of the number of students per class, lack of interest,
weather problems and student-teacher relationship are not serious.

On the other hand, the study of Parra (1981) on the Physical Education
program in the public secondary schools of Ilocos Sur showed that majority of the
Physical Education teachers were not really qualified to teach the subject, most
secondary schools don’t have the necessary facilities and equipment for Physical
Education classes. Physical Education was not given the same treatment and
attention as compared to academic subjects, majority of the teachers lack in-
service trainings, workshops and other activities and there were no varied
activities for the teachers. These situations could be considered as serious
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problems that both students and teachers should look into and find for ways to
address them as soon as possible.

In 1996, Soloria conducted a study about the problems in teaching
Physical Education and gave the following findings: 1) teachers lack of
professional development, 2) teachers lack of incentive for extra effort exerted,
3) lack of equipment and facilities, and 4) lack of support from the
administration. These now resulted to the crippling of the development of the
Physical Education teachers.

A study conducted by Miranda in 1981 on the Physical Education in the
elementary schools of San Fernando District , Pampanga showed that majority of
Physical Education teachers were not professionally qualified to teach the subject.
The problems that she found were lack of Physical Education equipment and
instructional materials due to lack of adequate financing.

Strategies Used by Teachers in
Teaching Physical Education


The strategies used by teachers in teaching Physical Education according
to the research of Soloria (1998) showed the following: 1) application method;
2) lecture-discussion method; 3) demonstration-return demonstration method;
4) theory first before application; 5) evaluation to determine the needs of the
students; 6) use of variety of techniques; 7) learning by doing; 8) question and
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answer; 9) use of “chalk-talk” method; and 10) discovery method and creativity
and resourcefulness.

Belmonte et al. (1998) gave the following procedures as a suggestion for
teaching Philippine Folk Dances: 1) Acquaint the children with the background
of the dance (origin and meanings, kinds of movements, customs, traditions,
costumes, modes of life, and mood of the people; 2) Let the children listen to and
enjoy the music with respect to tempo, mood, and parts of the music and allow
them to clap or beat the rhythm. If there is a song accompanying the dance, teach
the words to the children; 3) Teach new steps. Explain and demonstrate them.
Acquaint the children with the terms; 4) Put class into formation and teach figure
I, then figure II, after which take up I and II. Review figures taken before
introducing a new figure; 5) Perform the whole dance and repeat often enough to
be enjoyed; and 6) Dance with the right expression and correct interpretation.


Learning Competencies

A target area in a subject is important. It is used to guide the flow of how
topics are done and the way of achieving it. Competence means ability, capability,
or fitness.

Learning competencies from the Department of Education for Secondary
Education include the following: 1) demonstrate understanding of folk dance,
2) demonstrate mastery of the fundamental skill in folk dance, 3) demonstrate
skills in performing simple folk dance, 4) demonstrate mastery of folk dance,
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5) develop one’s self through dancing, and 6) demonstrate skills in performing
folk dances based on their cultural tradition.

According to the California State Board of Education
(http://www.cde.ca.gov/be/st/ss/dagrade5.asp), the competencies of dance are the
following: 1) Artistic perception is processing, analyzing, and responding to
sensory information through the language and skills unique to the dance wherein
the students perceive and respond, using the elements of the dance and then
demonstrate movement skills, process sensory information, and describe
movement, using the vocabulary of dance. Development of motor skills,
technical expertise, and dance movements include demonstrating focus, physical
control (e.g., proper alignment, balance) and coordination in performing
locomotor and axial movement. It also requires the name and use of wide variety
of movements (e.g., isolations/whole body). Comprehension and analysis of
dance elements includes demonstrating a greater dynamic range in movement
utilizing space, time and force/energy concepts. It requires incorporating the
principles of variety, contrast and unity with dance studies. 2) Creative
expression is creating, performing and participating in dance. It is where the
students apply choreographic principles, processes and skills to create and
communicate meaning through improvisation, composition and performance of
dance. In the creation or invention of dance movement, the students create,
memorize, and perform complex sequences of movement with greater focus, force
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and energy and intent. They invent multiple possibilities to solve a given
movement and analyze problem-solving strategies and solutions. Application of
choreographic principles and processes to create a dance includes describing and
incorporating simple dance forms in dance studies. Students demonstrate
principles of opposing weight and force/energy, balance and counterbalance or
cantilever. Communication of meaning in dance through dance performance
means conveying a wide range of feelings through gestures, posture and
movement. Development of partner and group skills means demonstrating
cooperation, collaboration, and empathy in working with partners and in groups
(e.g., leading/following, mirroring, calling/responding, echoing or opposing).
3) For the historical and cultural context of a dance, students analyze the function
and development of dance in past and present cultures throughout the world,
noting human diversity as it relates to dance and dancers. The development of
dance includes describing how and why a traditional dance may be changed when
performed on stage for an audience. History and function of dance require
identifying and performing folk/traditional, social and theoretical dances done by
American in the eighteenth and nineteenth centuries. Diversity of dance adds
selecting traditional dances that men, women or children perform and explain the
purpose(s) of the dances. 4) Aesthetic valuing is responding to, analyzing, and
making judgments about works of dance. Students critically assess and derive
meaning from works of dance, performance of dancers, and original works based
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on the elements of dance and aesthetic qualities. It includes description, analysis
and criticism of dance and meaning and impact of dance. 5) Connecting and
applying what is learned in dance to learning other art forms and subject areas and
careers make students apply what they learned in dance to learning across subject
areas. They develop competencies and creative skills in problem solving,
communication and management of time and resources that contribute to lifelong
learning and career skills. They learn about careers in and related to dance.
Development of life skills and career competencies means social skills that enable
students to become leaders/teachers and followers/learners.

According to Google (http://www.mde.kiz.ms.us/acad/id/curriculum/
arts/dance.htm, October 23, 2006), the competencies on basic movement elements
are: 1) demonstrate movement, skills which includes: (a) demonstrate a sound
physical understanding and progression of one dance technique. Possess a
general knowledge of a second technique (alignment, isolation, strength,
flexibility, centering, balance, agility and coordination); (b) perform technical
skill with optimum proficiency. Apply anatomical knowledge in performance of
more complicated movement phrase; 2) translate knowledge into technique and
experimentation with proficiency: (a) demonstrate accurate use of rhythm by
understanding tempo, time signature, syncopation, and accent; (b) recall extended
movement phrases or sequences, using technique confidently; (c) create and
perform extended movement phrases with a wide range of dynamics (punch, flick,
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float, press, glide, wring, dab, slorsh); (d) apply focus and nuance to movement,
dance phrases and sequences; (3) translate dance elements and experimentation
into choreography: (a) perform projection of movement in the studio with
intelligent usage of space, time and energy; (b) demonstrate with confidence and
focused energy the ability to project movement from the stage (or other
performance spaces) to an audience; (c) improvise and originate more captivating
and innovative movement choices; 4) cultural/historical principles of dance: (a)
demonstrate in-depth, broad knowledge of dance history which includes exploring
how dance functions as part of everyday life and also as a specialized field and
aligning dance with general history, historical figures and social and political
events; and (b) understanding and demonstrating two different theoretical forms
of dance and understand how the forms developed; 5) competencies on aesthetic
development include establishing one’s own aesthetic criteria and questions, and
then apply to critiquing one’s own work or others and co-creating an
interdisciplinary project with dance and two other subjects.

Attitudes Toward Philippine Folk Dancing

According to the research of Cabahug (1975), 1) Physical educators
should also dwell on the significance of Filipino native dances and not only
confining themselves to the teaching of skills and techniques of dance alone;
2) Physical educators should strive for the development of desirable habits and
attitudes by encouraging the students to identify the meaning of dance
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movements; 3) Physical educators should identify the statements and moods of
the people depicted in the dance; 4) Physical educators should compare the dance
movements of the Ilocanos, Cebuanos, Leytenos, Muslims, Bicolanos, Tagalogs
and others so that the students will have a better perception of folk dancing and
will promote not only greater understanding of the Filipino people but also
empathy as well; and 5) Dance instructors should aim for the upliftment of folk
dancing especially in the school curriculum.

The evaluative dimension of the concept is attitude according to Atkinson
(1988). She further elaborated that the attitudes toward an object are the sum of
the strength of beliefs. The word evaluative means some order of worthiness,
desirable or undesirable regarding the characteristics or class of social objects.

The study of Galvez (1983) came up with the following recommendations:
1) folk dance teachers in college should individualize their instruction through
ability grouping, 2) regional and ethnic dances which portray customs and
traditions of the people should be properly analyzed to promote national
consciousness and pride for the Filipino cultural heritage; 3) the organization of a
school dance troupe should be encouraged; and 4) folk dance competitions should
be encouraged and holding of dance festivals should become annual affairs.
Gregorio
(1976)
states
in his psychological principles of learning that
learning is conditioned by the attitude of the learner, the environmental conditions
conducive to learning, and the attitude and skills of the teacher in setting the stage
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for learning, which include the teaching skill itself. He also said that learning is
most effective in an atmosphere of security and belongingness.

Furthermore, he also mentioned that learning products are socially useful
patterns of action, values, meanings, attitudes, appreciation, skills and abilities.
He believes that learning pervades all the work of the classroom and children not
only learn to speak, to read, to write, spell, and figure out, but they also learn to
perceive, learn attitude and values, learn characteristic reactions to conflict and
frustration, and learn self concept.

According to Casimiro (1988), in his study on the perceptions of freshman
high school students on folk dancing as part of the curriculum of the school of the
Holy Spirit, Quezon City, it appeared that folk dancing is one of the activities that
got the highest frequency. It showed that the students have positive past
experiences, that their positive attitudes were affected by the school environment
and their positive response to dancing was due to proper motivation and
substantial introduction.

Teaching Techniques

Teaching and learning, obviously, cannot be isolated from each other
because one is dependent on the other. Bernardino and Fresnoza (1963) stated that
the whole purpose of teaching is to promote desirable learning. Certainly,
methods of teaching are inevitable so that better learning could be achieved.
Methods of teaching should level up with the methods of learning to be used by
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the pupils. In order to teach well, the teacher must understand how the child
learns so that effective guidance may be given to his learning efforts. The proper
selection and availability of equipment should be a priority so that the student will
be challenged, student response be anticipated and an acceptable emotional state
be available.

Ruch (1963) said that learning may be defined as a process which brings
about a change in the individual’s way of responding or a relatively permanent
change in behavior. Behavior changes with experience. A person who has
experiences in life becomes a better human being because he learns from every
step of his way through life. Andres and Francisco (1984) claim it that modern
psychology also emphasizes the importance of the learner in an environmental
situation. This indicates the fact that learning situations are not as simple as how
they are perceived.

The physical educator is the principal determinant of the amount of
progress that will be made toward the objectives (Soloria, 1998). Therefore, it is
important that teachers, in general, be well equipped with appropriate knowledge
so that learning will not be compromised.

Teaching includes the process of stimulating, directing, guiding,
encouraging and educating the learner. Poor teaching results when there are no
enough instructional materials and devices that could help. These teaching-
learning techniques are designed to enhance students’ learning.

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Demonstrating is a key part of the direct or indirect style of teaching
(Pettifor, 1999). It requires a lot of self-confidence so that a student will be able
to stand at the center of the room and perform. Adjusting for individual needs is
also a requirement so that all may feel successful as they move on to another
activity. Therefore, inviting students to choose whether they’ll work alone, with a
partner, or in a small group would boost their self-esteem. Allow the students to
challenge their peers who have mastered the dance steps to do more complex
steps or to create their own variations of basic steps.

According to Gregorio (1979), “Teaching is the process of imparting to
the learner the knowledge and skills required to master prescribed subjects.” This
implies that teaching is a one-way ticket process. Accumulation or acquisition of
knowledge and mastery of subject matter is the focus of education. Today,
teaching is the process of stimulating, directing, guiding, encouraging and
educating the learner. In fact, the teaching-learning technique of today aims to
produce graduates who are well-rounded human beings. The more tested
techniques applied in teaching results to a better delivery of the subject matter.
Actually, more of the tasks are given to the students nowadays so that they will
learn problem-solving, creative thinking or exploring possibilities and conceptual
skills.

Learning constitutes the central theme of Educational Psychology—an
understanding of how pupils learn and of the conditions under which they learn
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best is the first and major contribution of psychology to educational practice,
(Kelly, 1976).

Moreover, Kelly (1976) believes that learning is the most universal and
important occupation of man; it is the great task of childhood and of youth and it
is the only means of achieving progress at any given period of life. The capacity
to learn is the most significant.

Technique in teaching is defined by Good (1945) as a process,
manipulation, or procedure required in any art, study, activity, or production.
Therefore, the technique of the teacher in his teaching has a big impact on the
learning of the student.

In fact, Kelly (1976) believes that successful classroom instruction
depends upon the technique of teaching. Through it, the learning activity of the
pupils is guided. Technique in teaching is a factor which promotes or effectuates
learning through teaching with the aid of devices; hence it may defined as the skill
of the teacher in manipulating the devices so that the psychological processes of
the learner may be stimulated to effective reactions, particularly in dealing with
the subject-matter that is to be learned.

The teaching and learning environment according to Glover and Law
(2002) is as important as the teaching and learning techniques. The term
“environment” is capable of differing definitions. It means the combination of
geographical and socio-economic factors which affects the school’s relationship
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to its community, either as a market form which pupils come or as the resource
base for the school. This interrelationship between school and its so-called
market affects teaching and learning because pupil recruitment is increasingly
linked to the perceived success, or otherwise, of the school. But there is also an
internal environment, the bricks and the mortar of a building, the suitability and
appearance of the classroom, and the availability and quality of learning
resources.

According to Kelly (1976), the following are the standards that govern the
selection of technique: 1) It must be selected according to the nature of the
subject-matter; 2) It should be selected on the basis of its direct effect upon some
essential phase of the learner’s learning performance, 3) It should be selected
according to the nature and maturity of the pupils or of the class, 4) It should be
selected on the basis of ability and training of the teacher who would employ it,
and 5) It should be selected according to the time allotted to the subject.

Factors Affecting Competencies Learned

According to Gabao (2006) in his discussions on ethnic or tribal dance,
there are factors that contribute to some extent for the reasons of dancing
namely: 1) topography/environment, 2) climate/weather, 3) religion, 4) economy,
5) political organization, 6) education, 7) science and technology.


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Belmonte et al. (1998) also mentioned that the following are factors
affecting the teaching of folk dances:
1) geographical location, 2) economic
conditions, 3) climatic conditions, 4) customs and traditions.

Diana (1990) made the following conclusions from her study: 1) The
students’ attitude toward folk dancing were not much affected by sex differences.
Freshmen of the Manila Science High School have positive attitudes toward folk
dancing; 2) The students’ positive attitude toward folk dancing is a result of
substantial folk dancing experiences; 3) The students’ attitudes were affected by
the school environment. The highly positive response of the students is attributed
to the teachers’ positive influence and the schools’ concern for the need of
facilities and equipment for better teaching and learning experiences in folk
dancing; and 4) The students’ positive responses to dancing were due to proper
motivation and the belief that this activity is recreational, social and cultural.

Conceptual Framework

This study focused on the learning competencies of Physical Education 13
students in folk dancing at the Benguet State University. A schematic
representation of the conceptual framework shows the interrelationship between
the independent variables and the dependent variables (Figure 1).

The independent variables included the profile of students such as gender,
age, course, year level, place of birth and provincial address. The intervening
variables were the attitudes of students toward folk dancing, factors affecting the
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INDEPENDENT

INTERVENING
DEPENDENT
VARIABLES

VARIABLES

VARIABLES








Profile of Students



A. Factors Affecting
Extent of the effect
1.
1. Gender
Learning
of the factors

Competencies
affecting learning
2. Age

competencies



3. Course
B. Attitudes Toward
Extent of the

Folk Dancing
Competencies


4. Year Level

Learned



5. Place of Birth
C. Teaching
Extent of the

Techniques
teaching techniques
6. Provincial
Address



Figure 1. Paradigm of the study showing the interrelationship of the variables






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learning competencies of students in folk dancing and the teaching-learning
techniques. The dependent variables are the learning competencies and teaching
techniques.

Definition of Terms

For a better understanding of this study, the following terms are
operationally and conceptually defined.
Attitude
refers to the positive and negative perceptions of students toward
folk dancing.
Activity refers to learning instances given to a child to achieve a certain
purpose in a life-like manner.
Climate refers to the temperature or weather.
Dance is a rhythmical and pattern of succession of bodily movements with
the accompaniment of music. It is traditionally called a performing art.
Dancing is the art of composing steps with grace, precision and facility to
the time and bars given to music.
Economy refers to social status/standing of the person.
Education
refers to the level of education the person has finished or
reached.

Environment or topography refers to the condition of the place where
activity is held.
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Ethnic
dances refer to the tribal dances which are only found in a peculiar
place.

Factors Affecting Learning Competencies refers to something that
contributes to the result of the study.
Folk
dance refers to the cultural dances that we abundantly have which we
sometimes call ethnic dances.
Folk
dancing is the actual performance of the cultural or traditional
dances.
Fundamental
skills are basic abilities that we already have before learning.
Learning is referred to as the inculcation of ideas and concepts to improve
the perception of people towards life.
Learning
competency refers to the given guideline from school authorities
for the guidance of the teacher.
Movements are those that set something into motion usually with gestures
which have meaning and usually relates something that could be interpreted with
grace.
Physical
refers to the bodily characteristics such as physical strength.
Physical
Education is the learning of beautiful concepts as regards
development of the whole human being. It refers to the person of education that
goes on in the schools through activities in the developments.
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Physical Education 13 is a required subject in all courses which is tasked
to teach rhythmic activities to inculcate position social values and improve on
rhythmic abilities of students.
Political
Organization refers to the political affiliation of the person
Problems are the reasons for the difficulty of students in learning folk
dancing.
Religion refers to the affiliation one holds on to.
Rhythmic
Activities refer to the bodily responses made to any type of
rhythmic accompaniment.
Science
and
Technology refer to the highly technical world we have today.
Can we cope?
Skills is the ability that follows training or practice.
Teaching is the process of stimulating, directing and guiding the learning.
Teachers’
competency is the ability to effectively teach a dance.
Teaching
techniques are the methods or ways used by the teacher to make
the learning experience better and faster.

Hypotheses of the Study

The following hypotheses were set forward for testing.

1. There is a significant difference on the attitudes of students toward folk
dancing.
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2. There is a significant difference in the competencies learned from folk
dancing as perceived by students.


3. There is a significant difference on the effectiveness of the teaching
techniques applied in folk dancing as perceived by students.

4. There is a significant difference on the factors affecting the learning
competencies in folk dancing.

5. There is a significant difference on the effects of folk dancing on the
students’ personality and social life.

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METHODOLOGY

Locale of the Study

The study was conducted at the Institute of Physical Education and Sports,
Benguet State University, La Trinidad, Benguet, during the first semester, school
year 2006-2007. Figure 2 shows the map of La Trinidad where the Benguet State
University is located.

Respondents of the Study

The study was limited to selected students of Physical Education 13 from
selected colleges of the university who were currently enrolled in the subject. A
total of two hundred (200) students were selected through random sampling from
the College of Teacher Education (CTE), College of Home Economics and
Technology (CHET), the College of Arts and Sciences (CAS) and the College of
Agriculture (CA).

Instrumentation

The descriptive survey method was used in the collection, organization
and development of the study. The questionnaire served as the principal
instrument in gathering the necessary data were supplemented by interview and
observation. A pre- test at the Cordillera Career Development College or was
done for content validity and reliability before the questionnaire was finally
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Fig. 2. Map of La Trinidad, Benguet where Benguet State University is located
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37
administered to the respondents.
The first part of the questionnaire includes the profile of the respondents
as to gender, age, course, place of birth, provincial address, socio-economic status
and ethnicity.

The second part was used to gather the data on attitudes, competencies
learned, teaching techniques and effects of folk dancing on the students’
personality and social life.

The respondents indicated their attitudes toward folk dancing and
competencies learned using the following four point rating scale:


1 – Unable to


2 – Somewhat able to


3 – Able to


4 – Very much able to

The teaching techniques used the following rating scale:


1 – Most Effective


2 – Somehow Effective


3 - Effective


4 – Very Effective

The effects of folk dancing on the students’ personality and social life
used the following rating scale:


1 – No serious
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2 – Moderately serious


3 – Very serious.

Data Collection

The questionnaire was pre-tested for content validity and reliability at the
Cordillera Career Development College, La Trinidad, Benguet to students
enrolled in dancing dance during the first semester of school year 2006-2007.
The researcher administered the questionnaire with the help of their instructor and
retrieved the same after the students accomplished them.

The responses of the students as regards to appropriateness were
evaluated.

Prior to the final conduct of the questionnaire, commenced after a letter
requesting permission was forwarded to the Director of the Institute of Physical
Education and Sports. It was personally administered and retrieved by the
researcher after the respondents accomplished them

Statistical Analysis

The results of the data were then tallied, tabulated and analyzed using the
following statistical tools descriptive statistics such as frequency, percentage,
ranks and weighted means. To test the hypotheses, the chi-square test was used.

The 0.05 level of significance was set in rejecting or accepting the stated
hypotheses.
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RESULTS AND DISCUSSION


Profile of the Respondents


Table 1 shows the profile of the respondents as to gender, age, year level,
course, socio-economic status and ethnicity.

As shown in the table, majority of the respondents are females with 152 or
76.0 percent and only 48 or 24.0 percent are males. This indicates that there are
more females who are enrolled in the different courses than males during the
conduct of the study.

In terms of ages of the respondents, majority of the respondents belong to
the age group 18 to 19 years; 62 or 31.0 percent to ages 17 and below and 18 or
9.0 percent to 20 years and above. This is because the students taking up Physical
Education 13 are sophomores.

The respondents come from the courses in the College of Agriculture,
College of Arts and Sciences, College of Teacher Education and College of Home
Economics and Technology. This means that all the students enrolled at Benguet
State University are taking up Physical education 13 which is a required subject
regardless of the degree program they are enrolled in.

The socio-economic status of the parents of these students gathered ranges
from Php 8,000 and below to Php 19,000 and up. Majority of the parents have a
monthly income of Php 8,000 and below. This implies that they belong to low

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Table 1. Background information about the respondents






NUMBER OF

PERCENT
PARTICULAR


RESPONDENTS

(%)

a. Gender

Male



48



24.0
Female

152



76.0
TOTAL
200


100.0
b. Age


17 and below


62



31.0

18 – 19

120



60.0
20 and above


18



9.0
TOTAL
200


100.0

c. Year Level

I


1

0.5

II

198


99.0

III 1 0.5


TOTAL
200


100.0
d. Course


BSHE
49
24.5
BSE/BEE
62
31.0
BSA
52
26.0
BSES/BSIT
16


8.0
DAF
21
10.5
TOTAL
200


100.0

e. Socio-economic status:


Monthly income of parents:
(low) below Php. 8,000.00

164



82.0
(average) Php. 8,100.00 – 19,000.00
35



17.5
(high) 19,100.00- and up

1



0.5
TOTAL
200


100.0


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Table 1 continued …






NUMBER OF PERCENT
PARTICULAR



RESPONDENTS
(%)

f. Ethnic Origin

Highland (Both parents belong to any of the





following: Ibaloi, Kankanaey,
Kalinga, Bontoc, Itneg, Ifugao,

141


70.5

Lowland (Both parents belong to any of the






following: Tagalog, Ilocano,
Pangasinense, Kapampangan,
Bicolano, etc)



25


12.5

Mixed (One of either parents
is
a
highland



and the other a Lowland)

34


17.0
TOTAL
200

100.0


income group. There are also parents receiving a monthly income of Php 8,100 to
Php19,000 and only one who is receiving a monthly income of Php19,100 or
more.

The students in Physical Education 13 come from different places such as
the highland, lowland and others are with mixed ethnicity. However, majority of
the respondents 141 or 70.5 percent is from the highland; 34 or 17.0 percent with
mixed ethnicity; and 25 or 12.5 percent is from the lowlands. This is because the
Benguet State University is located in Benguet, and the highland provinces.




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Attitudes Toward Folk Dancing


Tables 2 and 3 show the positive attitudes and negative attitudes,
respectively of the students toward folk dancing.
Positive
attitudes. Table 2 shows the positive attitudes of the students
enrolled in Physical Education 13 learning folk dancing.

As shown in the table, the attitudes – It will lead to skills and It contributes
to good health and posture both have the highest mean of 3.40. This is closely
followed by It is a good way of socializing with a mean of 3.32; It is interesting,
3.24; It is exciting, 3.22 and last – It will help me get a job with a mean of 2.64.
All the six attitudes have a descriptive equivalent of able to with a general
weighted mean of 3.20. This result implies that folk dancing can contribute to the
development of the skills of the students. Thus, teachers should impart to the
students the significance of folk dancing in their lives as well as in the
community.

Further analysis of data revealed a significant difference on the
perceptions of the students regarding their positive attitudes toward folk dancing
as indicated by the computed chi-square value of 51.430 with a probability of less
than 0.01.
According to the research of Cabahug (1975), 1) Physical educators
should also dwell on the significance of Filipino native dances and not only
confining themselves to the teaching of skills and techniques of dance alone;
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Table 2. Positive attitudes toward folk dancing as perceived by the respondents









DESCRIPTIVE
ATTITUDE
WEIGHTED
MEAN
EQUIVALENT

I find it exciting.


3.22

Able to
It is interesting.


3.24

Able to
It is a good way of socializing.
3.32

Able to
It will lead to skills

3.40

Able to
It will help me get a job.

2.64

Able to
I find it contributing to good
health and posture. 3.40
Able to
GENERAL WEIGHTED
MEAN



3.20

Able to

X2c = 51.430*
prob. = <0.01
* - significant

Legend:



3.50 – 4.00 - Very Much Able to



2.50 – 3.49 - Able to



1.50 – 2.49 - Somewhat able to



1.00 – 1.49 - Unable to

2) Physical educators should strive for the development of desirable habits and
attitudes by encouraging the students to identify the meaning of dance
movements; 3) Physical educators should identify the statements and moods of
the people depicted in the dance; 4) Physical educators should compare the dance
movements of the Ilocanos, Cebuanos, Leytenos, Muslims, Bicolanos, Tagalogs
and others so that the students will have a better perception of folk dancing and
will promote not only greater understanding of the Filipino people but also
empathy as well; and 5) Dance instructors should aim for the upliftment of folk
dancing especially in the school curriculum.
Learned Competencies in Folk Dancing
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44
Negative
attitudes. Table 3 shows the negative attitude of the students on
folk dancing.

For the negative attitudes, the table presents the ranking in a descending
order as follows: Folk dancing is old-fashion, 2.49; It is too complicated, 2.40; It
is easily forgotten, 2.31; Folk dancing is not appreciated at home, 2.04; Folk
dancing is boring, 2.03 and It is a waste of time, 1.75. The overall mean
perception of the students is 2.17 with a descriptive equivalent of able to. The
result implies that the students have varied negative attitudes to folk dancing.
This is due to the different cultures they have and interests.

Further analysis of data reveals a significant difference on the negative
attitudes of the students as indicated by the computed chi-square value of 99.720
with a probability of less than 0.01.

Therefore, the hypothesis that there is a significant difference on the
attitudes of the students about folk dancing is accepted. This means that students
have different attitude with regard to folk dancing.
In order to increase the positive attitude of the students regarding folk
dancing, Galvez (1983) came up with the following recommendations:
1) Folk
dance teachers in college should individualize their instruction through ability
grouping, 2) regional and ethnic dances which portray customs and traditions of
the people should be properly analyzed to promote national consciousness and
pride for the Filipino cultural heritage; 3) the organization of a school dance
Learned Competencies in Folk Dancing
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45
Table 3. Negative attitudes toward folk dancing as perceived by the respondents









DESCRIPTIVE
ATTITUDE
WEIGHTED
MEAN
EQUIVALENT

Folk dancing is old- fashioned
2.49

Able to
Folk dancing is boring.

2.03
Able to
Folk dancing is not appreciated
at home. 2.04
Able to
It is easily forgotten

2.31

Able to
It is too complicated.

2.40

Able to
It is a waste of time.
1.75

Able to
GENERAL WEIGHTED
MEAN



2.17

Able to

X2c = 99.720*
prob. = <0.01
* - significant

troupe should be encouraged; and 4) folk dance competitions should be
encouraged and holding of dance festivals should become annual affairs.

Competencies Learned


The learning competencies are presented in Tables 4 to 9 in terms of
understanding folk dancing, fundamental skills, skills in performing simple folk
dancing, mastery, one’s self through dancing, and skills in performing dances
based on cultural tradition.

Understanding folk dancing. Table 4 shows the perceptions of the
students on the learning competencies regarding understanding folk dancing.
As gleaned, I can explain the definition get the highest mean of 2.61, I can
express the significance with 2.48, I can discuss the characteristics of dance
learned 2.47, I can trace the origin 2.42 and I can explain the historical
Learned Competencies in Folk Dancing
at Benguet State University / Mary Ann C. Unos. 2006

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Table 4. Competencies on understanding folk dancing as perceived by the
respondents









DESCRIPTIVE
COMPETENCY
WEIGHTED
MEAN
EQUIVALENT

I can explain the definition.
2.61
Able to
I can trace the origin.
2.42

Somewhat able to
I can explain the historical
background.


2.27

Somewhat able to
I can express the significance.
2.48
Somewhat able to
I can discuss the characteristics
of dance learned.
2.47
Somewhat able to
GENERAL WEIGHTED
MEAN



2.45

Somewhat able

X2c = 134.920*

prob. = <0.01
* - significant

Legend:

4 Very
Much
able
to
(VM)


3

Able to

(A)
2 Somewhat
able
to
(SA)
1 Unable
to
(U)

background 2.27. This implies that the students can understand the significance
of folk dancing. In most of the competencies, the students are somewhat able to
understand folk dancing except in one competency wherein they are just able to
understand. Thus, students should not only be able to perform folk dancing but
must understand its significance in their life.

The chi-square result of 134.920 with a probability of less than 0.01
indicates that the students have different levels of competency in understanding
the concept of folk dancing. Hence, the students differed significantly.
Learned Competencies in Folk Dancing
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47
Fundamental
skills. Table 5 shows the competencies of the students on
the fundamental skills in folk dancing. The table shows that the different
competencies in terms of fundamental skills are perceived with “able to” except
for the competency in performing the fundamental dance steps with ease and
grace with a mean of 2.48 or “somewhat able to”. The competency perceived as
the highest with a mean of 2.63 is showing the fundamental position of the feet.
This is a very important notion because students believed that proper position of
the feet would make them perform well in folk dancing.

Further statistical analysis of data revealed a computed chi-square value of
129.00 with a probability of less than 0.01, hence significant. This result implies
that the students differed significantly in understanding the fundamental skills in
folk dancing.

Demonstrating is a key part of the direct or indirect style of teaching
(Pettifor 1999). It requires a lot of self confidence so that a student will be able to
stand at the center of the room and perform. Adjusting to individual needs is also
a requirement. So that all may feel successful as they move on to another
activity, inviting students to choose whether they’ll work alone, with a partner, or
in a small group would boost their self-esteem. Students also should be allowed
to challenge their peers who have mastered the dance steps to do more complex
steps or to create their own variations of basic steps.

Learned Competencies in Folk Dancing
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Table 5. Competencies on fundamental skills in folk dancing as perceived by the
respondents









DESCRIPTIVE
COMPETENCY
WEIGHTED
MEAN
EQUIVALENT

I can identify the different dance
formations and positions.
2.61

Able to

I can show the fundamental
position of the arms.
2.57

Able to

I can show the fundamental
position of the feet.
2.63
Able to
I can perform the fundamental
dance steps with ease and
grace.


2.48

Somewhat able to
I can use the fundamental arms
and feet in a variety of ways. 2.51
Able to
GENERAL WEIGHTED
MEAN



2.56

Able to

X2c = 129.000*

prob. = <0.01
* - significant


Skills in performing simple folk dancing. Table 6 shows the competencies
on the skills in performing simple folk dancing as perceived by the respondents.
It is reflected in the table that all the competencies under this area are perceived
with “able to” with a general weighted mean of 2.69. The highest perceived
competency is that the students can identify and perform the basic steps with a
mean of 2.92. This is followed by doing simple movements in response to oral
instruction. The least is performing with proper coordination of the body. Other
competencies perceived with “able to” are performing simple folk dance
skillfully, imitate simple movement patterns, demonstrate partner skills by
imitating and following, and memorizing and performing dance patterns taught.
Learned Competencies in Folk Dancing
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Table 6. Competencies on skills in performing simple folk dancing as perceived
by the respondents









DESCRIPTIVE
COMPETENCY
WEIGHTED
MEAN
EQUIVALENT

I can identify and perform the
basic steps.


2.92

Able to
I can perform simple folk
dance skillfully


2.65

Able to
I can do simple movements
in response to oral instructions. 2.75

Able to
I can imitate simple movement
patterns.


2.71

Able to
I can demonstrate partner skills
by imitating and following.
2.67

Able to

I can perform with proper
coordination of my body.
2.55

Able to

I can memorize and perform
dance patterns taught.

2.60

Able to
GENERAL WEIGHTED
MEAN



2.69

Able to

X2c = 137.320*

prob. = <0.01
* - significant

This result implies that the students have the ability to perform simple folk
dancing.

The difference on the perceptions of the students among the competencies
on skills in performing simple folk dancing is significant as evidenced by the
computed chi-square value of 137.320 with a probability of less than 0.01. This
means that the students have varied understanding on the skills in performing
simple folk dancing. This may be due to the interest of the students as well as
culture and religion.
Learned Competencies in Folk Dancing
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According to Kelly (1976), the following are the standards that govern the
selection of technique: 1) It must be selected according to the nature of the
subject-matter; 2) It should be selected on the basis of its direct effect upon some
essential phase of the learner’s learning performance, 3) It should be selected
according to the nature and maturity of the pupils or of the class, 4) It should be
selected on the basis of ability and training of the teacher who would employ it,
and 5) It should be selected according to the time allotted for the subject.

Mastery of folk dancing. Table 7 shows the competencies on mastery of
folk dancing as perceived by the respondents. There are three competencies
under this dimension of learning. Among the three, identifying costume, terms
and materials used had the highest level of competency with a mean of 2.68;
followed by recognizing tempo of a musical piece used with 2.61; and least is
memorizing and performing the original expressive movements with 2.46. The
overall perception is 2.58, described as able to.

Statistical analysis using the chi-square test revealed a computed value of
114.520 with a probability of less than 0.01. This implies that the students
differed significantly on their learning competencies on mastery of folk dancing.
Belmonte et al. (1998) gave the following procedures as a suggestion for
teaching Philippine Folk Dances: 1) Acquaint the children with the background
of the dance (origin and meanings, kinds of movements, customs, traditions,
costumes, modes of life, and mood of the people; 2) Let the children listen to and
Learned Competencies in Folk Dancing
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Table 7. Competencies on mastery of folk dancing as perceived by the
respondents









DESCRIPTIVE
COMPETENCY
WEIGHTED
MEAN
EQUIVALENT

I can identify costume, terms
and materials used.

2.68

Able to
I can recognize tempo of a
musical piece used.
2.61 Able to
I can memorize and perform
the original expressive
movements.


2.46

Somewhat able to
GENERAL WEIGHTED
MEAN



2.58

Able to

X2c = 114.520*

prob. = <0.01
* - significant

enjoy the music with respect to tempo, mood, and parts of the music and allow
them to clap or beat the rhythm. If there is a song accompanying the dance, teach
the words to the children; 3) Teach new steps. Explain and demonstrate them.
Acquaint the children with the terms; 4) Put class into formation and teach figure
I, then figure II, after which take up I and II. Review figures taken before
introducing a new figure; 5) Perform the whole dance and repeat often enough
to be enjoyed; and 6) Dance with the right expression and correct
interpretation.

One’s self through dancing. Table 8 shows the competencies on one’s self
through dancing as perceived by the respondents.

As could be gleaned from the table, the overall perception of the students
is 3.05 which is described as able to. The competency perceived as the highest is
Learned Competencies in Folk Dancing
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Table 8. Competencies on one’s self through dancing as perceived by the
respondents









DESCRIPTIVE
COMPETENCY
WEIGHTED
MEAN
EQUIVALENT

I can improve my personality.
3.19

Able to
I can acquire desirable attitudes.
3.11
Able
to
I can use literature to inspire
dance ideas.


2.83

Able to
I can express the importance
of folk dance to my life.
2.88

Able to
I can improve my poise and
body posture.


3.10

Able to
I can improve my sense of
rhythm and coordination.
3.03

Able to

I can relax and exercise at the
same time.


3.05

Able to
I can have a broader understanding
of what is culture.

3.04

Able to
I can improve on discipline. 3.22

Able to
I can be more sociable. 3.09

Able to
GENERAL WEIGHTED
MEAN



3.05

Able to

X2c = 70.750*
prob. = <0.01
* - significant


that folk dancing can improve on discipline with a mean of 3.22. This is followed
by improving personality (3.19). The least is it can use literature to inspire dance
ideas with a mean of 2.83. However, all the mentioned competencies are
perceived as able to.

Further analysis of data revealed a computed chi-square value of 70.75
with a probability of less than 0.01. Hence, significant. This result implies that
the students differed significantly on the their competencies regarding one’s self
Learned Competencies in Folk Dancing
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53
through dancing.

According to Grolier Encyclopedia of Knowledge (2004), folk dance is
not only the oldest form of dance. It is also the basis of all other dance form,
including ballet, modern dance, ballroom, disco and jazz dance. A distinguishing
feature of folk dance is that it is not a performing art but a participatory activity.
It is type of traditional, communal dancing, passed down from general to specific
and done in a recreational atmosphere. The use of traditional costumes and
accessories also aids in preserving a culture’s link with the past.

Skills in performing dances based on cultural tradition. Table 9 shows the
competencies on skills in performing dances based on cultural tradition as
perceived by the respondents.

As reflected in the table, the overall perceptions of the students on
competencies about skills in performing dances based on cultural tradition is 2.57,
described as “able to”. All the competencies within this dimension are perceived
as “able to” as indicated by their respective weighted means. This means that
the respondents have interest in performing folk dancing. These dances represent
cultural value, tradition, demonstrate ceremonial dancing, and they give concerns
to their lives as students.

The data was further analyzed using the chi-square test and result showed
a computed value of 149.96 with a probability less than 0.01 level. Thus, the

Learned Competencies in Folk Dancing
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Table 9. Competencies on skills in performing dances based on cultural
tradition as perceived by the respondents









DESCRIPTIVE
COMPETENCY
WEIGHTED
MEAN
EQUIVALENT

I can explain the cultural value
of the dance.


2.63

Able to
I can perform the dance steps
according to its cultural
tradition.


2.54

Able to
I can perform dances to com-
municate personal meaning,
using focus and expression. 2.56

Able to
I can describe and demonstrate
ceremonial and folk dances
that show work activities like
harvesting, fishing, etc.
2.51
Able to
I can explain the importance and
function of dance in students’
lives.


2.60

Able to
I can explain the various ways
people have experienced dance
in their daily lives.

2.57

Able to
GENERAL WEIGHTED
MEAN



2.57

Able to

X2c = 149.960*

prob. = <0.01
* - significant

students differed on their competencies on skills in performing dances since they
come from different places with different culture.

Therefore, the hypothesis that there is a significant difference on the
learning competencies of the students about folk dancing is accepted. This is due
to the level of understanding of the students, the different culture and interest of
the students and others.
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World Book, Inc. (2001) stated that folk dancing is the traditional fun of
social dancing of a nation or ethnic group. Throughout history, almost every
culture has developed its own folk dances. Most folk dances originated as a form
of celebration, religious worship, or a method of controlling mysterious forces.
The form and movements of many of these dances were based on superstitious
beliefs of social dancing.
Learning competencies from the Department of Education for Secondary
Education includes the following: 1) demonstrate understanding of
folk dance, 2) demonstrate mastery of the fundamental skill in folk dance,
3) demonstrate skills in performing simple folk dance, 4) demonstrate mastery of
folk dance, 5) develop one’s self through dancing, and 6) demonstrate skills in
performing folk dances based on their cultural tradition.
Furthermore, Belmonte et al (1998) said that folkdances are traditional
dances of a country which were evolved naturally and spontaneously in
connection with everyday activities and experiences of the people who developed
them. Folk dancing is the heartbeat of the people and folk dances are traditional
social expressions of the ideals, mores, feelings, and thoughts of a people or group
of people through body movement. Dancing is the outburst of people’ feelings.
Summary of learning competencies in folk dancing as perceived by the
respondents. Table 10 shows the summary of learning competencies in folk
dancing as perceived by the respondents. As could be gleaned from the table,
Learned Competencies in Folk Dancing
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Table 10. Summary of learning competencies in folk dancing as perceived by
the respondents







DESCRIPTIVE
COMPETENCY
WEIGHTED MEAN EQUIVALENT RANK

Understanding folk
dancing


2.45
Somewhat able to

6
Fundamental skills

2.56
Able to

5
Skills in performing
simple folk dancing
2.69
Able to

2

Mastery


2.58
Able to

3

One’s self through
Dancing


3.05
Able to
1

Skills in performing
dances based on cultural
traditions
2.57
Able
to
4
OVERALL MEAN
2.69
Able to

Legend:


3.50 – 4.00 - Very Much Able to



2.50 – 3.49 - Able to



1.50 – 2.49 - Somewhat able to



1.00 – 1.49 - Unable to


learning competencies on one’s self through folk dancing ranked the first with a
mean of 3.05 among the learning competencies indicating that it is a participatory
activity. This is followed by the learning competency on skills in performing
simple folk dancing with a mean of 2.69. This finding implies that a skill is
learned first through simple folk dancing before performing more complicated
dances. Mastery is also an important competency to learn and this is rated with a
Learned Competencies in Folk Dancing
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57
mean of 2.58. This is so because if invited to perform, the performers should
master the different steps as well as skills. Dances can also be performed based
on cultural traditions and skills must be developed as well as the fundamental
skills and every performer must understand the objectives of folk dancing.
According to Google (2006) (http://www.mde.kiz.ms.us/acad/id/
curriculum/arts/dance.htm, the competencies on basic movement elements are:
1) demonstrate movement, skills which includes: (a) demonstrate a sound
physical understanding and progression of one dance technique. Possess a
general knowledge of a s second technique (alignment, isolation, strength,
flexibility, centering, balance, agility and coordination); (b) perform technical
skill with optimum proficiency. Apply anatomical knowledge in performance of
more complicated movement phrase; 2) translate knowledge into technique and
experimentation with proficiency: (a) demonstrate accurate use of rhythm by
understanding tempo, time signature, syncopation, and accent; (b) recall extended
movement phrases or sequences, using technique confidently; (c) create and
perform extended movement phrases with a wide range of dynamics (punch, flick,
float, press, glide, wring, dab, slorsh); (d) apply focus and nuance to movement,
dance phrases and sequences; (3) translate dance elements and experimentation
into choreography: (a) perform projection of movement in the studio with
intelligent usage of space, time and energy; (b) demonstrate with confidence and
focused energy the ability to project movement from the stage (or other
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58
performance spaces) to an audience; (c) improvise and originate more captivating
and innovative movement choices; 4) cultural/historical principles of dance: (a)
demonstrate in-depth, broad knowledge of dance history which includes exploring
how dance functions as part of everyday life and also as a specialized field and
aligning dance with general history, historical figures and social and political
events; and (b) understanding and demonstrating two different theoretical forms
of dance and understand how the forms developed; and 5) competencies on
aesthetic development includes establishing own aesthetic criteria and questions,
and then apply to critiquing one’s own work of others and co-creating an
interdisciplinary project with dance and two other subjects.

Teaching Techniques

Table 11 shows the teaching techniques in teaching folk dancing as
perceived by the respondents.

The teachers teaching Physical Education 13 particularly folk dancing use
different techniques in teaching folk dancing. These teaching techniques used
by teachers are perceived effective by the students. Among the techniques used
by the teachers, the students believed that learning is by doing is the most
effective with a mean of 3.50. They can easily learn how to dance if the teachers
will demonstrate for a couple of times. All the other techniques used by the
teachers are perceived effective.

Learned Competencies in Folk Dancing
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59
Table 11. Teaching techniques used in teaching folk dancing as perceived by the
respondents

TEACHING





DESCRIPTIVE
TECHNIQUE
WEIGHTED
MEAN
EQUIVALENT

Mass demonstration technique
2.88

Effective

Group technique


3.05
Effective
Administer practical tests

2.78
Effective
Motivation techniques

2.91

Effective
Cueing sequence


2.79
Effective
Students made to count

3.20
Effective
Application method

3.10
Effective
Demonstration, return-
demonstration method 3.08
Effective
Theory first before application
2.78
Effective
Learning by doing


3.50
Very Effective
GENERAL WEIGHTED
MEAN



3.01

Effective


X2c = 167.400*

prob. = <0.01
* - significant

Legend:



3.50 – 4.00 - Very Effective
(VE)
2.50
–
3.49
-
Effective
(E)



1.50 – 2.49 - Somehow Effective (SE)



1.00 – 1.49 - Not Effective
(NE)


Further analysis of data revealed a computed chi-square value of 167.40
with a probability less than 0.01. Thus, the hypothesis that there is a significant
difference on the perceptions of students as to the level of effectiveness of the
different teaching techniques used by teachers in folk dancing, is accepted. This
result implies that the teachers used varied techniques and this might be due also
to the skills of their students.
Learned Competencies in Folk Dancing
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The strategies used by teachers in teaching Physical Education according
to the research of Soloria (1998) showed the following: 1) application method;
2) lecture-discussion method; 3) demonstration-return demonstration method;
4) theory first before application; 5) evaluation to determine the needs of the
students; 6) use of variety of techniques; 7) learning by doing; 8) question and
answer; 9) use of “chalk-talk” method; and 10) discovery method and creativity
and resourcefulness.

Effects of Folk Dancing on the
Students’ Personality and Social life


Tables 12 to 17 show the effects of folk dancing on the students’
personality and social life as to personal, instructional, economic, participation in
student political organization/extra and co-curricular activities, religion and
climate/weather.
Personal
factor. Table 12 presents the effect of folk dancing on students’
personality and social life as to personal factor.
As could be seen in the table, the effect of folk dancing on students’
personality and social life is moderately serious with a mean of 1.93. Among the
personal factors perceived by the students are as follows: shy and ashamed to
perform in public, no previous experience in dance, dislike folk dancing, find
difficulty in synchronizing hands and feet and difficulty in adjusting to rhythm
and music. All of these are perceived moderately serious as indicated by their
Learned Competencies in Folk Dancing
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Table 12. Effect of folk dancing on the students’ personality and social life as to
personal factor









DESCRIPTIVE
FACTOR
WEIGHTED
MEAN
EQUIVALENT

I am shy and ashamed to
perform in public.

2.04

Moderately serious
I have no previous experience
in dance.


1.93

Moderately serious
I
dislike
folk
dancing.
1.78
Moderately
serious
I find difficulty in synchronizing
my hands and feet. 2.01

Moderately serious
I find difficulty in adjusting to
rhythm and music.

1.90

Moderately serious
GENERAL WEIGHTED
MEAN



1.93

Moderately serious


X2c = 303.120*

prob. = <0.01
* - significant

Legend:

2.50 – 3.00 - (VS) Very Serious

1.50 – 2.49 - (MS) Moderately Serious
1.00 – 1.49 - (NS) Not Serious


respective weighted means.

The students differed significantly as to their perceptions on personal
factors affecting their social and personality life as attributed by the computed
chi-square value of 303.120 with a probability lower than the 0.01 level of
significance.

Diana (1990) made the following conclusions from her study: 1) The
students’ attitude toward folk dancing were not much affected by sex differences.
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Freshmen of the Manila Science High School have positive attitudes toward folk
dancing; 2) The students’ positive attitude toward folk dancing is a result of
substantial folk dancing experiences; 3) The students’ attitude were affected by
the school environment. The highly positive response of the students is attributed
to the teachers’ positive influence and the schools’ concern for the need of
facilities and equipment for better teaching and learning experiences in folk
dancing; and 4) The students’ positive responses to dancing were due to proper
motivation and to the belief that this activity is recreational, social and cultural.
Furthermore, Belmonte et al. (1998) gave the following procedures as a
suggestion for teaching Philippine Folk Dances: 1) Acquaint the children with
the background of the dance (origin and meanings, kinds of movements, customs,
traditions, costumes, modes of life, and mood of the people; 2) Let the children
listen to and enjoy the music with respect to tempo, mood, and parts of the music
and allow them to clap or beat the rhythm. If there is a song accompanying the
dance, teach the words to the children; 3) Teach new steps. Explain and
demonstrate them. Acquaint the children with the terms; 4) Put class into
formation and teach figure I, then figure II, after which take up I and II. Review
figures taken before introducing a new figure; 5) Perform the whole dance and
repeat often enough to be enjoyed; and 6) Dance with the right expression and
correct interpretation.
Learned Competencies in Folk Dancing
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Instructional
factor. Table 13 shows the effect of folk dancing on the
students’ personality and social life as to instructional factor as perceived by the
students.

The table shows that the overall perception of the students in this
dimension is moderately serious as indicated by the computed weighted mean of
1.80. The other instructional factors perceived by the students are as follows:
instructions are not clear; teacher not systematic; teacher cannot impose
discipline; teacher is too fast; and the place for practice is inconvenient. These
factors are related to teacher factor.

The students’ perception differed significantly as to instructional factors
affecting their personality and social life in performing folk dancing. This is
evidenced by the computed chi-square value of 72.520 with a probability lower
than 0.01 level of significance. This implies that the students possess different
attitudes toward folk dancing.
According to Ruch (1963), learning may be defined as a process which
brings about a change in the individual’s way of responding as a result of practice
which brings or other experience or as a relatively permanent change in behavior.
Behavior changes with experience. A person who has experience in life becomes
a better human being because he learns from every step of his way through life.
Andres and Francisco (1984) claim that modern psychology also emphasizes the
importance of the learner in an environmental situation. This indicates the fact
Learned Competencies in Folk Dancing
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Table 13. Effect of folk dancing on the students’ personality and social life as to
instructional factor









DESCRIPTIVE
FACTOR
WEIGHTED
MEAN
EQUIVALENT

Instructions
are
not
clear.
1.84
Moderately
serious

Teacher
is
not
systematic.
1.75
Moderately
serious
Teacher cannot impose
discipline.


1.69

Moderately serious
Teacher
is
too
fast.
1.95
Moderately
serious

The place for practice is
inconvenient


1.81

Moderately serious
GENERAL WEIGHTED
MEAN



1.80

Moderately serious


X2c = 72.520*
prob. = <0.01
* - significant

that learning situations are not as simple as how we perceive it.
Economic
factor. Table 14 shows the effect of folk dancing on the
students’ personality and social life as to economic factor as perceived by the
students.

As perceived by the respondents the effect of folk dancing as to economic
factor in descending order of means are as follows: can earn income with the
knowledge gained in dance; cannot afford the costumes and props required; and
cannot afford the tapes for the dance. All of these are perceived moderately
serious by the students. This result means that the students believed on the
economic impact of folk dancing especially when they have the talent. They can
earn extra income aside from their allowance given by their parents.

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Table 14. Effect of folk dancing on the students’ personality and social life as to
economic factor









DESCRIPTIVE
FACTOR
WEIGHTED
MEAN
EQUIVALENT

I can earn income with the
knowledge I gained in dance.
1.95
Moderately serious
I cannot afford the costumes
and props required.
1.92
Moderately
serious
I cannot afford the tapes for
our dance.

1.87

Moderately serious
GENERAL WEIGHTED
MEAN



1.91

Moderately serious


X2c = 127.030*

prob. = <0.01
* - significant


Further statistical analysis revealed a significant difference among the
students on their perceptions regarding the effect of folk dancing as to economic
factor with a computed value of 127.030 with a probability of lower than 0.01.
Belmonte et al. (1998) also mentioned that the following are factors
affecting the teaching of folk dances:
1) geographical location, 2) economic
conditions, 3) climatic conditions, and 4) customs and traditions.

Participation in student political organization/extra and co-curricular
activities. Table 15 shows the perceptions of students on the effect of folk
dancing on the students’ personality and social life as to participation in student
political organization/extra and co-curricular activities. The overall perception is
2.18 described as moderately serious. The other factors perceived moderately
serious are too busy with work in the organization, dancing is a disturbance;
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Table 15. Effect of folk dancing on the students’ personality and social life as to
participation in student political organization/extra and co-curricular
activities









DESCRIPTIVE
FACTOR
WEIGHTED
MEAN
EQUIVALENT

Am too busy with work in the
organization, dancing is a
disturbance.


1.76

Moderately serious
Dancing is a good outlet for
pressures in the organization.
2.24
Moderately serious
Dancing will entertain guests. 2.35

Moderately serious
Dancing will unite people. 2.39

Moderately serious
GENERAL WEIGHTED
MEAN



2.18

Moderately serious


X2c = 106.210*

prob. = <0.01
* - significant

dancing is a good outlet for pressures in the organization; dancing will entertain
guests; and dancing will unite people with all described as moderately serious.
The computed chi-square value is 106.210 with a probability lower than 0.01
indicating that the hypothesis is accepted. This result implies that the
students differed significantly on their perceptions. This may be due to
invitations for their performance such as for political campaign, fiesta, program.
Gabao (2006) in his discussions on ethnic or tribal dance gives the
following factors that contribute to some extent for the reasons of dancing
namely: 1) topography/ environment, 2) climate/ weather, 3) religion, 4)
economy, 5) political organization, 6) education, and 7) science and technology.


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Alejandro and Gana (2002) stated that with Catholicism, hispanization of
the islands began on March 21, 1521 when the Portuguese sea captain, Ferdinand
Magellan landed in Cebu. Dances of the Christian Filipinos are found in the
lowland and coastal areas of the Philippines, especially where Spain had much
contact and influence. Dances were used to educate the natives in the arts,
entertain personages and visiting dignitaries.
Religion. Table 16 shows the effect of folk dancing on the students’
personality and social life as to religion as perceived by the students. The table
shows that the effect of folk dancing is perceived moderately serious by the
respondents as indicated by the computed chi-square value of 156.280 with a
probability lower than 0.01 level of significance, hence, significant. Therefore,
the hypothesis that there is a significant difference on the perceptions of the
students as to the effect of folk dancing on religion, is accepted. This is attributed
to the different customs and beliefs of the students with different religions. In
addition, it also depends on the culture of the students.
Gabao (2006) in his discussions on ethnic or tribal dance, cites the factors
that contribute to some extent the reasons of dancing namely: 1) topography/
environment, 2) climate/ weather, 3) religion, 4) economy, 5) political
organization, 6) education, and 7) science and technology.


Sierra (1999) in her study showed that students strongly agree that folk
dancing is important in Physical Education and the factors affecting students’
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Table 16. Effect of folk dancing on the students’ personality and social life as to
religion









DESCRIPTIVE
FACTOR
WEIGHTED
MEAN
EQUIVALENT


I believe that dancing is not a
way to Him.


1.78

Moderately serious
I believe that dancing is a sin. 1.44
Not serious
Dancing is a way to praise Him. 2.19 Moderately serious
Religion does not prohibit dancing. 2.09

Moderately serious
GENERAL WEIGHTED
MEAN



1.87

Moderately serious

X2c = 156.280*

prob. = <0.01
* - significant

attitudes toward folk dancing are a persons’ physical state of health and religion.
Furthermore, it showed that the number one problem in Physical Education is
inadequate facilities and equipment and that there is no significant relationship
between the attitudes and sex of respondents.
Climate/weather. The perceptions of the students on the effect of folk
dancing on the students’ personality and social life as to climate/weather is
presented in Table 17.

The overall perceptions of the students is 1.93, described as moderately
serious. The factors affected by folk dancing as to climate/weather are as follows:
feel comfortable dancing during rainy days; easily catch cold during rainy days at
the open gym; cannot concentrate dancing with cold and wet feet; and classes at
the open gym are either too cold or too warm. These were all rated moderately
serious. These are uncontrolled conditions since they are natural phenomena.
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Table 17. Effect of folk dancing on the students’ personality and social life as to
climate/weather









DESCRIPTIVE
FACTOR
WEIGHTED
MEAN
EQUIVALENT


I feel comfortable dancing
during rainy days.

1.75
Moderately
serious

I easily catch cold during rainy
days at the open gym.
1.76

Moderately serious
I cannot concentrate dancing
with cold and wet feet.
2.13

Moderately serious
Classes at the open gym are
either too cold or too warm.
2.11

Moderately serious


GENERAL WEIGHTED
MEAN



1.93

Moderately serious

X2c = 72.010*
prob. = <0.01
* - significant


The differences among the students in their perceptions in this aspect is
significant as evidenced by the computed chi-square value of 72.010 with a
probability lower than the 0.01 level of significance. Therefore, the
hypothesis that there is a significant difference among the students’ perceptions
in this area is accepted. This means that the students have different perceptions
regarding the climate or weather conditions when performing folk dancing.
Belmonte et al. (1998) also mentioned that the following factors affecting
the teaching of folk dances: 1) geographical location, 2) economic conditions,
3) climatic conditions, and 4) customs and traditions.

The teaching and learning environment according to Glover and Law
(2002) is as important as the teaching and learning techniques. The term
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“environment” is capable of differing definitions. It means the combination of
geographical and socio-economic factors which affects the school’s relationship
with its community, either as a market form which pupils come or as the resource
base for the school. This interrelationship between school and its so-called
market affects teaching and learning because pupil recruitment is increasingly
linked to the perceived success, or otherwise, of the school. But there is also an
internal environment, the bricks and the mortar of a building, the suitability and
appearance of the classroom, and the availability and quality of learning
resources.

Summary table of the effects of folk dancing as perceived by the
respondents. Table 18 shows the summary on the effects of folk dancing as
perceived by the respondents. As shown in the table, participation in student
political organization/extra and co-curricular activities ranked first with a mean
of 2.18, described as moderately serious. The dancers might have been invited
during political rally but were not given not much incentives or incentives given
does not commensurate with their efforts extended. Another problem is personal
and climatic or weather conditions with a mean of 1.93 described as moderately
serious. The least effect is on instructional factor with a mean of 1.80. The
teachers might have given sufficient instruction that is understood by their
performers. The overall effect of folk dancing is 1.94, described as moderately
serious.
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Table 18. Summary table of the effects of folk dancing as perceived by the
respondents








DESCRIPTIVE
FACTOR


WEIGHTED MEAN EQUIVALENT RANK

Personal



1.93
Moderately serious 2.5

Instructional
1.80
Moderately
serious


6

Economic
1.91
Moderately
serious


4


Participation in students
political organization/extra
and co-curricular activities
2.18
Moderately serious 1

Religion



1.87
Moderately serious 5

Climate/weather

1.93
Moderately serious 2.5
OVERALL

MEAN
1.93
Moderately
serious

Legend:

2.50 – 3.00 - (VS) Very Serious

1.50 – 2.49 - (MS) Moderately Serious
1.00 – 1.49 - (NS) Not Serious

Belmonte et al. (1998) also mentioned that the following are factors
affecting the teaching of folk dances:
1) geographical location, 2) economic
conditions, 3) climatic conditions, and 4) customs and traditions.






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SUMMARY, CONCLUSIONS AND RECOMMENDATIONS


Summary

The study was conducted to evaluate the competencies learned by Physical
Education 13 students in folk dancing at the Benguet State University.

Specifically, this study aimed to: determine the attitudes of students
toward folk dancing; competencies learned from folk dancing; effectiveness of the
teaching techniques applied; factors affecting the learning of competencies; and
effects of folk dancing on students’ personality and social life.

The study made used of a questionnaire to gather the needed data for the
study with 200 respondents. It utilized the descriptive and inferential statistics at
0.05 level of significance.

The findings of the study are the following:


1. Majority of the respondents are females, with ages 18 to 19 and are
second year students taking Physical Education 13. They come from the different
courses offered in the university. Majority of their parents have a monthly
income below Php 8,000 and are from the highlands.

2. The positive attitudes of students toward folk dancing is 3.20 described
as “they can able to” and the negative attitude is 2.17, indicating that they are
“somewhat able to.” They perceived the positive and negative attitudes
differently.
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3. Along the competencies learned, the students perceived “somewhat
able to” their understanding on folk dancing; “able to” on the fundamental skills,
skills in performing simple skills, mastery of folk dancing, and on one’s self,
skills in performing dances based on cultural tradition. However, the students
differed significantly on their perceptions along the different competencies.

4. Along teaching techniques employed by their teachers in folk dancing,
the respondents believed that the teachers utilized effective teaching techniques
with a weighted mean of 3.01. There is a significant difference on the perceptions
of students in terms of the teaching techniques employed by the teachers in
Physical Education 13.

5. The students’ perception on the different factors affecting their
personality traits and social life through folk dancing such as personal,
instructional, economic, political organization/extra and co-curricular activities
religion and climate/weather are varied. These factors were perceived moderately
serious. The difference on the perceptions of students among the different factors
affecting their personality traits and social life is significant.

Conclusions


Based on the findings of the study, the following conclusions are drawn:

1. The students of Benguet State University should learn Physical
Education 13 seriously which is on folk dancing regardless of gender, age group,
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course, socio-economic status of parents and ethnicity. This is a subject for
second year students.
2. The attitudes of students toward folk dancing is categorized as positive
and negative, but they were able to cope with folk dancing.
3. These students learned different competencies in folk dancing such as
understanding folk dancing, fundamental skills, skills in performing simple folk
dancing, mastery of folk dancing, competencies on one’s self, and skills in
performing dances based on cultural tradition, but with different perceptions.
4. The students believed that the PE 13 teachers are utilizing varied
teaching strategies.
5. The students believed that folk dancing has effects on their personality
and social life as to personal, instructional, economic, participation to student
political organization/extra and co-curricular activities, religion and
climate/weather although their perceptions differed significantly.

Recommendations


Based from the findings and conclusions made, the following
recommendations are offered:

1. Folk dancing should not be taught only among the students in Physical
Education but also faculty and employees of the Benguet State University.
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2. For the students to appreciate more our dances, be it indigenous, ethnic,
or folk dances, they should be encouraged to watch cultural shows inside and
outside the university.

3. The institute should conduct competition on folkdances to enable
students to showcase their skills in folk dancing.

4. Teachers in Physical Education should continue attending seminars
especially on folk dancing to update themselves on the current trends about this
activity and for them to go on with varied techniques and strategies to enhance the
teaching of folk dancing and other forms of dancing.

5. Students with interest in folk dancing should be encouraged to join
organizations such as the Dance Troupe and other organizations related to folk
dancing in order to show and further improve their skills.

6. Students should be strongly encouraged to join organizations and extra
and co-curricular activities to improve their personality and become more
sociable.

7. Teachers in Physical Education should include some ethnic dances like
tayaw so that students will learn and appreciate more of their traditional dances.

8. Further studies on the other aspects of folk dancing are encouraged.
Learned Competencies in Folk Dancing
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APPENDIX A

LETTER TO FLOAT QUESTIONNAIRE

BENGUET STATE UNIVERSITY
GRADUATE SCHOOL
La Trinidad, Benguet

September
13,
2006

PROF. TEOFILO C. RIMANDO
Director, Institute of Physical Education and Sports
Benguet State University
La Trinidad, Benguet

Sir:

Greetings!


The undersigned is conducting a study entitled, “LEARNED
COMPETENCIES IN FOLK DANCING AT BENGUET STATE
UNIVERSITY” as a thesis requirement in her master’s degree.


At this, may I therefore ask your utmost permission for me to administer
my questionnaires to two hundred (200) Physical Education 13 students.


The outcome of the study will hopefully assist or guide the teachers and
promote effective teaching-learning atmosphere for the students and teachers as
well.


Your favorable response and attention on this request is highly
appreciated.

Very
truly
yours,






(SGD) MARY ANN CANUTO- UNOS
Noted:

(Sgd.) ESTRELLITA N. CORPUZ
Adviser

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APPENDIX B
QUESTIONNAIRE
Dear Students,


This survey attempts to find out the “Learned Competencies in Folk
Dancing at Benguet State University”. Your kind assistance is appreciated in
answering accurately and honestly the questions herein. Rest assured that your
identity and information you will provide will be held with utmost confidentiality.

Very
truly
yours,








The Researcher

I. Profile of Respondents:

Name (optional): ____________________________________________
Gender:
________Male
________Female

Age:______________

Year
Level:__________________________________________________

Course:_____________________________________________________

Place of Birth: _______________________________________________
Provincial
Address:___________________________________________
Socio-economic
status:
Monthly
income
of
parents:




______ (low) below Php. 8,000.00




______ (average) Php. 8,100.00 – 19,000.00
______
(high)
19,100.00-
and
up


Ethnic origin: (Please check)




_____ Highland (Both parents belong to any of the






following: Ibaloi, Kankanaey,
Kalinga, Bontoc, Tinggian, Ifugao,




_____ Lowland (Both parents belong to any of the
following:
Tagalog,
Ilocano,

Pangasinense, Kapampangan,
Bicolano, etc)
_____
Mixed
(One
of
the parents is a highlander
and
the
other
a
Lowlander)



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II. Attitudes toward folk dancing

Do I appreciate having learned folk dancing?



The following are attitudes toward folk dancing. Please check the
following according to your experience during the dance lessons. The following
will be your guide:


4- Very Much Able to (When the statement is
applicable which is 76-100% of the time)
3- Able to (When the statement is applicable which is 51-
75% of the time only)



2 - Somewhat able to (When the statement is applicable)



1 - Unable to (When the statement is not applicable at all)














4 3 2 1






(VMA) (A) (SA) (U)

A. Positive


1. I find it exciting.

_____ _____ _____ ____

2. It is interesting.


_____ _____ _____ ____

3. It is a good way of socializing.
_____ _____ _____ ____

4. It will lead to skills

_____ _____ _____ ____

5. It will help me get a job.
_____ _____ _____ ____

6. I find it contributing to good health
and posture. _____ _____ _____ ____

B. Negative


1. Folk dancing is old- fashioned
_____ _____ _____ ____

2. Folk dancing is boring.

_____ _____ _____ ____

3. Folk dancing is not appreciated
at home. _____ _____ _____ ____

4. It is easily forgotten

_____ _____ _____ ____

5. It is too complicated.

_____ _____ _____ ____

6. It is a waste of time.
_____ _____ _____ ____



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III. Learned Competencies


The following are areas of competencies that indicate learning in folk
dancing. Please read each carefully and opposite each statement are lines where
you are to place a check (/) mark that will indicate honestly how much you have
learned. The following will be your guide:


5- Very Much Able to (When the statement is
applicable which is 76-100% of the time)
4- Able to (When the statement is applicable which is 51-
75% of the time only)



2 - Somewhat able to (When the statement is applicable)



1 - Unable to (When the statement is not applicable at all)







4 3 2 1





(VM) (A) (SA) (U)

A. Demonstrate understanding of Folk Dance


1. I can explain the definition.
_____ _____ _____ ____

2. I can trace the origin.

_____ _____ _____ ____

3. I can explain the historical background. _____ _____ _____ ____

4. I can express the significance.
_____ _____ _____ ____

5. I can discuss the characteristics of
dance learned. _____ _____ _____ ____

B. Demonstrate the fundamental skills in folk dancing


1. I can identify the different dance formations

and positions.

_____ _____ _____ ____

2. I can show the fundamental position

of the arms.

_____ _____ _____ ____

3. I can show the fundamental position

of the feet.

_____ _____ _____ ____

4. I can perform the fundamental dance steps

with ease and grace.

_____ _____ _____ ____

5. I can use the fundamental arms and feet in a

variety of ways.

_____ _____ _____ ____



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C. Demonstrate skills in performing simple folk dance


1. I can identify and the basic steps. _____ _____ _____ ____

2. I can perform simple folk dance skillfully _____ _____ _____ ____

3. I can do simple movements in response to

oral instructions.

_____ _____ _____ ____

4. I can imitate simple movement patterns. _____ _____ _____ ____

5. I can demonstrate partner skills by imitating

and following.



_____ _____ _____ ____

6. I can perform with proper coordination of

my body.


_____ _____ _____ ____

7. I can memorize and perform dance patterns

taught.



_____ _____ _____ ____




D. Demonstrate mastery of folk dance

1. I can identify costume, terms and
materials used. _____ _____ _____ ____
2. I can recognize tempo of a musical piece
used.
_____ _____ _____ ____

3. I can memorize and perform the original

expressive movements.

_____ _____ _____ ____

E. Develop one’s self through dancing


1. I can improve my personality.

_____ _____ _____ ____

2. I can acquire desirable attitudes.
_____ _____ _____ ____

3. I can use literature to inspire dance ideas. _____ _____ _____ ____
4. I can express the importance of folk dance
to my life.


_____ _____ _____ ____

5. I can improve my poise and body posture. _____ _____ _____ ____

6. I can improve my sense of rhythm and

coordination.


_____ _____ _____ ____

7. I can relax and exercise at the same time. _____ _____ _____ ____

8. I can have a broader understanding of what

is culture.



_____ _____ _____ ____

9. I can improve on discipline. _____ _____ _____ ____

10. I can be more sociable. _____ _____ _____ ____



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F. Demonstrate skills in performing dances based on their cultural tradition

1. I can explain the cultural value of the
dance.
_____ _____ _____ ____
2. I can perform the dance steps according
to its cultural tradition.
_____ _____ _____ ____

3. I can perform dances to communicate personal

meaning, using focus and expression. _____ _____ _____ ____

4. I can describe and demonstrate ceremonial and

folk dances that show work activities like

harvesting, fishing, etc.
_____ _____ _____ ____

5. I can explain the importance and function of

dance in students’ lives.
_____ _____ _____ ____

6. I can explain the various ways people have

experienced dance in their daily lives. _____ _____ _____ ____

IV. Teaching Techniques


The following are some teaching techniques used in teaching folk
dancing. Please check the following according to what you think have affected
your learning.




4 - Very Effective (VE) (When the statement is applicable
76-100% of the time)



3 – Effective (E) (When the statement is applicable 51-75%
of the time only)
2
-
Somehow
Effective
(SE) (When the statement is
applicable 21-50% of the time only)



1 - Not Effective (NE) (When the statement is not
applicable at all)







4 3
2
1






(VE) (E) (SE) (NE)


1. Mass demonstration technique
_____ _____ _____ _____

2. Group technique

_____ _____ _____ _____

3. Administer practical tests
_____ _____ _____ _____

4. Motivation techniques

_____ _____ _____ _____

5. Cueing sequence

_____ _____ _____ _____

6. Students made to count

_____ _____ _____ _____

7. Application method

_____ _____ _____ _____

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8. Demonstration, return- demonstration
method _____ _____ _____ _____

9. Theory first before application
_____ _____ _____ _____

10. Learning by doing

_____ _____ _____ _____


V. Effects of folk dancing along the students’ personality and social life


The following are situations which you may have encountered during the
folk dance lessons. Put a check mark on the space provided according to your
chosen answer.




3 - Very Serious (VS) (When the statement is applicable
76-100% of the time)



2 – Moderately Serious (MS) (When the statement is
applicable 51-75% of the time
only)



1 - Not Serious (NS) (When the statement is not
applicable at all)

















3
2 1







(VS) (MS) (NS)

A. Personal factors








1. I am shy and ashamed to perform in public.
______ ______ ______
2. I have no previous experience in dance.
______ ______ ______
3. I dislike folk dancing.



______ ______ ______
4. I find difficulty in synchronizing my hands and
feet.
______ ______ ______
5. I find difficulty in adjusting to rhythm and music. ______ ______ ______

B. Instructional Factors

1. Instructions are not clear.


______ ______ ______
2. Teacher is not systematic.


______ ______ ______
3. Teacher cannot impose discipline.

______ ______ ______
4. Teacher is too fast.



______ ______ ______
5. The place for practice is inconvenient

______ ______ ______

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87
C. Economic Factors

1. I can earn income with the knowledge I gained
in dance.
______ ______ ______
2. I cannot afford the costumes and props required. ______ ______ ______
3. I cannot afford the tapes for our dance. ______ ______ ______

D. Participation in Student Political Organizations/Extra and Co-curricular
Activities

1. Am too busy with work in the organization,

dancing is a disturbance. ______ ______ ______

2. Dancing is a good outlet for pressures in the

organization.


______ ______ ______
3. Dancing will entertain guests.
______ ______ ______.
4. Dancing will unite people.

______ ______ ______


E. Religion

1. I believe that dancing is not a way to Him.
______ _____ ______
2. I believe that dancing is a sin.
______ _____ ______
3. Dancing is a way to praise Him.
______ _____ ______
4. Religion does not prohibit dancing.
______ _____ ______

F. Climate/ Weather

1. I feel comfortable dancing during rainy days.
_____ ______ ______
2. I easily catch cold during rainy days at the
open gym.




_____ ______ ______
3. I cannot concentrate dancing with cold and
wet feet.




_____ ______ ______
4. Classes at the open gym are either too cold
or too warm.


_____ ______ ______








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APPENDIX C


GUIDELINES AND STANDARD FOR COLLEGIATE SERVICE
PHYSICAL EDUCATION PROGRAM

Republika ng Pilipinas
(Republic of the Philippines)
KAGAWARAN NG EDUKASYON, KULTURA AT ISPORTS
(DEPARTMENT OF EDUCATION, CULTURE AND SPORTS)
Maynila











June
4,
1990


DECS ORDER
No. 58 , s. 1990


GUIDELINES AND STANDARD FOR COLLEGIATE SERVICE
PHYSICAL
EDUCATION
PROGRAM

To: Bureau
Directors
Regional
Directors

President, State Colleges and Universities

Heads of Private Schools, Colleges and Universities



The Physical Education program is considered a significant to the
physical, social, moral, and intellectual development of the college student. It also
contributes significantly to the revival and preservation of the Filipino cultural
heritage, as well as to the appreciation and protection of the natural environment.


To make the collegiate service Physical Education program effectively
perform these roles as well as to be responsive to the present situation and societal
demands, the enclosed guidelines and standards on collegiate service Physical
Education is being issued effective school year 1990-1991.


Immediate dissemination of this Order is highly desired.








(Sgd.) ISIDRO D. CARINO







Secretary
(Enclosure to DECS Order No. 58. s. 1990)
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GUIDELINES AND STANDARDS FOR COLLEGIATE SERVICE
PHYSICAL EDUCATION



Article I

Mission Statement and Objectives



Section 1. The 1987 Philippine Constitution mandates that “the state shall
promote physical education and encourage sports programs, league competitions,
and amateur sports, including training for international competitions to foster self-
discipline, teamwork, and competitions for the development of a healthy and alert
citizenry.” This provision recognizes and underscores the importance of physical
education as a promoter of moral values and as a delivery system for the
development of a healthy and alert citizenry. Physical is thus viewed as a
significant component of the educational process that contributes to the
enhancement and harmonization of the physical, social, moral and intellectual
development of the college student. Present-day social realities and requirements
have added new dimensions to these traditional concern of physical education.
Physical Education apart from fostering moral, physical, social, and intellectual
development is to the revival and indigenous games, sports, songs, and dances as
well as to the appreciation and protection of the natural environment of the
ecological balance through its espousal of outdoor and aquatic activities.


Physical Education is a life-long process. The college students must
continue his participation in a developmental program of physical activities which
are healthful, intellectually invigorating, morally uplifting, socially significant,
culturally enhancing and environment-oriented.


Section 2.
To achieve its physical, mental, social, moral, cultural and
ecological mission/goal, college service physical education should pursue the
following objectives:


2.1
Improve and maintain physical fitness

2.2
Enhance
critical
thinking


2.3
Further develop and refine skills in sports, dance and recreation


2.4
Understand oneself and others better for effective living
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2.5
Appreciate more skillful performance, good health and qualities of
leadership


2.6
Awaken a sense of nationalism and appreciation of one’s cultural
heritage through the revival and preservation of indigenous games, dances and
sports.


2.7
Develop awareness of the natural environment and the need for its
protection and conservation through outdoor and aquatic activities.


Article II

Administration


Section

1.
In any institution of higher learning with
3,000 students, whether offering a degree in Physical Education or not, there shall
be a
Department of Physical Education which shall service all college/departments in
coordination and consultation with the heads of these administered by a full-time
Director/Chairperson/ Head with the following qualification:


1.1 He/She must be a holder of a Master’s degree in Physical
Education or must have at least 30 units in Master’s degree in PE; and


1.2 He/She must have at least 5 years of satisfactory teaching
experience in college Physical Education.

Section
2.
The
general
functions and responsibilities of
the Physical Education Director/Chairman/Head are:


2.1
to assist the school head in all matters affecting his department;


2.2
to prepare with qualified assistance from all possible sources the
Physical Education programs and to keep these attuned to current trends and
development;


2.3
to exercise education leadership among its faulty through:

2.3.1
initiation
and
institution
of faculty development programs;


2.3.2 assignment of subject teaching loads;

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2.3.3
selection
and
recommendation of qualified applications for
appointment in the department; and


2.4
to assign faculty to direct and advise students in their program of
study in Physical Education;


2.5 to coordinate with the offices concerned with student
services/affairs;


2.6
to institute a program of supervision to keep the efficiency and
effectiveness of institution at the highest possible level by:



2.6.1 exercising supervision over classroom management for
instructional improvement;

2.6.2
supervising
co-curricular
activities of the department; and



2.6.3 implementing a system of faculty evaluation.


2.7 to undertake research studies in collaboration with
faculty/students/and other department;


2.8
to perform such other functions as may be assigned to him/her.


Section

3.
As a general rule in cases where the
Director/Chairman/Head teachers, his teaching load shall not exceed six (6) units
to twelve hours.


Section


4. The Director/Chairman/Head may be
assigned by Assistant Director as the need arises. The Assistant Director shall
have the same qualifications as the Director. In cases where the assistant Director
is on full-time assignment, his teaching load shall not exceed twelve (12) or six
units.


Article III

Faculty


Section


1.
When enrollment in Service Physical
Education is at least 3,000, there shall be five (5) or full-time Physical
Education instructors.
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Section
2.
Physical
Education
instructors
shall
preferably be holders of Master’s degree in Physical Education.
In the absence
of master’s degree holder in PE, the instructors must have at least 12 units of
Physical Education at the masteral level.


Section

3.
When vacancies occur in the teaching force
of the department during the school year, substitutes or replacements with similar
or higher qualification shall be employed.


Section

4.
The following conditions of employment
shall be observed:


4.1
The remuneration paid to Physical Education faculty members
shall be commensurate with their rank and comparable with other faculty
members of the same rank who teach academic course.


4.2
The probationary employment for full-time faculty period of not
more than three (3) years. Faculty members who have successfully passed the
probationary period shall be considered permanent/regular.


4.3
It is highly desirable that schools employ only full-time instructor
is one whose total working day is devoted to the school, who has no other
remunerative employment elsewhere during monthly basis, or its equivalent, and
his requisite academic qualifications. At least sixty percent (60%) of the Physical
Education subjects should be taught by full-time instructors.

4.4
Physical
Education
instructors
who in addition to their teaching
load, are also assigned as coaches, costume/property custodian, trainers, and /or
choreographers should be given remuneration in accordance with the paying
capacity of the institution, or relieved of some teaching assignments.

Section 5.
The
Physical
Education instructors in the school
through its faculty ranking system shall be assigned academic ranks in accordance
with their academic training and scholarship and with the faculty ranking system
of the school.


Section
6.
Faculty Development Program. The faculty plays a
major role in the effective operation of the department and shares in delegated
responsibilities; hence, there is a need to maintain a continuing faculty
development to wit:


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6.1
If the school itself offers a doctoral or master’s degree, it shall
allow its faculty members to finish the minimum degree that it requires for the
level of his responsibilities in the school, with tuition fee and other forms of
assistance.


6.2
Attendance at in-service training programs on official time shall be
encouraged and records of such attendance shall be filed at the office of the
Director/Chairman/Head. Expenses incidental to the training day will be charged
to the institution.


Section

7.
The teaching load of Physical Education
collegiate faculty members shall be as follows:


7.1
As a general rule, the regular full-time load of Physical Education
instructors is 24 unit hours per week. Any excess above this number shall have
prior approval from the Department of Education, Culture and Sports on a case-
to-case basis. If the load is beyond 24 units, extra compensation should be paid.


7.2
A part-time instructor may carry a load of no more than twelve
(12) hours per week.


7.3
A faculty member teaching in more than one school must secure
permit to teach from the mother institution but the total number of teaching hours
in all school should not exceed 24 hours per week. Approval from the
Department of Education, Culture and Sports shall be secured for any excess
above the number.


Article IV

Physical Education Program Scope and Activities

Section
1.
College
Physical
Education
program
consists of three phases each of which contributes to a well-balanced program.


1.1
The Basic Program. This is instructional in nature and is required
to all students.


1.2
The Intramural Program. It is the laboratory phase of the basic
program and is concerned with sports and recreational competitions for students
within a school. It provides opportunity to further develop sports and recreational
skills learned in the basic program. It is voluntary in nature.
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1.3
The Extramural Program.
This provides opportunity for the
highly skilled students to compete with athletes from other
institutions/organizations.


The three programs whenever feasible should include activities for the
preservation, revival and/or development of indigenous games, sports and dances;
and outdoor activities that will develop protection of the natural environment and
resources.


Section
2.
The suggested activities for the Basic program are:


21.
Physical Education 1 - Physical Fitness

2.1.1
Physical
Fitness/Conditioning

Physical
Fitness
testing
Conditioning
exercise
(Isometric,
Isotonic)
Slimnastics
Aerobics/Dancercise
Progressive
Resistance
Training
Basic
Gymnastics



Kalahi

2.1.2
Self-testing
Activities




Stunts



Tumbling

2.1.3
Adaptive
Activities


2.2
Physical Education 2 - Rhythmic Activities

2.2.1
Dances

Philippine
Folkdance
Foreign
Folkdance
Ballroom
Creative
dance



Jazz
Modern
dance
Square
dancing
Tap
dancing
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Social
dancing



Sayawit

2.2.2
Adaptive
Activities


2.3
Physical Education 3 - Individual/Dual Sports/Games

2.3.1
Individual
Sports




Archery







Mountaineering



Boating



Camping
Bowling Orienteering



Canoeing



Roller Skating
Cross
Country
Scuba
Diving



Cycling



Angling
Diving
Surfing



Equestrian



Swimming



Golf



Track and Field
Horse-back
riding
Water
Skiing

2.3.2
Dual
Sports




Arnis



Sipa
Badminton
Squash
Boxing
Table
Tennis
Judo-Karate
Taekwondo
Lawn
Tennis
Wrestling



Pelota







2.3.3
Laro
ng
Lahi

Sungka Dama
Bunong
Braso
Kadang-kadang
Games
of
the
Generals Etc.

2.3.4
Adaptive
Exercises



2.4
Physical Education 4 - Team Sports/Games



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2.4.1
Team
Sports




Baseball



Soccer



Basketball



Softball
European
Handball
Volleyball
Football/Touch
Football
Water
Polo



Field Hockey


Polo
Sepak
Takraw

2.4.2
Games




Patintero



Scrabble
Bingo
Cards
Jigsaw
Puzzles Domino
Chinese
Checkers
Etc.


Article V

Physical Facilities and Equipment

Section 1.
Reasonable
space
for
physical activities shall be
made available as follows:

1.1
Outdoor
activities



Each enrolled class in Physical Education shall be given a space of
at least 2.25 meters.

1.2
Indoor
activities



1.2.1 The gymnasium/multi-purpose hall shall have a space of
1.5 square meters per student enrolled in a class in Physical Education.



1.2.2 Classroom for theoretical subjects shall approximate 63
square meters.


Section

2.
Adequate equipment shall be provided for
the various Physical Education courses.



2.1
Equipment of the various specific sports shall be adequate
for efficient and effective instructional purposes, for example:
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2.1.1 one (1) basketball for every 10 students



2.1.2 One (1) volleyball for every 12 students




2.1.3 one (1) set of baseball/softball for every 30 students




2.1.4 one (1) soccer football for every 10 students



2.2
Equipment for Educational Gymnastics consists of light
and heavy apparatuses:




2.2.1 one heavy apparatus per 50 students




2.2.2 one or a pair of light apparatus for every student




2.2.3 one tumbling for every 5 students

2.3
Equipment
for
Rhythmics

2.3.1
tape
recorders,
phonographs,
records,
tapes,
cassettes

2.3.2
piano/organ




2.3.3 drums, sticks, tambourines, castanets, etc.



2.4
Equipment for Adapted Physical Education

2.4.1
Corrective
Manipulative

boxes
shaffle
boards
bars
rings/hoops




ladders


inclined planes
beam
bags
balls
darts
horseshoes




ropes
diving
surfing

2.4.2
Parlor
Games

bingo
dominoes
chess
game
of
the
generals
cards
sungka

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Chinese
checkers
scrabble




dama


jigsaw puzzle

2.4.3
Arts
and
Crafts





macramé


paper mosaic/mache
shells
textile
painting
basket
weaving leather
bags,
belt
floral
arrangement
making




ceramics


pottery


Article VI




Section


1.

Adequate number and titles of books,
magazines, and professional journals on Physical Education, sports, dances and
recreation shall be made available to faculty members and students. There shall be
at least one subscription each of professional journals/periodicals for Physical
Education, Sports, Dance and Recreation and five (5) titles of books for each of
the professional Physical Education subjects. These books shall be recent edition.


Article VII

Section
1.
Beginning
school year 1990-1991, the
following guidelines in Physical Education shall be observed in the
implementation of the College Service Physical Education Program:


1.1
The time allotment for Basic or service Physical Education is 36
hours per semester during the two years (4 semesters).


1.2
Physical Education classes shall meet two hours a week. Classes
shall be scheduled during regular school days.


1.3
Each Physical Education subject is given two (2) units of semestral
credit which should be included in the summation of the total semestral load. No
student shall be allowed to take more than one Physical Education subject per
semester.

1.4 The ratings in Physical Education shall be included for the
computation of grades for all students especially for scholarships/honors.

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1.5
Physical Education classes approximate academic classes in size.
There shall be not more than 50 students in a class.


1.6
The substitution of Basic College Physical Education with scouting
and membership in Dance Troupe, Glee Club, Dramatic Group and the like shall
not be allowed.


1.7
Exemption from College Physical Education shall have prior
approval of the Department of Education, Culture and Sports:



1.7.1 Degree holders pursuing another degree;



1.7.2 Men and women in active military service;



1.7.3 Men and women who had rendered at least 2 years military
service; and

1.7.4
Veterans


1.8
Students physically handicapped permanently or temporarily shall
present medical certificates to the instructor in Physical Education, who in turn
shall place such students in a special group and assign activities suited to their
condition.


1.9
For a well-rounded development, students shall enroll in one
activity in any of the four categories in the suggested program. Physical
Education courses with exception of Physical Education 1 may be taken in any
order. Physical Education 1 should be prerequisite to any other course. Classes
may be co-educational whenever suited.



1.10 For health purposes, safety, comfort and case, the Physical
Education instructors and the students shall wear appropriate shoes and Physical
Education uniforms.


1.11 Physical Education fees collected by the school shall be considered
as trust funds. They should be used only for the promotion and development of
Physical Education in the school such as in the procurement of PE equipment,
construction of PE facilities, and others.




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APPENDIX D

1987 PHILIPPINE CONSTITUTION


“ARTICLE II – DECLARATION OF PRINCIPLES AND STATE POLICIES”



Section

13. The state recognizes the vital role of the
youth in nation-building and shall promote and protect their physical, moral,
spiritual, intellectual and social well-being. It shall inculcate in the youth
patriotism and nationalism, and encourage their involvement in public and civil
affairs.

Section
17.
‘The
state
shall have prior to education,
science and technology, arts, culture, and sports to foster patriotism and
nationalism, accelerate social progress, and promote total human liberation and
development.”


ARTICLE XIV.
SECTION 19 (Philippine Constitution)


“ (1) The state shall promote physical education and encourage sports
programs, league competitions, and amateur sports, programs, league
competitions, and amateur sports, including training for international
competitions, to foster self-discipline, teamwork and excellence for the
development of a health and alert citizenry.


(2)
All education institutions shall undertake regular sports activities
throughout the country in cooperation with athletic clubs and other sectors.


COMMISSION ON HIGHER EDUCATION
(PHYSICAL EDUCATION)

VISION


A very strong curricular program is envisioned to produce graduates with
adequate knowledge and proper attitudes, equipped with employable and globally
competitive skills, possessing good character with a deep sense of cultural
heritage and High ethical values reflective of being committed to the country’s
national development.
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MISSION


The Physical Education (graduates) Curriculum endeavors to produce
competent graduates capable of providing quality education to students to become
responsive citizens toward national development. It will prepare the graduates to
face global challenges of the 21st century.


OBJECTIVES
1. Prepare and train competent and ethical students to teach Physical
Education across all
levels.
2. Develop potential leaders who will contribute significantly to the
nation’s growth and

development.
3. Produce graduates with positive value and attitudes committed to the
highest ideals of
teaching and service.


ORGANIZATIONAL SET-UP (Commission on Higher Education)


Upon the recommendation of the Educational Commission of Congress
(EDCOM) which conducted a study of Higher Education in the country, R>A>
no. 7722 otherwise known as the Higher Education Act of 1994 was approved by
Congress and signed into law by President Fidel V. Ramos on May 18, 1994. The
law created the commission on Higher Education which shall supervise high (post
secondary) education in the country. The Dep. Ed. Shall supervise only the
elementary and secondary schools.

The commission is composed of five members, all with doctoral degrees;
to be appointed for four years with no prejudice to one re-appointment. One of the
five members will be the chairman but the chairmanship during the first year is
the Secretary of the Dep. Ed.

These shall be constituted a Board of Advisers which will meet with the
Commission at least once a year to assist in aligning the policies and plans with
the cultural, political and socio-economic needs of the nation and with the
demands of worlds scholarship.


THE BOARD OF ADVISERS SHALL COMPOSE OF THE FOLLOWING:
1. Secretary of Department of Education – as the Chairman
2. Director – general of the National Economic and Development
authority – as co-

chairman
3. Department of Science and Technology (DOST)
4. Department of Trade and Industry (DTI)
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5. Department of Labor and Employment (DOLE)
6. The President of the Federation of Accreditation Association of the
Philippines (FAAP)
7. The President of the Fund of Assistance to Private Education (FAPE)


THE POWERS AND FUNCTIONS OF THE COMMISSIONS


1. Formulate and recommend development plans, policies and programs on
higher education and do research.
2. Recommend to the executive and legislative branches priorities and grants
on higher education and research.
3. Set minimum standards for programs and institutions of higher learning
recommended by panels of experts in the field and subject to public
hearing.
4. Monitor and Evaluate the performance of programs and institutions of
higher learning for appropriate incentives as well as the imposition or
school closure.
5. Identify, support and develop potential centers of excellence in program
areas needed for development of world class-scholarships, nation building
and national development.
6. Recommend to the department of Budget and Management the Budget of
Public institutions of higher learning as well as general guidelines for the
use of the income.
7. Develop criteria for allocating additional resources such as research and
program development grouts, scholarship and other similar programs.
8. Perform such other functions as maybe necessary for its effective
operations and for continued enhancement, growth or development of
higher education.


The Commission On Higher Education
Regional Office No. 1

MANDATES


Pursuant to Republic Act No. 7722, the Commission on Higher Education
is mandated to undertake the following tasks:

• Promote quality education
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• Take appropriate steps to ensure that education shall be accessible to all;
and
• Ensure and protect academic freedom for the continuing intellectual
growth, the advancement of learning and research, the development of
responsible and effective leadership, the education of high-level
professionals, and the enrichment of historical and cultural heritage.

PHILOSOPHY

In an environment of freedom, excellence and relevance, higher education
harnesses, develops and catalyzes the constructive and productive use of full
potentials and capabilities of Filipino men and women into becoming creative,
decisive, competitive, critically thinking and acting individuals to contribute to
the:

1. realization of Filipino identity and strong sense of national pride;
2. cultivation and inculcation of moral and spiritual foundations;
3. attainment of political maturity, economic stability and equitable
social progress; and
4. preservation and enrichment of the historical and cultural heritage
of the Filipinos, as a people and as a nation.

MISSION


Higher Education shall be geared towards the pursuit of a better quality of
life for all Filipinos by emphasizing the formation of those skills and knowledge,
instruct the young and provide leadership in the various fields required by a
dynamic and self-sustaining economy. Higher Education shall likewise be used to
harness the productive capacity of the country’s human resource base towards
international competitiveness.

PROGRAM THRUSTS

Quality and Excellence
• Development of centers of excellence and center of development
in the different disciplines;
• Development of policies, institutional and academic standards;
• Development of Higher Education Information System and
establishment of communication superhighway through
networking/ internet linkages;
• Strengthening the human resource capabilities of HEIs and CHED;
• Development of capabilities in Science and Technology Education
in collaboration with the Department of science and Technology;
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• Development and promotion of academic exchanges between and
among local and international HEIs scholarship grants,
international conventions and similar activities;
• Operationalization of the National Higher Education Research
Agenda, 1997-2005
• Optimization of foreign assistance in current critical areas, such as;
a. Second Agricultural Technology Education Project (Technical
assistance);

b. Environment Education;

c. Maritime education;

d. Teacher Education Development Project
• Improvement of Graduate Education
• Strengthening the Quality Assurance Mechanism in Higher
Education;

Relevance and Responsiveness
• Sectoral manpower supply and demand studies;
• Sectoral tracer studies of graduates;
• Policy studies, research and development for the improvement of
the quality of higher education
• Conduct of research in priority disciplines and key areas in higher
education;

Access and Equity
• Expansion of scholarship grants, assistance and other student
services;
• Improvement in the management of scholarship programs;
• Policy and program development in distance education; and,
• Policy review and strengthening of the implementation of the
system of accreditation.

Efficiency and Excellence
• Development of rational resources generation and allocation
scheme for HEIs;
• Establishment of baseline data of the location, program mapping
and categorizing of HEIs;
•
Reform of Public Higher Education system.
THE
PROFESSIONAL
ORGANIZATION

• Association of Philippine colleges of Arts and Sciences (APCAS)
• Philippine Association of Graduate Education (PAGE)
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• Philippine Society of Information Technology Educators North Luzon
Center (PSITE)
• Regional Association of College Guidance Counselors (RACGC)
• Regional Association of Business Educators (RABE)
• Regional Tertiary Students Organization (RTSO)
• Association of Regional Campus Paper Advisers (ARCPA)
• Association of Regional Maritime Institutions (ARMI)
• Association of Registrars of Educational Institutions (AREI)
• Association of Public Schools, Colleges and Universities (APSCU)
• Philippine Association for Teacher Education (PAFTE)
• Regional Association of Public and Private HEIs (RAPPHEI)
• Philippine Association of State Colleges and Universities (PASUC)
• Private Schools Athletic Association (PRISAA)
• State Colleges and Universities Athletic Association (SCUAA)
• Regional Association of Nursing Dean (RAND)
• Reading Association of the Philippines (RAP)
• Council of Department Chairperson for English (CDCE)
• College English Teacher’s Association (CETA)


SCHOLARSHIP PROGRAMS ADMINISTERED BY CHED RO-1

Private Education Student Financial Assistance Program (PESFA)

Grant for qualified and deserving college freshmen who intend to enroll in
priority courses in selected private HEIs.

Qualifications:

1. Filipino Citizen
2. Parent/guardian with a gross annual income not more than 120,000.00.
3. Not more than 30 years of age at the time of application.

State Scholarship Program (SSP)


Grant for the poor but deserving students who belong to the top 10 of the
graduating class in high school.





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Qualifications:

1. One of the top 10 of the 4th year high school class.
2. Parents/guardian with a gross annual income not more that P120,000.00.
3. Not more than 25 years old at the time of application.

National Integration Study Grant Program (NISGP)


Grant for the indigenous peoples who belong to the upper 15% of the
graduating class in high school.


Qualifications:

1. Bonafide member of a cultural minority group.
2. Belong to the upper 15% of the 4th year high school class.
3. Parents/guardian with a gross annual income not more than P120,000.00.
4. Not more than 25 years old at the time of application.

OPPAP-CHED Study Grant Program for rebel Returnees


A study grant for rebel returnees (MNLF, MILF, NPA) or their next kin.

Qualifications:

1. Authenticated rebel returnee/beneficiary
2. Natural born Filipino Citizen
3. Has a good moral character
4. Physically and mentally fit
5. Passed the admission requirements of SUC where applicant intends to
study.

Study-now Pay-later Plan Program (SNPLP)


Available loan or credit for the poor but deserving students at any
curricular level currently enrolled in priority courses.

Qualifications:

1. Filipino Citizen
2. Currently enrolled in any of the CHED priority courses.
3. Not more than 30 years of age at the time of application.
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4. Have a weighted average of 2.5 or higher in the last semester in college, if
attended any.


Selected Ethnic Group Assistance Program


Grant for the “hill tribes” who belong to the upper 15% of the graduating
class in high school.

Qualification:

1. Bonafide member of a “hill tribe”
2. Belong to the upper 15% of the 4th year high school claim
3. Parents/guardian with a gross annual income not more then 120,000.00

CHED Special Study Grant Program For Congressional Districts


Special study grant for poor but deserving students from each 240
Congressional District in the Region to enroll in a course and in any curriculum
year level in public HEIs (ASUCs and Community Colleges)

Qualifications:

1. Filipino Citizen
2. Not more than 30 years of age at the time of application to the program.
3. Parents/guardian with a gross annual income not more than P120,000.00.
4. Not presently enjoying any scholarship/study grant.

Technical Education and Skills Development Authority
(TESDA)

The Technical Education and Skills development Authority (TESDA) was created
by virtue of republic act 7796, known as the “Technical Education and Skills
Development act of 1994” which was signed TESDA was formed from the
merger of the following:

• National Manpower and Youth Council (NMYC)
• BTVE-DECS- Bureau of technical and vocational education of the
department of education, culture and sports
• Office of apprenticeship of the department of labor and employment
(DOLE)

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The Creation of TESDA was meant to:

• Reduce overlapping in skills development activities initiated by various
public and private sector agencies
• To provide national directions of the varied programs of the different
educational and training institutions that comprises the country’s TVET
system.


TESDA MISSION


TESDA provides directions, policies, programs and standards towards
quality technical education and skills development.


TESDA is a leading partner in the development of the Filipino workforce
with world class competence and positive work values.

VALUE STATEMENT


Demonstrated competence, institutional integrity, personal commitment
and deed sense of nationalism.


TESDA is a government agency tasked to manage and supervise technical
education and skills development in the Philippines. It is a national agency that
will plan, set standards, coordinate, monitor and allocate resources for technical
educated skills development.

• It is primarily responsible for formulating policies which will afford equal
participation of industry groups, trade associations, employers and
workers, in the development and implementation of skills development
program.
• Devolution of training functions to local governments Rule VI – Sec 11
• Reforming the apprenticeship program
• Participation of employers in skills training
• Formulation of a skills development plan
• Development and administration of training incentives
• Organization of skills Olympics
• Management and administration of a skills development fund.




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Goals and Objectives

1. International Competitiveness
• To promote and strengthen the quality of technical education and
skills development programs.

2. Quality Middle – Level Manpower
• To focus technical education and skills development on meeting
the changing
demands.

3. Scientific and Technical Knowledge base
• To encourage critical and creative thinking by disseminating the
scientific and technical knowledge base of middle manpower
development programs.

4. Roles of public and private institutions
• To recognize and encourage the complementary roles of public and
private institutions in TESDA and training systems.

5. Desirable Values
• To inculcate desirable work values through development of moral
character with emphasis on work ethics, self-discipline, self-reliance
and nationalism.

Under the Law TESDA is mandated to:

• Integrate, coordinate and monitor skills development programs.
• Restructure efforts to promote and develop middle level
manpower.
• Approve occupational skills standards and competency based tests,
• Develop an accreditation system for institutions involved in
middle-level manpower development.
• Fund programs and projects for technical education and skills
development.
• Implement trainers training program.

Two Levels of TESDA


• The board- policy making body
• The secretarial- implementing arm

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The TESDA Board
Functions and Powers

a. Functions—the TESDA board shall be responsible for the formulation of
continuing coordinated and fully integrated TESDA policies, plans and programs

1. Giving new direction and thrust to efforts in developing the quality
of Filipino human resources.
2. Equal participation of representatives of industry groups, trade
associations, employers and government.
3. Improved linkages between industry government.
4. The coordination and cooperation fo policies, planned programs of
different sectors of Philippine society.

b. Powers:
1. Promulgate, trade associations, employers, workers, policies
programs and guidelines. For the effective implementation of
TESDA ACT.
2. Organize and constitute committees, subsidiary groups or technical
groups for efficient integration, coordination and monitoring TESD
programs at national, regional and local levels.
3. Approve trade skills standards and trade tests.
4. Establish and administer a system of accreditation
5. Establish, develop and support institutions’ trainors training and
programs.
6. Allocate resources.
7. Restructure the entire sub sector. Consisting of all institutions and
programs involved in the promotion and development of the
middle level manpower.
8. Support and encourage increased utilization of the dual training
system.
9. Determine and approve systematic funding schemes for TESD




Composition of TESDA board


Secretary of labor and employment
Chairperson


Secretary of education, culture and sports
Co-chairperson


Secretary of Trade and Industry

Co-Chairperson
Secretary
of
Agriculture
Member
Secretary
of
Interior
and Local Government
Member


Director General of the TESDA secretarial
Member
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Functions and Responsibilities of TESDA secretarial

1.
Formulate skills development plan.
2.
Set policies on allocation of resources
3.
Submits reports to the TESDA board
4.
Prepares annual report
5.
Administer apprenticeship program
6.
Implements program for trainors, supervisors and
managers

































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BIOGRAPHICAL SKETCH



The writer, Mary Ann Bankey Canuto-Unos was born in Baguio City. Her
parents are Francisco Julian Canuto, Sr. (deceased) and Julia Camte Bankey-
Canuto. She is second to the youngest of eleven children.

She finished her elementary education at Ilang Elementary School, (now
Benguet State University Elementary Laboratory School) in 1978 and her high
school education at Mountain State Agricultural College, Vocational Agriculture
Science Department, (now Benguet State University Secondary Laboratory
School), La Trinidad, Benguet in 1982. She graduated as the class’ salutatorian
and awarded as Best Scout of the Year, Best Singer of the Year and Best Cadette
Officer of the Year.

To fulfill her dream to become a commerce graduate, she went to Baguio
City to pursue higher education. While studying, she worked as a helper in an
aunt’s bakery to augment her needs in school. She entered the University of
Baguio as an entrance scholar for a year in 1982 but transferred to the Baguio
Colleges Foundation (now University of the Cordilleras), and studied there until
1985. Unfortunately, she had to stop attending her studies because of financial
problems. She got married in 1987 after working with the Singer Sewing
Machine Company as a secretary for JB Marketing. With her passion to finish a
degree, she went back to the Benguet State University, her beloved alma mater in
1990 to pursue the degree, Bachelor of Science in Agricultural Education
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(BSAE). She endured her ambition with an eight-month old baby and a barely
two-year old daughter. The offering of a new course made her shift to Bachelor of
Secondary Education on her second semester in the university. She graduated
college as the Student Teacher of the Year in 1993. Luckily, she successfully
passed the Philippine Board Examination for Teachers (PBET), now called
Licensure Examination for Teachers (LET) in 1994.

In the course of her absence in the teaching profession for six years, she
served as an active auditor of the Balili Community Project Organization
(BCMPO) which caters to the welfare of children. She is the head of the
screening committee for all projects of this PLAN International-sponsored
organization and at the same time working with the Department of Social Welfare
and Development (DSWD). She was also an active member of the Barangay
Council for the Protection of Children. All of the mentioned services were
voluntary works.

In the year 2000, fate came knocking at the door and so she was able to go
back to Benguet State University as a substitute instructor at the Institute of
Physical Education and Sports where she serves up to the present.

In cognizance of the need to continuing education, she enrolled in the
Diploma in Physical Education (DPE) program of the university and graduated in
2001 and at the same time began taking up MAPE units during summer of 1999.
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She strongly believes that teaching is a calling. It is a gift, thus, every
opportunity is a way of reaching out to man. Teaching must appreciate everybody
as a unique human being. Teachers are the guides and not the sole source of all
perfection. Trust, persevere and love mankind in spite of the individual
differences they have for we are but only pilgrims here on earth.














Learned Competencies in Folk Dancing
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Document Outline

• Learned Competencies in Folk Dancing at Benguet State University
  • BIBLIOGRAPHY
  • ABSTRACT
  • TABLE OF CONTENTS
  • INTRODUCTION
    • Background of the Study
    • Statement of the Problem
    • Objectives of the Study
    • Importance of the Study
    • Scope and Delimitations of the Study
  • REVIEW OF LITERATURE
    • History of Folk Dance
    • Objectives of Teaching Philippine Folk Dances
    • Problems Encountered in the Teachingof Physical Education
    • Strategies Used by Teachers inTeaching Physical Education
    • Learning Competencies
    • Attitudes Toward Philippine Folk Dancing
    • Teaching Techniques
    • Factors Affecting Competencies Learned
    • Conceptual Framework
    • Definition of Terms
    • Hypotheses of the Study
  • METHODOLOGY
    • Locale of the Study
    • Respondents of the Study
    • Instrumentation
    • Data Collection
    • Statistical Analysis
  • RESULTS AND DISCUSSION
    • Profile of the Respondents
    • Attitudes Toward Folk Dancing
    • Competencies Learned
    • Teaching Techniques
    • Effects of Folk Dancing on theStudents� Personality and Social life
  • SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
    • Summary
    • Conclusions
    • Recommendations
  • APPENDICES
  • BIOGRAPHICAL SKETCH

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