This descriptive-correlational research involved randomly selected 367 college students at the National University. The impetus for the study is the exclusion of Filipino language subjects in the tertiary levels on the onset of K-12 program. According to the results of the study, using Filipino language as a medium of instruction enhanced the Philippine history curriculum. To ascertain the relationships among variables such as student perspectives on Filipinizing the Philippine history curriculum, language preference and demographics, bivariate and multivariate analyses were used. Bivariate analyses revealed that, there is a relationship among the age (7E-150
indigenization, language policy, curriculum, instruction, language preservation
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