Abstract
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<a), year level (7.7E-172“(7.7E-172<a), gender (1.6E <a) of the respondents and their perspectives on Filipinizing the Philippine History Curriculum. There is a relationship (1.2E-159<a) between the language used by the respondents at home/residence and their perspectives. There is a relationship (2.56E-20<a) between the respondents’ perspectives and their preferred language for the course. Furthermore, there is a relationship (1.29E-40<a) between the language used by the respondents at home and their preferred language for the course as shown in the 58.41% of the observed variances on the respondents’ preferred language for the course which is attributable to the language they use at home, with the other 41.59% possibly affected by other factors.
Keywords: indigenization, language policy, curriculum, instruction, language preservation
Collaborative Peer Reviewer
This article is collaboratively reviewed by Dr. Diobein Flores and Dr. Maria Teresita Calapis
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