Cultural Heritage in Teaching Philippine History Through a Contextualized Method Among Second Year Architecture Students in Batangas State University

Abstract

As an educator in Readings in Philippine History, the researcher identified significant challenges regarding student involvement and motivation when engaging with traditional historical topics. This study addresses these difficulties by integrating local cultural heritage to make the curriculum more resonant for specialized students. The study aimed to determine the effectiveness of a contextualized approach using cultural heritage-based activities as intervention materials to improve the academic performance of students in the course Readings in Philippine History.

A descriptive research design was employed involving second-year BS Architecture students at Batangas State University-Alangilan Campus. Data were collected through assessments and analyzed using frequency, rank, weighted mean, and composite mean to evaluate the impact of the contextualized intervention.

Findings revealed that incorporating local culture and heritage into the curriculum was highly effective for the learners. The contextualized approach to activities achieved a high level of student engagement and improved mastery of the subject matter through localized context. The study concludes that a contextualized approach tailored to diverse learning styles is an effective strategy for teaching Philippine History. Consequently, the researcher developed proposed enrichment activities focused on contextualized learning to further enhance the integration of heritage in higher education.