Lived Experiences of Tertiary Students in the Teaching of Philippine History Courses
Abstract
This study is qualitative research which employs phenomenology approach coined by Edmund Husserl, the father of phenomenology. The main purpose of this study was to describe the phenomenon of teaching Philippine History subject in the tertiary level in the private university. The participants of this study were the students of different courses enrolled in Philippine History in the private tertiary university during the second semester of school year 2015-16. Also, this study included the faculty members handling Philippine History during the said semester. This research utilized interview guide in gathering information. The delivery of history in a private tertiary education was successful because the students were satisfied in the method utilized by the faculty members. In effect, the students realized that the History subject is vital in the development of patriotism and nationalism. Finally, the school managers and faculty members of history should employ teaching models fitted to the needs of the students in the contemporary period.
References
[1] Abinales, P., & Amorsolo J. (2005). State and society in the Philippines. Pasig City: Anvil Publishing.
[2] Agoncillo, T., & Guerrero M. (2001). History of the Filipino people. Quezon City: University of the Philippines Press.
[3] Ambrose, S. A. (2010). How learning works: Seven research-based principles for smart teaching. San Francisco, CA: Jossey-Bass.
[4] Aquino, G. (2000). Educational management. Manila: REX Bookstore.
[5] Aspers, P. (2009). Empirical phenomenology: A qualitative research approach. IndoPacific Journal of Phenomenology, 2, 1-12.
[6] Barr, R. B., & Tagg, J. 1995. From Teaching to Learning: A new paradigm for undergraduate education. Change, 27(6), 13-25.
[7] Bean, J. C. (1996). Engaging ideas: The professor’s guide to integrating writing, critical thinking, and active learning in the classroom. San Francisco, CA: Jossey-Bass.
[8] Bektas, Fatih. Cognitive fictions of classroom teachers about the values they possess: A phenomenological analysis. Educational Consultancy and Research Center, 2012.
[9] Best, J. W. (2003). Research in education. Boston: Pearson Education.
[10] Best, J. W., & Kahn, J. (2007). A look at research in education. Singapore: Pearson Education South Asia.
[11] Boeree, G. (1998). Qualitative methods. Retrieved from http://www.ship.edu/$\ sim$cgboeree/qualmethone.html
[12] Bottorff, J. (2003). Workshop on qualitative research. Retrieved from http://www. vchri.ca/i/presenations /QualitativeResearch/
[13] Bonwell, C. C., & Eison, J. A. (1991). Active learning: Creating excitement in the classroom. ASHE-ERIC Higher Education Reports.
[14] Brubacher, J. (1978). Modern philosophies of education. (4th ed.). New York: McGraw Hill.
[15] Bryne, M. (1998). Hermeneutics 101. Paper presented at the QUIG98, Athens, GA. Retrieved from http://www.coe.uga.edu,quig/proceedings/Quig98_Proceedings, bryne.html
[16] Butler-Kisber, L. (2010). Qualitative inquiry: Thematic, narrative and arts-informed perspective. London: Sage.
[17] Campbell, W. E., & Smith, K.A., Eds. (1997). New paradigm for college teaching. Edina, MN: Interaction Book.
[18] Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. London: Sage.
[19] Clemente, A., & Valerio, D. (1996). Philippine education for the 21st century. Quezon City: Publishing House.
[20] Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.) Thousand Oaks, CA: Sage.
[21] Creswell, J. W. (2008). Research design: Qualitative, quantitative, and mixed methods approaches, (3rd ed.). Los Angeles, CA: Sage.
[22] Corbin, J. & Strauss, A. (2008). Basics of qualitative research (3rd ed.) Los Angeles, CA: Sage.
[23] Dahlberg, L., & McCaig, C. (2010). Practical research and evaluation: A strart-to-finish guide for practitioners. London: Sage.
[24] Davey, N. (1999). The hermeneutics of seeing. In I. Heywood & B. Sandywell (Eds.), Interpreting visual culture: Explorations in the hermeneutics of the visual (pp. 3-29). Lodon: Routledge.
[25] De La Costa, H. (1960). Three lectures in history. Historical Bulletin, 4 (3), 15-38.
[26] Dee Fink, L. (2013). Creating significant learning experiences. London: Jossey-Bass.
[27] Denison, R. S, Callaban, O., & Levine, M. (1984) Interview that get results. New York: Prentice-Hall.
[28] Denzin, N. K., & Lincoln, Y. S. (2005). The Sage handbook of qualitative research. Thousand Oaks, CA: Sage
[29] Dewey, J. (1922). Experience and education. New York: Mcmillan
[30] Dolence, M.G., & Norris, D. M. (1995). Transforming higher education: Vision for learning in the twenty-first century. Ann Arbor, MI: Society for College and University Planning.
[31] Erickson, L., & Lanning L. A. (2014). Transitioning to concept-based curriculum and instruction: How to bring content and process together. Los Angeles, CA: Sage.
[32] fleming, M. (2012). The arts in education: An introduction to aesthetics, theory, and pedagogy. London: Routledge.
[33] Focthman, D. (2008). Phenomenology in pediatric cancer nursing research. Journal of Pediatric Oncology Nursing, 25(4), 185-192.
[34] Gagne, R. M., & Briggs, L. J. (1974). Principles of instructional design. New York: Holt, Rinehart and Winston.
[35] Giorgi, A. (1989). One type of analysis of descriptive data: Procedures involved in following a scientific phenomenological method. Methods: A Journal of Human Science, Annual Edition, 1, 39-61.
[36] Glass, P. (2001). Autism and the family. (Unpublished doctoral dissertation). Virginia Polytechnic Institute and State University, Falls Church. Virginia, USA.
[37] Guerrero, L. (2010). Noli Me Tangere, Manila: Guerrero Publishing.
[38] Guthrie, G. (2010). Basic research methods: An entry to social research. Los Angeles, CA: Sage.
[39] Husserl, E. (2006). Analysis concerning passive and active synthesis: Lectures on transcendental logic. Boston: Kluwer Academic.
[40] Kelly, J., & McAllister, M. (2013). Lessons students and new graduates could teach: A phenomenological study that reveals insights on the essence of building a supportive learning culture through precetorship. Retrieved from Http://www.ncbi.nlm.nih.gov
[41] Labrana, C. M., & Wilhelm, R. W. (Trans) (2007). History and social science teachers’ perceptions of their profession. Washington, DC.: Heldref Publications.
[42] Lichtman, M. (2006). Qualitative research in education: A user’s guide. Los Angeles, CA: Sage.
[43] Lichtman, M, (2011). Understanding and evaluating qualitative educational research. Los Angeles, CA: Sage.
[44] Macfarlane, B. (2012). Intellectual Leadership in higher education: Renewing the role of the university professor. New York: Sage.
[45] Marshall, C. (2011). Designing qualitative research (5th ed.). Los Angeles, CA: Sage.
[46] McLeish, J. (1968). The lecture method. Cambridge, U.K.: Cambridge Institute of Education.
[47] McNeill, W. H. (1985). Why study history. Retrieved from http://www.historians.org/ pubs/archives/whmcneillwhystudyhistory.htm
[48] Mellanby, J., & Theobald, K. (2014). Education and learning: An evidence-based approach. London: John Wiley & Sons.
[49] Mentkowski, M. (1999). Learning that lasts. San Francisco, CA.: Jossey-Bass.
[50] Merril, M. D. (2013). First principles of instruction. San Francisco, CA: John Wiley and Sons.
[51] Mish, S. (2002). Phenominology. The Merriam-webster collegiate dictionary (10th ed.). Springfield, MA: Merriam Webster.
[52] Moore, A. (2000). Teaching and learning: Pedagogy, curriculum and culture (2nd ed.). London: Routledge.
[53] Nolledo, J. N. (1988). Philippine constitution. Manila: National Bookstore.
[54] Ozmon, H. A., & Craver, S. M. (2008). Philosophical foundations of education (8th ed.). Canada: Pearson Prentice Hall.
[55] Papa, R. (2011). Technology leadership for school improvement. Los Angeles, CA: Sage.
[56] Reiser, R. A., & Dempsey, J. V. (2002). Trends and issues in instructional design and technology. New Jersey: Pearson Prentice Hall.
[57] Reeves, A. R. (2011). Where great teaching begins. Virginia, USA: ASCD.
[58] Repass, M. (2002). The professional woman’s desire to retire: The process of transition. (Unpublished doctoral dissertation) Virginia Polytechnic Institute and State University, Falls Church. Turkey.
[59] Ritchie, J., & Lewis, J. (2003). Qualitative research practice: A guide for social science students and researchers. London: Sage.
[60] Saunders, P. (1980). The lasting effects on introductory economics courses. Journal of Economic Education, 12, 1-14.
[61] Schippers, V. (np). We’re Teaching History Wrong. Retrieved from http://www. edweek.org/ew/articles/2013/01/30/19schippers.h32.html
[62] Seidman, I. (1991). Interviewing as qualitative research. New York: Teachers College Press.
[63] Smith, K.A. (1998). Active learning: Cooperation in the college classroom (2nd ed). Edina, MN: Interaction Book.
[64] Stenhouse, L. (1988). Curriculum research and the art of the teachers. Curriculum 1 (Spring 1980) 40.
[65] Strauss, A., & Corbin, J. (1988). Shaping a new health care system. San Francisco, CA: Jossey-Bass.
[66] Stearn, P. N. (1967). Why Study History. Retrieved from http://www.historians.org/ pubs/Free/WhyStudyHistory.htm
[67] Svinicki, M.D. (2004). Learning and motivation in the postsecondary classroom. Boston: Ankler Publishing.
[68] Van der Mescht, H. (2004). Phenomenology in education: A case study in educational leadership. Indo-Pacific Journal of Phenomenology, 4(1), 1-16.
[69] Wojnar, D. (2012). Phenomenology: An exploration. Journal of Holistic Nursing 25 (2), 172-180.
[70] Zanartu, C. R., Doerr, P., & Portman, J. (2015). Teaching 21 thinking skills for the 21st century: The MICOSA model. New York: Pearson.
[71] Zull, J. E. (2002). The art of changing the brain. Arlington, VA: Stylus Publishing.