Home⇛International Journal of Multidisciplinary: Applied Business and Education Research⇛vol. 6 no. 8 (2025)

Levels of Historical Consciousness and Appreciation of Local Cultural Heritage among Grade 8 Students in Lucena City

Mark Culla Buo | Jherwin P. Hermosa

Discipline: Social Sciences

 

Abstract:

This research explored the levels of historical consciousness and appreciation for local cultural heritage among Grade 8 students from Lucena City and established the relationship between the two varia-bles. A descriptive-correlational design was utilized with 128 students (20% of the entire Grade 8 population) at Lucena City National High School for the school year 2024–2025. Stratified random sampling was used to guarantee proportional representation from 14 sections. Data were collected through a validated 4-point Likert scale ques-tionnaire assessing four dimensions of historical consciousness—knowledge of local history, understanding of local context, critical thinking skills in history, and connection to the past—and four di-mensions of appreciation of local cultural heritage—knowledge of cultural practices, engagement with local cultural heritage, attitudes toward cultural heritage, and perceived value of cultural heritage. Descriptive statistics encapsulated the levels of both variables, and Pearson's correlation coefficient was used to test the relationship at a 0.01 significance level. Students showed overall high historical consciousness, and "con-nection to the past" was the highest. High appreciation of local cul-tural heritage was also seen, especially in cultural participation and perceived value. A high positive correlation was found between his-torical consciousness and appreciation of cultural heritage. How-ever, students lacked some detailed knowledge of important histori-cal events and active involvement in preservation activities. The findings indicate that combining place-based education, ex-periential learning, and culturally responsive pedagogy can strengthen historical consciousness and appreciation of heritage. The findings offer practical recommendations for policymakers, ed-ucators, and community partners in curricular and program design that enhance students' cultural identity and civic literacy.



References:

  1. Assmann,  J.,  &  Assmann,  A.  (2020).  Cultural memory  and  historical  consciousness  in contemporary  society. International  Jour-nal of Heritage Studies, 26(4), 340-356.
  2. Benedicto, P. F., & Andrade, R. R. (2022). Prob-lem-Based  Learning  Strategies  and  Criti-cal   Thinking   Skills   Among   Pre-Service Teachers. International Journal of Science, Technology, Engineering and Mathematics, Volume     2,     Issue     2,     pp.     1 -28. https://doi.org/10.53378/352885
  3. Casanova,    V.    S.    (2022).    Intergenerational Transmission  of  Hanunuo  Heritage  Lan-guage. Language,  Education  and  Culture Research, 2(1), 26–35. http://dx.doi.org/10.22158/lecr.v2n1p26
  4. Chan, A. S. (2021). Storytelling, Culture, and In-digenous  Methodology.  In  A.  Bainbridge, L.  Formenti,  &  L.  West  (Eds.). Discourses, Dialogue and Diversity in Biographical Re-search:  An  Ecology  of  Life  and  Learning, 170–185. http://www.jstor.org/sta-ble/10.1163/j.ctv1v7zc0t.17
  5. Colminar,  M.  A.,  &  Padullo,  C.  C.  (2023).  Your Story, Our History: The How’s and what’s of  Teacher  and  Students  in  Local  History Education. International  Journal  of  Social Science  And  Human  Research,  4637-4646. https://doi.org/10.47191/ijsshr/v6-i8-04
  6. Du,  L.  L.  (2023).  PRESERVING  INDIGENOUS LANGUAGES   IN   THE   PHILIPPINES. de-pedbataan.com    Publications.    Retrieved from https://www.depedbataan.com
  7. Estrellado,  N.  (2023).  "Pasayahan  Village"  to open  in  Lucena. Sentinel  Times.  Retrieved from https://www.senti-neltimes.net/2023/04/pasayahan-vil-lage-to-open-in-lucena.html
  8. Estrellado,  N.  (2024).  Museo  de  Lucena  reo-pens in Old City Hall building, showcasing city's  rich  heritage. Sentinel  Times.  Re-trieved from https://www.senti-neltimes.net/2024/08/museo-de-lucena-reopens-in-old-city.html
  9. Gaddi, J. A., Diaz, S. E., Pontillo, K. A., Nebria, G. G., Serato, J. C., Ariar, M. D., & Orillaneda, E. R. (2024). Awareness and Appreciation of Local Cultural Heritage of Surigao City. In-ternational  Journal  of  Current  Science  Re-search and Review. https://doi.org/10.47191/ijcsrr/V7-i5-53
  10. Kapsali,  D.  (2023).  Teaching  local  history  with the use of De Bono’s Six Thinking Hats, brainstorming;  and  role  play  in  primary school,  multicultural  classes-an  example of  application  in  Greek  school. Interna-tional  Journal  of  Educational  Innovation and Research, 2(1), 23–27. https://doi.org/10.31949/ijeir.v2i1.3070
  11. Merano, V. (2021). Pancit Chami. Panlasang Pi-noy.   Retrieved   from https://panlasang-pinoy.com/pancit-chami/
  12. National  Commission  for  Culture  and  the  Arts. (2022). Cultural   Participation   and   En-gagement Among Filipino Youth: A Study of Trends    and    Patterns.    Retrieved    from https://ncca.gov.ph.
  13. Otordoz, B. (2023). Lucena's  'tinapa' top seller in  DTI's  'Kalakal'  store. Philippine  News Agency. Retrieved from https://www.pna.gov.ph/arti-cles/1194638Pastera,  R.  (2024).  Unveiling  the  Veil:  Intangi-ble Cultural Heritage and the Filipino Col-lege  Students. Journal  of  Ethnic  and  Cul-tural Studies. https://doi.org/10.29333/ejecs/1818
  14. Philippine  Institute  for  Development  Studies. (2021). Youth Engagement   in   Cultural
  15. Philippine Statistics Authority. (2023). Commu-nity  Identity  and  Civic  Engagement  in  the Philippines:  An  Analysis.  Retrieved  from https://psa.gov.ph.Piaget, J. (2016). The psychology of intelligence.
  16. Routledge.Reyes, F., & Cruz, D. (2020). Building historical consciousness  through  cultural  engage-ment: A study on the role of local heritage activities. Journal   of   Cultural   Heritage Studies, 12(3), 47–59.
  17. Rodriguez,  A.  P.,  Abella,  K.  A.,  &  Adame,  A.  V. (2022).   Cultural   Mapping   of   Ancestral Houses  in  Lucena  City. International  Re-view of Social Sciences Research, Volume 2, Issue 1, pp. 80 -97. https://doi.org/10.53378/352880
  18. Santos, L. C. (2021). Relationship between Stu-dents’ Historical Awareness and their Ap-preciation  of  Local  Cultural  Heritage. In-ternational   Journal   of   Multidisciplinary: Applied  Business  and  Education  Research, 2(6), 520–527. https://doi.org/10.11594/ijma-ber.02.06.08
  19. Shih,  Y. -H.  (2022).  Designing  Culturally  Re-sponsive Education Strategies to Cultivate Young  Children’s  Cultural  Identities:  A Case  Study  of  the  Development  of  a  Pre-school Local Culture Curriculum. Children, 9(12), 1789. https://doi.org/10.3390/chil-dren9121789
  20. Stephenson,  L.  (2023).  Cultural  Heritage:  Its Significance   and   Preserving. Anthropol-ogy, 11:321.
  21. Tabuena, A., Bravo, C., Dimalanta, F., Jusay, K., & Vitug, M. (2022). Inclination State on the Philippine Culture and Arts Using the Appraisal Theory: Factors of Progress and Deterioration. Participatory Educa-tional Research (PER), Volume: 9 Issue: 1, 388 -403. https://doi.org/10.17275/per.22.21.9.1
  22. Tajfel,  H.,  &  Turner,  J.  (2019).  An  integrative theory of intergroup conflict. In The social psychology of intergroup relations(pp. 33-47).
  23. UNESCO. (2022). Cultural Heritage and Sustain-able Development: The Role of Education in Building  Resilient  Communities.  Retrieved from https://unesco.org
  24. UNESCO. (2024). Culture and Education. Re-trieved from https://www.unesco.org/en/culture-ed-ucation

Tools


Copyright © 2025  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic