The Filipino Learner: A Socioemotional Perspective

The Filipino learner : A socioemotional
perspective
by
Diana Cris E. Daroy.
Teacher I
BALOLING Elementary School
Mapandan District
In the past, studies on the Filipino learners focused on nutrition and intellectual performance
(Guthrie, Guthrie, & Tayag, 1968), school achievement, self-concept and self-esteem, language and
effects of sociocultural, school and home environments (Ventura, 1994). There were also studies done
about the characteristics of Filipino learners by grade level. These researches dealt with understanding the
Filipino learners and served as platforms for students’ research interests, development of instructional
strategies, curricular designs and understanding the Filipino children. However, the studies seemed to be
static, fragmented and unable to provide a whole picture of who the Filipino learners are. Moreover, these
researches have been limited in as far as publication and dissemination to stakeholders were concerned.
In 1994, a report (Ventura, 1994) was published on the review of current literature on the Filipino
learners from 1971 to 1994 with the primary question of “What do we know of the Filipino Child as a
learner?” The study produced a number of issues and recommendations, among these are: (1) Studies on
school achievement are the most directly related to the psychology of the child as a learner. In the studies
reviewed, achievement has been related to parenting styles and its antecedents and causal attributions
have been explored. However, dynamic approaches as to studying the cognitive processes were not
explored from among the researches. (2) Studies on self-concept and self-esteem provide some data
which can generate one or two generalizations, but the related and seemingly more important variable –
that of self-control is absent from the literature. This is important so that schools will be able to find out
how to teach children how to plan, create and make decisions which deserve a lifetime commitment. (3)
Studies on language development point to differentials in cognitive performance as a function of language
used. This emphasizes the need for more systematic studies in this area as input for formulating policy on
the language of instruction.
Likewise, parenting styles were studied in the context of academic achievement, however, areas
where the environment of learning (including the teacher) was not studied. Studies on perception could
likewise be systematized to serve as inputs for planning a conducive environment for learning and
presenting materials for the child. Ventura (1994) further elaborated that an area of research deserving
more attention is creativity. The creative process should serve as inputs for planning a conducive
environment for learning and presenting materials for the child. Moreover, the creative process should be
studied especially in terms of scientific and artistic creativity. Lastly, while Piaget’s theory continues to
attract researchers, it must be stated that there is a need to explore other theories of cognition. There is a
need to take the Filipino Child’s responses within the context of his or her own culture and cease to use
Western standards in asserting the existence of “lags.”
The Filipino learner: A socioemotional perspective by Diana Cris E. Daroy. Teacher I
BALOLING Elementary School Mapandan District In the past, studies on the Filipino learners
focused on nutrition and intellectual performance (Guthrie, Guthrie, & Tayag, 1968), school
achievement, self-concept and self-esteem, language and effects of sociocultural, school and
home environments (Ventura, 1994). There were also studies done about the characteristics of
Filipino learners by grade level. These researches dealt with understanding the Filipino learners
and served as platforms for students’ research interests, development of instructional strategies,
curricular designs and understanding the Filipino children. However, the studies seemed to be
static, fragmented... (only first 800 chars shown)
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