Sayaw-Ilonggo: An instructional material in teaching folk dance

Abstract

“Sayaw llonggo”, a contextualized instructional material in MAPEH featuring llonggo dances, designed for Grade 7 junior high school learners, was developed in this study. Developmental research design, specifically the Input-Process-Output (IPO) model, was utilized to create, evaluate, and refine the instructional material. The analysis draws on qualitative data obtained from responses to a 10-item open-ended questionnaire from three MAPEH teachers as participants. Their responses revealed several key themes, and sub-themes, which include (1) Experience with Teaching Folk Dance: enthusiasm and cultural appreciation, teaching rewards and challenges, and development of skills and confidence, (2) Strategies for Interactive and Engaging Lessons: diverse teaching methods, and interactive and collaborative learning, (3) Ensuring Inclusivity and Cultural Sensitivity: respect and cultural awareness, student participation, and sharing cultural insights, (4) Assessing Student Learning and Progression: Comprehensive Assessment Methods, (5) Fostering Teamwork and Collaboration: cultural showcase and interdisciplinary learning, and creative expression and collaboration, (6) Connecting Folk Dance Lessons to Other Subject Areas: interdisciplinary integration, and real-world connections, and holistic learning approach, (7) Staying Updated on Trends and Best Practices: continuous professional development, and observational learning and feedback. The output, the developed instructional module “Sayaw-llonggo”, was rated ‘excellent’ by the three validators. Results indicate that the module is highly effective in achieving its educational objectives and enhancing student engagement. Implications of these findings are significant for educational practice and future research, suggesting that culturally relevant instructional materials can play a vital role in promoting cultural education and appreciation among students.