Lumayaga, Cherrylyn Mu Final

ATTITUDES TOWARD CLASSIFIED FILIPINO SONGS OF THE GRADE VI
PUPILS AND THEIR CONCEPTS OF SOCIO-CULTURAL NATIONALISM
A Thesis Presented to
the Faculty of the Graduate School
Misamis University
Ozamiz City
In Partial Fulfillment
of the Requirements for the Degree
Master of Arts in Education
Major in Educational Management
by
CHERRYLYN C. LUMAYAGA
March 2011
APPROVAL SHEET
This thesis entitled, “ATTITUDES TOWARD CLASSIFIED FILIPINO
SONGS OF THE GRADE VI PUPILS AND THEIR CONCEPTS OF SOCIO-
CULTURAL NATIONALISM,” prepared and submitted by Cherrylyn C. Lumayaga,
in partial fulfillment of the requirements for the degree of Master of Arts in Education
major in Educational Management, has been examined and is recommended for
acceptance and approval for Oral Examination.
ILLUMINADA O. PEGALAN, Ed.D.

Adviser
Approved by the Thesis Committee on Oral Examination with a grade of Passed.
MILDRED M. GARCIA, EdD

Vice President for Academic Affairs
Chairman
ANTHONY L. AWA, MS HAYDEE D. VILLANUEVA, MAEd

Member Member
PERLITO D. JOMUAD, EdD

Member
Accepted and approved in partial fulfillment of the requirements for the degree of
Master of Arts in Education major in Educational Management.
Comprehensive Examination passed on October, 17, 2010.
MILDRED M. GARCIA, EdD

OIC, Office of the Dean
Graduate School
Date: March 2011

ACKNOWLEDGMENT
The researcher would like to extend her sincerest and warmest gratitude to the
following people whose assistance and valuable support contributed much to the
realization of this important learning task. Without them, this could not be possible.
First of all, the Almighty Father, for giving her wisdom and blessings and for
always guiding and enlightening her in everything that she does especially for the good
health endurance He has given throughout the completion of this book;
Her professors in all academic subjects in the master’s degree, Dr. Illuminada O.
Pegalan, her adviser, for her valuable comments, corrections and appreciation which
helped in the accomplishment of this undertaking;
Her Mama and Papa, for their undying love and affection paved way in making
her dreams possible;
Her loving only daughter, Gladys Lumayaga, for seeing the brighter side of her
life amidst challenges;
Her brothers and sisters, for their confidence in the writer’s capabilities;
Her friends in the DepEd especially the supervisor, principals, as well as the
teachers in the different schools in Sultan Naga Dimaporo district, for allowing the
researcher to administer the questionnaires;
The pupils as respondents, for giving time and consideration during the conduct
of the data gathering;
Her colleagues, for the laughter they shared making the researcher able to work
under pressure.
Cherrylyn
ABSTRACT
Filipino people instill a sense of culture, identity, and patriotism in students by means of
new values in music. However, the diversity of music today affects the attitudes of the
Filipino people towards classified Filipino songs. On the other hand, the pupils’ concepts
of socio-cultural nationalism may have been significantly related to their attitudes
towards Filipino songs. The study aimed to look into the attitudes of the intermediate
grade pupils toward classified Filipino songs and their concepts of socio-cultural
nationalism. The study was conducted in the public elementary schools in the District of
Sultan Naga Dimaporo, Division of Lanao del Norte during the school year 2010-2011.
The descriptive method of research was utilized employing the questionnaires to elicit the
answers to the problems on the attitudes of the intermediate pupils toward classified
Filipino songs and their concepts of socio-cultural nationalism. The data were treated
using the frequency, percentage, and weighted mean. The test of hypothesis was done
using the chi-square and Pearson “r”. Results indicated that the pupils had good attitudes
toward Filipino songs for they believed that patriotic songs symbolize love for the
country, toward love songs for creating attachment between family members,
encouraging them to be patient, kind, developing love for fellowmen and the national
anthem and embracing the essence of Filipino culture. Additionally, the pupils had
negative attitude toward colonial mentality. They manifested non-adherence to colonial
mentality, have good level of concepts of nationalism in terms of education, culture,
literature and arts, and press and media. Hence, there was a significant difference in the
attitudes of the pupils toward classified Filipino songs in terms of spiritual songs when
grouped according to religion. However, no significant difference was found in the
attitudes of the pupils toward classified Filipino songs in terms of love songs, spiritual
songs, and novelty songs when grouped according to age, sex and religion. Lastly, there
was a significant relationship between the pupils’ attitude toward classified Filipino songs
and their socio-cultural concepts of nationalism. The attitudes of the pupils on Filipino
songs have an impact on their concepts of nationalism.
Keywords: attitude, culture, identity, nationalism, Filipino songs,

TABLE OF CONTENTS
Page
TITLE PAGE . . . . . . . . . . i
APPROVAL SHEET .. . . . . . . . ii
ACKNOWLEDGMENT . . . . . . . . . iii
ABSTRACT . . . . . . . . . . iv
TABLE OF CONTENTS . . . . . . . . v
LIST OF TABLES. . . . . . . . . . viii
LIST OF FIGURES. . . . . . . . . . x
Chapter
1 THE PROBLEM
Background of the Study . . . . . . 1
Conceptual Framework. . . . . . . 2
Statement of the Problem . . . . . . 5
Hypotheses . . . . . . . . 5
Significance of the Study . . . . . . 6
Scope and Limitations of the Study . . . . . 7
Definition of Terms . . . . . . . 8
2 REVIEW OF RELATED LITERATURES
Related Literatures . . . . . . . 10
Related Studies . . . . . . . 15
3 METHODOLOGY
Research Design . . . . . . . 17
Research Setting . . . . . . . 17
Page
Respondents of the Study . . . . . . 18
Research Instruments . . . . . . . 19
Validation of Research Instruments . . . . . 20
Data Gathering Procedure . . . . . . 20
Statistical Treatment of Data . . . . . . 21
4 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
Profile of the Pupils . . . . . . . 22
Level of Attitudes of the Pupils toward

Classified Filipino Songs . . . . . . 24
Socio-Cultural Concepts of Nationalism . . . . 32
Significant Difference in the Pupils' Attitudes

toward Classified Filipino Songs
When Grouped According to Profile . . . . . 37
Significant Relationship between the Pupils' Attitudes

toward Classified Filipino Songs and
Socio-Cultural Concepts of Nationalism . . . . 39
5 SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
Summary . . . . . . . . 42
Findings . . . . . . . . 44
Conclusions . . . . . . . . 45
Recommendations . . . . . . . 45
REFERENCES. . . . . . . . . .
Page
APPENDICES
Appendix A - Profile Survey Questionnaire . . . . . 49
Appendix B - Attitudes Toward Classified Filipino Songs Questionnaire . 51
Appendix C - Socio-Cultural Concepts Of Nationalism Questionnaire . 52
CURRICULUM VITAE. . . . . . . . .
LIST OF TABLES
Table Page
1 Profile of Pupils . . . . . . . . 23
2 Level of Attitudes of the Pupils

toward Classified Filipino Folk Songs . . . . . 25

toward Classified Filipino Patriotic Songs . . . . . 26

toward Classified Filipino Love Songs . . . . . 28

toward Classified Filipino Spiritual Songs . . . . . 29

toward Classified Filipino Novelty Songs . . . . . 30
7 Summary of the Pupils’ Attitudes

toward Classified Filipino Songs . . . . . . 31
8 Socio-Cultural Concepts Nationalism

in Terms of Colonial Mentality . . . . . . 33

in Terms of Education, Culture, Literature and Arts . . . . 34

in Terms of Press and Mass Media . . . . . . 35

in Terms of Sports, Social and Human Development . . . . 36
12 Summary of the Pupils’ Socio-cultural Concepts

of Nationalism . . . . . . . . 37
13 Significant Difference in the Pupils’ Attitudes

toward Classified Filipino Songs
When Grouped According to Profile . . . . . . 38
14 Significant Relationship between the Pupils’ Attitudes

toward Classified Filipino Songs and
Socio-Cultural Concepts of Nationalism . . . . . 40
LIST OF FIGURE
Figure Page
1 Schematic Diagram of the Study. . . . . . . 4

Chapter 1
THE PROBLEM
Background of the Study
It is said that music is the language of the soul that no single mind could define
and decipher. It is man’s vehicle for the outpouring sentiments and feelings. It is
expressive of the conditions of the soul through rhythmic verbalizations (Santos, 2005).
Songs, which are the inherent properties of music, are supposedly composed of two-fold
purposes: for enjoyment through hearing and for expressing one’s inner feelings,
emotions and sentiments. The first one is for satisfaction coming from the melodies
which exhilarate the soul while the second one is for the soul’s tool in expressing or
converting its moods to other persons. Songs are of varied categories and may express
and convey different messages. There are love songs, patriotic songs, folk songs, spiritual
songs and novelty songs.
This vehicle of expression is not an exclusive property of a certain race nor group
of people. It is common property of the different peoples of the world whether rich or
poor, educated or non-educated and young or old. It is universal and its universality is an
accepted fact. Race, wealth, education and age do not matter. The quality of man is what
matters.
The Filipino people are lovers of music. There are Filipinos who do not only love
to listen to songs but they also compose songs of varied types. There are recorded songs
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in different languages and dialects and they express various feelings that Filipinos either
living in the past or present composed in media which they chose. Some of these
composed songs are nationally known, circulated and sang by the majority of the
Filipinos throughout the Philippine archipelago.
Like the other peoples of the world, the Filipinos also love “love songs,” and
compose them as tools for their expressions. The Filipino people are sentimentalists and
they exhibit or show their sentimentalism through verbalizations either in drama, pose,
poetry, novels and songs. Rizal expressed and made known his sentiments in poetry,
novels and songs. His song, entitled “Maria Clara’s lullaby” is very eloquently expressive
of his feelings and sentiments. Other composers of some songs did the same (Castro,
1993).
This study dealt with the attitudes toward classified Filipino songs of intermediate
grade pupils and their concepts of socio-economic nationalism.
Conceptual Framework
Songs are the most natural form of music. Issuing from within the body, it is
projected by means of the most personal of all instruments, the human voice. From time
immemorial, singing has been the most widespread and spontaneous way of making
music (Tiongson, 1994).
According to Tiongson, song reflects all phases of life - work songs, love songs,
drinking songs, cradle songs, patriotic songs, dance songs, songs of mourning, marching
songs, play songs, and narrative songs. Some of these songs are centuries old while
others are of recent origin. The present study used the classification of songs according to
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Tiongson. However, it focused on five classifications of songs, namely: folk songs,
patriotic sings, love songs, spiritual songs and novelty songs.
Folk song originates with an individual, perhaps on the spur of the moment. It is
taken up by others, a detail is changed, a stanza added. In the course of its wanderings it
assumes a number of versions. It becomes the collective expression of a group. It is
rooted in the speech rhythms, the soil and the life particular place, which why possess
and richness and vivid local color. Its musical content is shaped by man’s experience and
projects deeply human emotions (Tiongson, 1994).
Patriotic song expresses the love of a Filipino toward his country, has nationalistic
value that shows the true spirit of being a Filipino. Love song is a song that captures the
accent of tenderness and longing. It appeals to the emotion and touches the heart. Its
subject is about love and romance. Spiritual song centers on the many Christian values
and becomes a source of encouragement, inspiration and worship. Novelty songs sounds
with dual-meaning, sexy and generally solicits mass appeal.
The main considerations of the study were to determine the values of the pupils
toward classified Filipino songs in terms of folk, patriotic, love, spiritual and novelty
songs. In addition, the study also focused on the concepts of the pupil’s socio-cultural
nationalism. Figure 1 shows the Schematic Diagram of the Study.

PROFILE OF PUPILS SOCIO-CULTURAL
CONCEPTS OF
 Age NATIONALISM
_____________
 Sex
 Religion
 Colonial Mentality
 Education, Culture and
Literature and Arts
 Press and Mass Media

 Sports, Social and
Human Development
ATTITUDES TOWARD
CLASSIFIED FILIPINO
SONGS
 Folk
 Patriotic
 Love
 Spiritual
 Novelty
Figure 1. Schematic Diagram of the Study

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Statement of the Problem
The study endeavored to look into the attitudes of the Grade VI pupils toward
classified Filipino songs and their concepts of socio-economic nationalism.
Specifically, the study sought answers to the following questions:
1. What is the profile of the pupils in terms of age, sex and religion?
2. What is the level of attitudes of the pupils toward classified Filipino songs
in terms of folk, patriotic, love, spiritual and novelty songs?
3. What is the level of the pupils’ socio-cultural concepts of nationalism in
terms of colonial mentality; education, culture and literature and arts; press and mass
media; and sports, social and human development?
4. Is there a significant difference in the level of attitudes of the pupils
toward classified Filipino songs when grouped according to profile?
5. Is there a significant difference in the pupils’ concepts of nationalism
when grouped according to profile?
6. Is there a significant relationship between the pupils’ attitudes toward
classified Filipino songs and concepts of nationalism?
Hypotheses
The following hypotheses were tested in this study using .05 probability level:
Ho1: There is no significant difference in the level of attitudes of the pupils
toward classified Filipino songs when grouped according to profile.
Ho2: There is no significant difference in the pupils’ concepts of nationalism
when grouped according to profile.

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Ho3: There is no significant relationship between the pupils’ attitudes toward
classified Filipino songs and concepts of nationalism.
Significance of the Study
The findings of the study may be beneficial to the following groups of people.
The school mentors, especially the social sciences teachers, may imbibe important
human sentiments and values like love, nationalism and piety and other virtues through
the use of lessons that songs intend to be done and felt. Singing with feelings could be an
effective alternative and even complement to verbal instruction. This study may enable
the school teachers to understand that since songs carry ideas and messages, they should
teach them with emphasis on their intentions. Teachers may be given ideas on the types
of music most pupils want or are inclined and have interest to listen. These songs may be
used by the teachers in order to make their lessons more creative.
This study may inform the pupils on their responsibilities as Filipinos to
contribute to the preservation of the cultural heritage and nationalism through positive
attitudes toward Filipino songs.
The public, in general, could get better insights into the importance of and values
in songs. They could feel and understand the reasons for the existence of the songs. The
erroneous notion that songs merely entertain could be altered and changed. They would
begin to comprehend that songs are taught with messages for the consumptions of the
listeners. Finally, this study would help foster and instill appreciation in songs which are
purveyors of ideas and sentiments.

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Scope and Limitations of the Study
classified Filipino songs and their concepts of socio-cultural nationalism in the public
elementary schools in the District of Sultan Naga Dimaporo, Division of Lanao del Norte
during the School Year 2010-2011. The level of attitudes of the pupils toward classified
Filipino songs was identified in terms of folk, patriotic, love, spiritual and novelty songs.
The level of the pupils’ socio-cultural concepts of nationalism was identified in terms of
colonial mentality; education, culture and literature and arts; press and mass media; and
sports, social and human development. The profile of the pupils included their age, sex
and religion.
Tests for the significant difference in the level of attitudes of the pupils toward
classified Filipino songs when grouped according to profile; significant difference in the
pupils’ concepts of nationalism when grouped according to profile; and significant
relationship between the pupils’ attitudes toward classified Filipino songs and their
concepts of socio-cultural nationalism, were established in this study.
The descriptive method of research was utilized with the questionnaires employed
to elicit the answers to the problems. The data gathered were treated using frequency,
percentage, and weighted mean. The test of hypothesis was done using chi-square and
Pearson Product Moment Correlation.

8
Definition of Terms
The following terms are defined conceptually and/or operationally to gain better
understanding of the concepts to be dealt with in this study:
Attitudes. The term refers to the preference, liking or inclination of the pupils
toward Filipino songs.
Folk Songs. There originally are old song which have been transmitted from
generation to generation. It is a reflection of Filipino culture and has no commercial
value. Examples of folk songs are Dandansoy, Ang Pipit, Leron, Leron Sinta, O Ilaw,
Bakya Mo Neneng, Sa Libis ng Nayon, Magtanim ay Di Biro, etc.
Love Song. This refers to song that captures the accent of tenderness and longing.
It appeals to the emotion and touches the heart. Its subject is about love and romance.
Nationalism. This refers to the pupils’ extent of devotion to the interests or culture
of the Filipino nation.
Novelty Song. This refers to songs that sounds with dual meaning, sexy and
generally solicits mass appeal.
Patriotic Songs. There are a song that expresse the love of a Filipino toward his
country, have nationalistic value and show the true spirit of being a Filipino. Examples of
these songs are the Philippine National Anthem, Ang Bayan Kong Pilipinas, etc.
Profile. In this study, the term denotes the age, sex, and religion of the pupils.
Spiritual Song. It refers to song that has its subject the many Christian values and
becomes a source of encouragement, inspiration and worship. Common examples of
these songs are: Hindi Kita Malilimutan.

Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents various related literature and studies which have provided
the researcher the background and insights needed in the present study.
Related Literature
Music is made up of sounds, and “sounds are always effects; effects of the clash,
the impact and resistance, of the forces of nature.” Since sound expresses both the present
and suggests what will happen in the future, with sounds and music, “there is [an aura of
indeterminateness and uncertainty – all conditions favorable to intense emotional
stir.” Sounds can express emotions directly. “Sound can be “threatening, whining,
soothing, depressing, fierce, [or] tender…” Since the ideas and emotions represented in
music are so accessible, music can be better at engaging more of the general population
than other mediums of art. Music’s accessibility makes it an especially useful medium for
conveying nationalist ideas to a large population (Manuel, 2000).
Nonetheless, music operates as part of the political arena- not simply as one of its
more trivial reflections. Since the mid-nineteenth century, a country’s music has become
a political ideology by stressing national characteristics, appearing as a representative of
the nation, and everywhere confirming the national principle (Blanning, 2000). Powerful
individuals in society are able to influence cultural production, which in turn influences
the cultural preferences of the larger population, which eventually defines the nation
(Watchtel, 2001). Therefore, political elites can use music to influence the larger
population. However, when the elites of a nation consciously seek to exercise such
10
influence, they should not allow the population to know what they are doing “because
national identity is… ‘conceived as a deep, horizontal comradeship.’” If questioned, the
elites should only say that the shared culture is an “expression of an already existing
unity.”
However, Stamtov (2002) argued that music can become connected to nationalism
by interpretive activism. In interpretive activism, audiences impose political meaning on
art performances by displaying affiliation or disaffiliation with the performances. The
nationalist ideas in music may not be explicit. Instead, the ideas emerge through an
interaction among the piece of music, the context, and the individual who acts as the
interpretive activist. The interpretive activist can be a professional arts reviewer, a
political activist, or a regular individual imposing his views on a peer group.
In addition, individuals can affiliate with a piece of music by attending the
performance, engaging in applause, or discussing it with friends. Individuals can
disaffiliate by booing, walking out of a performance, or not attending at all. Outside of
attending a performance, individuals can affiliate with music by singing it, performing it
themselves, or playing recordings of it. Conversely, individuals can disaffiliate with
music by not doing so (Stamtov, 2002).
On the other hand, Philippine music comes in a variety of forms, covering a wide
spectrum of sources, geographically and historically, and representing more than 100
ethno-linguistic groups as well as different social and cultural environments in the
Philippines, (Santos, 2005). The totality of these forms may be categorized into three
distinct repertoires: 1) Asiatic oral traditions; 2) westernized oral traditions; and 3)
western-influenced art popular music.

11
Nevertheless, Tiongson (1994) stated that the first category covers forms that are
closely related to the cultural traditions of Southeast Asia. In the Philippines, such
traditions are practiced among the villages in the Cordillera Administrative Region, in the
upland areas of Palawan, Mindoro and Eastern Mindanao, the predominantly Muslim
communities in Western Mindanao and Sulu, as well as the Negrito communities across
the archipelago, such as Northern Luzon, Bicol and parts of Panay and Mindanao. Most
of the musical forms are performed in connection with rites of passage and life cycle
events as well as occupational activities. These occasions consist of birth, initiation,
graduation, ceremonies, courtship and marriage, death and funeral rites, various forms of
armed conflicts. In Philippine literature, these forms are usually referred to as indigenous
Philippine music.
Much more, Dioquino (1998) explained the second category of musical forms
consists of orally transmitted genres and compositions that are performed in rural
Christian communities in Luzon, Visayas and parts of lowland Mindanao, and are
generally referred to as Philippine folk music. Their origins may be traced through three
revolutionary processes, namely: 1) forms that have introduced by the Spanish colonial
power and later adopted and modified by local artists and performers (metric romances);
2) Syncretism and hybrid forms that have been locally assimilated elements from Western
religious traditions (subli, sanghiyang); and 3) locally processed songs based on older
pre-colonial tunes (planting songs, children’s play songs, lullabies, love songs, and
serenades). Much of the Philippine folk music are found in the religious and par liturgical
repertoires of countryside Christian communities, as well as in various forms of
entertainment and rites of passage such as marriage and funeral ceremonies.

12
Further, the third categories of Philippine musical forms are found in urban
communities and centers of population. In the last 100 years, Filipino composers have
written works in the standard Western art music forms (chamber music, symphonic
music, opera, serswela, etc.) and contemporary music styles, as well as the latest popular
music industry- Latin American, jazz, country, rock, folk, rap, etc. In addition, modern
compositions have also been written for such theatrical forms as dance and/or ballet,
drama, musicales, and cinema (Santos, 2005) .
Folk music as a term for musical folklore. The term, which originated in the
nineteenth century, has been defined in several ways: as music transmitted by word of
mouth, as music of the lower classes, and as music with unknown composers. It has been
contrasted with commercial and classical styles. Since the middle of the twentieth
century, the term has also been used to describe a kind of popular music that is based on
traditional music. Fusion genres include folk rock, electric folk, folk metal, and
progressive folk music (Ruehl, 2007).
Throughout most of human prehistory and history, listening to recorded music
was not possible, and the work of economic production was often manual and communal.
Music was made by common people during both their work and leisure. Manual labor
often included singing by the workers, which served several practical purposes. It
reduced the boredom of repetitive tasks; it kept the rhythm during synchronized pushes
and pulls, and it set the pace of many activities such as planting, weeding, reaping,
threshing, weaving, and milling. In leisure time, singing and playing musical instruments
were common forms of entertainment and history-telling—even more common than

13
today, when electrically enabled technologies and widespread literacy make other forms
of entertainment and information-sharing competitive (Ruehl, 2007).
However, despite the assembly of an enormous body of work over some two
centuries, there is still no certain definition of what folk music (or folklore, or the folk) is.
Folk music may tend to have certain characteristics but it cannot clearly be differentiated
in purely musical terms. One meaning often given is that of "old songs, with no known
composers” another is that of music that has been submitted to an evolutionary "process
of oral transmission....the fashioning and re-fashioning of the music by the community
that gives it its folk character." Such definitions depend upon "(cultural) processes rather
than abstract musical types...", upon "continuity and oral transmission...seen as
characterizing one side of a cultural dichotomy, the other side of which is found not only
in the lower layers of feudal, capitalist and some oriental societies but also in 'primitive'
societies and in parts of 'popular cultures' (Middleton, 2002).
There was a sense of the music of the country as distinct from that of the town.
Folk music was already "seen as the authentic expression of a way of life now past or
about to disappear (or in some cases, to be preserved or somehow revived)," particularly
in "a community uninfluenced by art music" and by commercial and printed song
(Scholes, et.al., 1990). Middleton (2002) rejected this in favor of a simple distinction of
economic class yet for him too folk music was, in Seeger's (1958) cited that, "associated
with a lower class in societies which are culturally and socially stratified, that is, which
have developed an elite, and possibly also a popular, musical culture." In these terms folk
music may be seen as part of a "schema comprising four musical types: 'primitive' or
'tribal'; 'elite' or 'art'; 'folk'; and 'popular'."

14
Revivalists' opinions differed over the origins of folk music: it was said by some
to be art music changed and probably debased by oral transmission, by others to reflect
the character of the race that produced it. Traditionally, the cultural transmission of folk
music is through playing by ear, although notation may also be used. The competition of
individual and collective theories of composition set different demarcations and relations
of folk music with the music of tribal societies on the one hand and of "art" and "court"
music on the other. The traditional cultures that did not rely upon written music or had
less social stratification could not be readily categorized. In the proliferation of popular
music genres, some music became categorized as "aorld music" and "roots music"
(Ruehl, 2007).
On the other side, the Philippine National Anthem from the original Spanish
poem, in English translation and in the official Tagalog / Filipino version currently sung
in schools. Other patriotic songs popular during important political movements and
events are: Mambo, Mambo Magsaysay - Mabuhay!, Ako'y Isang Pinoy, NOYPI by
Bamboo, Ako ay Pilipino, Bayan Ko, Lupang Hinirang, Ako'y Pilipino, Pilipinong
Ganap, Ako'y Isang Pilipino, Bayan Ko, Sa Sariling Bayan, Diwa Ng Bansa, Pilipinas
Inang Bayan, Mutya Ng Silanganan, Ang Bayan Ko't Aking Lahi, Pilipinas Kong Mahal,
Perlas Ng Silangan, Pandanggo Pilipino, Sampaguita. Moreover, in 1986, Original
Pilipino Music (OPM), was defined as "any musical composition created by a Filipino,
whether the lyrics be in Pilipino, English or in any other language or dialect") by
requiring hourly broadcasts of OPM songs on all radio programs having musical formats
in order to conserve, promote and popularize the nation's historical and cultural heritage
15
and resources, as well as artistic creations, and to give patronage to arts and letters
(Maceda, 2007).
Related Studies
Pop music penetrates our lives and the lives of our students. When the opportunity
to interact with pop music is given in the school environment, it is found that students
display a previously unknown sophisticated musical comprehension (Davis & Blair,
2011). When pop music and the surrounding aura are described as a very effective tool
for youths to express feelings and thoughts independent of family, pop music is placed in
a different category (Sakar, 2009). Pop music may harbor possible damaging elements for
children with their vulgar contents or by promoting vandalism due to commercial
concerns.
Listeners with high trait empathy were more likely to display an implicit
preference for the ethnic group to whose music they were exposed. Music has particular
attributes that may foster affective and motor resonance in listeners (Clarke, 2011).
Moreover, the study of Wai and Wing (2008) explored the dynamics and complexity of
the relationships between the state, globalisation and nationalism in Hong Kong that are
re-shaping music education in response to contemporary socio-political changes. It argues
that Hong Kong school music education has made a gradual cultural shift toward
globalism and nationalism, and away from the Westernism that has dominated Hong
Kong music education since before the change of sovereignty on 1 July 1997. The article
concludes with a discussion of how music education might juggle two pairs of
relationships in the curriculum: between global and national cultures; and between the
16
education of cultural values and nationalism in Chinese music. There is pressure to
rethink teacher education in terms of the need to be aware of the socio-political
environment in which it operates, and within which it makes music education socially
relevant.
Additionally, Siebenaler (2008) examined students' attitudes toward singing and
choir participation related to gender, age, and ethnic background. Results indicated few
significant differences between boys and girls in their attitudes toward singing, but less
positive attitudes for singing from the Hispanic participants, particularly the males.
African American participants did not differ by gender and were more positive toward
singing and all types of song recordings. The decline of positive attitudes toward school
music was found primarily with the fifth graders.
The literatures and studies cited have significant bearing on the topics focused on
this study. These materials facilitate the researcher in understanding the concepts and in
undertaking the methods and processes intended for the effective analysis and
interpretation of the data collected in this study.

Chapter 3
RESEARCH METHODOLOGY
This chapter presents the research design, setting, respondents, instruments and its
validation, data gathering procedure and statistical treatment.
Research Design
The descriptive method of research was used. Descriptive research is used to
describe characteristics of a population or phenomenon being studied (Borg, 1993). The
descriptive method is deemed appropriate in describing the intermediate pupils’ attitudes
toward classified Filipino songs and their concepts of socio-cultural nationalism.
Research Setting
The study was conducted among public elementary schools in the District of
Sultan Naga Dimaporo, Division of Lanao del Norte. Sultan Naga Dimaporo
(Karomatan) is a fourth class municipality in the Province of Lanao del Norte. According
to the 2007 census, it has a population of 46,004 people. Sultan Naga Dimaporo is
located at the south western part of the province of Lanao del Norte. It is bounded on the
northwest by the Municipality of Picong in Lanao del Sur, and on the west by the
municipalities of Tukuran and Aurora, both in Zamoanga del Sur. Farther south of the
municipal water is the tip of Ilana Bay which reaches the Celebes Sea lane.
Sultan Naga Dimaporo is politically subdivided into 37 barangays. The economy
of Sultan Naga Dimaporo is largely dependent on agriculture and fishery. Its major
agricultural produce comes from traditional crops like rice, corn and coconut. Its rich
18
marine resource makes up the bulk of its populace’s source of income. Secondary
economic activities in the municipality are very limited. Processing activities primarily
involves rice and corn milling. Commerce and trade activities are relatively small scale.
Retailing is the most common business activity involving small grocery shops.
The area has a vast potential for coastal tourism but remains to be fully and
sustainably harnessed. Its beaches are of superior quality relative to known beach resorts
because of its pristine coastal waters. The financing services of the municipality are being
served by a single bank, the Rural Bank of Karomatan which is located in Bauyan.
Community services are likewise very limited, both in terms of category and
number. Business establishments are mostly small grocery stores and sari-sari stores. A
few caters to personal needs such as barber shops.
Respondents of the Study
The respondents of the study were Grade VI pupils in the public elementary
schools in the District of Sultan Naga Dimaporo, Division of Lanao del Norte. The
respondents were selected randomly from the population.

19
Below is the list of the schools and their corresponding number of respondents:
Schools Number of Pupils

Pandanan Elementary School 49
MPM Elementary School 32
Calube Elementary School 21
Bansarvil II Elementary School 35
Dableston Elementary School 40
Pikalawag Elementary School 40
Mamagum Elementary School 20
Maguindanao Elementary School 20
Ramain Elementary School 11
Total 268
Research Instruments
The researcher-constructed questionnaires served as the data-gathering
instruments. The questionnaire has three parts. Part I identified the profile of the pupils,;
Part II determined the pupils’ attitudes toward classified Filipino songs, and Part III
determined the pupils’ concepts of socio-cultural nationalism.
The attitudes of the pupils toward classified Filipino songs and their concepts of
socio-cultural nationalism were analyzed and interpreted using the following scale:
Responses Continuum Interpretation
5 – Strongly Agree (SA) 4.51 – 5.00 Very Good (VG)
4 – Agree (A) 3.51 – 4.50 Good (G)
3 – Fairly Agree (FA) 2.51 – 3.50 Fair (F)
2 – Disagree (D) 1.51 – 2.50 Poor (P)

20
1 – Strongly Disagree (SD) 1.00 – 1.50 Very Poor (VP)
Validation of Research Instrument
The researcher-made questionnaire was tried out to 30 Grade VI pupils in the
district. They were requested to give comments and criticisms as regards its construction.
They were made to check items in the questionnaire which seemed confusing and
misleading. The main purpose of doing this was to polish the questionnaire so it would
become clear and unambiguous to the respondents. Items which seemed vague and
ambiguous were improved and modified. The aim of this was to ascertain the validity of
data-gathering tool. The reproduction of the final draft of the questionnaire was made
after it was presented to the adviser and panel members for corrections and suggestions.
Data-Gathering Procedure
Before doing the actual survey, permits were obtained from principals. The
researcher sought permission from the Dean of the Graduate School that she be allowed
to conduct her study. The researcher asked assistance from the school heads in the
distribution and retrieval of the questionnaires. Tallying, tabulation and computations of
the descriptive and inferential statistics were done using SPSS or minitab.
Statistical Treatment of Data
The following statistical tools were employed in analyzing the data gathered.
Percentage was utilized in determining the degree of proportion of the variables.

21
Average weighted values and standard deviation were computed in describing the
levels of the pupils’ attitudes toward classified Filipino songs and the concepts of socio-
cultural nationalism.
The chi-square was used in testing the hypothesis of significant difference in the
level of attitudes of the pupils toward classified Filipino songs when grouped according
to profile; and significant difference in the concepts of nationalism of the pupils when
grouped according to profile.
The Pearson Product-Moment Correlation Coefficient was used in establishing
the significant relationship between the attitudes of the pupils toward classified Filipino
songs and their concepts of nationalism.

Chapter 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents, analyzes and interprets the data which are arranged
according to the following sequence:
Profile of the Pupils

Level of Attitudes of the Pupils toward Classified Filipino Songs in terms of Folk,
Patriotic, Love, Spiritual and Novelty Songs
Level of the Pupils’ Concepts of Socio-Cultural Concepts of Nationalism in Terms
of Colonial Mentality; Education, Culture and Literature and Arts; Press and Mass
Media; and Sports, Social and Human Development
Significant Difference in the Level of Attitudes of the Pupils toward Classified
Filipino Songs When Grouped According to Profile
Significant Difference in the Pupils’ Concepts of Socio-Cultural Nationalism
When Grouped According to Profile
Significant Relationship between the Pupils’ Attitudes toward Classified Filipino
Songs and Concepts of Socio-Cultural Nationalism
Profile of the Pupils
The profile of the pupils included their age, sex and religion. This information is
revealed in Table 1. It is disclosed that among the 268 pupils enrolled in the Grade VI
curriculum of the respondent schools, 148 which represents 55.22 percent belonged to
age bracket of 11 – 12 years old; while the remaining 120 or 44.78 percent belonged to
ages 13 years old and above. Most of the pupils enrolled in the respondents’ schools were
the usual ages when they entered the first grade of the basic education curriculum. The
parents of these pupils were aware of the importance of sending their children to school
23
and to attend formal education at the right age. In line with the sex as another aspect of
the profile of the pupils, it can be noted that most of them were females. The female
represents 174 or 64.93 percent; and the rest of 94 or 35.07 percent were males. This
distribution is usually the picture of the representations of the girls and boys attendance to
formal education. Perhaps this is due to the fact that the girls are more influenced by the
mothers at home and it is the mothers who usually push their children to go to school.
The pupils were also categorized according to their religion. Religion oftentimes
shaped up the beliefs, practices and characteristics of people in the society. One of these
characteristics could be the preference of the school children on the kind of music that
they have to love. The study reveals that of the 268 Grade VI pupils, the Roman Catholic
is still predominant religious affiliation of most of the families in the investigated locale.
Table 1
Profile of Pupils
(n = 268)
Profile Frequency Percentage

Age
11 – 12 years old 148 55.22
13 years old and above 120 44.78
Sex
Male 94 35.07
Female 174 64.93
Religion
Roman Catholic 186 69.40

Islam 43 16.04
SDA and others 39 14.56
24
Level of Attitudes of the Pupils toward Classified Filipino Songs
The attitudes of the pupils toward classified Filipino songs were focused on the
folk, patriotic, love, spiritual and novelty songs. These attitudes are presented in Tables 2
to 6.
Folk Songs. Data reveal that the pupils generally had good level of attitudes
toward Filipino songs in terms of folk songs (Table 2). This is shown in the weighted
mean of their responses which is 3.74. This value is described as “good” based on the
scale of interpretation and analysis defined in the methodology of this research.
The pupils noted that folk songs gave them enjoyment. They enjoy and feel relax
on hearing folk songs. Hearing the familiarity of the verses which described the
traditional lifestyle and living conditions of the people, with less complexity in life and as
if one is living a simple life. The pupils related their lives with simplicity and fewer
problems on hearing folk songs. Children enjoy simple activities, less confusion and
when they are not forced to do something. These are songs that seem to move people
away from the reality of the present life. The reality of the present society when there is
much pressure, commotion, and disturbance as well as competing lifestyles.
It is good to note that the pupils have manifested good attitudes toward Filipino
folk songs. Even if these songs relate to the old folks, children of the present times have
tried their best to examine their past as their inspiration to move on for their future. Folk
music is "seen as the authentic expression of a way of life now past or about to disappear
or in some cases, to be preserved or somehow revived, particularly in "a community
uninfluenced by art music" and by commercial and printed song.

25
Table 2
Level of Attitudes of the Pupils toward Classified Filipino Folk Songs
Statements AWV I
I consider folk songs to:
1. entertain children. 3.99 G
2. depict simplicity of living. 3.52 G
3. give happiness and enjoyment. 4.20 G
4. foster pride of the country’s heritage. 3.71 G
5. bind ethnic groups in the country. 3.56 G
6. entertain old people. 3.58 G
7. describe the life in the country. 3.63 G
Weighted Mean 3.74 G
Patriotic Songs. The patriotic songs described the nationalistic tendencies of the
people. It is good to observe that the pupils had good level of attitudes regarding patriotic
songs (Table 3). At an early age, the pupils were reminded of their responsibilities to their
nation. They are awakened by the fact that they have to support and to show sympathy to
their nation and to the Filipinos who died to fight for freedom and independence.
There are two practices which were pointed out by the pupils as they have fair
level of attitudes. These are in relation to considering the patriotic songs as instruments
shaping their political decisions as well as the role of patriotic songs on the unity of the
different ethnic groups in the country. This situation is understandable as the pupils were
not yet in the position of giving out political decisions. At their age, they have not fully
26
grasp the essence of their nationalism as influencing factor in their political activities as
they were not yet in the position of giving their decisions during elections. However,
even if they are still in young age, they understand the full meaning of their being a
Filipino so that they would grow with love of the country and preserve and protect its
constitutions.
Table 3
Level of Attitudes of the Pupils toward Classified Filipino Patriotic Songs
Statements AWV I
I consider patriotic songs to:
1. symbolize love for the country. 4.31 G
2. serve as reminder of the greatness of Filipino heroes.

4.19 G
3. give hope to Filipinos.
3.96 G
4. appeal to the masses.
3.63 G
5. give significant educational values.
3.92 G
6. influence political decisions
3.39 F
7. unite the many ethnic groups in the country
3.30 F
Love Songs. It can be seen that the pupils have good level of attitudes toward love
songs (Table 4). Love songs relate attachment to and affection for somebody or
something. These songs inspire children to love their parents, show compassion to others
27
and desire to care for the old, desire to take care of their pets at home, and the feelings of
behaving and love for learning to school activities and to their teachers.
In this study, the self-perceived attitudes of the pupils toward Filipino love songs
were considered good as manifested by the weighted mean of 3.69. This finding suggest
that the pupils believed that their sense of affection, love and warmth regards for their
parents, their friends, classmates, teachers, and neighbors may be motivated by their
favorable attitudes toward Filipino love songs. Hearing on this type of songs, the pupils,
even if they are still young, would be awaken by the fact that they are only humans with
feelings and longing for socialization, understanding and affection from other people. In
return, they have to reciprocate the attention and favorable gestures of others on them.
These songs cultivated their sense of wanting to extend care for others.
On the other hand, these songs initiate the pupils’ minds on practices of dating,
having a romantic relationship with someone special for them, to be patient and
considerate on the feelings of others as well as relating with the sentiments of their peers.
These are values that help the pupils develop their emotional aspects of being. Pupils
should develop not only the cognitive aspects but also their affective and social skills or
interpersonal skills.
Table 4
28
Level of Attitudes of the Pupils toward Classified Filipino Love Songs
Statements AWV I
I consider love songs to :
1. motivate people to get married. 3.58 G
2. influence attitudes on dating, marriage and courtship.

3.39 F
3. create attachment between family members.
3.84 G
4. bind and strengthen friendship.
3.79 G
5. reflect life’s experiences concerning romantic
relationship.
3.72 G
6. express the feeling of loneliness, being alone and
missing someone.
3.82 G
7. show the composers’ sentiments and emotions.
3.71 G
Spiritual Songs. The attitudes of the pupils on the spiritual songs are viewed in
Table 5. The pupils generated good level of attitudes on the spiritual songs which are
usually played in churches, religious occasions and gatherings and other special
activities.
The pupils revealed good attitudes on spiritual songs because they felt that they
were encouraged to discern their personality, their outlooks in life, their relationship with
God, brothers, sisters, parents and friends. The songs remind them of the essence and
values of life, of having Christian spirit imbued with the values and traits of faithful
laymen. It enables them to examine their heart’s desire, and feel the presence of the Lord
within their heart and within their mind. The songs imbibe the moral values, positive
29
attitudes and keeping upright lives and pupils are able to discern internalize these in their
daily lives. Furthermore, the songs enable the pupils to reflect on the feelings of others
especially those whose sacrifices are beyond comparison, those who are deprived of
economical stability, those who are in pain because of illnesses of all sort, those whose
lives are in solitude because of their immoral practices.
Table 5
Level of Attitudes of the Pupils toward Classified Filipino Spiritual Songs
Statements AWV I
I consider spiritual songs to:
1. fill the feelings of emptiness in the heart. 3.98 G
2. give moral values. 3.95 G
3. provoke the feeling of guilt. 3.52 G
4. give consolation to those who are feeling lonely and

forsaken. 3.78 G
5. prompt an individual to pray more. 3.96 G
6. develop patience, kindness, love of fellowmen and

care for others. 4.00 G
7. give meaning and definition to one’s existence. 3.82 G

Novelty Songs. The attitudes of the pupils on the novelty songs were also
examined and their perceptions are reflected in Table 6. The data suggests that the pupils
had good level of attitudes of the pupils toward novelty songs.
Table 6
30
Level of Attitudes of the Pupils toward Classified Filipino Novelty Songs
Statements AWV I
I consider that novelty songs to:
1. pose a mirror in the reality of the society. 3.85 G
2. need regulation and censorship for worthiness and

value content. 3.69 G
3. promote immorality. 3.71 G
4. give fun and happiness because they are easily

understood. 3.85 G
5. provide bad influence on the children and the youth.

3.16 F
6. incite the hip, young and active to sing.
3.71 G
7. reflect obscenity because of their lewd lyrics.
3.49 F
The good levels of attitudes of the pupils on novelty songs are reflective of their
enjoyment because for them these songs give fun and happiness. These songs project the
life of the countryside, demonstrate either good or bad picture or reality of the society.
These songs awaken the consciousness of the masses because they have seen and
observed the happenings of their immediate community or the society in the larger
perspectives.
Because of the different angles of life reflected in the novelty songs, children on
hearing these songs need some type of regulations and guidance from their parents. If the
children are left unguided by their parents, these novelty songs sometimes could pose a
negative influence on the behaviors and characters of the youth.

31
The summary of the pupils’ attitudes toward the classified Filipino songs are
reflected in Table 7. It is disclosed that the pupils have good level of attitudes toward the
folk, patriotic, love, spiritual and novelty songs.
Table 7
Summary of the Pupils’ Attitudes toward Classified Filipino Songs
Classified Filipino Songs Mean I
Folk 3.74 G
Patriotic 3.90 G
Love 3.69 G
Spiritual 3.86 G
Novelty 3.64 G
Overall Mean 3.77 G
Socio-Cultural Concepts of Nationalism
The following statements describe different socio-cultural concepts of nationalism
in terms of colonial mentality; education, culture and literature and arts; press and mass
media; and sports, social and human development.
Colonial Mentality. It is the thinking that foreign talents and products are always
the good, the better, and the best, and that the local ones are of poor or no quality at all.
The data indicate that the pupils have good level of colonial mentality (Table 8). This is
reflected in the weighted mean of their perceptions which is 3.59. Colonial mentality is a
32
negative trait if Filipinos must adhere and adopt. This should not be the case of Filipinos.
Even if the weighted mean of 3.59 which indicates good level, this means that the pupils
have negative feelings toward colonial mentality. Hence, the responses of the pupils
reveal that they had understanding of colonial mentality and that they are not adherent
into the practices of having colonial mentality.
Preferring an imported talent or product to the local one is not always colonial
mentality. There are reasons why such preference occurs. It is also because of
universality. If a talent or product is good, it will really be admired, patronized, and
imitated. It has no boundaries; it affects humans because it is good. If imported products
are preferred, it’s because of good and better quality. The consumers should not be
blamed, for they are only being wise and wise consumers purchase goods with high
standards of quality. Additionally, it is not true that Filipinos admire and patronize
nothing but foreign talents and products only. Filipinos watch local movies and television
shows, adore movie stars, singers, television personalities, artists, scientists, athletes,
professionals, magnates, leaders, and other talented countrymen.
Table 8
Socio-Cultural Concepts of Nationalism in Terms of Colonial Mentality
Statements AWV I
33
1. Prefer to be an American citizen than a Filipino if

given a chance. 3.28 F
2. Follow the traits of the national hero than the foreign

heroes. 3.77 G
3. Prefer to reside in the Philippines than in abroad. 3.81 G
4. Believe that Filipino beauty is the best. 3.84 G
5. Buy product which are foreign made than made in the

local traders. 3.23 F
Education, Culture, Literature and Arts. The data suggests that the pupils have
good level of concepts of socio-cultural nationalism especially in the aspect of education,
culture, literature and the arts (Table 9). The weighted mean of the pupils’ perception is
3.80 which is interpreted as good.
The pupils have good level of nationalism in the sense that they memorize and
feel by heart the essence of the national anthem, as well as the Panatang Makabayan. The
pupils are able to explain the meanings of the lines composing the national anthem and
can relate the history of the Filipinos and how the national heroes fought against the
foreign people to defend the land and the constitution.
The feeling that the pupils have toward studying by heart the Philippine history is
another way of reflecting their nationalism. Aside from the study of the past events of the
country, the pupils also believe in the Filipino culture and tradition, love the Filipino
language and adhere to the principle that Filipino artists compete with renowned
international artists. Moreover, the pupils manifest pride in the Filipino culture and its
34
people, especially those figures whose traits and virtues were respected and modeled of
the ancient people such as Jose Rizal, Emilio Aguinaldo, and many others.
Table 9
Socio-Cultural Concepts of Nationalism in Terms of Education,

Culture, Literature and Arts
Statements AWV I
1. Study Philippine history than that of the US or

European history. 3.89 G
2. Memorize the national anthem and the Panatang

Makabayan. 4.09 G
3. Believe that Filipino culture is a superior culture. 3.64 G
4. Consider that Filipino language as better than any

foreign language 3.74 G
5. Adhere to the principle that Filipino artists popular

abroad claim that they are Filipinos. 3.67 G
Press and Mass Media. In terms of press and mass media, Table 10 presents the
level of socio-cultural nationalism of the pupils. The pupils have a good level of
nationalism as shown in the weighted mean of 3.83 interpreted as good.
The pupils believed that the Filipino culture must be promoted in the press and
mass media. Tools for communication, not only in the country but as well as in other
nations. The culture, customs and traditions, artists, happenings and events of the country
are communicated and shared with the other people and other countries through press and
35
mass media. The pupils believed that press and mass media should avoid promotion
movies starred and taken from other countries. Films of artists from other countries
should be minimized in the press market. The pupils should inculcate in their minds and
hearts to patronize Filipino-made movies, stories, dialogues, plays, songs and dances.
Table 10
Socio-Cultural Concepts of Nationalism in Terms of Press and Mass Media
Statements WV I
1. Observe that Filipino soap operas are better than

Mexican telenovelas. 3.82 G
2. Claim that Filipino movies are more entertaining than
foreign movies. 3.81 G
3. Appreciate articles and columns promoting the country. 3.73 G
4. Prefer or watch shows that promote identity and national
esteem as Filipinos. 3.89 G
5. Insist that press and mass media must prioritize the
promotion of Filipino culture than foreign culture. 3.91 G
Sports, Social and Human Development. Table 11 shows the socio-cultural
nationalism of the pupils in terms of sports, social and human development. The data
disclosed that the pupils have good level of nationalism. This is manifested in the
weighted mean of 3.67 which means that the pupils have good level of nationalism.
Table 11
Socio-Cultural Concepts of Nationalism in Terms of Sports,

Social and Human Development
36
Statements AWV I
1. Instill national pride and honor to the country’s sports,

human and social development. 3.96 G
2. Believe in the Filipino’s social and cultural talents to

win in international competitions. 3.97 G
3. Believe in the Filipino athletes capabilities to win in

international competitions. 3.96 G
4. Help in facilitating regular athletic and intellectual

competitions in the community. 3.74 G
5. Emphasize the value of sportsmanship during sports

competitions. 3.72 G
The pupils revealed that they have national pride and honor of the Filipino
athletes who played and won not only in the country but as well as in the other countries.
They brought pride and integrity as Filipinos and the pupils shared in that sense of pride
of being Filipinos. The pupils also shared the value of sportsmanship during athletic
competitions. Every year, athletic activities are held and the pupils are encouraged to
participate in any event they are qualified to play. The pupils noted that they learn to
value sportsmanship, teamwork and sense of collaboration with the rest of their
respective group.
Table 12 presents the summary of the pupils’ socio-cultural nationalism. As
reflected the pupils have good concepts of nationalism. It is good to note that even if the
pupils might have been influenced already by the western culture practices and living
styles, they still have these innate love and interests in the preservation of the Filipino
37
through their good virtues and attitudes toward colonial mentality, education, arts and
literature, sports and human development and mass media.
Table 12
Summary of the Pupils’ Socio-Cultural Concepts of Nationalism
Socio-Cultural Concepts of Nationalism Mean I
Colonial Mentality 3.59 G
Education, Culture and Literature and Arts 3.80 G
Press and Mass Media 3.83 G
Sports, Social and Human Development 3.67 G
Overall weighted mean 3.72 G
Significant Difference in the Pupils’ Attitudes

toward Classified Filipino Songs When
Grouped According to Profile
The chi-square tool was used in testing the significant difference in the pupils’
attitudes toward classified Filipino songs when grouped according to profile. The results
of the data analysis are presented in Table 13.
Table 13
Significant Difference in the Pupils’ Attitudes toward Classified

Filipino Songs When Grouped According to Profile
Chi- Degrees
38
Variables Square Critical of Decision

Value value freedom
Folk Songs and:
 Age 4.97 5.99 2 Do not reject Ho.
 Sex 2.424 5.99 2 Do not reject Ho.
 Religion 7.216 12.59 6 Do not reject Ho.
Patriotic Songs and:
Love Songs and:
Spiritual Songs and:
 Religion 22.683 12.59 6 Reject Ho.
Novelty Songs and:
Ho: There is no significant difference in the attitudes of the pupils toward classified
Filipino songs when grouped according to profile.
The data analysis revealed that there is a significant difference in the attitudes of
the pupils toward classified Filipino songs in terms of spiritual songs when grouped
according to religion. This means that the pupils have different values, adherence and
respect on the different spiritual songs with the difference in their religious affiliation.
There are many children who belong to other religious organizations aside from the
Roman Catholic and examining them, they are not very particular about paying respect to
spiritual songs.
However, the pupils did not differ in their attitudes toward classified Filipino
songs such as the folk, patriotic, love, and novelty songs when the pupils were grouped
39
according to their age, sex and religion. This means that being young or old and being a
girl or a boy matters especially when it comes to their preferences on Filipino songs.
Significant Relationship between the Pupils’ Attitudes

toward Classified Filipino Songs and Socio-Cultural
Concepts of Nationalism
The Pearson product moment correlation was determined and the results were
tested for the significance using t-values of r. These tools were employed in order to
address the rejection or non-rejection of the hypothesis on the significant relationship
between the pupils’ attitudes toward classified Filipino songs and their socio-cultural
concepts of nationalism. Table 14 presents the results of the data analysis.
All the computed t-values of r are greater than the critical values which indicate
the rejection of the null hypothesis. This implies that there is a significant relationship
between the attitudes of the pupils toward classified Filipino songs whether folk,
patriotic, love, spiritual and novelty songs and the concepts of socio-cultural nationalism
in terms of colonial mentality; education, culture and literature and arts; press and mass
media; and ports, social and human development.
The findings suggest that the love and favorable attitudes of the pupils toward
cherishing the Filipino songs resulted in their enthusiasm and willingness to preserve the
Filipino culture and tradition, their views about patronizing the Filipinos’ own products
and commodities, literature and even sports. The influx of the influences brought about
by foreigners and their foreign behaviors and attitudes was not very great that alter the
young Filipinos’ nationalistic attitudes.
Table 14
Significant Relationship between the Pupils’ Attitudes toward Classified

40
Filipino Songs and Socio-Cultural Concepts of Nationalism
Variables r value t-value Critical t Decision
Folk Songs and:

 Colonial Mentality .259 4.373 1.645 Reject Ho.
 Education, Culture and Literature
and Arts .322 5.547 1.645 Reject Ho.
 Press and Mass Media .335 5.779 1.645 Reject Ho.
 Sports, Social and Human .305 5.223 1.645 Reject Ho.
Development
Patriotic Songs and:
 Colonial Mentality .357 6,233 1.645 Reject Ho.
Development
Love Songs and:
Development
Spiritual Songs and:
 Sports, Social and Human .487 9.094 .645 Reject Ho.
Development
Novelty Songs and:
Development
Ho: There is no significant relationship between the attitudes of the pupils toward
classified Filipino songs and their concepts of socio-cultural nationalism.
Chapter 5
SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary of the study, findings, conclusions and
recommendations.
Summary
classified Filipino songs and their concepts of socio-economic nationalism.
Specifically, the study discussed the following aspects: 1) profile of the pupils in
terms of age, sex and religion; 2) attitudes of the pupils toward classified Filipino songs
in terms of folk, patriotic, love, spiritual and novelty songs; 3) pupils’ socio-cultural
concepts of nationalism in terms of colonial mentality; education, culture and literature
and arts; press and mass media; and sports, social and human development; 4) significant
difference in the level of attitudes of the pupils toward classified Filipino songs when
grouped according to profile; 5) significant difference in the pupils’ concepts of
nationalism when grouped according to profile; and 6) significant relationship between
the pupils’ attitudes toward classified Filipino songs and concepts of nationalism.
The study was conducted in the public elementary schools in the District of Sultan
Naga Dimaporo, Division of Lanao del Norte, during the School Year 2010-2011. The
descriptive method of research was utilized with the questionnaires employed to elicit the
answers to the problems on the attitudes of the pupils toward classified Filipino songs and
their concepts of socio-cultural nationalism.

42
The gathered data were treated using the frequency, percentage and weighted
mean. The test of hypothesis was done using the chi-square and Pearson Product Moment
Correlation.
Findings
The following are the important findings of the study:
1. The pupils were mostly of ages 11 to 12 years old, female and are Roman
Catholic.
2. The pupils have good attitudes of the Filipino songs in terms of patriotic songs,
love songs, spiritual songs, and novelty songs.
3. The pupils have negative sense about colonial mentality. They manifest non-
adherence to colonial mentality, have good level of concepts of nationalism in terms of
education, culture, literature and arts; press and mass media.
4. There was a significant difference in the attitudes of the pupils toward
classified Filipino songs in terms of spiritual songs when grouped according to religion.
No significant difference was found in the attitudes of the pupils toward classified
Filipino songs in terms of love songs, spiritual songs, and novelty songs when grouped
according to age, sex and religion.
5. There was a significant relationship between the pupils’ attitudes toward
classified Filipino songs and socio-cultural concepts of nationalism.

43
Conclusion
Based on the findings, the pupils have good attitudes toward Filipino songs for
they believe that patriotic songs symbolize their love for the country, toward love songs
because these create attachment between family members, encourage them to be patient,
kind and develop love for fellowmen and care for others. For instance, the pupils loved
the national anthem and embrace the essence of the Filipino culture. Moreover, the pupils
believed that the press and mass media must give priority and patronize the promotion of
Filipino culture. Consequently, the attitudes of the pupils on the Filipino songs are not
different for children of different sex, age and religion. It is only on the attitudes toward
spiritual songs that the pupils differed. Lastly, the attitudes of the pupils on Filipino songs
have an impact on their concepts of nationalism in the perspective of the socio-culture.
Recommendations
This study recommends that:
1. The pupils improve their attitudes toward classified Filipino songs by
recognizing the role of patriotic songs in uniting the different ethnic groups of the
country.
2. The parents guide their children in the choice of songs because there are songs
like the of novelty songs which convey obscenity.
3. The teachers remind their pupils to be careful in choosing songs because of the
influence that the songs can bring into the character formation, values, virtues and
behaviors.
4. The school heads continuously promote favorable attitudes of the pupils
toward Filipino songs and nationalism through their school and off-campus activities.
44
5. Curriculum planners gear toward innovations of science and technology, ans
not to overlook the significance of the preservation and enrichment of nationalistic
attitudes and practices among the grade school pupils.

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Appendix A
PROFILE SURVEY QUESTIONNAIRE
Name (Optional) : ______________________________________________________
School : ______________________________________________________
District : ______________________________________________________
Directions: Put a check mark (√) on the space provided before the options:
Sex:
________Male
_________Female
Age:
________11 – 12 years old
________13 years old and above
Religion:
________Roman Catholic
________Islam
________ SDA
________Others
Appendix B
ATTITUDES TOWARD CLASSIFIED FILIPINO SONGS QUESTIONNAIRE
Directions: Please express your attitudes toward classified Filipino songs by placing a
check mark (√) on the column which best describe your response. Please be
guided by the following response options:
Responses:
5 - Strongly Agree (SA)
4 - Agree (A)
3 - Fairly Agree (FA)
2 - Disagree (D)
1 - Strongly Disagree (SD)
Responses
Statements
5 4 3 2 1
Folk Songs (Bakya Mo Neneng, Leron-Leron Sinta,
A
Dandansoy)
1 Songs are only meant to entertain children.
2 Songs depict simplicity of living.
3 Songs give happiness and enjoyment.
4 Songs are the source of the country’s heritage.
5 Songs bind ethnic groups in the country.
6 Songs entertain old people.
7 Songs describe the life in the country.
Patriotic Songs (Ang Bayan Kong Pilipinas, Lupang
B
Hinirang, Magkaisa)
1 Songs symbolize love for the country.
2 Songs serve as reminder of the greatness of Filipino heroes.
3 Songs give hope to Filipinos.
4 Songs appeal to the masses.
5 Songs give significant educational values.
6 Songs influence political decisions.
7 Songs unite the many ethnic groups in the country
Love Songs (Dahil Sa Iyo, Maalaala Mo Kaya, Hindi Kita
C
Malilimutan, Dahil sa Isang Bulaklak)
1 Songs motivate people to get married.
2 Songs influence attitudes on dating, marriage and
courtship.
3 Songs create attachment between family members.
4 Songs bind and strengthen friendship.
5 Songs reflect life’s experiences concerning romantic
relationship.
6 Songs express the feeling of loneliness, being alone and
missing someone.
7 Songs showed composers’ sentiments and emotions.
Spiritual Songs (Hindi Kita Malilimutan, Ama Namin,
D
Pananagutan)
1 Songs fill the feelings of emptiness in the h heart.
2 Songs give moral values.
3 Songs provoke the feeling of guilt.
4 Songs give consolation to those who are feeling lonely and
forsaken.
5 Songs prompt an individual to pray more.
6 Songs develop patience, kindness, love of fellowmen and
care for others.
7 Songs give meaning and definition to one’s existence.
Novelty Songs (Mas Mahal Mo Pa Ang Dota, High School
E
Life, Kawawa Ka Naman)
1 Songs pose a mirror in the reality of the society.
2 Songs need regulation and censorship for worthiness and
value content.
3 Songs promote immorality.
4 Songs give fun and happiness because they are easily
understood.
5 Songs provide bad influence on the children and the youth.
6 Songs incite the hype, young and active to sing.
7 Songs reflect obscenity because of their lewd lyrics.
Appendix C
SOCIO-CULTURAL CONCEPTS OF NATIONALISM QUESTIONNAIRE
Directions: The following statements describe different socio-cultural concepts of

nationalism in terms of colonial mentality; education, culture and literature
and arts; press and mass media; and sports, social and human development.
Please express your agreement by placing a check mark (√) on the column
which best describe your response. Please be guided by the following
response options:
Responses:
5 - Strongly Agree (SA)
4 - Agree (A)
3 - Fairly Agree (FA)
2 - Disagree (D)
1 - Strongly Disagree (SD)
Responses
Statements
5 4 3 2 1
A Colonial Mentality
1 Prefer to be an American citizen than to be
a Filipino if given a chance.
2 Follow the traits of the national hero than
the foreign heroes.
3 Prefer to reside in the Philippines than
abroad.
4 Believe that Filipino beauty is the best.
5 Buys product which are foreign made than
made in the local traders
B Education, Culture, Literature and Arts
1 Like to study Philippine history than the
US or European history.
2 Memorize the national anthem and the
Panatang Makabayan.
3 Believe that Filipino culture is a superior
culture.
4 Consider that Filipino language as better
than any foreign language.
5 Adhere to the principle that Filipino artists
popular abroad claim that they are Filipino.
C Press and Mass Media
1 Observe that Filipino soap operas are
better than Mexican telenovelas.
2 Claim that Filipino movies are more
entertaining than foreign movies.
3 Appreciate articles and columns promoting
the country.
4 Prefer or watch shows that promote
identity and national esteem as Filipinos.
5 Insist that press and mass media must
prioritize the promotion of Filipino culture
than foreign culture.
D Sports, Social and Human Development
1 Instill national pride and honor to the
country’s sports, human and social
development.
2 Believe in the Filipino’s social and cultural
talents to win in international
competitions.
3 Believe in the Filipino athletes capabilities
to win in international competitions.
4 Help in facilitating regular athletic and
intellectual competitions in the community.
5 Emphasize the value of sportsmanship
during sports competitions.
Thank you very much for the patience and time spent in expressing your views.
Cherrylyn C. Lumayaga
Researcher
CURRICULUM VITAE
Personal Background
Name : CHERRYLYN C. LUMAYAGA
Birth Place : Bansarvil II, Sultan Naga Dimaporo,

Lanao del Norte
Date of Birth : July 7, 1971
Civil Status : Single
Home Address: : Bansarvil II, Sultan Naga Dimaporo,

Lanao del Norte
Educational Attainment
Graduate : Master of Arts in Education

Major in Educational Management
Misamis University
Ozamiz City
March 2011
College : Bachelor of Elementary Education

Central Mindanao Technical Institute
Maranding, Lala, Lanao del Norte
March 2000
College : Bachelor of Arts

Major in Economics
Immaculate Concepcion College
Ozamiz City
March 1993
Secondary : Bansarvil Barangay High School

Bansarvil I, Kapatagan, Lanao del Norte
March 1988
Elementary : Bansarvil Elementary School

Bansarvil II, Karomatan, Lanao del Norte
March 1984
Professional Eligibility : Professional Teacher-Elementary Level
August 30, 2004
Career Service Examination

September 24, 2002
Work Experiences
2007-Present : Teacher 1 – Regular Permanent

Campo Islam Elementary School
Campo Islam, Sultan Naga Dimaporo,
Lanao del Norte
2005-2006 : Teacher 1 – Contractual/Substitute

Pikalawag Elementary School
Sultan Naga Dimaporo, Lanao del Norte
1997-2002 : Office Clerk-Contractual

Municipal Assessors Office
Sultan Naga Dimaporo, Lanao del Norte
Seminars/Conferences/ Trainings
 Division Writeshop for SK/HKS Grade I-VI in Prep. for the NAT 2002
Maranding National High School
August 25-26, 2011
 5-day Live-in Seminar Workshop on Gender & Development

Kapatagan Central Elementary School
May 9-13, 2011
 5-day Teacher Induction Program in English, Science & Mathematics

Xavier University – Cagayan de Oro City
May 31, 2010 – June 4, 2010
 Workshop on WTL and Reading Remediation and Strategies for

Grade I-II & III Elementary English
Baroy Central Elementary School
May 27-28, 2008
 Pansangay na Workshop sa mga Istilo sa Pagtuturo ng Wika sa mga

Istratehiya sa Pagtuturo ng Apat na Kasanayan sa Filipino sa Antas Elementarya
Maranding Central Elementary School
May 19-20-21, 2008
 Re-echo Seminar Workshop on Elementary English

SND Central Elem. School
June 28-29-30, 2007
 Pansangay na Pagsasanay sa mga Istratehiya sa Pagtuturo at Kurikulum ng

Filipino (BEC) sa Antas Elementarya
Maranding Central Elementary School
May 31-June 1-2, 2007

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ATTITUDES TOWARD CLASSIFIED FILIPINO SONGS OF THE GRADE VI

PUPILS AND THEIR CONCEPTS OF SOCIO-CULTURAL NATIONALISM

the Faculty of the Graduate School

of the Requirements for the Degree

Master of Arts in Education

Major in Educational Management

This thesis entitled, “ATTITUDES TOWARD CLASSIFIED FILIPINO

SONGS OF THE GRADE VI PUPILS AND THEIR CONCEPTS OF SOCIO-

CULTURAL NATIONALISM,” prepared and submitted by Cherrylyn C. Lumayaga,

major in Educational Management, has been examined and is recommended for

acceptance and approval for Oral Examination.

ILLUMINADA O. PEGALAN, Ed.D.

Approved by the Thesis Committee on Oral Examination with a grade of Passed.

MILDRED M. GARCIA, EdD

ANTHONY L. AWA, MS HAYDEE D. VILLANUEVA, MAEd

PERLITO D. JOMUAD, EdD

Comprehensive Examination passed on October, 17, 2010.

MILDRED M. GARCIA, EdD

Date: March 2011

health endurance He has given throughout the completion of this book;

helped in the accomplishment of this undertaking;

her dreams possible;

life amidst challenges;

researcher to administer the questionnaires;

of the data gathering;

Keywords: attitude, culture, identity, nationalism, Filipino songs,

LIST OF TABLES. . . . . . . . . . viii

Background of the Study . . . . . . 1

Statement of the Problem . . . . . . 5

Significance of the Study . . . . . . 6

Scope and Limitations of the Study . . . . . 7

2 REVIEW OF RELATED LITERATURES

Respondents of the Study . . . . . . 18

Validation of Research Instruments . . . . . 20

Data Gathering Procedure . . . . . . 20

Statistical Treatment of Data . . . . . . 21

4 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Profile of the Pupils . . . . . . . 22

Level of Attitudes of the Pupils toward

Socio-Cultural Concepts of Nationalism . . . . 32

Significant Difference in the Pupils' Attitudes

Significant Relationship between the Pupils' Attitudes

5 SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

Appendix A - Profile Survey Questionnaire . . . . . 49

Appendix B - Attitudes Toward Classified Filipino Songs Questionnaire . 51

Appendix C - Socio-Cultural Concepts Of Nationalism Questionnaire . 52

2 Level of Attitudes of the Pupils

3 Level of Attitudes of the Pupils

4 Level of Attitudes of the Pupils

5 Level of Attitudes of the Pupils

6 Level of Attitudes of the Pupils

7 Summary of the Pupils’ Attitudes

8 Socio-Cultural Concepts Nationalism

9 Socio-Cultural Concepts Nationalism

10 Socio-Cultural Concepts Nationalism

11 Socio-Cultural Concepts Nationalism

12 Summary of the Pupils’ Socio-cultural Concepts

13 Significant Difference in the Pupils’ Attitudes

14 Significant Relationship between the Pupils’ Attitudes

1 Schematic Diagram of the Study. . . . . . . 4

Background of the Study

songs and novelty songs.

Filipinos throughout the Philippine archipelago.