IMPACT OF PHILIPPINE TRADITIONAL GAMES IN THE CONTEXT OF

SCIENCE CURRICULUM
Fernan P. Tupas, Ph. D.
____________________________________________________________________________

Abstract.

This qualitative research focused d to identify the impact of Philippine traditional games
in the context of the science curriculum. Results showed that these games have a great impact
on the science curriculum in K 12 Basic Education Program because many students love to play
the game during free time, then they can relate it to science. Recycling and indigenous materials
used as tools in playing make learners’ protectors of our environment. Muscles, bones, and
joints for movements, sweating and its chemical composition linked to chemistry and physics
ideas and concepts, such as motion, gravitational force, energy, kinetic energy, frictions, and
speed were all embedded in playing the Philippines traditional games. All these science ideas
and concepts embedded in the Philippine traditional games can be used as instructional
materials in teaching and learn science in K 12 Basic Education Program of the Department of
Education, and many of the learners will become interested in learning science.

Key words Traditional, games, science, impact, ideas, concepts and practices
______________________________________________________________________________

1.0 INTRODUCTION commonly called “Larong Lahi” represent

Games are widespread phenomena. the diversity of Filipino culture and

Every one of us played games on one point tradition. These games are fragment of

of our lives. We played traditional games for unique and artistic heritage. But today, these

amusement whenever suitable opportunities games are rarely played due to the

arise (Barboza, 2003). Buanet et al. (2010) advancement of technology. This modern

stated that Filipino games had been a part of age of machinery, seldom you can see

the Filipino pastime. Moreover, Filipino children playing our national games but

children are famous for lively personality instead the popular online, such as Xbox,

despite odd conditions. Also, they aren’t PSP, Ipad and many interesting gadgets

very materialistic. Thus, traditional games or (Aguado, 2011).

 In the implementation K 12 Basic They used these Philippine

Education Program of the Department of traditional games in teaching physics. For

Education, we have already faced problems, instance, using local games in activities in

such as the context is not based on local Mechanics used as collaborative activity

resources, and a majority of the students are allowed students to learn easier and can

complaining about the methods of learning develop their communication skills. Also,

and teaching science. The results of the improved activities of traditional games

achievement tests both local and national in teaching physics give a great potential to

were alarming. Moreover, the National improve and develop students thinking and

Achievement Test (NAT) results were understanding of the subject matter (Del

below DepEd standards. Also, according to Carmen, Diano and Ole, 2015).

Third International Mathematics and According to Carmen Siao, Principal

Science Study-Repeat (TIMSS-R), Filipino of E. De Los Santos School in Paco Manila,

students are still weak in science the movements used in these native games

(Crisostomo, 2000). were initially incorporated in the DepEd

The use of local traditional games curriculum (Aguado, 2011). Also, the use of

could be an answer to this dilemma (Del anatomical movements as biology principles

Carmen et al., 2015). According to Barboza, is manipulated in the process of playing the

(2003), games play a significant role in the local games

learning process of the child. These local (https://devcomcreatives.wordpress.com,

games are still being observed because of 2012).

the educational influence on the physical, This study focused on identifying the

mental, and moral vigor of a child. impact of traditional games in teaching

science curriculum in education. There were Program.

few studies that centered on traditional 4.0 Results and Discussion

games to communicate science. Thus, The outcome of the collected

researchers were inspired to make this study. documents revealed that science ideas,

2.0 Theoretical Framework concepts and practices were found

The study anchored on situated embedded in playing Philippine traditional

learning theory. Situated learning theory is games. Furthermore, the science curriculum

about knowledge embedded in the activity, guide of the K 12 Basic Education Program

context and culture (Brown et al., 1998). of the Department of Education (DepEd)

Furthermore, this theory has a notion that showed that local games could use as

contextual learning and skills are used in instructional materials in teaching science.

real life. That there is knowledge in the The study of Groff, et al. (2010), proved

environment, which can acquire new ideas that using games in teaching present a

and their behaviors, will be applied (Lave, brilliant opportunities for learners to engage

1988). in activities that can help enrich knowledge

3. 0 Research Design and Methods that may produce a broad range of

This study is a qualitative research that educational benefits.

aims to gather an in-depth understanding of Theme Dig the Earth

science ideas, concepts and practices in The result showed that Earth Science

Philippine traditional games. The method ideas, concepts and practices were

utilized was conversation analysis with incorporated in playing our traditional

grade 3 and 9 students in the new games. The methods used by playing the

curriculum, the K 12 Basic Education games reflect the ingenuity and creativity of
the Filipino by using recycled and precautions are found in Grade 4 the topic

indigenous materials like sticks, stones, and “The Sun” in fourth quarter.

slippers to produce friendly competition According to the informants, they

among peers. See Figure 1. have learned to value the importance of

protecting our environment through the use

of recycled and indigenous materials. They

become resourceful and innovative by

discovering new things as tools in playing

local games during free time.

Theme Dissecting Biology

Figure 1. Materials used in
some of the traditional games The results revealed that almost all
commonly played by the learners.
Philippine traditional games required bodily

This topic in Earth and Space in movements. According to Star et al. (2012),

Grade 7 – “The Philippine Environment” the movement is produced through the

that deals with protection and conservation contraction and relaxation of specific

of natural resources and Grade 8 – muscles. The used of bones, muscles and

“Interaction,” Impact of human activities in joints for movement, and energy to sustain

an ecosystem. the energetic action are all biology ideas.

Also, some of the traditional games Bones are the tough framework for stability

are played outdoors such as, playgrounds, and act as levers to facilitate movement.

and parks. The harmful effects of Muscles provide the force required for

overexposure to the sun and safety movement by moving one bone about

another. A ligament holds bones together.

Muscles and bones are connected to muscles help them identify all these parts

tendons. Then, motor neurons provide the effortlessly and successfully. Metabolism

stimulus for muscle movement and was also employed because it increases to

coordinates sets of antagonistic muscles. allow our body to cope with the increased

Specifically, agility is one of the demands and stress.

vital components in these traditional games. These biological ideas and concepts

Agility has biology concept because it is the were found in Grade 3 – Living Things and

capability to change the direction of the Their Environment. These are to

body in an efficient and effective manner. demonstrate the understanding that living

For the players to achieve this, they are things breathe, eat, grow, move, reproduce,

required a combination of stability, velocity, and react to light, touch, and temperature,

force, and synchronization. Balance is and the outer parts of the body, their

focused on eyes, ears and proprioceptive functions, and beneficial practices to take

organs in the joints. Speed refers to the care of the human body. In Grade 4, the

ability to move all or part of the body content standards is to exhibit the

quickly. Also, strength is about a muscle or understanding that the brain, heart, lungs,

muscle group to overcome resistance. For liver, stomach kidney, bones, and muscle as

instance, in playing kick, there is major internal organs that keep the rest of

coordination because you are using our legs the body working properly. Moreover, in

or knees and eye to catch or kick the object. Grade 6, the topics are Musculoskeletal,

Furthermore, all the informants Nervous System. The performance standards

stated that integration of that sensory input, are to explain how the nervous system

and motor output to the eye and body controls and coordinates the different organ
systems so that they work together and to oxygen they breathed, thus, producing

trace the path of the message from the sense carbon dioxide and water. The players are

organs to the brain, then to muscles and sweating in playing the conventional games,

bones, resulting in action. The players are and linked to Chemical Reaction found in

exerting efforts that required oxygen. This Grade 10. The content standard is to

can be related to Respiratory and Circulatory demonstrate the understanding of chemical

Systems that are found in Grade 9. The reactions associated with biological

content standard is to demonstrate the processes affecting life.

understanding of how the different parts and Theme Moving Physics

functions of the circulatory and respiratory The results showed that physics ideas

systems and how they work with the and concepts, such as motion, gravitational

oxygen-rich blood and nutrients to the force, energy, kinetic energy, frictions, and

various parts of the body. speed were all inserted in playing the

According to the informants from Philippines traditional games. See Figure

elementary levels, we learned all the body 2.For instance, the empty can stay at rest but

parts because we used them in playing the when slipper hit the object motion occurred.

traditional games.

Theme Mixing Chemistry

Philippine traditional games are

active games; thus, our body temperature

rises. Respiration process takes place

whenever children are playing local games.

The food they have eaten reacted with the Figure 2. The informants played
“chasing over me”, physics ideas found
is about motion.
But since movement is significantly visible movements that explicitly employed

in doing the different games, hence, translational; this is energy due to the

mechanics is the key point or concepts that motion from one location to another

identified related to physics. (http://www.physicsclassroom.com, 2016).

One informant stated; This movement can be related to kinetic

“I was able to understand basic energy.

Physics concepts through the integration of Based on Weisstein (2007), friction is

local games in our class.” a force which causes the motion to reduce or

Games that utilized gravitational force increase if you push between two surfaces.

includes “tumbang preso”, the slipper once Friction happens because most surfaces are

you’ll throw it will pull downward. not perfectly smooth. When two surfaces are

According to Coffey (2010), this law states trying to move past each other, these little

that every massive particle in the universe bumps collide and slow the motion of the

attracts every other particle with a force surfaces down causing what we call friction.

which is directly proportional to the product In Grade 3, “Moving Objects” with

of their masses and inversely proportional to content standards of demonstrates the

the square of the distance between them. understanding of the position of people and

Another informant revealed; objects as well as the factor that may cause a

“We have limited resources in change in their position. Also, Grade 4 –

learning Physics in our class, but with the “Effect of Force on Objects” focused on

innovation of our teacher we have learned what force can do in third quarter with the

Motions, Force, and Mechanics.” content standard of demonstrates the

Most of the games required understanding of the effects of force on the

movements, size, and shape of an object. In their spear time with friends, peers, and

Grade 5 - “Motion”, the content standard is classmates.

to demonstrate skills in measuring, Integrating traditional games in

recording and analyzing distance and time. science instruction can be a new form of

For instance in junior high school, learning science. These games allow

“Constant and Uniformly Accelerated students to learn science outside the four

Motions” with a displacement, speed or corners of the old-style setting. Expose

velocity, and acceleration as major topics in learners from conventional to new

Grade 7,and Laws of Motion, Law of experience can increase interest and

Inertia, Law of Acceleration and Law of engagement in science (Kisiel, 2005;

Interaction in Grade 8 were all found in BonderupDohn, 2011). According to

playing the local games. And in grade 9, Robelen (2011), beyond the classrooms;

Motion in Two Dimensions, like Projectile there are vague chances for science learning.

Motion (Impulse, Momentum and Impulse There is evidence showing that people of all

and Conservation of Linear Momentum) are ages learn science in various activities and a

areas that local games can be incorporated. wide range of setting.

4. Conclusion Hence, the finding of the study

To make science curriculum learning revealed that situated learning theory

and teaching fun and enjoyable, educators supports that indigenous games had a

must be creative and innovative. The use of significant impact in science for K 12

the local game in the context of science has curriculum. The integration of local games

a meaningful impact on learning because in science enables students to acquire and

children love to play this tradition during develop love for learning of the subject.
 Aside from that, the two way flow of participatory capabilities that informal

learning and culture can promote learning environments efficiently promote

sustainability and preservation of indigenous (Robelen, 2011).

knowledge (Morales, 2014).

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