Education

ABSTRACT

Since festivals are manifestations of the value that give the Visayans their beginnings (Funtecha, 1986), this phenomenological study explored the meaning, structure and essence of the experiences of high school dance performers in the Pagdihon Festival in Dingle, Iloilo to locate Local History notions.
Data came from personal interviews, narrative texts of the experience, focused group discussions (FGD) and all locally saved documents.
The study site is a public high school with the highest number of enrolees in the whole municipality of Dingle, Iloilo Province in 2013. The results of this study provided valuable insights on the importance of participation, the factors affecting it and what is learned by the dance performers particularly in the context of local history and culture.
Using Groenewalds Five Steps of Explicitation Process, eight themes emerged as essence of their experiences. The experiences revealed that participation was important because of the expectation of the kins and the community, and their personal interest in dancing. Also, the following were considered as factors for participation; the school encouragement, participation and parent’s decision, friends’ participation, and the trainer’s skills and attitude towards training. Finally, through their yearly participation, participants became culture learners. However, they learned a little of local history as part of the town’s culture since their experience focused more on the aesthetics of dancing.

Keywords: festival, participation, local history notions, phenomenological study

ion / Generalization What you just did while answering the questionnaire and analysing your scores is an exercise in metacognition. You stopped for a moment and thought about how you study and learn. You were reminded of your strengths and weaknesses, then you wrote what it is that you can do to improve your study habits. Hopefully, this will help you to start to learn more effectively. The most important goal of education is to teach students how to learn on their own. The quotation on the side margin stresses this. It is vital that students acquire the skills of how to learn; and that these skills enable them to lean not just while they are in school but for a life time. This entails deeper awareness of how one processes information, the ability to evaluate his own thinking and to think of ways to make his own learning process more effective. All these involve metacognition. What is metacognition? This appears to be such a high-sounding word that some people are confused about even before they actually speed time to find out what is really means. It is not all that complicated. In fact, we do metacognitive activities so often in our daily lives. When you sense that you experiencing some difficulty with a topic you are studying, and you try out different strategies to learn better, you are practicing metacognition. The world maybe long, seems to be so intangible but it is worth focusing on because it can help you to be a more successful learner. When you become a teacher, it can also help your students to learn more efficiently and effectively. The term "metacognition" was coined by John Flavell. According to Flavell (1979-1987), metacognition consist of both metacognitive knowledge and metacognitive experience or regulation. Metacognition simply put, is "thinking about thinking" or "learning how to learn". It refers to higher order thinking which involves active awareness and control over the cognitive process engaged in learning. Metacognitive knowledge refers to acquired knowledge about cognitive process, knowledge that can be used to control cognitive process. Flavell further divides metacognitive knowledge into three categories: knowledge of person variables, task variables and strategy variable. Person Variables. This includes how one views himself as a learner and thinker. Knowledge of person variable refers to knowledge about how human beings learned and process information as well as individual knowledge of one's own learning process. For example, you may be aware that you Study more effectively if you study very early in the morning than late in the evening, and that you work better in a quite library rather than at home where there are a lot of things that make it hard for you to focus and concentrate. Task Variables. Knowledge of task variables includes knowledge about the nature of task as well as the type of processing demands that it will placed upon the individual. It is about knowing what exactly needs to be accomplished, gauging is its difficultly and knowing the kind of efforts it will demand from you. For example, you may be aware that it takes more time for you to read and comprehend a book in educational philosophy than it is for you to read and comprehend a book in educational philosophy than it is for you to read and comprehend a novel. Strategy Variables. Knowledge of strategy variable involves awareness of the strategy you are using to learn a topic and evaluating whether this think of various strategies and try out one to see if it will help you learn better. Terms like meta-attention and meta-memory are related to strategy variable. Meta-attention is the awareness of specific strategies so that you can keep your attention focused on the topic or task at hand. Meta-memory is your awareness of memory strategies that work best for you. These three variables all interact as you learned and apply metacognition. Omrod includes the following in the practice of metacognition.

This research was conducted to determine the disaster risk reduction management capabilities of the State Universities and Colleges and Local Government Units in the Province of Iloilo and formulate a development program based on the result. A total of 160 respondents were involved in this study. In gathering the needed data, a valid and reliable researcher-made instrument in the form of a questionnaire checklist was utilized considering all the variables included in the study. The data gathered were analyzed using the mean, the-Kruskal Wallis and Mann-Whitney set at a .05 alpha level of significance. The findings revealed that the disaster preparedness, disaster response, prevention and mitigation, and rehabilitation and recovery of the four State Universities and Colleges as a whole and classified as an institution was “very satisfactory” while the Local Government Units as a whole and classified as to location was “excellent.”           Significant differences existed in the disa...