Students’ Attitudes Toward Nationalism in Relation to Learning History: The Case of Senior High School at Southwestern Mindanao Islamic Institute

Rufaida Jauhari; Fatima Alliah Janani

doi:10.62596/zfjax462

Authors

Rufaida A. Jauhari School of Graduate Studies, Sulu State College, Jolo, Sulu, 4700, Philippines Author
Fatima Alliah H. Janani School of Graduate Studies, Sulu State College, Jolo, Sulu, 4700, Philippines Author

DOI:

https://doi.org/10.62596/zfjax462

Keywords:

Attitude, Nationalism, Relation, History, Senior High

Abstract

This study explored the relationship between Senior High School students’ attitudes toward nationalism and their learning of history at the Southwestern Mindanao Islamic Institute (SMII). The study employed a descriptive-correlational research design and comprised 100 students who were purposively selected during the 2025–2026 school year. It focused on exploring students’ attitudes toward nationalism, particularly in relation to their national pride, their sense of connection with other Filipinos, and their feeling of belonging to the nation. The study also investigated whether significant differences existed in students’ attitudes toward nationalism and history learning when with participants further categorized according to gender, year level, and academic strand, parents’ highest level of educational attainment, and average monthly family income. In addition, the study determined the relationship among the different dimensions of nationalism. The findings showed that most respondents were female, with an equal distribution of Grade 11 and Grade 12 students. Students were also almost equally represented across the STEM, GAS, and HUMSS strands. Most respondents reported that their parents were high school graduates and that their families had an average monthly income of ₱5,000 and below. Results revealed that students generally displayed positive attitudes toward nationalism. They expressed agreement in terms of feelings of pride in one’s nation, a sense of solidarity with fellow citizens, and a strong identification with national belonging. Statistical analyses further indicated that there were generally no significant differences in students’ attitudes toward nationalism and history learning when grouped according to demographic variables such as gender, year level, academic strand, parents’ level of educational attainment, and family income. Moreover, correlation analysis showed strong positive relationships among national pride, connection with fellow citizens, and a sense of national belonging. Based on these findings, the study recommends that teachers use culturally responsive teaching approaches and meaningful historical discussions to strengthen students’ appreciation of national identity. School administrators are encouraged to implement programs that promote nationalism while respecting and valuing local cultural identities. Curriculum developers may also enhance the integration of Philippine history, cultural heritage, and civic education into instructional materials to help students develop a balanced understanding of both local and national identity. Students are likewise encouraged to participate actively in activities that deepen their awareness of nationalism and historical understanding. Future researchers may further explore other related factors such as civic engagement, cultural identity, and historical consciousness in connection with nationalism and history learning.

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