Paggamit ng Wikang Filipino bilang Daluyan ng Kamalayang Pangkalikasan ng mga Mag-Aaral sa Ika-10 Baitang ng Sulu National High School

Jessie Licawan; Alnadzma Tulawie

doi:10.62596/06369c26

Authors

Jessie F. Licawan School of Graduate Studies, Sulu State College, Jolo, Sulu, 4700, Philippines Author
Alnadzma U. Tulawie School of Graduate Studies, Sulu State College, Jolo, Sulu, 4700, Philippines Author

DOI:

https://doi.org/10.62596/06369c26

Keywords:

Wikang Filipino, kamalayang pangkalikasan, kurikulum, estratehiya sa pagtuturo, pag-unawa ng mag-aaral

Abstract

Sa pananaliksik na ito, sinuri ang paggamit ng Wikang Filipino bilang paraan upang maipahayag ang kamalayang pangkalikasan ng mga estudyante sa Ika-10 Baitang ng Sulu National High School para sa taong akademiko 2025–2026.Itinuro ng pag-aaral ang lawak ng paggamit ng wika sa apat na pangunahing aspeto: ang kurikulum, mga estratehiya sa pagtuturo, mga materyales, at pag-unawa ng mga mag-aaral, pati na rin ang kanilang ugnayan. Gumamit ang mga mananaliksik ng deskriptibong korelasyonal na disenyo ang imbestigasyon, na nag-apply ng kwantitatibong paraan. Sa pamamagitan ng purposive sampling napili ang isang daang (100) mag-aaral bilang mga kalahok. Gumamit din ng isang maayos na estruktura na talatanungan ang pananaliksik na ito upang makalikom ng impormasyon, na isinailalim sa pagsusuri gamit ang mean, standard deviation, at Pearson product-moment correlation. Lumabas sa resulta ng malawak na paggamit ng Wikang Filipino bilang paraan upang itaas ang kamalayang pangkalikasan sa iba't ibang aspeto. Pumayag ang mga kalahok na ang pambansang wika ay makabuluhang nakatutulong sa kanilang pag-unawa at kaalaman tungkol sa mga isyung pangkapaligiran. Gayunpaman, may mga palatandaan na dapat pang pag-ibayuhin ang pagsasalin ng kaalaman ito sa aktwal na pagsusulong at personal na pag-aalaga sa kalikasan. Bukod dito, nahanap na may malakas at mahalagang koneksyon ang kurikulum, mga diskarte sa pagtuturo, mga materyales, at pag-unawa ng estudyante sa isa't isa. Sa pangkalahatan, ipinapakita ng pag-aaral na ang Wikang Filipino ay isang mahalagang instrumento sa pagpapalawak ng kamalayang pangkalikasan. Lubos na nirerekomenda ang patuloy na pag-unlad ng mga diskarte at materyales para sa pagtuturo upang mas mapabuti ang proseso ng pagkatuto at hikayatin ang kabataan na maging responsableng tagapangalaga ng kalikasan.

References

Abueva, J. V. (2017). Pagtuturo at pagkatuto gamit ang wikang Filipino sa kolehiyo at mataas na paaralan. Quezon City: Rex Book Store.

Alcantara, P. R. (2021). Epekto ng paggamit ng wikang Filipino bilang medium of instruction sa pagtuturo ng environmental science sa high school students sa Quezon City. Philippine Journal of Educational Research, 15(3), 45–62.

Alvarez, J. R. (2020). The effect of mother tongue instruction on environmental literacy of secondary students. International Journal of Educational Research, 98, 112–125. https://doi.org/10.1016/j.ijer.2020.101524

Apolonio, C. (2022). Implementation of mother-tongue based multilingual education in the Philippines: Challenges and implications. Erudio Journal of Educational Innovation, 9(1), 23–35. Retrieved from https://erudio.ub.ac.id/index.php/erudio/article/view/398 DOI: https://doi.org/10.18551/erudio.9-1.1

Balboa, M. T. (2020). Relasyon ng parental support at paggamit ng wikang Filipino sa bahay sa academic performance ng mga estudyante sa science subjects. Asia Pacific Journal of Education, 40(2), 121–138.

Bautista, E. G. (2019). Integrating local language in environmental education: A case study in public schools in Luzon. Philippine Journal of Education, 14(2), 45–62.

Biswas, S. (2020). A study on the environmental awareness of secondary school students in relation to gender, locale of study and medium of instruction. International Education and Research Journal (IERJ), 6(3), 45–47. Retrieved from https://ierj.in/journal/index.php/ierj/article/view/1447

Constantino, R. (2018). Edukasyon at kalikasan: Pagsasanay sa environmental literacy. Manila: Anvil Publishing.

Cruz, J. L. (2019). Epekto ng project-based learning gamit ang Filipino sa environmental literacy ng grade 10 students sa Cebu City. Philippine Educational Review, 12(1), 33–51.

Cruz, M. L. (2019). Filipino bilang daluyan ng kaalamang pangkalikasan sa sekundarya. Quezon City: Lorimar Publishing.

De Leon, R. P. (2018). Epekto ng socioeconomic status sa paggamit ng Filipino sa pagtuturo ng environmental topics. Mindanao Journal of Education, 9(2), 77–94.

Dela Cruz, A. R. (2020). Wikang Filipino sa pagtuturo ng agham at kalikasan: Teorya at praktika. Manila: National Book Store.

Dela Cruz, M. R. (2018). Language integration in teaching science and environmental concepts: A mixed-methods approach. Asia Pacific Journal of Education, 38(3), 215–230. https://doi.org/10.1080/02188791.2018.1469876

Erenyea, S. (2021). Parental responsibility and involvement in children’s education: Ensuring academic progress and welfare. Journal of Family and Education Studies, 12(1), 33–50. https://doi.org/10.1080/17540739.2021.1892456

Fernandez, L. M. (2021). Effectiveness of Filipino-based learning materials in teaching environmental science. Philippine Educational Review, 15(1), 77–93.

Fernandez, L. P. (2021). Pagpapalawak ng kamalayang pangkalikasan sa pamamagitan ng wikang Filipino. Quezon City: Ateneo de Manila University Press.

Fernandez, L. P. (2022). Cooperative learning at paggamit ng Filipino sa pagtuturo ng environmental concepts sa senior high school. Journal of Philippine Education Studies, 17(1), 88–105.

Garcia, P. A. (2018). Filipino sa agham at teknolohiya: Isang gabay para sa guro at mag-aaral. Manila: UP Press.

Garcia, P. A. (2018). Teacher competence in using Filipino as a medium of instruction in science and environmental education. Journal of Teacher Education Research, 10(2), 101–118.

Gonzales, R. P. (2017). Parental education and its influence on student environmental awareness. Journal of Philippine Educational Studies, 11(3), 145–162.

Gonzales, T. R. (2019). Papel ng teacher competency sa paggamit ng Filipino sa pagtuturo ng environmental education sa Mindanao. Philippine Journal of Teacher Education, 14(2), 56–74.

Herrera, M. A. (2020). Ugnayan ng frequency ng paggamit ng Filipino sa klase at environmental responsibility ng mga mag-aaral sa Pampanga. Journal of Environmental Education, 11(3), 102–118.

Ibarra, J. F. (2021). Epekto ng storytelling sa Filipino sa pagpapalawak ng environmental knowledge ng senior high school students. Philippine Journal of Learning Innovation, 6(2), 44–63.

Lopez, M. C. (2020). Clear learning objectives in Filipino and its impact on environmental learning outcomes. Philippine Journal of Curriculum Studies, 9(2), 88–105.

Lopez, M. C., & Cruz, J. T. (2022). Family support and use of Filipino at home and school: Enhancing students’ environmental literacy. Philippine Journal of Educational Development, 17(1), 56–74.

Luna, R. C. (2019). Epekto ng multimedia Filipino materials sa environmental learning outcomes ng mga estudyante sa Visayas. Journal of Philippine Educational Technology, 8(1), 55–72.

Manalo, P. J. (2018). Ugnayan ng home language use at environmental awareness ng mga estudyante. Philippine Journal of Applied Linguistics, 7(2), 33–50.

Marcia, M., & Marcelinus, D. (2024). Environmental education as a tool for sustainable development: A review of approaches and challenges. Cebong: Jurnal Ilmiah Pendidikan dan Pembelajaran, 9(2), 112–121. Retrieved from https://plus62.isha.or.id/index.php/cebong/article/view/418

Martinez, A. L. (2021). Parental education and socioeconomic status as predictors of student environmental awareness. Asian Journal of Educational Research, 9(4), 221–239.

Navarrete, R. (2023). Medium of instruction and its impact on student learning outcomes in secondary education. International Education and Research Journal (IERJ), 9(4), 76–80. Retrieved from https://ierj.in/journal/index.php/ierj/article/view/1762

Navarro, K. A. (2022). Epekto ng Filipino-based discussion at debate sa environmental topics sa high school students. Philippine Journal of Educational Research, 16(1), 77–95.

Ortega, L. M. (2019). Epekto ng interactive Filipino worksheets sa environmental knowledge ng grade 10 students sa Zambales. Philippine Review of Learning, 10(2), 61–79.

Perez, S. T. (2020). Papel ng Filipino sa collaborative environmental research projects ng high school students sa Batangas. Philippine Journal of Research and Education, 14(3), 88–105.

Quezada, E. P., Balorio, E. B., Hapay, J. P., & Verdida, A. C. (2024). Teachers lived experiences in teaching environmental literacy amidst language bridging: A phenomenological study. Asian Journal of Education and Social Studies, 46(3), 155–165. Retrieved from https://journalajess.com/index.php/AJESS/article/view/1529

Quintana, R. P. (2021). Epekto ng Filipino storytelling at visual aids sa environmental awareness ng senior high school students. Philippine Educational Management Journal, 11(2), 45–64.

Ramos, T. F. (2020). Demographic characteristics and environmental awareness among high school students. Philippine Educational Management Journal, 12(1), 33–50.

Reyes, A. C. (2020). Limitations of teaching materials in Filipino for science and environmental education in secondary schools. Journal of Philippine Teacher Education, 15(1), 77–99.

Santos, K. L. (2019). Environmental education at Filipino: Integrasyon ng wika at kaalaman sa kalikasan. Quezon City: Rex Book Store.

Santos, L. F. (2019). Student engagement in environmental projects and activities: Effects on environmental literacy. Philippine Journal of Educational Research, 14(3), 112–128.

Tan, R. P. (2019). Collaborative learning using Filipino in environmental education and its effects on student comprehension. Journal of Educational Strategies, 11(2), 55–72.

Villanueva, K. D. (2018). Retention and understanding of environmental science concepts using Filipino as medium of instruction: An experimental study. Philippine Journal of Science Education, 7(3), 201–219.

Villanueva, M. L. (2018). Epekto ng Filipino-guided experiments sa environmental science learning outcomes. Philippine Journal of Science and Education, 9(1), 33–50.