Cultural and Epistemological Profile of Filipino Learners

Marie Paz Escano Morales


The study critically explored the learning characteristics of Filipino physics students. Value Survey Module 2008 (VSM 08) and Epistemological Beliefs Assessment for Physical Science (EBAPS) were used to determine the cultural dimension indices and the epistemological beliefs of the 385 participants grouped according to ethnicity. Percentage contributions of the 3 identified ethnic groups (Tagalog, Bicol and Pangasinan) were determined by taking the ratio of the population of the identified ethnic group and the total population of the 3 ethnic groups. Hofstede’s interpretation and education perspective interpretation of cultural values and beliefs were employed to deduce the significance of the cultural dimension indices of the sample ethnic groups. EBAPS axes interpretation was also deduced per ethnic group to determine the distinct epistemology of the 3 ethnic groups. As learners, ethnic groups per cultural dimension index and per EBAPS axes were compared. To determine the similarities and differences of the learning characteristics of the different learners in cultural perspective, each ethnic group showed unique and distinct cultural dimensions and epistemology. Pangasinan ethnic group was culturally tagged as student-centered, while Bicol and Tagalog group as teacher-centered. All ethnic groups believed that science is composed of bit and pieces of concepts and knowledge. Pangasinan and Bicol groups’ epistemology were interpreted as learners who could move toward a higher order thinking skills (HOTS) lesson compared with the Tagalog group’s epistemology. Correlation of the cultural dimension indices with the epistemological beliefs axes established the learning characteristics unique to each ethnic group of learner.



Cultural inclination; Cultural Dimension; Epistemological Beliefs,;Filipino Profile

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