A glimpse of Pisay history through oral history as an instructional methodology in teaching social science 1

Sub Title:

Author: Cerbo, Carlito Jr. A.

Accession Number: 1481D

Class No: 398.7599

Author No: C334

Copyright Year: 2012


This study aimed at enriching the teaching of Social Science 1 producing relevant instructional materials using oral history as an instructional model. Driven by the desire to transform the teaching of history by becoming more interactive and experiential, oral history is anchored on constructivism providing the epistemological framework in the conduct of the study, locating its theoretical backing in symbolic interactionism and socio-cultural theories of learning, this study conformed to the notion that learning is a product of engagement with one's environment and, in the process, the learner interprets his experiences in view of the meanings attached to it. To catch a glimpse of Pisay history, students identified themes from the narratives drawn from their interviews. In conducting the oral history project, the researcher aimed to look into the process of how the students think o themselves as historians and construct the meaning of history from their experiences. The researcher also looked into the possibility of developing an instructional model based on the methodology of oral history in conducting the said project for the students. As a form of collaborative research, this study was guided by Handa's (2009) collaborative action ethnography and Rouverol's (2003) collaborative oral history design. Acting as primary participants and co-researchers were the entire 90 First Year students of PSHS-WVC for school year 2011-2012. Secondary participants were PSHS-WVC alumni chosen through opportunistic convenience sampling (Loriega, 1994) composed of 45 individuals. Study commenced in June 2011 and concluded in December 2011. This study followed three essential steps common to all oral history projects, namely; pre-interview phase, interview phase, and post-interview phase. Data-gathering instruments included an interview questionnaire, journal writing, focus group discussion, videos, and photographs. Using the narrative inquiry method espoused by Esterberg (2003), both the students and the researcher analyzed the qualitative data drawn from these sources. The findings revealed that Pisay scholars had a life comparable to that of a normal high school student but become distinct only as a result of certain factors inherent in the nature and conditions of their educational setting. In conducting the oral history project, the students not only acquired an adequate understanding of the nature of history but also developed a sense of appreciation in a historian's work. In view of these findings, the researcher concluded that the students of PSHS-WVC had lived a "balanced life" during their high school days. Throughout the oral history project, an instructional model was developed for students to arrive at their understanding of the content and process of history focused on the alumni of PSHS-WVC. By allowing students to become historians, the model facilitated the students' understanding and appreciation of a historian's work and provided a venue for them to learn academic and non-academic skills thus forming new and insightful perspectives towards history.

Keywords: Pisay history, oral history, constructivism, epistemological framework, symbolic interactionism, theories of learning, history-study and teaching


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