Local Wisdom in Laro Ng Lahi as Foundation in Game-Based Pedagogy

Abstract

Filipino traditional games (Laro ng Lahi) are reflective of the lifestyle of a locality and form part of significant national heritage. Albeit modern technology seems to challenge the existence of Laro ng Lahi, these traditional games can actually be transformed to adapt the present demands of the cyberspace. Employing the hermeneutic phenomenology and educational research development, the author paired the past investigations with his observations though the use of Hermeneutic Cycle as guide. Data obtained from the online survey accomplished by thirty-one (31) pre-service teachers (Generation Z, selected using the purposive sampling) provided connection between the online documents and the local practices and lived experiences of the respondents. Respondents are still familiar with piko (taplak gunung), agawan kuta (bentengan), and tubigan (gobak sodor) since they played such games before and they were aware of the the Laro ng Lahi benefits. Thus, they preferred to have Laro ng Lahi as activity tools in school subjects, and to convert academic knowledge and skills into learning course lessons. Upon finalizing the mechanics of each of the three Filipino traditional games, and the data provided by the respondents, the researcher conceptualized the game-based pedagogy and developed lessons using the local wisdom as the basis

Boosts and Setbacks of Implementing Indigenous Filipino Games: Perspectives from Curriculum’s Stakeholders

“…Students learn best when they can positively relate to lessons with these games as examples. It corroborates with the studies conducted by previous scholars(Avila, 2021;Barlizo & Osorno, 2022; Morales, 2015; Morales, 2016; Moro & Billote, 2023), who found that students stay motivated during the lesson with indigenous games integrated into the lesson.…”

“…Thematic analysis was used to elicit and draw conclusions from the coded data. In particular, after the researchers determined the different perspectives of stakeholders, particularly the teachers (Agustin, 2020;Barlizo & Osorno, 2022;Booc et al, 2019;Cajetas-Saranza, 2020;Cerda, 2021;Morales, 2015;Mabborang et al, 2022;Moro & Billote, 2023;Mozar, 2020;Prestoza et al, 2020), students (Avila, 2021;Barlizo & Osorno, 2022;Booc et al, 2019;Morales, 2015), government officials (Mozar, 2020), and even others (or the authors themselves) (Almario, 2005;Cagas et al, 2022) and later make the coding, the data was analyzed thematically. Here, it was found that the Philippine traditional games can promote cultural heritage, facilitate convenient learning, and strengthen the foundation values, health, and socialization.…”

“…Most studies concluded that using conventional games was helpful (Avila, 2021;Barlizo & Osorno, 2022;Morales, 2015;Morales, 2016;Moro & Billote, 2023). In contrast, one study (Moro & Billote, 2023) did point out its limitations.…”

Revitalizing Science Education: Harnessing the Power of Traditional Filipino Games in the Classroom

“…It means that traditional Filipino games are useful in increasing students' science achievement. Avila [31] asserts that incorporating "Laro ng Lahi" or traditional games can help students develop knowledge and abilities for a certain course lesson.…”