Learners’ Perception of Filipino Culture in Modern Society and Their Behavior Manifestation

This study was conducted to find the relationship between the extent of senior high school learners' perception of Filipino culture in modern society and their behavior manifestation. It was carried out inside the educational institutions of the Senior High School of Kibawe National High School-Kibawe East District, Division of Bukidnon, SY 2023-2024. The respondents of the study were all the senior high school learners of the said locale, who were identified using Complete Enumeration. The instrument used was a researcher-made questionnaire. Frequency count and percentage, Mean and standard deviation, T-test of significant difference, and Pearson r Product-Moment Correlation Coefficient were used to treat the data. The following findings were revealed in this study: The majority of the respondents are 16 years old, female, Roman Catholic, Cebuano, those whose birth order is not specific, Fathers’ educational attainment is College Graduate, mothers' educational attainment is College Graduate. There was a very large extent of senior high school learners' perception of Filipino culture in modern society. The senior high school learners' behavior manifestation was Always Observed in terms of language, clothing, beliefs, and social preference. The variables Sex, Religion, Order in the Family, Father's Educational Attainment, and Mother's Educational Attainment show significant differences in the senior high school learners' perception of Filipino culture. The test revealed a significant relationship between the extent of senior high school (SHS) learners' perception of Filipino culture and their behavior manifestation across the various variables. Based on the research findings, the following conclusions are offered: Learners may embrace their distinct demographic characteristics as they explore and engage with Filipino culture. Parents may actively engage in their children’s discussions about Filipino culture and its changing dynamics. Teachers may create a supportive and inclusive learning environment that celebrates and respects diverse expressions of Filipino culture. Parents may create an environment of cultural exploration and understanding within the family. Teachers may create courses that highlight the interplay between these variables and Filipino culture, encouraging pupils to think critically and reflect.