Abstract
Physical Education students brought Filipino culture to life by performing Hispanic-influenced Lowland Christian dances, demonstrating the importance of integrating these traditions into educational modules. Such integration not only enriches learning but also helps preserve Filipino cultural heritage. This study employed a developmental research design to evaluate a contextualized module on Hispanic-influenced dances in Lowland Christian communities within the Division of Special Geographic Area. A total of 30 expert evaluators assessed the module using a Likert scale, ensuring a comprehensive evaluation process. Data were collected through structured procedures and analyzed using SPSS, applying frequency distributions, means, standard deviations, and ANOVA to ensure the module’s validity and reliability. The findings revealed that the evaluators' gender composition consisted of 43.33% males and 56.67% females, with a slightly higher proportion of female evaluators. In terms of teaching positions, the distribution was as follows: Teacher I (26.67%), Teacher II (16.67%), Teacher III (40.00%), and School Head (16.67%), indicating a strong presence of more experienced evaluators, particularly Teacher III. Regarding areas of expertise, 40.00% were MAPEH teachers, 26.67% were dance instructors, 16.67% were writers, and 16.67% were senior educators, demonstrating a strong focus on the arts, MAPEH, and dance education. Overall, the Contextualized Module on Hispanic-Influenced Dances for Lowland Christians received high ratings. These results reflected the module’s strong alignment with its learning objectives, its effectiveness in communicating key concepts, and its ability to actively engage students in meaningful learning activities. Further, ANOVA tests revealed no significant differences in the evaluation of the module’s quality based on gender, teaching position, or expertise. The p-values for all dimensions were greater than 0.05, indicating that male and female evaluators, as well as those from different teaching positions and expertise levels, assessed the module similarly. These findings suggest that perceptions of the module’s quality were not influenced by gender, teaching position, or expertise. Meanwhile, future research and module enhancements may further refine educational resources to deepen students’ understanding of Hispanic-influenced dances and their cultural significance across different communities.
