liceo journal of higher education research

Editorial Board

Editor in ChiefTeresita T. Tumapon, Ph.D.

Guest EditorsVeneracion G. Cabana, Ph.D.

University of Chicago, USABenito C. Tan, Ph.D.

Singapore Botanic GardensVictor B. Amoroso, Ph.D.

Central Mindanao UniversityImelda G. Pagtolun-an, Ph.D.

Xavier University - Ateneo de Cagayan

Managing EditorGenaro V. Japos, Ph.D.

Finance ManagerJose Maria Z. Valdehuesa, MBA

Technical StaffSalvador C. dela Pea III, M.A. - Copy Editor

Idenmae M. Palomo - Layout and DesignJun Brian P. Tubongbanua - WebmasterIrish Jane P. Balios - Peer Review System

Bernard A. Gutierrez - Plagiarism DetectionJony V. Berjes, MM - Cover Design

Aims and Scope

The Liceo Journal of Higher Education Research aims to publish new discoveries from the social science, business and public policy, science and technology which provide practical and cutting edge solutions to problems and issues confronting higher education. The Liceo Journal is multidisciplinary and international in character as evidenced by an editorial board whose members are sourced from the Philippines and abroad. Contributions have come from many universities and independent research agencies. Articles have tackled the problems and issues of teachers, students, planners, administrators and other stakeholders.

A precondition for publication of a research article is the transfer of copyright from the authors to the Liceo Journal of Higher Education Research.

iii

VOLUME 6 NO. 1 2009

2009

Liceo de Cagayan Universityand Cagayan de Oro City, Philippines

Accredited Research Journal 2009-2012by the Commission on Higher Education

Republic of the PhilippinesCategory B, CMO 09 Series of 2010

iv

Liceo Journal of Higher Education Research

v

EDITORIAL POLICY

The Liceo Journal of Higher Education Research is open to the global community of scholars who wish to have their researches published in a peer-reviewed journal. Contributors can access the Website: www.liceojournal.com. The Editorial Board invites guest editors and peer reviewers from the Philippines and abroad for every issue of the journal.

As stipulated in the Research Manual (2009) of the Liceo de Cagayan University, the Liceo Journal of Higher Education Research is viewed as a premier journal that publishes peer-reviewed higher education researches. Publishable research articles embrace any research methodology as long as the articles meet the publication standards of the journal. The journal primarily has, as its audience, scientists, academicians, graduate students, and other individuals interested in pushing the frontiers of higher education research.

The primary criterion for publication in the Liceo Journal of Higher Education Research is the significance of the contribution an article makes to the body of knowledge. The content areas of interest include the various disciplines of knowledge in higher education.

The efficiency and effectiveness of the editorial review process are critically dependent upon the actions of both the research authors and the reviewers. An author accepts the responsibility of preparing the research paper for evaluation by independent reviewers. The responsibility includes subjecting the manuscript to evaluation by peers and revising it prior to submission. The review process is not to be used as a means of obtaining feedback at early stages of developing the research paper.

Reviewers and editors are responsible for providing constructive and prompt evaluation of submitted research papers based on the significance of their contribution and on the rigors of analysis and presentation.

vi


The Peer Review System

Definition. Peer review (also known as refereeing) is the process of subjecting an authors scholarly work, research or ideas to the scrutiny of others who are experts in the same field. Peer review requires a community of experts in a given (and often narrowly defined) field, who are qualified and able to perform impartial review. Peer review refers to the work done during the screening of submitted manuscripts and funding applications. This normative process encourages authors to meet the accepted standards of their discipline and prevents the dissemination of unwarranted claims, unacceptable interpretations and personal views. Peer review increases the probability that weaknesses will be identified, and, with advice and encouragement, fixed. For both grant-funding and publication in a scholarly journal, it is also normally a requirement that the subject is both novel and substantial.

Type. The double-blind review process is adopted for the journal. The reviewer and the author do not know each others identity.

Recruiting Referees. The task of picking reviewers is the responsibility of the editor. When a manuscript arrives, an editor solicits reviews from scholars or other experts to referee the manuscript. In some cases, the authors may suggest the referees names subject to the Editorial Boards approval. The referees must have an excellent track record as researchers in the field as evidenced by researches published in refereed journals, research-related awards, and an experience in peer review. Referees are not selected from among the authors close colleagues, students, or friends. Referees are to inform the editor of any conflict of interests that may arise. The Editorial Board often invites research author to name people whom they considered qualified to referee their work. The authors input in selecting referees is solicited because academic writing typically is very specialized. The identities of the referees selected by the Editorial Board are kept unknown to research authors. However, the reviewers identity can be disclosed under some special circumstances.

vii

Peer Review Process. The Editorial Board sends advance copies of an authors work to experts in the field (known as referees or reviewers) through e-mail or a Web-based manuscript processing system. There are two or three referees for a given article. Two are experts of the topic of research and one is an expert in research and statistics who shall review the technical components of the research. These referees return to the board the evaluation of the work that indicates the observed weaknesses or problems along with suggestions for improvement. The board then evaluates the referees comments and notes opinion of the manuscript before passing the decision with the referees comments back to the author(s).

Criteria for Acceptance and Rejection. A manuscript is accepted when it is (1) endorsed for publication by 2 or 3 referees and (2) the instructions of the reviews are substantially complied, otherwise the manuscript is rejected. Acceptance or rejection finally rests on the decision of the Editorial Board. The referees evaluations include an explicit recommendation of what to do with the manuscript, often chosen from options provided by the journal. Most recommendations are along the following lines:

to unconditionally accept the manuscript, to accept it in the event that its authors improve it based on

referees recommendation, to reject it, but encourage revision and invite resubmission, to reject it outright

During this process, the role of the referees is advisory, and the editor is typically under no formal obligation to accept the opinions of the referees. Furthermore, the referees do not act as a group, do not communicate with each other, and typically are not aware of each others identities or evaluations. There is usually no requirement that the referees achieve consensus.

In situations where the referees disagree substantially about the quality of a work, there are a number of strategies for reaching a

viii


decision. When the editor receives very positive and very negative reviews for the same manuscript, the board will solicit one or more additional reviews as a tie-breaker. In the case of ties, the board may invite authors to reply to a referees criticisms and permit a compelling rebuttal to break the tie. If the editor does not feel confident to weigh the persuasiveness of a rebuttal, the board may solicit a response from the referee who made the original criticism. In rare instances, the board will convey communications back and forth between an author and a referee, in effect allowing them to debate a point. Even in such case, however, the board does not allow referees to confer with each other, and the goal of the process is explicitly not to reach consensus or to convince anyone to change his/her opinions.

Plagiarism Detection. Contributors are advised to use a software for plagiarism detection to increase the manuscripts chances of acceptance. The editorial office uses a licensed software to screen research articles of plagiarism.

Appropriateness of Citation Format. Since the Liceo Journal is multidisciplinary, contributors are advised to use the citation format prescribed by their respective disciplines such as the Council of Science Editors (CSE) for Science, American Psychological Association (APA) for social science, Modern Language Association (MLA) for language, Turabian for philosophy, history and literature, among others.

Word Count, Spelling and Grammar Checks. Contributors are encouraged to perform word count for abstract (200) and full text (5000). Spelling and grammar checks should be performed prior to submission.

Journal Impact Factor and Author Citation. Researchers who cite authors in this volume for their study are requested to send an electronic copy of the published research to the [email protected] for our tracer of journal impact factor and author citation.

1

The Quality of Researches of a Southeast Asian University as

Evaluated by Peer Reviewers

GEnARO V. JAPOS, Ph,[email protected]

Liceo de Cagayan University

Date Submitted: January 18, 2008Final Revision Accepted: April 24, 2008

Abstract - A documentary analysis of peer review results of 92 studies determined the quality of researches of a Southeast Asian university. The study found that mechanisms are in place for the development of a research culture. The strict refereeing process that yielded a high rejection rate is a sound mechanism that identifies researches with potential for utilization and publication in a refereed journal and ensures the integrity of the universitys publications. The quality of faculty and student researches is satisfactory in the substantive, methodological, and style aspects as evaluated by peer reviewers from the Visayas and Mindanao. However, the qualitative evaluation of the external referees reveals that the researches have deficiencies along research conceptualization, analysis, and interpretation of research, indicating that the studies are barely adequate to meet the requirement for refereed publication. The acceptance rate of researches is 51 percent while the rejection rate is 49 percent, suggesting that 1 out of 2 researches by faculty and students may be accepted by the referees. The quality of the researches varied significantly across colleges, indicating that the researchers competencies differed by disciplines.

Keywords - documentary analysis, peer review, quality of researches, external referees

Vol. 6 No. 1 December 2009 ISSN: 2094-1064CHED Accredited Research Journal, Category B

Liceo Journal of Higher Education ResearchSocial Science Section

2


InTRODUCTIOn

The critical role of research as a defining character of a university is best experienced when an institution reaches Level III accreditation in which research is a primary area to be evaluated, IQUAME Category A(r) in which the institution is declared a research university, and Center of Development/Center of Excellence and Autonomous/Deregulated Status in which an institution is accorded special privileges by the CHED.

To fulfill the research mandate as a function of a higher education institution, SEA University implemented a research program in 1997 shortly before attaining university status. After 10 years, the university has invested about PhP 20 million to run the research program entrenched in each of the eight colleges. As recognition for research capability, the PACUCOA granted the Business Administration and Liberal Arts programs Level III Reaccredited status. The College of Nursing, Master of Arts in Nursing, and Master in Management have impending visits for Level III Accreditation in December 2007. The university has submitted documents for IQUAME A(t) assessment.

The university has adopted the Quality Assurance Monitoring and Evaluation (QUAME) for research since 2005. The intention is to harmonize the policies for research in all colleges to upgrade the standards of excellence. To track down the effects of the quality assurance program on the quality of research outcomes, the university invited experts from the University of Mindanao and Davao Doctors College to evaluate the universitys research program.

One of the features cited by the external evaluators is the presence of a reviewing system by a board of referees both for faculty and student researches. The faculty research is propelled by an attractive compensation system while the students research is a degree requirement for graduation.

Given the investments the university has for research, the gains, however, have been slow. So far, there have been few commissioned researches conducted and few researches accepted for national and international presentations. External agencies have utilized few of

3

the studies for public policy and programs. Some students are not able to graduate for failure to finish their researches. Some faculty members paid back the initial research compensation for failure to complete the study. Few studies were utilized for academic purposes like curriculum enrichment and requirement for collateral reading. Few faculty are doing researches and the same people are into it.

The reviewing system was launched in 2004. It was of free style wherein referees wrote their comments on the manuscripts. The comments were not summarized. There was no structured form that could accommodate their quantitative and qualitative evaluations. When the SEA University forged a partnership with the University of Mindanao, a structured refereeing form was adopted. Hence, in 2006, evaluations of referees were collected. When the researches were returned by the referees, almost half of them were rejected for publication. Similar comments were given to the faculty and student researches, indicating that they share similar deficiencies. In spite of the generous incentives for faculty to do research, which annual grants amount to PhP 1.5 million, the overall quality has been less than desired.

Given the notion that a research work is an index of the universitys research culture, there is an exigent need to examine the quality of researches produced by faculty and students.

A search for literature reveals that there has been no single study ever written that analyzed the evaluation results of external research referees here in the Philippines and abroad. This study, therefore, sets the trail for succeeding studies on external referees evaluations. This area in research is extremely important considering that the referees represent the best minds in the field and whose research productivity has already been proven through the publication of their work. It is profitable to understand the referees standards and perceptions of what constitutes a publishable peer refereed research.

This study proceeds from the introduction, the conceptual framework, research methodology, results and discussion, conclusions, implications of the findings, and recommendations.

The Quality of Researches of a SoutheastAsian University as Evaluated by Peer Reviewers G.V. Japos

4


OBJECTIVES OF THE STUDY

The study pursued the following objectives: (1) to determine the quality of researches of the faculty and students along the substantive, methodological and style aspects; (2) to analyze the qualitative remarks of the referees; and (3) to compare the quality of the faculty and student researches across colleges.

The study tested the hypothesis: (Ho1) There are no significant differences in quality of faculty and student researches across colleges.

FRAMEWORK

The concept of peer review in research is within the purview of quality assurance defined by UNESCO as an embracing term referring to an ongoing, continuous process of evaluating (assessing, monitoring, guaranteeing, maintaining, and improving) the quality of a higher education system, institution, or program.

Quality assurance is a process through which a higher education institution guarantees to itself and its stakeholders that its teaching, learning and other services consistently reach a standard of excellence. Therefore quality assurance incorporates all the processes internal to the institution, whereby quality is evaluated, maintained, and improved (Duff et al, 2000 cited in the Primer for IQUAME). One of the indicators for A(r), which makes a school a research institution, is research capability. An institution should have a research program and a community of faculty, postgraduate students, and postdoctoral research workers that fosters and supports creative research and other scholarly activity.

An institution is judged by high level of research skills, a strong research culture, and a fully implemented research agenda supported by adequate resources and well-defined mechanisms to ensure publication and benchmarking. The research program results in excellent outcomes as shown by regular publication of faulty researches in ISI/refereed journal and a highly relevant research program. The institution demonstrates best practices that

5

make the research community a model for others. The highest standard in publication is the ISI Citation Index.

For a journal publication to get an ISI, a strict refereeing process must be in place involving two to four referees for each manuscript submitted. Referees are from prime publishers in the field/subfields. Acceptance rate is less than 50 percent or much lower at 20 percent.

Articles published in the ISI journals tend to be more highly cited in the field. The highest level of ISI journals typically defines the most original and important contributions in the field/subfield. Publication of a research work in the ISI journal is a very good indicator that ones research is of significant contribution to the field/subfield.

The types of articles published in ISI or other refereed journals are those that are deemed original and are of significant contributions to the research literature. A research articles contribution in the field/subfield has the following characteristics: (1) there is something in the research that other group of scholars will find interesting, (2) the contribution matches the research questions/problem, and (3) the contribution is very clear in terms of its relation to what the present literature is stating (Bernardo, 2006).

The Philippine Association of Institutions for Research, Inc. (PAIR) adopted for use by its member-institutions a refereeing form from the Research Unit of Davao Association of Colleges and Universities Network (DACUN). A publishable peer refereed research must pass the three aspects: substantive, methodological, and style.

The Substantive Aspect. This part covers the introduction, discussion and conclusion, and content and scope. The introduction must show exposition of the research problem by establishing the basis of the study. It must provide a brief review of the pertinent literature as a basis for infusing meaning and substance in the analysis, interpretation, and conclusion of the study. It must provide an overview of the plan of the study and must detail the presentation of the expected results.

The Discussion and Conclusion. This concerns the overview of the findings within the context of the problem. There is a presentation of the results, implications of the findings, and discussion on how the study helped resolve the original problem.


6


There must be evidence that the data support the conclusion, which is within the boundaries of the findings.

Content and Scope. The article is enough to address the research questions effectively. Theoretical and practical implications can be drawn from the study. The results contribute to the state of knowledge in the field of study. The research possesses potential for research utilization.

Methodological Aspect. There is a fully defined design for making the research question operational. The samples and the sampling method are fully described. The measures, instruments, and materials are reliable and valid. The statistical procedures are enough and are appropriately applied.

Style Aspect. This part refers to editorial and writing styles. Editorial style requires that titles, headings and illustrations are related to the text. Tables and figures can stand alone without captions and convey information clearly. The format of references is standard, preferably using APA. The writing style involves the writing of the abstract with respect to length, accuracy, coherence, readability, and content. Length entails balance among different sections. There must be orderliness and logical flow in the expression of ideas. Precision and clarity in the choice of words are established.

METHODOLOGY

The study used the descriptive-comparative design involving the analysis of referees judgments containing the quantitative and qualitative dimensions. The study utilized documentary analysis of external referees evaluation on the researches of Liceo de Cagayan University. The study involved 276 evaluation data made by 26 referees who come from 15 colleges and universities located in Visayas and Mindanao. They evaluated 92 studies from the eight colleges of Liceo de Cagayan University. The referees were external experts tapped during the first semester of school year 2007-2008. Tables 1 and 2 have the data.

7

Table 1. Distribution of referees by regional origin and school

A. Visayas No. of Referees

Cebu Normal University 1Holy Name University 1University of San Jose Recoletos 1

Total 3

B. Mindanao

Capitol University 1Davao Doctors College 3Fr. Saturnino Urios University 1Loudes College 4Mindanao Sanitarium Hospital College of Medical Arts Foundation

1

Mountain View College 1Notre Dame of Dadiangas University 2Saint Joseph Institute of Technology 3Southern Christian College 1Universidad de Zamboanga 4University of Mindanao 1University of the PhilippinesMindanao 1

Total 23

Grand Total 26

Table 2. Distribution of the referees evaluation forms by college

College No. of Studies No. of Specimen

Forms

Graduate Studies 24 72Nursing 29 87Business Administration 4 12Education 4 12Arts and Sciences 6 18


8


Information Technology 4 12Radiologic Technology 15 45Criminology 6 18

Total 92 276

Table 3. Distribution of faculty and student researches

College Faculty Students Total

Graduate Studies 24 0 24Nursing 0 29 29Criminology 0 6 6Information Technology 0 4 4Radiologic Technology 0 15 15Business Administration 4 0 4Education 4 0 4Arts and Sciences 6 0 6

Total 38 54 92

Percentage 41 59 100

When the researches were given to the external referees, there was no distinction whether the studies were made by faculty or students. Hence, the referees viewed the studies from a professional research perspective. Out of 92 researches, 38 or 41 percent were made by the faculty while 54 or 59 percent were written by students.

The instrument was adopted from the Research Unit of Davao Association of Colleges and Universities Network (DACUN) for use by the member-institutions of the Philippine Association of Institutions for Research, Inc. For this study, it was tested for reliability using Cronback Alpha with a coefficient of 0.8229 and with standardized item alpha of 0.9837 indicating high reliability. The content validity was established by the 26 referees who are research experts in their field. They considered the instrument as adequate to measure the quality of research for refereed publications.

(Table 2 continued)

9

The referees were given the form for writing the quantitative and qualitative evaluation of the researches. The forms were collected and statistically processed using the SPSS software and employing techniques such as frequency, percentage, weighted mean, Cronbach Alpha, item-total correlation, t-test, and analysis of variance one-way classification. The null hypothesis was tested at .01 level of significance. There are at least three referees for every study. The referees decision on the publishability of a research takes the following options: (1) the paper is recommended for publication, (2) the paper is accepted but subject to minor amendments, (3) the paper is accepted but subject to major revisions, and (4) the paper is rejected.

RESULTS AnD DISCUSSIOn

A. Quantitative Evaluation

A.1. Quality of Faculty Researches Table 4 illustrates the evaluation of the faculty researches. The

overall quality is 3.29, which is satisfactory. The substantive aspects received satisfactory ratings for the introduction (2.88), discussion and conclusion (2.69), and content and scope (3.29). Also satisfactory were the methodological aspects (3.25) and editorial (3.30) and writing style (3.01) under style aspect. Generally, the external referees found the studies barely adequate to meet the requirements for publication. The introduction, discussion and conclusion got the lowest ratings although satisfactory. The methodological aspects obtained the highest rating (3.25), followed by style (3.15), and last by substantive aspects (2.75).

The findings suggest that the faculty have difficulties in the research conceptualization, particularly in justifying why the study was conducted utilizing the corresponding factual and literature support for the problem. In fact, the brief review of the pertinent literature was rated the least (2.60) among the indicators for introduction, indicating that the researches had limited theoretical background.


10


Table 4. External referees evaluation of the quality of researches of the faculty

11

Legend: 4.5-5.00 Excellent 3.51-4.50 Very Satisfactory 2.51-3.50 Satisfactory 1.51-2.50 Fair 1.0-1.50 Poor

In the discussion and conclusion, the interpretation of results obtained the lowest rating (2.80) along with implications of the findings (2.87), denoting that the analysis of the data lacked depth and connection to the literature and the actual conditions in the research site. The substance of the discussion has direct bearing on the conclusions of the study. The findings show that the data supporting the conclusion were limited (2.93).

In terms of content and scope, the contribution of the studies to the state of knowledge in the field got the lowest rating (3.29). This means that the main purpose of research, which is to generate new knowledge in support for instruction and extension, was accomplished to a limited extent. The theoretical bases of the studies were found to be weak. Hence, the validation and theory generation, which contribute to the body of literature, are constrained.

For the methodological aspects, the statistical procedures got very satisfactory rating (3.51), indicating that the faculty had appropriate statistical treatment of the data. On the other hand, samples, and sampling method and technique obtained the lowest rating (3.04). This finding implies that the faculty was less circumspect in the description of the respondents or subjects of the study.


(Table 4 continued)

12


Along style aspects, the evaluation reveals that the faculty paid least attention to the abstract (2.82) with respect to length, accuracy, coherence, readability, and content. The orderliness and flow of ideas (3.16) was satisfactory along with precision and clarity in the choice of words (3.01). Given the experience of the faculty in technical writing, there remains a deficiency in their writing skills.

On the whole, the faculty of the Arts and Sciences obtained the highest overall mean (3.46) however satisfactory followed by those in the Graduate Studies (2.14), the College of Education (3.11), and Business Administration (2.79). The vertical articulation of the advanced degrees of the Arts and Sciences faculty and their masters degrees (with thesis) partly explain their edge over the other faculty researchers in other colleges. The performance of the Business Administration faculty could be attributed to a limited research experience.

Researches by the faculty of Arts and Sciences obtained very satisfactory ratings for half of the 26 indicators. No other college came close to such ratings. The finding attests that the quality of researches of the Arts and Sciences is generally very satisfactory in the three aspects of the evaluation. In contrast, the researches of the faculty of the College of Education got fair rating for 11 out of 26 indicators (46%), denoting research deficiencies.

A.2. Quality of Student Researches

Table 5 shows the quality of student researches.The level of quality of the student researches is satisfactory

(2.59). For substantive aspect, the introduction was rated satisfactory (2.66), but the discussion and conclusion (2.36) and content and scope (2.45) were rated fair. The findings reveal that the students researches lacked depth and substance. Furthermore, the findings suggest that poor conceptualization, analysis, and interpretation of the data were pervasive, implying that instruction and research guidance are generally deficient. The studies complied with graduation requirements rather than to push the frontiers of knowledge in the disciplines. The variables of the studies were repetitive; that is, there was a frequent use of socio-demographic data as independent variables. By nature, these data yield little causal effect on the dependent variable. The contents indicate

13

that the studies did not emanate from the theories and concepts taught in the major subjectsa proof that the major subjects failed to nurture the research inclination of the students. The lack of research experience and skills of the faculty partly explains this phenomenon.

However, along the methodological and style aspects, all indicators got satisfactory ratings. The findings suggest that the students have a good grasp of the research process. While they can write their ideas, the substance is deficient, which could be attributed to the faculty advisers incompetence to mentor topics beyond their field. Also, the faculty teaching research subjects do not specialize in the students discipline. This finding implies that there is a shortage of advisers in various fields due largely to a number of non-tenured faculty who have not finished their masters degree. The school policy stipulates that only those who hold masters or doctorate degree are allowed to advise researches.

By comparison, studies of the Criminology Department had nine (9) or 35 percent of the indicators obtaining very satisfactory ratings. In contrast, Radiologic Technology got fair ratings in all indicators while Information Technology had nine indicators rated poor and seven indicators rated fair. Meanwhile, studies from Nursing got satisfactory ratings in all indicators. The findings reveal that Criminology and Nursing researches generally earned the acceptance of the external referees. Studies from Information Technology and Radiologic Technology had marks of deficiency in most of the aspects being evaluated. The deficiencies could be attributed to inadequate instruction, poor guidance, and students lack of attention on research.

The acceptance rate (55%) of the faculty researches was higher than that of the student researches (48%). Combined, the researches overall acceptance rate was 51 percent, which is closer to the ISI standard of 50 percent or lower at 20 percent. The findings support the idea that the teachers have better research skills than their students.


14


Table 5. External referees evaluation of the quality of researches of the students

15

Legend: 4.5-5.00 Excellent 3.51-4.50 Very Satisfactory 2.51-3.50 Satisfactory 1.51-2.50 Fair 1.0-1.50 Poor

EXTERnAL REFEREES DECISIOn

Table 6 presents the rate of acceptance and rejection of researches as evaluated by the external referees.

Table 6. External referees evaluation on the quality of faculty and student researches for publication

College Accepted % Rejected % Total

A. Faculty Researches

Graduate Studies 11 46 13 54 24Business Administration 3 75 1 25 4Education 3 75 1 25 4Arts and Sciences 4 66 2 34 6Total 21 17 38Percentage 55 45

(Table 5 continued)


16


B. Student Researches Accepted % Rejected % Total

Nursing 12 40 7 60 29Criminology 6 100 0 0 6IT 2 50 2 50 4Radiologic Technology 6 40 9 60 15Total 26 28 54Percentage 48 52

Grand Total 47 45 92Institutional % 51 49 100

The reasons cited by the referees for the rejection of researches

include the substantive aspect: lack of compelling reasons for the conduct of the study that weakened the exposition of the research problem, lack of literature to support the problem, weak theoretical support, failure to connect the theory to the results, weak implications of the study, lack of connection between conclusions and findings, and unclear contribution of the study to the state of knowledge in the field; methodological aspect: unclear sampling procedures, weak reliability and validity procedures of the instrumentation process, inadequate statistical treatment; and style aspect: poor organization of ideas, deficient abstract, and inadequate documentation of sources.

The Criminology studies had 100 percent acceptance rate while Nursing and Radiologic Technology had the lowest acceptance rate at 40 percent. Expert, thorough, and patient advising supported by adequate research instruction was the element for the high acceptance rate of the Criminology studies.

There are significant variations in the external referees evaluation on the quality of researches of the eight colleges (F=10.2860, Prob.0.0000), which means the research competencies of the researchers differ across the eight colleges. This finding implies that capability building interventions should be tailored to the competency needs of the researchers by college. On the basis of the finding, the null hypothesis is rejected.

(Table 6 continued)

17

Table 7. Analysis of variance of the external referees evaluation on the quality of researches of the eight colleges

Colleges Mean VD F-ratio Prob. Interpre-tation Decision

Graduate Studies 3.14 S

10.2860 .0000 Signifi-cant Reject Ho

Nursing 2.47 SArts and Sciences 3.46 SEducation 3.11 SCriminology 3.23 SRadiologic Technology 1.94 SBusiness Administration 2.79 SInformation Technology 2.40 S

Table 8. Test of difference in the external referees evaluation on the quality of researches of the faculty and students

Groups Mean VD Tstat Prob. Interpre-tation Decision

Faculty 3.49 S6.60 .000 Signifi-cant Reject Ho

Students 2.57 S

The faculty (3.49) and students (2.57) differed significantly in the quality of researches as evaluated by the external referees and as evidenced by the mean difference of 0.92. The faculty rating was significantly higher, indicating satisfactory skills in research. Although the difference is significant, the mean ratings for both the faculty and student researches are satisfactory. This implies that the research competence of the faculty and students do not differ much. On the basis of the finding, the null hypothesis is rejected because there exists a significant difference in the quality of researches of the faculty and students across the eight colleges.

B. Qualitative Evaluation of the Sections of the Scientific PaperThe researcher processed the qualitative evaluation data found

on the second page of the referee form. When the referees wrote


18


their comments, it was with the intention of pinpointing errors, weaknesses, and gaps as guides for the researchers in revising their work. Hence, this section contains the synthesis of deficiencies that the referees have observed in the manuscripts. The referees comments were forwarded to each researcher for the final revision of the manuscript.

Abstract. Some referees found the abstracts laudable because the contents established accuracy and clarity. There was orderliness; however, the choice of words needed refinement. In some studies, the abstracts were too long. They expected an abstract consisting of 120 to 250 words or following the APA format, which is an integral part of the journal article. They clarified that an abstract restates in narrative form the statement of the problem, the methodology, the type and number of respondents, sampling techniques, procedure, results and discussion, conclusions, implications, and recommendations.

Title. A referee of nursing researches noted that the titles did not catch the attention of the reader. In some instances, the length of the title was more than 15 words. The place where the study was conducted need not be included in the title.

Introduction. The introduction of most researches failed to provide sufficient information that would lead to the exposition of the problem. The organization of ideas was poor, the discussion was inadequate, and the justification of the study was unclear. The conditions prevailing in the research site should have been described to give the raison dtre of the study. Hence, the results lacked the connection to the problem and the theory. They opined that since theory is the heart of the paper, it should have been given proper importance. There was a lack of literature support to the problem.

The scope and limitations also were inadequately stated, too brief to clearly state the general purpose of the study, topics studied, the entity to which the data belong, the sample from which the respondents were situated, and the period of the study.

The definition of terms had inconsistencies. Terms that were not variables of the study were defined. In some cases, the verb refers to was repeatedly used in the definitions.

The referees observed that the introduction was weak and too

19

long. There was inadequate discussion of the problem situation and a limited infusion of the perceived gaps observed in the workplace. These weakened the justification for the study.

There is evidence that the studies were inadequately conceptualized and this weakened the rest of the parts of the research. The faculty generally had extensive research involvement in the past but such involvement did not translate into expertise in research. The comments for the faculty studies were similar to the ones given to the student researches.

Framework. The link between the independent and dependent variables was not established well in some cases. Hence, there is evidence that the theories cited were provided as a separate component of the study for compliance rather than as a basis for the investigation of the problem. This is seen further in the lack of connection between the literature, analysis, and interpretation of findings. Thus, there was a need to discern the relationship of the existing variables in the conceptual framework. This is very important since the theoretical framework serves as the backbone of the study. The schema of the studies was not supported by a comprehensive discussion in relation to how the independent and dependent variables are conceptualized. Another deficiency observed was the omission of the discussion of the mediating variables that could have influenced the results of the study. These inadequacies later surfaced in the conclusions of the study. There was no statement on whether the results of the study validated the theory that guided the conduct of the research.

The weaknesses in the theoretical underpinnings of the study could be attributed largely to the inadequate reading of the vast sources of research literature. The researchers used mostly printed sources particularly the studies found in the university library. The extensive use of online journals was not evident. This led some referees to remark that some studies lacked scholarly quality for publication in a refereed journal. Another referee discovered a lack of congruence in the objectives, findings, conclusions, and recommendations.

Literature Review. The literature review was choppy with little attempt to write it in one continuous discussion about the problem, stating the current body of knowledge. This happened because the


20


introduction was poorly organized and did not discuss the current knowledge about the topic, previous studies were missed, the gaps in the information about the problem were not analyzed, and the purpose of the study was not focused. Some literature presented was not relevant to the study.

The readings presented in the literature were not synthesized at the end, leaving the discussion hanging. There was inadequate discussion of the major theory used. The identified theory is important as basis of the questionnaire item design/formulation.

Methodology. The research methodology was also examined. Some referees observed that the descriptive design lacked specific techniques that would clarify how the study was conducted. The research environment in some studies contained information not helpful in establishing the context of the research. There was a confusion of what constitutes good research topics. Studies on Information Technology used software development. The referees congruently expressed that studies must include test runs to determine the performance of the software. How well the software performs according to its purpose and logic must be established.

In some studies the population and sample were not adequately established. The unclear definition of the respondents of the studies affected the statement of the problem, hypothesis, scope and limitations, and the overall analysis and interpretation of the study. The research instrumentation was mostly made by the researcher with little discussion on reliability and validity procedures. Most researchers modified the standard instruments or created their own. However, without the corresponding tests of reliability and validity, there could be repercussions on the instrumentation process. The value of the data greatly depended on the robustness of the instrument. Hence, the conclusions could not be taken with finality since the studies suffered from low reliability and validity. Distinction of standardized and researcher-made instruments was not discussed well in some studies. Since the questionnaire was not included in some papers, it was difficult for the reader to connect the indicators and the ratings.

The studies made extensive use of perception data and there were little efforts to validate perceptions with triangulated interviews and documentary sources. In one case, the researcher

21

used perceptions as causal factors of performance in the licensure examinations.

The findings reveal that the methodology lacked depth. Little attempt was done to include interviews, focus group discussion, documentary sources, and on-site inspection. Another item observed by one referee concerned the writing of the level of significance under the hypothesis rather than in the methodology.

Results and Discussion. Some referees found some papers very informative, well-written, and interesting. However, in the presentation of data, tables could have been more useful if placed ahead of the analysis and interpretation.

Format of the tables was found deficient. The tables could not stand without captions. In some cases, the basis of the qualitative descriptions was not presented. In the discussion of the findings, the statistical basis of majority was not clear. One referee noted that a relative frequency of more than 50 percent is needed for a majority to qualify.

Since some of the discussions were choppy, the flow in the expression of ideas was constrained by inconsistent writing style. There were serious grammatical flaws that weakened the line of argument of the researchers. There was lack of infusion of insights into the findings. Studies similar to or different from other researches were not cited, indicating a lack of dialogue between the literature and the discussion of the results.

In some cases, the discussion of the results was not adequate. Simply providing citations to support the findings was not enough. There was limited attempt to substantiate implications of the data with actual observations and insights. This means the context of the data was not addressed. There is evidence that the discussion of the test of hypothesis failed to support the results obtained whether the hypothesis was accepted or rejected.

In the case of Information Technology studies, the referees found out that while the software analysis design (SAD) was extensively done, the researchers were not able to satisfactorily present the (1) development which includes codes and snippets other than screen shots (methods, functions, database connectivity); (2) testing a good software development would always include documented integration and macro testing; (3) reports critical as one requirement


22


in the solution addressing the problem; and (4) deployment evidence and document of infrastructure and architectural setup.

There was a lack of in-depth analysis and interpretation. The researchers provided mere agreement to the theories cited. Explanation of the findings was found wanting as to telling the whys based on the real situation observed. Some of the findings were not corroborated by documentary evidences to gain credence and support. On the other hand, the referees noted that some conclusions were precise and the discussions were straight to the point.

Conclusions. Some of the conclusions were not sufficiently supported by the data generated in the study. Erroneous conclusion resulted from faulty test of hypothesis.

Implications. The theoretical and practical implications can hardly be drawn from the studies. There was no confirmation of previous assumptions. There was little discussion on the implications of the findings generated.

Recommendations. The referees noted that some recommendations were not realistic because these were not parallel to the significance of the study. Some recommendations had no data to base on.

Bibliography. There was inadequate documentation of sources. Some sources had no specific dates and were not cited in the bibliography. Some references were not cited in the study. The bibliography generally did not follow the APA format.

IMPLICATIOnS

The results of the study generate the following implications:1. With satisfactory quality of researches, the university

adequately meets the research mandate of the Commission on Higher Education. The quality of researches, as evidenced by 51 percent acceptance rate, is almost at par with the 50 percent acceptance rate of ISI journals and even lower. Thus, the reviewing system is effective in screening studies for publication.

2. The quality of research output has been bolstered by the administrations full support and the implementation of quality assurance. Attractive incentive improves research performance

23

of the faculty as validated in the study of Cagabhion (2006). The university is strengthening its research program to sustain its research culture directed towards becoming robust, quality instruction and extension. This move supports CHED Memorandum 48 series of 1996 that requires Higher Education Institutions to maintain high standards of instruction through dynamic research programs.

3. The deficiencies on the basic structure of research provide avenues for research capability building program necessary to sustain and maintain the quality of research. Quality research is a necessary tool in upgrading teaching competencies, discovering new institutional strategies, and bringing scientific investigations to the classrooms.

COnCLUSIOnS

Based on the findings of the study, the following conclusions are drawn:

1. The mechanisms are in place for the development of a research culture. The strict refereeing process that yielded a high rejection rate is a sound mechanism that identifies researches with potential for utilization and publication in a refereed journal and ensures the integrity of the universitys publications.

2. The quality of faculty and student researches of SEA University is satisfactory in the substantive, methodological, and style aspects as evaluated by external referees from the Visayas and Mindanao. However, the qualitative evaluation of the external referees reveals that the researches have deficiencies along research conceptualization, analysis, and interpretation of research, indicating that the studies are barely adequate to meet the requirement for refereed publication.

3. The acceptance rate of researches is 51 percent while the rejection rate is 49 percent, suggesting that 1 out of 2 researches by faculty and students may be accepted by the referees.

4. Faculty researches of the Arts and Sciences are better written than those of the Business Administration and Accountancy. Student researches of Criminology are better written than those of Radiologic Technology and Information Technology.

5. The quality of the researches varied significantly across


24


colleges, indicating that the researchers competencies differed by disciplines. The quality of faculty researches is far better than that of student researches.

RECOMMEnDATIOnS Based on the findings and conclusions of the study, the following recommendations are offered for consideration:

1. The Academic Community of the University

1.1.Institutional Role of Research. The academic community should have a new mindset toward research that from compliance with the requirements for Level III accreditation and CHED to research as an aspiration of SEA University towards becoming a research university. In this case, research shall become a cornerstone of the functions of the top management whose research agenda shall be clearly defined.

1.2.Purpose of Research. There is a need for a paradigm shift in the purpose of research for students and teachers. For students, the shift is from partial fulfillment of the requirements of the degree to acceptance of research by external referees for a refereed publication. For teachers, the shift is from research compensation and points for ranking and promotion to significant contribution to knowledge in the field as evidenced by publication of the research in a refereed journal.

1.3.Instruction. The content and method of instruction should shift from the teaching of basic research to passing the referees judgment of a research worthy of publication in a refereed journal. The syllabus, teaching materials, and learning resources should serve as enabling mechanisms. The focus of instructions should be the writing of an internationally publishable paper.

2. Vice President for Academic Affairs. A review of the policies is needed particularly in the implementation of quality assurance mechanisms for faculty and student researches to address the issue of high rejection rate of the researches by the referees.

25

2.1. The research proposal should be evaluated based on the refereeing criteria. A researcher should start right by meeting the referees expectations.

2.2. For faculty researches, the presence of the editorial board during the review of the proposal is necessary to check the publication worthiness of the study. Thereafter, the editorial board shall review the completed researches to decide which are fit for peer review.

2.3. Student research should be made a collaborative research between a faculty expert in the discipline and the students. The faculty shall serve as team leader. The research output shall be deemed passed and credited for subject and degree requirement only after the research is accepted for publication in a refereed journal.

2.4. The final oral examination should be conducted only by published experts of the discipline, mostly invited from outside the university. The evaluation of the research shall be based on the parameters for external refereeing. The research shall be considered passed if the panel adjudged the research accepted with minor revisions. However, another research conference shall be conducted if paper is deemed accepted with major revisions. The student shall re-enroll the subject and conduct another study if the paper is deemed rejected for publication.

2.5. Acceptance of the paper by the panel during the research conference shall be for the completion of the course requirement. Acceptance of the paper by the external referees shall be a requirement to get the transcript of records.

2.6. Faculty conducting university-funded researches shall receive 40 percent of the fund upon acceptance of the proposal and 60 percent of the fund upon acceptance of the paper by external referees.

2.7. The thesis and dissertation format should be replaced by a journal format. Editors should correct the manuscripts using standard English and check on the papers compliance with the referees expectations.

2.8. A plagiarism detection test shall be required prior to the review of faculty and student research proposals and final oral defenses. This service shall be rendered by the university statistical


26


center which shall issue the research originality report.3. The Academic Council. The weaknesses of the researches

could be addressed through evaluation. The curricula for research and statistics should be reviewed to determine the capability of the instructional system to produce quality researches worthy of publication. The syllabi for research and statistics must be reviewed for complementation and relevance in the production of a competetive publishable paper. Also, a review on thesis advising, editing, and oral defenses should be done.

A policy be enacted that only researchers with publications in peer reviewed journal should be allowed to teach research and statistics subjects, advise students in their research, participate as panelists in oral defenses and edit the manuscripts.

4. The Deans and Research Coordinators. They need to examine their research program particularly the training of researchers, the utilization of research expertise, and the quality of oral examinations to produce quality and publishable researches. Research training should be anchored on the skills required to do research along the research agenda of the college. Specific researches require specific skills.

5. The Research and Planning Office. There is a need for a cost-benefit analysis of the research funding in view of the researches high percentage of rejection by the referees. The screening of topics, the presentation of proposals, the coaching and mentoring systems, and the editing of the manuscripts should be made more stringent to upgrade quality. Teachers should be trained for external refereeing, which should serve as a framework for the various activities related to research such as teaching, advising, paneling, editing, and refereeing.

6. Editorial Board and the Peer Review System. The editorial board and the peer review system need to be internationalized by getting members from abroad to complement Filipino published researchers in the lineup.

7. For Further Research. The following topics are suggested for further study:

7.1. Replication of this study after the implementation of the interventions and recommendations to evaluate their impact on the quality of researches.

27

7.2. Predictors of Research Performance of Faculty and Students7.3. External Referees Evaluation of the Quality of Researches

Published in Refereed Journals.7.4. The Utilization of Researches at Liceo de Cagayan

University for S.Y. 1997-20077.5. The Reviewing System and its Effects on the Quality of

Researches in Institutions with Refereed Publications

LITERATURE CITED

Arcelo, A. A. (2003). In pursuit of continuing quality education through accreditation: the Philippine experience. International Institute of Educational planning.

Bernardo, A. B. (2006). From thesis and dissertation to refereed journal publication: a conceptual and practical guide to transforming graduate research to journal article. Conference Paper, Southwestern University, Cebu City.

Cagabhion, J. B. (2006). Predictors of research performance of teachers in technical vocational schools of Biliran. Research and Educational Journal. Diliman, Quezon City: Research and Educational Development Training Institute.

Calmorin, L. P. (2000). Educational measurement and evaluation. Mandaluyong City, Philippines: National Bookstore.

CHED, Zonal Research. Elements of the higher education research ramework.File//A\DLSU,Manila%20%Research%20 Centers.html.Fantini, R. P. (2000). Regaining excellence in education. Columbus, Ohio: Merrill Publishing Company.

Gulosino, C. (2000). Evaluating private higher education in the Philippines: the case for choice, equity and efficiency. Occasional Paper No. 68, Teachers College, Columbia University. http://www. worldbook.org.

Mohamad, S. S. (2005). Physical plant and facilities in relation to the delivery of quality education at the MSU, Marawi City: a basis for policy and program proposals. Dissertation (DM). Liceo de Cagayan University.

Shaugnessy, J. J. and E. B. Zeckmeister (2000). Research methods in Psychology. New York: Mc Graw-Hill Book Company.


28


Manubo Matigsalug Dances of Sinuda, Kitaotao, Bukidnon

VIBERLInO T. YAMUT, [email protected]

Liceo de Cagayan University

Abstract - This study is part of an on-going attempt to retrieve and document ethnic dances among the tribal communities in Mindanao, in particular, those in the provinces of Bukidnon and Cotabato. The fifteen dances identified with the Manubo Matigsalug Tribe of Sinuda, Kataotao, Bukidnon point to a people who are in touch with themselves and their environment. Seven of the fifteen dances, like the Binanog, Bubudsil, Inagong, Kakayamutan, Kalusisi, Saut and Sayaw Kulintang use the 2/4 beat. Five dances like Bangkakawan, Oripon, Saluray Kudlong, Titinokak and Uubol employ the 3/4 beat. The remaining three dances are Pinag-agawan, Sayaw Kubing and Talupak Mamugas are dances with the 4/4 beat. The bird dances, the monkey dances, the log dance, the rice planting dance, the head hunting reveal the Matigsalug finity with nature, with animals, with the forest and with the different activities in their lives.

Keywords - Manubo Matigsalug, indigenous dances

Date Submitted: October 20, 2008 Final Revision Accepted: December 17, 2008

Vol. 6 No. 1 December 2009 ISSN: 2094-1064CHED Accredited Research Journal, Category B

Liceo Journal of Higher Education ResearchSocial Science Section

29

InTRODUCTIOn

A tribal society is essentially a self-contained system. While it may possess sophisticated cultural and social structures, its technological and economic structures are generally primitive. Consequently by the 20th century such societies have become increasingly rare and many tribal dances either died down or become transformed.

The tribal dances have been preserved, and absorbed into the social structures, as a means of preserving cultural identity and a sense of historical continuity. This is quite common in Africans states. In extant tribal societies, such as the hopi Indians of Northeastern Arizona, dance retains most of its traditional form and significance. The hopi still dance is a form of worship, with specific dances for different ceremonies. Such dances, however, as in any other traditions, have undergone inevitable change and development throughout history, and they cannot be used as accurate evidence of what the tribal dances of early men were.

The Filipinos possess an inborn love of music and natural grace in dancing, they deport in their dance charm, language, grace and uniqueness. Dancing being a mode of passion is marked by distinct characteristics of the indigenous culture which contributes much to the attainment and growth of national identity.

Dancing is not only common among Christian Filipinos, but also among various non-Christian tribes. Among the non-Christian tribes people, dancing continues to be closely intertwined with ritual and sacrifice.

FRAME WORK

Analyzing a tribal dance is relevant not only because of the lack of evidence concerning its origin and rapid dying of extant forms but also because of the fact that the term tribal covers many kinds of dances. Tribal dances not only vary from one tribe to another but also fall into many different categories such as weapon dances or war dances, fertility dances, sun and moon worshiping dances,

Manubo Matigsalug Dancesof Sinuda, Kitaotao, Bukidnon V.T. Yamut

30


initiation dances, hunting dances, wedding dances and mimetic dances (Gabao 1988). These dances cover the most meaningful events, costumes, and values related to the ancestral matrix of race.

The following are factors that contribute to a better understanding of the dances:

Origin. Studying a peoples dance entails a lot of work and studies. Goquinco (1980) author of The Dancers of the Emerald Isles, said that it is important to be immersed into the indigenous peoples rich origin, socio-religious and cultural background.

Costumes and Accessories. Costumes and accessories are an integral part of dances. These come hand in hand with awareness of a mans own body and the need to beautify oneself. Different groups of people vary in the costumes they wear. The Webster Third New International Dictionary defines costumes as a distinctive style and prevailing fashion of personal adornment including the study of wearing the hair jewelry and apparel of all kinds, characteristics of any period, country, class, occupation or occasion. Accessories are defined as any various article of apparel (as scarf, belt or piece of jewelry) that accents or otherwise completes ones costume.

Musical instruments/ Accompaniment. Musical instruments are devices producing sounds or rhythmic form of sound accompanying a dance or service of bodily movements that make up a dance. It is important to note that some tribal dances are accompanied by the following native instruments: drums made of animal skin, graduated-size gongs, small bells, bamboo flute, and wood blocks.

Dance Steps, Body Movements and Cultural Implications. Dances of any given country evolved naturally and spontaneously in conjunction with the pattern of daily living. Hence, each group of people possesses diverse history, customs, tradition and character traits that are reflected in their dances. Such diversity contributes to the uniqueness of each group.

So (1984) stated that characteristic body movements are based on the ways of the natives. Goquinco underscored that one must reinforce characteristic body movements, dance steps and arm/hand movements to reflect custom, tradition, and character.

Encyclopedia Britannica defines dance as the movement of the body in rhythmic way, usually to music and within a given space for the purpose of expressing an idea or an emotion, releasing energy; or simply taking delight in the movement itself.

This study postulates that every dance possesses unique characteristics and reflects the expression and culture of a particular group.

31


Encyclopedia Britannica defines dance as the movement of the body in rhythmic way, usually to music and within a given space for the purpose of expressing an idea or an emotion, releasing energy; or simply taking delight in the movement itself.

This study postulates that every dance possesses unique characteristics and reflects the expression and culture of a particular group.

Fig. 2 Matigsalug Datus and Baes during the ritual

Fig. 1 The researcher being received by the Matigsalugs in a ritual

32


OBJECTIVES OF THE STUDY

This study intended to look into the dances of the Manubo Matigsalug Tribe of Sinuda, Kitaotao, Bukidnoon. In particular, it sought to answer the following objectives: (1) to describe the dances of the Manubo Matigsalug Tribe of Sinuda, Kitaotao, Bukidnon; (2)to characterize the costumes, accessories and properties are used in these dances; (3) to illustrate the musical instruments played to accompany these dances; (4) to determine the different musical

Fig. 3 Tribal elder, the ritual presider

Fig. 4 The Manubo Matigsalug Tribal House used for rituals

33


beats of these dances; (5) to illustrate the different movements of these dances; and, (6) to portray a picture of the Manubo Matigsalug Tribe gleaned from the answers.

Then, as an exercise for better dance retrieval, a dance notation of the Saluray Kudtong is given at the end of this research report.

METHODOLOGY

This study used the descriptive method of research. The researcher immersed himself in the life of the community of the Manubo Matigsalug Tribe in Sinuda, Kitaotao, Bukidnon, observed and recorded their dances, and interviewed members of the tribe who actually perform in the dances.

Sinuda is one of the 35 barangays in Kitaotao, Bukidnon. Kitaotao, a second-class municipality, is found at the southern part of the province of Bukidnon in the island of Mindanao.

The Matigsalug tribe is one of the sub-ethnic groups of the Manubo tribe. They are called Matigsalug because they live along the Salug River. The other sub-ethnic groups in the Manubo tribe are the Tigwahanons and the Polanguihons.

In order to fully appreciate and extensively document the dances of the Matigsalugs, the researcher sought the assistance of the following resource persons.

Table 1. Characteristics of resource persons

Resource Persons (RP) Generation Age Role

RP 1 Older 72 ElderRP 2 Older 66 Chanter; DancerRP 3 Older 57 ElderRP 4 Older 54 Chanter; DancerRP 5 Older 54 Dancer; InstrumentalistRP 6 Older 54 Dancer; InstrumentalistRP 7 Older 50 Chairwoman

34


RP 8 Younger 29 Kalika Organizer; Dancer; Instrumentalist

RP 9 Younger 29 Choreographer and Researcher

RP 10 Younger 28 Dancer; Instrumentalist; Interpreter

RP 11 Younger 25 Dancer; InstrumentalistRP 12 Younger 22 Dancer; InstrumentalistRP 13 Younger 19 DancerRP 14 Younger 17 DancerRP 15 Younger 17 DancerRP 16 Younger 16 DancerRP 17 Younger 16 DancerRP 18 Younger 15 DancerRP 19 Younger 14 Dancer

Table 1 shows that the researcher sought the help of nineteen resource persons from the Manubo Matigsalug community in Sinuda. Of the nineteen, seven belong to the older generation with ages ranging from 50 to 72; and twelve belong to the younger generation with ages ranging from 14 to 25.

Two are considered elders: Datu Manuel Lacaran and Bae Lorma Dalit, the rest being mostly dancers.

Of the nineteen, two are chanters, one male, Datu Antonio Taudangan and, one female, Bae Lorina Taudangan, both of whom are from the older generation. There is no chanter yet among the younger generation.

(Table 1 Continued)

35


RESULTS AnD DISCUSSIOn

Table 2. Descriptions of Matigsalug dancesDances Description

Bangkakawan It is the Log Dance where six persons dance around a log in synchronized movements until a brisk tempo is achieved. Two men tap the log rhythmically, going near and away from it while four women play and dance in rhythmic patterns using lamps or kahol.

Binanog Flirtation dance depicting the movement of the hawk or banog.

Bubudsil Dance depicting the movements of small birds as they jump and mate with each other.

Inagong Social dance performed during festivals, weddings and other special occasions.

Kakayamutan (Kalaw)

Dance depicting the movement of the kalaw or hornbill as it flies, hops, swims on water, and mates with other birds.

Kalusisi Dance depicting the movement of small birds as they fly and jump from one tree to another.

Oripon Dance of a Matigsalug woman oripon or slave as she bids her fellow slaves farewell.

Pig-agawan (Aahew-Aahaw)

Flirtation and infidelity dance with one male and two female dancers depicting the movement of birds as they fly, hop and mate with each other.

Saluray Kudlong Flirtation and infidelity dance with a male dancer playing a one-stringed guitar called saluray and a female dancer tuning a kudlong.

Saut Head-hunting dance of Matigsalug male headhunters.

Sayaw Kubing Dance with a male or female dancer playing a kubing or bamboo harp and performed during rituals, gatherings and flirtation.

Sayaw Kulintang Flirtation dance with male and female dancers dancing together with hanging gongs.

Talupak Mamugas (Palakpak)

Rice planting dance depicting the movements of persons planting rice and usually performed during the harvest season as an expression of thanksgiving.

Titinokak Dance depicting the movement of a small monkey as it jumps, climbs, hides and seeks other small monkeys.

Uubol Monkey dance performed on special occasions like festivals and big gatherings like the Kaamulan in Bukidnon.

From Table 2, the Manubo Matigsalug Tribe of Sinuda, Kitaotao, Bukidnon have fifteen dances. Of these fifteen dances, seven depict animal movements, five of which, like

36


the Binanog, Bubudsil, Kakayamutan, Kalusisi and Pig-agawan, deal with movements of birds and two, like the Titinokak, Uubol deal with monkeys. Three deal with human activity in the community like rice planting (Talupak Mamugas), homage to the forest (Bangkakawan) and head-hunting (Saut). Five others deal with flirtation or interaction between the male and the female members of the tribe (Binanog, Pig-agawan, Saluray Kudtong, Sayaw Kubing, and Sayaw Kulintang). One dance, Inagong, aside from the Uubol earlier mentioned, is a dance for special occasions.

Table 3 Descriptions of costumes

Costume Description

Ampit Female dancers skirt which stretches below the knee and patterned after the decorations of the blouse.

Balaran Female dancers short blouse enough the leave the midriff base. It has bell sleeves on patched with yellow and white diamonds alternated with blue and white, red and white.

Bandira Male dancers tight-fitting pair of trousers. Upper part has horizontal patterns while lower part has vertical patterns.

Binakad Male dancers coat decorated with embroidery and appliqu similar to that of a female dancers balaran.

The Manubo Matigsalug costumes (Table 3) have two pieces, for both men and women, one for the upper part of the body and another for the lower part. The terms above, ampit, balaran, bandira, and binakad are the same for all the other Manubo tribes of the west side of Southern Bukidnon, like the Tigwahanon and the Polanguihon, but while the same, the color and the design vary from tribe to tribe, as is the case of the Manubo Matigsalug tribe. There is an amazing and enchanting mix of colors as well as an attractive and intricate craftsmanship in their embroidery.

37


Table 4

Table 4. Descriptions of accessoriesAccessory Description

Bali-ug Necklace made of red, white, yellow, black and blue beads.

Boday Bracelet for female made of antique pure gold.

Bulusu Bracelet made of shell, 1 to 1 inches in diameter.

Bulusyu Bracelet made of beads with different colors.

Matangkulu Intricately-embroidered handkerchief worn as turban by the bagani or hero and the datu or head of the tribe.

Sangkad Comb with intricate design inlaid in brass or mother-of-pearl or namamalungkoy (tussel balls) fastened to a womans hair at the back of her head.

Sinalapid Belt with intricate design inlaid with beads of different colors and used by the datu for special occasions.

Sol-ay Female dancers beaded jewelry hung from ear to ear and which falls just below the chin towards the front of the body.

Tabud Red cloth belt tied around the waist.

Tangkulu Triangular cloth tied around the head and used by ordinary young men.

Tikus Anklets made of abaca fiber inlaid with beads of different colors and used by the date for special occasions.

Fig. 5Female costumes: Ampit and BalaranMale costumes: Bandira and Binakad

38


Eleven accessories have been identified, as Table 4 would show. Three of these eleven accessories are for the head, like the Matatangkulu, Sangkad and Tangkulu. Two are for the neck, like the Bali-ug and Sol-ay. Three are bracelets like the Boday, Bulusu and Bulusyu. Two are belts like the Sinalapid and Tabud while one is for the ankle, like the Tikus. One of these accessories, the Tangkulo, points to a persons high status in the Matigsalug community.

Fig. 6 Bulusu (bracelet made of shell)

Fig. 7 Sangkud (made of cloth tassel balls)

39


Fig. 11 Sinalibuhan (datus accessories used to store tobacco and apog)

Fig. 10 Boday (bracelet made of pure gold)

Fig. 8 Bulusyu (bracelet made of beads of different colors)

Fig. 9 Tangkulo (headdress used by the Bagani or Datu)

40


Fig. 12 Bulusyu (bracelet made of different beads, coins and stones)

Fig. 13 Sinalapid (belt with intricate design used by the Datu)

41


Table 5. Descriptions of properties

Property Description

Binabay Matigsalug bag made of bamboo fibers used to store food, seeds and other household items

Binanus (Sening) Charm works like bandolier

Ilab Knife

Kalasag Wooden shield carved and painted with straight or curved lines or inlaid with beads, mother-of-pearl or cloth

Laban

Palaspas Made of kilala leaves and used to drive away spirits during the pamuhat in healing rituals

Palikit Basket used to store apog or tobacco

Pinutik Bolo exclusively used by the datu or leader for hunting or protection

Sinalibuhan Brass storage, half-moon in design, used to keep the datus tobacco and apog

Tambale Nigo used for threshing rice as well as for holding all the other properties

From Table 5, it may be seen that the Manubo Matigsalug dances uses ten properties in their dances. Of these ten properties, five are used for storing food and tobacco, like the Binabay, Binanus, Laban, Palikit, and Sinalibuhan. Two are for self-defense, like the Ilab and Pinutik, while two others, like the Kalasag and Palaspas are for self-protection. The Tambale is commonly used for rituals.

Table 6. Musical instruments

Property Description

Agong Brass gong

Ahungan Graduated-sized gongs and usually hung

Bangkakaw Log with carved out insides in order to be hollow and produce a river-beating sound

Kubing Bamboo harp

Saluray Wooden guitar used to accompany dancing

Kudyapi Long flute

42


Saliyaw Set of small bells sewn into a cloth strip and worn just below the knees to make a tinkling sound when walking. Originally used to ward off evil spirits as a person walks along the trail.

Kudlong Bamboo section fashioned as a guitar

The Manubo Matigsalug dances, as can be seen in Table 6, uses eight musical instruments. Of the eight, four are percussion like the Agong, Ahungan, Bangkakaw, and Saliyaw. Two are stringed instruments, like the Kudlong and Saluray while two others are wind instruments like the Kubing and Kudyapi . And three of these musical instruments are made of bamboo like the Kubing, Kudyapi and Kudlong.

(Table 6 Continued)

Fig. 16: Bangkakaw (log) Fig. 14: Datu Antonio of Sinuda, Kitaotao, playing the saluray

Fig. 15: Bae Lorna Tandangan of Sinuda, Kitaotao, playing Kudlong

43


Table 7. Dance with respective musical instrument/s

Dance Musical Instrument

Bangkakawan Bangkakaw

Binanog Agong; Bangkakaw; Kulintang

Bubudsil Agong; Bangkakaw; Kulintang; Saliyaw

Inagong Agong; Bangkakaw; Saliyaw

Kakayamutan (Kalaw) Agong; Bangkakaw; Kulintang

Kalusisi Agong; Bangkakaw; Kulintang

Oripon Agong; Bangkakaw; Kulintang; Kudyapi

Pig-agawan (Aahew-Aahaw) Agong; Kulintang; Saliyaw

Saluray Kudtong Saluray-Kudtong

Saut Agong; Bangkakaw; Kulintang; Saliyaw

Sayaw Kubing Kubing

Sayaw Kulintang Kulintang

Talupak Mamugas (Palakpak)Agong; Bangkakaw; Saliyaw

Titinokak Agong; Bangkakaw

Uubol Agong; Bangkakaw

From Table 7, it can be gleaned that the most used musical instrument in the fifteen dances of the Manubo Matigsalug tribe dances are the agong and the bangkakaw. The agong is used by eleven out of the 15 dances; likewise, the bangkakaw is used in eleven of these fifteen dances. The next two instruments that are often used are the kulintang and the saliyaw.

Table 8. Dance with respective musical beat

Dance Musical Beat

2 / 4 3 / 4 4 / 4

Bangkakawan x

Binanog x

Bubudsil x

Inagong x

44


Kakayamutan (Kalaw) x

Kalusisi x

Oripon x

Pig-agawan (Aahew-Aahaw) x

Saluray Kudtong x

Saut x

Sayaw Kubing x

Sayaw Kulintang x

Talupak Mamugas (Palakpak) x

Titinokak x

Uubol x

TOTAL 7 5 3

The fifteen dances vary in their musical beat as can be seen from Table 8. Seven of the fifteen dances, like the Binanog, Bubudsil, Inagong, Kakayamutan, Kalusisi, Saut and Sayaw Kulintang use the 2 / 4 beat. Five dances, like the Bangkakawan, Oripon, Saluray Kudtong, Titinokak and Uubol employ the 3 / 4 beat. The remaining three dances, Pig-agawan, Sayaw Kubing and Talupak Mamugas are dances with the 4 / 4 beat.

Table 9. Type of dance with respective dance movements

Dance Movement

Head tilted downward

Downward Eye following Arm

Trunk slightly inclined sidewards

Knee slightly bent

Arm extended sideward

Hop swing side by side

Energetic movement

Bangkakawan x x x x

Binanog x x x x x x

Bubudsil x X x x x x x

Inagong x X x x x x x

Kakayamutan (Kalaw) x x x x x x

Kalusisi x x x x x x x

(Table 8 Continued)

45


Oripon x x x x x x

Pig-agawan (Aahew-Aahaw)

x x x x x

Saluray Kudtong

x x x x x

Saut x x

Sayaw Kubing

Sayaw Kulintang

x

Talupak Mamugas (Palakpak)

x x x x

Titinokak

Uubol

TOTAL 10 8 10 10 8 6 8

There are seven main movements in the Manubo Matigsalug dances as Table 9 would show. These are the head tilted downwards, downward eye following arm, trunk slightly inclined sidewards, knee slightly bent, arm extended sideward, hop swing side by side and energetic movement. It is interesting to note that many of these seven movements, in particular, the first five moments: head tilted downwards, downward eye following arm, trunk slightly inclined sidewards, knee slightly bent, arm extended sideward, are movements that are often associated with shyness, timidity, humility, if not submission. Among others, then, this may mean that the Manubo Matigsalugs are a people who are shy, timid, humble and submissive. The only notes of aggressiveness in them is when they extend their arm sideward, as if reaching for freedom, then, when they hop from side to side as if to convey their sense of joy in life and when they make energetic movements to express their love for life.

(Table 9 Continued)

46


Saluray Kudlong Dance notation by Figure

Fig. 17Pag Bunsed Teg Sayaw The Saluray dancer and the Kudlong dancer meet at the center using the sud sud (chasing) steps

Fig. 18Tubu means to draw or to get ready

Fig. 19Banley to swing the hips and follow the movement of the arms

Fig. 20Pe iniyuheyok each dancer moves four sud sud steps away from each other

47


Fig. 21Pasinugengoy each dancer moves four sud sud steps towards each other

Fig. 22Testitung Female dancer moves around the male dancer, clockwise, while the lat-ter remains stationary while playing the kudlong

Fig. 23Libud megtileng Female dancer moves around the male dancer, counter-clockwise

48


Fig. 24Bubentaan meg leno Male and female dancers bend their knees together for landing position

Fig. 25Paseheysahey Male dancer and female dancer sway away from each other

Fig. 26Nakalene-e Male dancer and female dancer sit across each other with their knees almost touching each other

49


Fig. 27Oripun dancers raising their forearms al-ternately, up and down, and then starting the sud sud or chasing steps

Fig. 28Oripun dancers shaking their arms and shoulders while kneeling

Fig. 29Lead dancer moves around other dancers, as if bidding goodbye

Fig. 30Five dancers clap their hands, as if wishing her well

50


The fifteen dances identified with the Manubo Matigsalug Tribe of Sinuda, Kitaotao, Bukidnon point to a people who are in touch with themselves and with the environment around them. Dance is a physical, rhythmic expression of what is within through body movements and to have fifteen dances associated with one community points to a vibrant and a living community. Among others, these dances also point to the Matigsalugs finity with nature, with animals, with the forest, with the different activities in their lives. The bird dances, the monkey dances, the log dance, the rice planting dance, the head-hunting dance all this reflect unity of the Matigsalugs with the world around them.

The costumes, accessories and properties used in the dances point to the creativity of the Matigsalugs as well as their attention to detail. The attractive mix of the colors as well as the intricate details of their costumes, accessories and properties reveal their playful yet disciplined spirit.

Their musical instruments: percussions, string and wind, to this researchers mind, approximates the sounds of the environment around them. Hence, again, their affinity with nature, whether fauna or flora.

Moreover, as already hinted earlier, their dance movements, in particular, the more used movements like head tilted downward, downward eye following arm, trunk slightly inclined sidewards, knee slightly bent and arm extended sideward, point to a shy, timid, humble and submissive people which the Matigsalugs are. There is no hint of arrogance, whatsoever, in these dances; nor a sign of pride in whatever movement. Except for the arm extended sideward, the hopping and the energetic movements, the other movements reveal a self-deprecating people.

COnCLUSIOn AnD RECOMMEnDATIOnS

There is certainly a need to retrieve these ethnic dances before present-day and contemporary dances corrupt and embellish these original dances in their most simple movements. In other words, this documentation of the Matigsalug dances is only the first step among a series of steps to preserve them, in their original form, for future generations. There is the further challenge to see how

51


these dances may be further appreciated not only by the younger generations of the Matigsalugs but also by the Filipino general public. This researcher feels that this is where the university, like Liceo de Cagayan University, comes in: to lead in the retrieval of these dances, to lead in the preservation of these retrieved dances, and to showcase these dances in their original form to students and the general viewing public in the hope that, through these dances, other Filipinos may get to know better their indigenous brothers and sisters.

As hinted earlier by the researcher at the beginning of this study, the members of the Matigsalug community themselves might as well look into the possibility of training younger chanters who may, in due time, take over the role of the chanters of the older generation. As Table 1 of this study would show, there seems to be no understudy for chanter among the younger generation.

Dance is reflective of a people. In this study, the fifteen

liceo journal of higher education research

Documents

higher education researches

research authors

research paper

research methodology

research manual

premier journal

peerreviewed journal

higher educationrepublic