Students' Acceptability of Using Filipino Language as a Medium of Instruction in Teaching Rizal General Education Course

Abstract

This study examines the use of Filipino as the primary medium of instruction in teaching The Life and Works of Rizal in Philippine college classrooms. Employing a mixed-methods design through interviews and questionnaires at Camarines Sur Polytechnic Colleges, the study explored students’ perceptions of language use in the subject. Findings revealed strong support for teaching in Filipino, as students reported better comprehension, deeper cultural connection, and greater classroom participation when lessons were delivered in the national language. These positive responses were particularly salient given the subject’s role in fostering national identity. However, concerns were raised by multilingual learners, underscoring the need for inclusive pedagogical strategies and contextually appropriate materials. Results also showed that age, gender, and socio-economic background influenced attitudes toward Filipino as a medium of instruction. Drawing from Language Attitude Theory, Vygotsky’s Sociocultural Theory, and the Sapir-Whorf Hypothesis, the study recommends integrating Filipino regularly in Rizal courses while complementing it with multimodal resources to strengthen identity and learning outcomes.