Article Per Year (5 Year)
p-Index From 2021 - 2026
0.562
P-Index
This Author published in this journals
All Journal Satmata: Journal or Historical Education Studies Smart: Journal of Multidisciplinary Educationa
Maria Grace E. Lucas
Unknown Affiliation
Arts Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
RECONSTRUCTING IDENTITY THROUGH HISTORY EDUCATION: A STUDY ON CURRICULUM IMPLEMENTATION IN THE PHILIPPINES Maria Grace E. Lucas
Satmata: Journal of Historical Education Studies Vol. 3 No. 1 (2025): July: Satmata: Journal of Historical Education Studies
Publisher : CV. Fahr Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61677/satmata.v3i1.423

Abstract

This study explores how history education, as implemented through the Araling Panlipunan curriculum, contributes to the reconstruction of Filipino identity in Philippine secondary schools. The research specifically investigates how teachers interpret and deliver identity-related content, and how students engage with historical narratives in classroom contexts. Employing a qualitative case study approach, data were gathered through classroom observations, semi-structured interviews with teachers and students, and document analysis at San Lorenzo National High School in Central Luzon. The findings reveal a significant gap between the curriculum’s decolonial intentions and its practical implementation. Teachers expressed theoretical support for inclusive and critical history education but cited institutional constraints such as rigid syllabi, lack of training, and pressure to conform to standardized assessments. Students, meanwhile, demonstrated limited engagement with localized or critical historical perspectives, often viewing history as a subject focused on memorization. The study offers a novel contribution by integrating multi-actor perspectives—teachers, students, and curriculum—within a localized school setting, thus moving beyond content analysis to explore lived classroom experiences. It also highlights the underrepresentation of regional and indigenous narratives, stressing the importance of culturally responsive pedagogy. In conclusion, while policy-level reforms aim to promote national identity through history education, meaningful transformation remains hindered by structural and pedagogical barriers. To bridge this gap, a more holistic strategy is needed—one that empowers teachers, contextualizes content, and promotes active historical inquiry among students.
INNOVATIVE APPROACHES TO TEACHING NATURAL SCIENCE IN CAMBODIAN PRIMARY EDUCATION Maria Grace E. Lucas
SMART: Journal of Multidisciplinary Educational Vol. 2 No. 3 (2025): February: Smart: Journal of Multidisciplinary Educational
Publisher : CV. Fahr Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61677/smart.v2i3.596

Abstract

primary education, focusing on the integration of inquiry-based learning, technology-enhanced instruction, and culturally responsive pedagogy. The research employs a literature-based method, systematically reviewing peer-reviewed journal articles, conference papers, and institutional reports published within the last five years. Data were collected through structured searches using keywords such as “primary science education,” “innovative teaching,” “Cambodia,” “inquiry-based learning,” and “ICT in classrooms,” followed by thematic content analysis to identify patterns, gaps, and effective strategies. The findings indicate that inquiry-based activities and the use of digital tools enhance student engagement, conceptual understanding, and scientific literacy. Teacher preparedness, pedagogical content knowledge, school infrastructure, and contextual adaptation significantly mediate the successful implementation of these methods. The study identifies a research gap in applying these integrated approaches at the primary level in low-resource, culturally diverse contexts such as Cambodia, where challenges include limited materials, multi-grade classrooms, and insufficient ICT access. The novelty of this research lies in proposing a context-sensitive framework that combines technology, inquiry, and cultural responsiveness tailored to primary school settings, offering both theoretical contributions and practical guidance for policymakers, educators, and curriculum developers. Overall, the study concludes that sustainable improvements in primary science education require systemic coordination of pedagogy, technology, and cultural adaptation, providing a model applicable not only in Cambodia but also in similar global contexts. These insights contribute to the broader discourse on early science education innovation and strategies to enhance scientific literacy in low-resource environments.
ENGLISH LANGUAGE TEACHING IN PRIMARY SCHOOLS IN PHILIPPINES: A FOUNDATION FOR GLOBAL COMPETENCE Maria Grace E. Lucas
SMART: Journal of Multidisciplinary Educational Vol. 2 No. 4 (2025): May: Smart: Journal of Multidisciplinary Educational
Publisher : CV. Fahr Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61677/smart.v2i4.600

Abstract

This study investigates the implementation of English language teaching (ELT) in Lao primary schools, with a particular focus on early-grade learners in rural and multilingual settings. The primary objective is to explore how national curriculum goals align with actual classroom practices, and to identify the enabling and constraining factors that shape English proficiency development in Grades 1–6. Employing a literature-based methodology, the research synthesizes findings from peer-reviewed journals, government documents, and international reports published within the last five years. Thematic analysis reveals persistent challenges including inadequate teacher training, limited instructional resources, and a lack of culturally responsive pedagogy—particularly in underserved areas. However, promising practices such as interactive learning, use of visual aids, and peer collaboration demonstrate potential when supported by adequate teacher preparedness. A key contribution of this study lies in its integration of global communicative competence into early ELT discourse in Philippines, shifting the narrative from basic literacy acquisition to one that includes intercultural awareness and global readiness. This perspective introduces a novel dimension in the context of Lao education, where most existing studies focus on secondary or tertiary levels. The research concludes that achieving effective English language education at the primary level in Philippines requires systemic reforms in teacher education, curricular support, and pedagogical innovation. By linking national education policy with global standards, the study provides actionable insights for stakeholders aiming to enhance early English instruction in similarly under-resourced and linguistically diverse contexts.
Co-Authors