School On Wheels and Multimedia-Aided Instructions as Mediators of Students’ Local Cultural Heritage Awareness

Abstract

Countless stories are told about local heritage sites. Because these stories are one-of-a-kind, they present a significant challenge to students' knowledge and awareness of their cultural background. Furthermore, literature is scarce on students' historical and architectural knowledge of local cultural heritage places. This study determined the level of local cultural heritage sites knowledge of sixty (60) students through school on wheels and multimedia-aided instructions. The study made use of a duly-validated researcher-made Local Cultural Heritage Sites Questionnaire. Frequency count, mean, and standard deviation were the descriptive statistics used while t-test was used for inferential statistics set at 0.05 level of significance using the Statistical Packages for Social Sciences (SPSS) software. The results revealed that the level of students' historical and architectural knowledge of local cultural heritage sites was "moderate" and shifted to "high" when school on wheels and multimedia-aided instructions were introduced. There were significant differences in the historical and architectural knowledge of the students on local cultural heritage sites. Students' knowledge is improved via teaching and learning activities that give experiential and meaningful learning. Increased local cultural heritage knowledge of students is a step forward in promoting cultural heritage conservation and preservation.