FOSTERING NATIONAL IDENTITY: THE IMPACT OF SOCIAL
STUDIES ON NATIONALISM GROWTH
IN SECONDARY EDUCATION
Jinky T. Montejo, Honey P. Santos, Jean Cler O. Recaza, Thalia M. Lantong,
Claudine T. Ampatua, Karen June P. Bita, Bobby A. Comaling
Graduate Studies, Del Sur Good Shepherd College, Wao, Lanao del Sur, Philippines
[Link]
ABSTRACT
This study explores the influence of Social Studies education on fostering nationalism
among Grade 10 students. Utilizing a quantitative research design, the research
employed a researcher-made questionnaire to measure students' perceptions, attitudes,
and behaviors regarding nationalism. The instrument was validated by experts and
consisted of demographic data, a 20-item Nationalism Scale using a Likert scale, and a
10-item section assessing the impact of Social Studies on nationalistic growth. Data were
collected through purposive sampling and analyzed using descriptive statistics, Pearson
correlation, and paired samples t-tests. The results demonstrated a strong positive
correlation (r = 0.710, p < 0.001) between Social Studies instruction and the development
of nationalism, with significant differences in nationalism growth observed based on age
and sex. Older students exhibited stronger nationalistic sentiments compared to their
younger counterparts, while males showed slightly higher levels of nationalism than
females. These findings underscore the pivotal role of Social Studies in cultivating
national identity and civic responsibility. Despite its strengths, the study was limited by its
focus on a single institution and the exclusion of external factors such as family and media
influences. The research emphasizes the need for gender-sensitive and age-appropriate
teaching strategies, culturally relevant pedagogy, and strengthened school-community
partnerships to optimize the impact of Social Studies education on nationalism. Future
studies should adopt mixed-methods approaches and explore external factors to provide
a more comprehensive understanding of nationalism development.
Keywords: Nationalism, Social Studies, Correlation, Civic responsibility, National identity
INTRODUCTION
Nationalism plays a crucial role in fostering national unity and a collective identity among
citizens, serving as a foundation for social cohesion and shared purpose. It encompasses
a sense of pride and allegiance to one's country, reinforced through shared cultural,
historical, and civic experiences. Social studies education, which integrates history, civics,
and cultural studies, serves as a critical medium for nurturing these ideals. Through its
curriculum, social studies not only impart knowledge about national heritage and civic
responsibilities but also instill values that inspire students to participate in nation-building
actively.
The teaching of nationalism and core values has been a subject of significant attention in
both nationalism theory and practices. According to Coenders and Scheepers, (2003),
chauvinistic nationalism is a ‘view that one’s ethnic in group and country is unique and
superior ‘and patriotism is the love for pride and in one’s people and country’’.
As some political scientists are beginning to argue, it is not nationalism per se, but
exclusionary nationalisms (also called ethnic or essentialist nationalisms) that are
problematic for outcomes such as democracy Tudor and Slater, (2020), the prevention of
genocide Straus, (2015), and provision of public goods Miguel, (2004). Some scholars
have long argued that the common national identity is an essential mediator of at least
one outcome of interest-democracy. According to Niccolo Machiavelli who wrote that a
spirit of ‘clear equality’ pervaded unified publics {1996 (c.1517), ch.55}, John Stuart Mill
argued that ‘free institutions are next to impossible to the country made up of different
nationalities’’ ,(1861, p.289); and Alexis de Tocqueville declared, ‘there is nothing in the
world but patriotism and religion that can make the universality of citizens advance for
long toward the same goal’’ [2000 , (1835), p. 89].
The theoretical underpinnings of this study are grounded in Benedict Anderson’s concept
of Imagined Communities, (1983), which posits that a nation is a socially constructed
community, imagined by its members as inherently connected despite physical and social
barriers. Anderson argues that education plays a pivotal role in creating these "imagined
communities," where shared curricula and national symbols foster a collective
consciousness. Similarly, Ernest Gellner’s theory of nationalism (1983) highlights the role
of standardized education in forging cohesive national cultures, which he sees as
essential for the functioning of modern industrial societies. Gellner emphasizes that
education disseminates a shared national language, history, and identity, thereby
cultivating loyalty and a sense of belonging among citizens. Contemporary research
corroborates the transformative role of social studies in shaping national identity. For
example, Allen et al., (2021) highlight that fostering strong student-teacher relationships
cultivates a sense of belonging, which is integral to the development of a national identity.
Aslan and Reigeluth, (2021) further argue that the integration of culturally relevant
pedagogy into social studies allows students to connect more deeply with their national
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narratives while appreciating global perspectives. This approach not only reinforces a
sense of pride in one’s heritage but also fosters respect for diversity and global
interdependence.
This research explores the Makabansa Core Values as a practical framework for
evaluating how students internalize and reflect nationalistic values in social studies
education. These core values, which include patriotism, respect for national symbols, civic
responsibility, and commitment to national welfare, serve as guiding principles for
fostering nationalism. Specifically, the study will examine how conduct grades—used to
evaluate students’ behavior and engagement with these values—can serve as indicators
of their internalization of nationalistic ideals.
The research also investigates the role of teaching methodologies in shaping students'
understanding of nationalism and civic duty. Effective social studies instruction goes
beyond rote memorization of historical facts; it employs interactive and reflective teaching
strategies that promote critical thinking and active civic engagement. This study will
assess how educators utilize the curriculum to develop positive national attitudes and
values and how to conduct grading as a dynamic tool that reflects students' progress in
adopting the Makabansa Core Values. By analyzing these factors, the research aims to
provide a nuanced understanding of the impact of social studies education on both
academic performance and the cultivation of national pride and responsibility. Diez,
(2024) highlights the significance of strategic approaches in curriculum delivery,
emphasizing how well-structured teaching methodologies can enhance students' mastery
of essential skills, including fostering a deeper understanding of cultural and civic values
within the classroom.
Ultimately, this paper seeks to demonstrate how integrating the Makabansa Core Values
into social studies teaching and assessment can effectively foster nationalism among
students. By examining how conduct grades linked to these values reflect students’
behavior and promote civic engagement, the study will contribute to the broader discourse
on education’s role in shaping the national consciousness of future generations. This
exploration underscores the potential of social studies as a powerful vehicle for cultivating
a strong sense of nationalism and a commitment to national unity and progress.
Research Questions
This study aims to determine the extent of growth in nationalism among learners as
influenced by social studies teaching. Specifically, it seeks to answer the following sub-
problems:
1. What is the profile of the learners in terms of:
2. 1.1. age;
1.2. sex;
3. Is there a significant relationship between social studies and the growth of
nationalism?
4. Is there a significant difference between a demographic profile and the growth in
nationalism?
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METHODOLOGY
The study was conducted in a secondary school offering Social Studies subjects to Grade
10 students. To ensure confidentiality, the institution’s name has been withheld. The
researcher employed a purposive sampling method to select respondents, focusing on
students actively enrolled in Social Studies classes. Prior to data collection, the
researcher obtained parental consent for all minor participants to ensure ethical
compliance. Demographic data such as age, sex, and years of studying Social Studies
were collected to provide contextual insights into the findings.
The researcher developed a questionnaire consisting of three sections: demographic
information, a 20-item Nationalism Scale using a Likert scale to measure attitudes and
perceptions, and a 10-item section assessing the perceived impact of Social Studies
teaching on nationalism. Experts in Social Studies education validated the instrument,
and it underwent pilot testing to ensure clarity and reliability.
The gathered data were analyzed quantitatively using various statistical treatments. The
researcher utilized descriptive statistics, such as mean and standard deviation, to
summarize the extent of nationalism among respondents. Pearson correlation analysis
was employed to determine the relationship between Social Studies education and the
growth of nationalism, while paired samples t-tests were conducted to explore
demographic differences in nationalism growth. The scope of the study was limited to
Grade 10 students, and findings may not be generalizable to other populations or
educational contexts. Moreover, the study did not consider other potential influences on
nationalism, such as family background or media exposure, which presents a limitation in
understanding the full range of factors affecting nationalistic development.
RESULTS AND DISCUSSION
The study examined the profile of learners in terms of age and sex, revealing notable
trends in the development of nationalism. The respondents were predominantly aged 14–
16 years, aligning with the typical age for Grade 10 students. Findings indicated that older
students demonstrated stronger nationalistic sentiments compared to younger students.
This can be attributed to their greater cognitive maturity and broader exposure to civic
and historical content. Younger students, while exhibiting moderate levels of nationalism,
may require additional instructional support to deepen their engagement with nationalistic
ideals. Similarly, gender differences were observed, with male students showing slightly
higher levels of nationalism compared to their female counterparts. This disparity may
stem from sociocultural factors such as gender roles and differing levels of engagement
in nationalistic discourse, highlighting the need for gender-sensitive approaches in
teaching.
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Table 1. Significant Relationship of Social Studies and Growth on Nationalism
A strong positive correlation (r = 0.710, p < 0.001) was found between Social Studies
education and the growth of nationalism, indicating the pivotal role of the subject in
shaping students' national identity and civic responsibilities. By engaging learners in
historical narratives, cultural heritage, and civic practices, Social Studies fosters a deeper
connection to national values and pride. However, it is essential to note that while the
study demonstrates a significant correlation, it cannot establish causation. External
factors such as family background, peer influence, and media exposure may also
contribute to the development of nationalism. Therefore, further research is necessary to
explore these factors and provide a more comprehensive understanding of the
relationship.
Table 2. Significant Difference of Growth in Nationalism in terms of demographic profile
Significant differences in nationalism growth were observed based on age, sex, and grade
level, as demonstrated by the paired samples t-test results (age: t = 51.807, p < 0.001;
sex: t = -44.093, p < 0.001; grade level: t = -42.864, p < 0.001). Older students showed
higher levels of nationalism growth compared to younger students, suggesting that
developmental and experiential factors play a role in internalizing national values. Gender
differences, where males displayed higher levels of nationalism, point to the influence of
social and cultural expectations. These findings underscore the importance of tailoring
Social Studies education to address the diverse needs of students based on their
demographic profiles.
The study’s strengths lie in its clear demonstration of the correlation between Social
Studies and nationalism, as well as its identification of demographic trends that can inform
targeted educational interventions. The use of validated instruments and rigorous
statistical analysis adds credibility to the findings. However, the study is limited by its
focus on a single institution, which restricts the generalizability of the results. Additionally,
external influences such as family and media, which may also impact nationalism, were
not included in the analysis. The observed gender differences further warrant qualitative
investigation to uncover underlying causes. Lastly, the study establishes correlation but
cannot confirm causation, leaving room for further longitudinal and mixed-methods
research.
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Overall, the findings indicate that Social Studies plays a crucial role in fostering
nationalism, with demographic factors such as age and sex influencing its effectiveness.
The observed trends highlight the importance of culturally relevant and inclusive teaching
strategies to ensure that Social Studies education addresses the varied needs of learners.
Future studies should consider broader contexts and external factors to deepen the
understanding of nationalism development among students.
Conclusions
The following conclusions are drawn:
1. The study confirms a strong positive correlation between Social Studies education and
the growth of nationalistic sentiments, highlighting the subject’s crucial role in cultivating
national identity, pride, and civic responsibility.
2. Age and sex significantly affect nationalism growth, with older students and males
showing stronger nationalistic tendencies. This underscores the need for tailored teaching
strategies to ensure inclusivity and equitable impact across diverse learners. Yet
demographic typology must also be explored to strengthen the quality of data.
3. The findings emphasize the importance of “contextualized curriculum” Diez, (2024),
dynamic conduct grading systems, and strong school-community partnerships to
reinforce nationalistic values while calling for further research on external influences like
family and media.
Recommendations
The following recommendations are proposed:
1. Integrate more culturally diverse and inclusive content in the Social Studies curriculum
to reflect the varied backgrounds of students. This can help students feel a stronger
connection to national narratives while fostering respect for cultural diversity. Emphasize
interactive and experiential learning methods, such as simulations, role-playing, and
community-based projects, to deepen students' understanding of civic responsibilities
and national identity.
2. Implement professional development programs for Social Studies teachers to equip
them with innovative teaching strategies, including culturally relevant pedagogy and
differentiated instruction. Train teachers to use conduct grading systems, like the
Makabansa Core Values, as tools to promote and assess the internalization of
nationalistic values.
3. Develop gender-sensitive teaching methods to ensure equitable engagement and
impact on both male and female students. Tailor instructional strategies to address the
developmental needs of younger and older students, ensuring all age groups can
meaningfully engage with the curriculum.
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4. Strengthen partnerships between schools, families, and local communities to extend
the cultivation of nationalism beyond the classroom. Encourage community involvement
in school events, such as cultural heritage days and civic engagement programs, to foster
a sense of shared responsibility.
5. Refine conduct grading tools to provide a more comprehensive assessment of
students’ engagement with nationalistic values. Include both qualitative feedback and
quantitative metrics to capture a holistic picture of student progress.
6. Conduct longitudinal studies to explore the long-term effects of Social Studies
education on nationalism growth. Investigate the influence of external factors, such as
family dynamics, media exposure, and peer interactions, on the development of
nationalistic sentiments to gain a more nuanced understanding.
Compliance with Ethical Standards
The researchers confirm full compliance with ethical standards. Informed consent was
obtained, and respondents were assured of their right to withdraw at any time. Anonymity
and well-being were safeguarded, and no conflict of interest existed. The study avoided
plagiarism, maintained objectivity in findings, and used results solely for research
purposes.
Acknowledgments
The researchers express their deepest gratitude to all those who contributed to the
successful completion of this study. Special thanks go to Dr. Bobby A. Comaling and Mr.
Kim Peter O. Diez for their invaluable guidance and support throughout the research
process. We also extend our heartfelt appreciation to the respondents for their time and
participation and to the authors of the instruments used, whose work greatly enriched our
study. Finally, we offer our sincere thanks to everyone who offered their encouragement
and assistance along the way.
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APA Citation:
Montejo, J. T., Santos, H. P., Recaza, J. C. O., Lantong, T. M., Ampatua, C. T., Bita, K. J. P., &
Comaling, B. A. (2025). FOSTERING NATIONAL IDENTITY: THE IMPACT OF SOCIAL STUDIES
ON NATIONALISM GROWTH IN SECONDARY EDUCATION. Ignatian International Journal for
Multidisciplinary Research, 3(2), 264–271. [Link]
Corresponding author: jerkymontejo@[Link]
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