INVESTIGATING THE DECLINE OF FILIPINO INDIGENOUS

GAMES AMONG MODERN YOUTH

A Quantitative Research

Presented to
The Faculty Members of Cabugao Institute Inc.
Senior High School Department
Bonifacio, Cabugao, Ilocos Sur

In Partial Fulfillment
of the Requirement for the Applied Subject
Practical Research II

By
Angelica Hidalgo
Gwenn Francheska Juan
Jestoni Naval
Jann Wezley Sajonia
Jansen Jake Tapuro

2025
 APPROVAL SHEET

Approved by the Panel of Examiners on Oral Examination with a grade of _________ .

CHAIRMAN

MEMBER MEMBER

Accepted and approved in partial fulfillment of the requirement for the subject Practical

Research 2.

MS. MARIA S. RONDON

Principal, Cabugao Institute Inc.

Date: ______________
 ACKNOWLEDGEMENT

First and foremost, the researchers like to acknowledge and thank the Almighty

God for his abundant blessings and guidance as we underwent challenges and hardships

for us to complete this research.

We also wish to express their heartfelt appreciation and deepest gratitude to the

following individuals who contributed and extended their invaluable assistance in the

preparation and completion of this study:

To Ms. Maria Rondon, the school Principal, for initiating the Senior High

School Program.

To Mr. Jesrael Savella, the Practical Research 2 teacher, for sharing his

knowledge and bright ideas, and for extending his great efforts, time, support, and

encouragement to them.

To Mrs. Rebecca Peneyra and Mr. Arleigh Santella, the school librarians, for

always welcoming them into the library and invaluable assistance in helping them access

essential resources to enrich our research.

To the CI Faculty, for guiding and teaching the researchers knowledge and

values that have shaped the researchers into who they are today. Who served as mentors

and inspiration to work harder and to be effective and efficient as well.

To the participants, for their invaluable time, willingness, efforts, and valuable

contributions, which made this study possible.

To the parents, for their unconditional love, moral support, and financial

assistance, which played a cruci3al role in the completion of this research.

 To the groupmates, for their hard work, dedication, and teamwork in

overcoming the challenges the researchers encountered along the way.

Finally, to the whole Grade 12-Makakalikasan, the researchers classmates, for

their constant moral and virtual support, and for always helping the researcher whenever

the researcher needed it.

From the deepest part of our hearts, Thank You Very Much and God Bless Them

All.

A.S.H

G.F.P.J

J.A.N

J.W.S.S

J.J.P.T
 DEDICATION

To express my gratitude to all those who contributed in many ways to the success

of this study, this work is dedicated to:

To my loving parents, Mr. Abel Hidalgo, and Mrs. April Joy Hidalgo, who

always been my source of strength from the beginning, for always showing a love and

care, and always supporting me.

To my friends, Gwenn, Aleizha, Winefred, Jerwin, Renzy, and Nishka, who

motivated me in order to gain strength, and having them when I need a shoulder that I can

lean on.

To my co-researchers, Gwenn, Jann Wezley, Jake, and Jestoni, for the

unforgettable bond and experience, and for believing me that we can do it, and for

helping me in times stress and struggle.

To our research adviser, Sir Jesrael Savella, who never fail to motivate and

guide us, for always sharing his wisdom and always reminding us to work hard for the

things that we aspire to achieve.

To the participant of the study, for their time and efforts in achieving the

success of this research.

And lastly to Almighty God, my source of inspirations and for always being with

me through ups and down, and through all the things I’ve faced in my life. We offer a

humble gratitude for guiding us, for the blessings and for showering us with love and

grace in times of need.

- Angelica
 DEDICATION

I sincerely dedicate this success to:

To my hardworking parents, Mr. Jay Robinson Somera Juan and

[Link] Paulo Juan,will always be remembered and cherished in my [Link]

love and guidance have been instrumental in shaping my intellectual curiosity and

passion for knowledge.

To my research buddies, Angelica, Jake, Jann Wezley, and Jestoni for the

unwavering dedication in making this study a reality and ensuring its success

To my friends Renzy, Nishka, Jerwin, Angelica, Winefred, Aleihza, for your

unwavering belief in our goals and for always being there with encouragement and

laughter, and positivity that kept us motivated.

To all Grade Levels, especially the selected Students, for their time, efforts, and

allowing us to interview.

To our research adviser, Sir Jesrael Savella , for teaching and sharing his

knowledge in making a research paper.

And to God, the source of all wisdom and strength, we offer our humble gratitude

for guiding us in our endeavors, for blessing us with opportunities to learn and grow, and

for showering us with love and grace in times of need. May we always seek your

guidance and trust in your divine plan for us.

- Gwenn
 DEDICATION

I dedicate this to all those who contributes in many ways to the success of this

study,

To my beloved parents, Mr. Oscar Naval and Mrs. Mary Helen Naval, whose

unwavering support and encouragement made this work possible.

To my research adviser, Sir Jesrael Savella for their invaluable guidance and

mentorship throughout this research journey.

To my relatives and friends, whose love and patience sustained me through the

challenges of this project.

To the participant of this study, for their time and effort in achieving the

success of this study.

To my research buddies, Angelica, Gwenn, Wezley, and Jake for their

consistent commitment as we put so much effort into making this study possible and

successful.

To the Almighty God, for giving us enough strength and knowledge and keeping

us safe throughout the conduct and success of our enjoy.

- Jestoni
 DEDICATION

I sincerely dedicate this success to;

To my Grandmother, for her unending moral and spiritual thoughts and for her

inspiring advices to me in the right path of life.

To our teachers, for their precious thoughts and wisdom and for their

immeasurable help and assistance on the accomplishment of this work.

To my Uncle, Sonny Villegas, for his unwavering support financially throughout

my journey as a student.

To my parents, Joey and Maricel, for their moral support and understanding as

my primary foundation and for giving me strength each day.

And above all, to our Almighty God, for giving us life, wisdom and strength to

face all the challenges that comes to our life, for the guidance and protection, and for

showering us with abundant blessings especially in making this piece of work.

- Jann Wezley
 DEDICATION

I wholeheartedly dedicate this humble accomplishment to:

To my beloved family, whose endless love, understanding, and sacrifices have

been my greatest source of strength and inspiration. To my parents, for their constant

support and encouragement throughout this journey — your faith in me has kept me

going even in the toughest times.

To my dear friends, who stood by me through every challenge with laughter,

motivation, and unwavering belief in our dreams. Your companionship made every step

of this research journey more meaningful and memorable.

To our research adviser, Sir Jesrael Savella, for his patience, valuable insights,

and genuine guidance in shaping our study. Your wisdom and dedication have inspired us

to strive for excellence and to continue learning with passion and purpose.

To our respondents, who generously shared their time and perspectivesS this

research would not have been possible without your participation and cooperation.

Above all, to Almighty God, the ultimate source of wisdom and strength, for

blessing us with knowledge, perseverance, and faith to complete this endeavor. May

Your guidance continue to lead us toward greater achievements.

- Jake

TABLE OF CONTENTS
PRELIMINARIES
Title… …………………………………………………………………………… i
Approval Sheet …………………………………………………………………. ii
Acknowledgement ……………………………………………………………… iii
Dedication ………………………………………………………………………. v
Abstract …………………………………………………………………………. x
CHAPTER
I. THE PROBLEM
Introduction ……………………………………………………………… 1
Statement of the
Problem…………………………………………………………………… 4
Scope and Delimitations …………………………………………………… 4
Significance of the study …………………………………………………… 4

Definition of Terms ……….…………………………………………………….. 5

Hypotheses ………..…………………………………………………………….. 6
II. REVIEW OF RELATED LITERATURE
Theoretical Framework………...………………………………………………… 7
Related Studies ………………………………………………………………...… 7
Conceptual Framework ………………………………………………………….. 16
III. METHODOLOGIES
Research Design …………………………………………………………………. 17
Participants of the Study …………………………………………………………. 17
Research Instrument………….…………………………………………………… 17
Data Gathering Procedure……….. ………………………………………………. 18
Statistical treatment………………………………………….……………………. 18
IV. PRESENTATION, AND ANALYSIS OF DATA
1. What are the traditional games played by students………….…………...19
[Link] are the factors contributing to the decline of ilocano indigenous
games………………………………………………………………………..20
[Link] are the effective strategies to promote and continue the traditional
indigenous games………………………………………………………..….24
V. SUMMARY, CONCLUSION, RECOMMENDATION
Summary …………………………………………………………………………..28
Findings …………………………………………………………………………... 28
Conclusion ………………………………………………………………………... 29
Recommendation………………………………………………………………….. 29
REFERENCES …………………………………………………………………...30
APPENDICES ……………………………………………………………………35
A. Letter of Request ………………………………………………..36
B. Guided Questions ………………………………………………. 41
C. Validation Result ………………………………………………..42
D. Evaluation Tool …………………………………………………43
E. Monitoring Data ………………………………………………...44
DOCUMENTATION ……………………………………………………..45
CURRICULUM VITAE …………………………………………….........51
 LIST OF FIGURES AND TABLE

Figures

Figure 1: Research Paradigm………………………………….

………………….16
Figure 2: The traditional indigenous games played by students?……….
………..19
Figure 3: Increased availability and use of gadgets……………..
………………..20
Figure 4: Western games and sports.
……………………………………………..21
Figure 5: Changing physical and social environments…………………….
……..22
Figure 6: Loss of knowledge and skill transmission……………….
……………..23
Figure 7: Effective strategies to promote and continue traditional
games………..24
Figure 8: Fostering pride and cultural identity among
youth……………………..25
Figure 9: Perceptions of safe and maintain open spaces for children by gender…
26
Figure 10: Support for including indigenous games in physical education
curriculum………………………………………………………………………..27
 ABSTRACT
Hidalgo, Angelica S., Juan, Francheska Gwenn P., Naval, Jestoni A., Sajonia,
Wezley Jann., Tapuro, Jake Jansen P., Cabugao Institute Inc Humanities and Social
Sciences Strand; S.Y. 2024-2025. INVESTIGATING THE DECLINE OF FILIPINO
INDIGENOUS GAMES AMONG MODERN YOUTH.

Research Adviser: Mr. Jesrael Savella

This study entitled "Investigating the Decline of Filipino Indigenous Games

among modern youth" it is focuses on The Decline of Filipino Indigenous Games among

modern youth. Traditional games are part of the Philippines’ cultural heritage but are

slowly disappearing due to modernization. The study aims to identify the factors that

contribute to this decline.

A quantitative-descriptive research design was employed, using a validated

checklist survey administered to 522 Grade 7 to Grade 12 selected students of Cabugao

Institute Inc. The gathered data were analyzed through frequency and percentage to

describe patterns in students' responses.

The findings revealed that the most commonly played traditional games among

students are Tumbang Preso and Patintero. However, the decline in playing these games

is mainly caused by the strong promotion of Western games and sports in schools, as well

as the loss of knowledge and skill transmission due to fewer occasions and fewer people

who remember and practice them. The study also found that the most effective strategies
to promote and continue these games are fostering pride and cultural identity among

youth and teaching the origins, meaning, and values behind the indigenous games.

Keywords: Indigenous, Modernization, Modern Youth, Culture, Traditions

CHAPTER I

THE PROBLEM

Introduction

Culture is the collection of practices, beliefs, values, and customs that shape the

identity of a particular group or society. It influences the way people interact, perform

rituals, and pass down knowledge. In the context of sustainable development, culture

plays a vital role in maintaining community identity, promoting social cohesion, and

ensuring the transmission of traditions and values to future generations. The United

Nations and its agencies highlight the need to preserve cultural expressions, especially in

the face of modernization, conflicts, and global change. One of the distinct aspects of

culture is indigenous games. These are traditional recreational activities that originate

from specific communities and are different from modern, internationally regulated

sports. They serve not only as a source of entertainment but also as a reflection of social

structures, history, values, and local ways of life. Indigenous games also foster

socialization, teach important values such as teamwork and respect, and promote physical

activity and health.

The rise of digital technology is reshaping how young people engage in

recreational activities, fostering global connectivity and increasing preference for online

interactions. The decline of traditional outdoor games in favor of digital entertainment is

influenced by technological advancements and evolving social dynamics. The

transformation of indigenous games for modern youth in the digital age has led to a

significant decline in traditional games such as patintero, luksong tinik, and tumbang

preso. These games, which were once integral to Filipino childhood, provided not only

physical activity but also facilitated social interaction and community bonding,

embedding cultural values within the daily lives of young Filipinos. However, the advent

of digital technology has reshaped the landscape of play, particularly among Generation

Z or modern youth, who are increasingly drawn to online and virtual forms of

entertainment that offer immersive experiences and global connectivity (Sadiku et al.,

2017).

The shift towards digital entertainment can be attributed to several factors. Firstly,

the accessibility of digital devices has made it easier for children to engage with

technology from a young age. Research indicates that many parents allow their children

to access digital media early on, often prioritizing convenience and engagement over

traditional play (Santos, 2024).

This trend is compounded by the perception among parents that digital

technologies can serve as both educational tools and sources of entertainment, leading to

a reliance on screens for leisure activities. Consequently, traditional games are often

overlooked in favor of digital alternatives that promise more engaging experiences.

Moreover, the social dynamics of play have evolved with the rise of digital platforms.

While traditional games foster face-to-face interactions and community ties,

digital entertainment often promotes solitary engagement or interactions mediated

through screens (Hall, 2016). This shift not only alters the nature of socialization among
youth but also raises concerns about the potential loss of cultural heritage associated with

traditional Filipino games. As children increasingly gravitate towards digital forms of

play, there is a pressing need for initiatives that encourage the revival and integration of

traditional games into their recreational activities, thereby preserving cultural identity and

promoting social cohesion. The decline of traditional Filipino games in favor of digital

entertainment reflects broader societal changes that have significant implications for

cultural preservation and social development. Addressing this issue requires a

multifaceted approach that involves parents, educators, and policymakers in promoting a

balanced engagement with both traditional and digital forms of play. By fostering

environments that encourage outdoor activities and cultural practices, it is possible to

mitigate the impact of digital technology on Filipino childhood experiences .

The shift in recreational activities among Filipino youth, particularly the decline

of traditional games in favor of digital entertainment, reflects broader cultural and

societal changes influenced by urbanization and the pervasive nature of digital media.

Traditional games such as patintero, luksong tinik, and tumbang preso have historically

played a crucial role in fostering physical activity, social interaction, and community

bonding among children. However, as digital technologies become increasingly

integrated into daily life, these games are losing their prominence, particularly among

younger generations who are more inclined to engage with social media and video games

(Eslit, 2023).

The problem lies on the failure of the kids of Generation Z to get health benefits

provided by the traditional games which are beneficial to a child’s growth and

development, cultural values and teaching practices. All these show that engagement in
traditional games is highly beneficial. There has to be some ways on how to preserve

these indigenous games to suit the characteristics of the new generation.

The researcher decided to engage in extracting the local wisdom in Laro ng Lahi

as basic foundation in developing game-based pedagogy in order to enhancing academic

knowledge and skills of the new generation. This study emphasizes the importance of

integrating traditional games in education to preserve culture while promoting learning.

Statement of the Problem

This study aims to investigate the decline of Filipino Indigenous Games among

Modern Youth. Specifiable, this study answers the following questions:

1. What are the traditional Filipino Indigenous Games played by students?

2. What are the factors contributing to the decline of playing traditional indigenous

games?

3. What are the effective strategies to promote and continue the traditional

indigenous games?

Significance of the Study

The result of the study is beneficial to the following:

Students. This study will help the students to be more knowledgeable about our

culture especially to the indigenous games.

To Local Government. This study will help the Local Government to improve

the quality of their programs on enhancing and promoting the indigenous games on their

sphere of influence or to the children.

 Teachers. Teachers may find a way to teach the students in not declining the

playing of indigenous games.

School Administration. This study may help create programs and activities that

help the students in not declining the playing of indigenous games.

Parents. This study helps appreciate the importance of indigenous games and

encourages them to support their children in preserving Filipino culture and values.

Future Researchers. This study will guide future researchers and show that

Ilocano people still value their indigenous culture despite modernization.

Scope and Delimitations

This investigation covers the decline of Ilocano Indigenous Games among

Modern Youth. The study of this should be conducted in order to determine the factors or

reasons of the declining of the indigenous games among modern youths. This study

conducted also to know how the indigenous games affect the life of modern youth in

terms of behavior and socializing to others. These research respondents will be the

students here in Cabugao Institute Inc. And will be measured by a survey. This study will

focus on the role and effects of indigenous games on building students’ personality while

he or she is growing up. The goal of the study is only to know how indigenous games

affects, student’s human behavior and their socializing skills.

Definition of Terms

For clarity and consistency, the following terms are define as used in this study.

Cultural Heritage – the tradition and beliefs that are passed down from one

generation to another. ([Link]

heritage)
 Indigenous – native and raw materials that is present only to a particular place.

([Link]

Modernization – using of modern materials or technology in playing.

([Link]

MODERNISATION)

Preservation – promoting indigenous games to the children.

([Link]

Socialization – how the youth children socialized to other children.

(([Link]

Laro ng Lahi – are the indigenous games commonly played by the Filipino

children. (([Link]

Modern Youth - generally refers to young people, specifically those transitioning

from childhood to adulthood, navigating the complexities of the 21st century.

Hypotheses

The following hypotheses are considered in this study.

1. There are no traditional indigenous games played among students .

2. There are no factors contributing to the decline of playing traditional indigenous

games.

3. There are no effective strategies to promote and continue the traditional indigenous

games?
 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter covers the review of related literature and studies, theoretical

framework, and the conceptual framework.

Theoretical Framework

This study is anchored on the "time of being a child" as focused on many early

childhood theorists. According to Mooney (2017), Dewey's, Montessori's, Erikson's,

Piaget's, and Vygotsky's theories stress the importance of learning through play in early

childhood settings. These theorists agree that education should be child centered;

education must be both active and interactive; and education must involve the social

world of the child and the community.

Related Studies

On the Decline of Indigenous Games Among Filipino Youth

Reyes (2021) conducted a comprehensive nationwide study examining the decline

of indigenous games among Filipino children and adolescents. The study revealed that

the rapid advancement and widespread accessibility of digital technology, including

smartphones, tablets, and gaming consoles, have significantly altered the recreational

habits of modern youth. Reyes reported that children now spend an average of four to six

hours daily engaged in digital entertainment, which has led to a marked decrease in

outdoor play and participation in traditional games such as patintero, luksong baka, and

tumbang preso. This shift not only affects physical health but also disrupts the cultural

transmission of indigenous games, which traditionally rely on intergenerational

interaction and community involvement. The study emphasized that the decline in

participation threatens the preservation of Filipino cultural heritage and identity.

On Cultural Awareness and Educational Influence

Santos and Cruz (2019) explored the level of cultural awareness and appreciation

of indigenous games among Filipino students in both urban and rural settings. Their

research revealed a significant disparity in knowledge and interest, with urban students

showing less familiarity and engagement with traditional games compared to their rural

counterparts. The study attributed this gap to the limited integration of indigenous games

into school curricula and the dominance of modern recreational activities such as video

games and organized sports. The researchers advocated for the incorporation of

indigenous games into physical education and cultural studies programs to foster cultural

pride and continuity. They also highlighted the importance of community festivals, local

government initiatives, and parental involvement as effective platforms for promoting

these games as living cultural practices.

On the Impact of Modernization and Urbanization

 Garcia et al. (2020) examined the effects of modernization and urbanization on

traditional Filipino cultural practices, including indigenous games. Their study found that

urban development has led to a scarcity of safe, open spaces where children can engage

in outdoor play, which is essential for traditional games. Additionally, the increasing

academic pressures and structured schedules of modern youth limit their free time for

unstructured play. The research also highlighted shifting social norms, where peer

influence favors modern sports and digital entertainment over indigenous games. This

cultural shift contributes to the gradual erosion of traditional play practices. The study

suggested that urban planning and community programs should prioritize the creation of

safe recreational spaces and promote traditional games as part of holistic youth

development.

On Youth Engagement, Cultural Identity, and Community Involvement

Lim and Bautista (2022) investigated the connection between youth participation

in indigenous games and their cultural identity among Ilocano communities. Their study

demonstrated that engagement in traditional games strengthens cultural identity and

fosters a sense of belonging within the community. However, the researchers found that

modern youth often require external motivation from family, educators, or community

leaders to participate. The study emphasized the importance of community-organized

events, cultural education, and intergenerational dialogue in sustaining indigenous games.

It also suggested that incorporating storytelling, historical context, and cultural values

alongside gameplay could deepen youths’ appreciation and commitment to these

traditions. The researchers advocated for collaborative efforts between schools, families,

and local governments to create sustainable programs that encourage youth participation.

On the Role of Technology and Media

Delgado (2023) analyzed the complex relationship between technology, media,

and the preservation of indigenous games. While acknowledging that digital

entertainment competes with traditional games for youth attention, Delgado proposed that

technology can also serve as a powerful tool for cultural preservation and revitalization.

The study highlighted successful examples of mobile applications, online tutorials, and

social media campaigns that promote indigenous games to a broader and more diverse

audience. Delgado recommended partnerships between cultural organizations, educators,

and technology developers to create engaging digital content that educates and

encourages youth participation in indigenous games. The study also underscored the

importance of balancing screen time with active, culturally meaningful play to promote

holistic development.

Health Risks in the Shift from Indigenous to Digital Games

Concerns about the potential health risks associated with sedentary behavior have

grown as indigenous Philippine games have given way to digital games. Physical fitness

and overall health may suffer as a result of the shift from active traditional games to

sedentary digital games. Sedentary behavior that exceeds the daily 2-hour limit for

sedentary screen time has been shown to have long-term negative health consequences,

including the emergence of diseases such as obesity. Chronic health issues,

developmental problems, and a lower quality of life in children are just a few of the
known adverse effects of sedentary behavior (Stierlin et al., 2015; Wu et al., 2017). A

study by Park and colleagues (2020) has identified a long list of associated health risks,

including increased all-cause mortality, cardiovascular disease mortality, cancer risk, and

risks of metabolic disorders like diabetes mellitus, hypertension, and dyslipidemia, and

musculoskeletal disorders like arthralgia and osteoporosis, among others. Digital games

have also been shown to frequently isolate individuals and limit face-to-face interactions,

thus negatively impacting children’s social skill development and emotional well-being

(Gentile et al., 2017). Furthermore, the rising mental health issues of online game

addiction have resulted in the emergence of correlated mental depression (Labana et al.,

2000) and cognitive impairment (Park et al., 2020) as common mental health challenges

associated with online video computer games and sedentary lifestyles in the new

millennium.

The shift from indigenous to digital games has resulted in sedentary behavior and

associated health risks (Stierlin et al., 2015; Wu et al., 2017; Park et al.,2020). Given the

negative effects of sedentary behavior and excessive digital gaming on children, there is a

growing need to promote active Philippine indigenous games. Its revival could be critical

in promoting healthier lifestyles and mitigating the negative health consequences of

excessive digital gaming among Filipino children.

Promote cultural heritage

Cultural heritage refers to society's tangible and intangible characteristics passed

down through the centuries. Buildings, monuments, and historic sites are examples of

physical artifacts. On the other hand, intangible attributes are social customs, traditions,

and practices frequently based on aesthetic and spiritual beliefs and oral traditions
(Brumann, 2015). Indigenous games are intangible attributes considered social customs.

In essence, promoting cultural heritage enriches our lives in numerous ways, from

deepening our understanding of history and identity to inspiring creativity and fostering

unity among diverse communities (Cajetas-Saranza, 2020). It's a way to ensure that the

treasures of the past continue to shine brightly in the present and future. Promoting in

schools our indigenous games has been challenging with today's modernization, wherein

elite sports and mobile games overshadow traditional games. However, many

stakeholders believe in preserving these traditional games by integrating them among

lessons in school and playing them among students. It corroborates with a study (Mozar,

2020), which encourages incorporating traditional games in schools because of their

crucial role in preserving our cultural heritage. Furthermore, this finding agrees with

different studies (Agustin, 2020; Cajetas-Saranza, 2020; Moro & Billote, 2023; Mozar,

2020) on the importance of traditional games in promoting our cultural heritage.

However, studies should have addressed how wellintegrated traditional integrated games

are maintained outside class. There need for more studies to prove that cultural

preservation among students is continuous.

Facilitate convenient learning among students

Convenient learning is the simple exchange of information, primarily due to

facilitation. Indigenous games enable students to comprehend more quickly (Moro &

Billote, 2023). Students and teachers also proved that lessons are easily understood when

integrated with traditional games. Students learn best when they can positively relate to

lessons with these games as examples. It corroborates with the studies conducted by

previous scholars (Avila, 2021; Barlizo & Osorno, 2022; Morales, 2015; Morales, 2016;
Moro & Billote, 2023), who found that students stay motivated during the lesson with

indigenous games integrated into the lesson. Stakeholders agreed that students could

avoid choosing between online games and traditional games when they can play these

games online. It is true in a study (Cerda, 2021) where traditional games on an online

platform are encouraged since our generation aims to attain Education 4.0, the "technique

of learning connected with the fourth industrial revolution and focuses on transforming

the future of education through advanced technology and automation. However,

preserving culture through e-games is still a question; it would still be effective

Strengthen the foundation of values, health, and socialization

Values formation has been one important goal of Philippine education ever since

(Nagahama, 2014). At the same time, it has been a piece of common knowledge among

stakeholders of the physical benefits of playing traditional games. They also discovered

that playing these traditional games has more benefits than meets the eye. It has been

known that these games convey values and morals among stakeholders. Further, it fosters

socialization among players who encourage the value of “pakikisama” (companionship),

a very well-known value among Filipinos. Indigenous games also improve people's

health and fitness while preserving and utilizing awareness of socio-cultural heritage

(Siregar & Ilham, 2019; Mozar, 2020). Students’ physical and mental well-being

improves due to playing traditional Games or indigenous games. The majority of our

traditional games, including "kadang kadang," "patintero," "luksong tinik," and "tumbang

preso," made significant contributions to the growth of a person's overall wellbeing.

Filipino culture and customs are extensive and visible in their traditional games. Despite

being simple, these games contain cultural and social importance (Hortelano et al., 2015).
Like any other modern sports played in P.E., traditional games enhance an individual's

basic motor skills (Mozar, 2020; Ribas et al., 2023). While online games offer enjoyment

among youths, it is less beneficial than the traditional games played before. Besides,

traditional games improved physical, emotional, mental, and social wellness (Iasha et al.,

2020; Kovacevic & Opic, 2014; Villar, 2010). Children's interactions while playing

increase their social well-being with their parents, classmates, and other adults. Due to

traditional games requiring physical exertion, these experiences influence the

development of cognitive, emotional, and social skills and reach physical health (Siregar

& Ilham, 2019). Health and education are still considered significant concerns among

schools in the Philippines (Benzian et al., 2012). Traditional games are great avenues for

fostering health among students while socializing and building rapport with their peers

and adults. The studies discussed the importance of traditional games in values formation

(Agustin, 2020; Mozar, 2020; Mabborang et al., 2022; Prestoza et al., 2020) and

socialization (Booc, 2019; Mabborang et al., 2022; Prestoza, 2020) among students and

other stakeholders from different cultural backgrounds coming together to work on

shared goals, projects, or initiatives. This collaboration involves people with diverse

perspectives, values, beliefs, communication styles, and ways of approaching tasks.

Besides, the aim of cross-cultural collaboration is to leverage these differences to create

innovative solutions, enhance creativity, and foster mutual understanding and respect

among players.

Endangerment of being replaced by egames

The continued existence of traditional games among young Filipinos is threatened

by the rising attraction of younger generations to technology and the rapidly modernizing
world, which leads the younger Filipino generation to be open to contemporary

innovations (Booc et al., 2019; Moro & Billote, 2023). Besides, youths are more likely to

be discovered playing online games in corners than traditional games on the streets or

outside of their homes now that technology is so readily available (Agustin, 2020;

Hortelano & Tindowen, 2015). A case study showed that students in the locale of their

study play traditional games but rarely and mostly only during P.E. class every Friday

(Prestoza et al., 2020). The study signifies the need for more outlets where children will

be motivated to play these traditional games even during their free time. There is a need

for joint partnerships with the whole community to sustain the continuous preservation of

traditional games. It is regrettable to note that some stakeholders still doubt traditional

games' advantages. Additionally, given that kids frequently opt to play modern games,

some stakeholders think that continuous modernization threatens the survival of

traditional games in school. Furthermore, stakeholders see indigenous games as below

elite sports; even during school sports programs (intramurals), it is not added to the

games being played (Cagas et al., 2022). A study (Booc et al., 2019) agreed that some

students still cannot confidently play traditional games due to fear of getting hurt or

acquiring airborne diseases while playing outside. In comparison, it is fast growing

fascination of students with modern technologies as a threat to preserving indigenous

games (Mozar, 2020). It is supported by a study (Page et al., 2021) that despite the rising

popularity of e-games, students tend to choose these as pastimes due to the easy

availability of these platforms and gadgets among them

 Conceptual Framework

The paradigm below served as a guide for the researchers.

Independent Variable Dependent Variable

-Increased availability and

Investigating the declined of use of gadgets
Filipino indigenous games
among modern youth - Less spaces/ safe spaces
- Western games/sports are
heavily promoted in school
communities.
- Loss of knowledge and skill
transmission

Figure 1: The Paradigm

In the research entitled “Investigating the Decline of Filipino Indigenous Games

Among Modern Youth. The. The researcher examines the indigenous games (the

independent variable) on investigating the decline of Ilocano indigenous games among

modern youth. (Dependent Variable) At Cabugao Institute Inc. The indigenous games

can influence the student behavior and their socializing skills. Which may impact in their

playing indigenous games. The total number of participants in this study is 522 students.
 CHAPTER III

RESEARCH METHODOLOGY

This chapter presented the methodology use in study, including the research

design, and sample size. It also describe the research instruments for data collection and

the procedures use in gathering the data.

Research Design. In this study, the researcher lay on Quantitative Descriptive

Design. Quantitative descriptive design is a research approach use to describe the

characteristics of a phenomenon or a population in a numerical way, about the

"Investigating the Decline of Filipino Indigenous Games Among Modern Youth" It

involves collecting numerical data to summarize, explain, or interpret the characteristics

of a subjects or group.

Participant of the Study. The participant of this study are the Grade 7 to Grade

12 students in Cabugao Institute. about the decline of Filipino indigenous games among

modern youth on the grade 7 to grade 12 selected students at Cabugao Institute. The

questionnaire was in the form of a checklist and was validated by the three experts to

ensure its reliability and appropriateness for the study.

 Research Instrument. The researchers used a survey questionnaire to gather

relevant data about the declining the indigenous games among modern youth of 522

Grade 7 to Grade 12 students of Cabugao Institute Inc. The questionnaire was in the form

of a check-list that was validated by 3 language teachers.

Data Gathering Procedure. To gather the needed data for the study, the

researchers conducted a survey using the checklist questionnaire as the primary data-

gathering tool. Before conducting the survey, the researchers first sought approval from

the school principal, followed by the Grade 7 to Grade 12 advisers, and lastly, permission

from the respondents. After the respondents agreed to participate, the researchers

distributed the questionnaires to the participants. Once the data were collected, the

researchers tallied, tabulated, and computed the results to obtain the frequency and

percentage needed for analysis.

Statistical Treatment. The researchers used frequency and percentage and

percentage as tool on analyzing the data that were collected.

 CHAPTER IV

PRESENTATION AND ANALYSES OF DATA

This chapter presents the findings and discussion of the data gathered to answer the

problem raised in the study.

1. What are the traditional indigenous games played by students?

Patintero

Luksong baka

Luksong tinik

Piko

Sipa

Tumbang preso

Agawan base

Kadang-kadang

Palosebo

Holen
0 50 100 150 200 250 300 350 400

Percentage Frequency
 Figure 2

It shows the traditional games played by students. Patintero played by 342

students or 65.52%, Luksong baka played by 297 students or 56.89%, Luksong tinik

played by 145 students or 27. 77%, Piko played by 131 students or 25.09%, Sipa played

by 253 students or 48.47%, Tumbang preso played by 370 students or 70.88%, Agawan

base played by 248 students or 47.50% , and 72 or 13.79 Palosebo played by students,

Jolen with 121 students or 23.18% played by students.

[Link] are the factors contributing to the decline of playing traditional indigenous

games?

(A). Increased availability and use of gadgets ( social media, immersive

video games, TV, passive media consumption)

Increased availability and use of gadgets

300

250

200

150

100

50

0
Strongly Agree Agree Strongly Diagree Disagree

Freqeuncy Percentage

Figure 3
 It shows the increased ability and use of gadgets of the respondents. Among 522

selected students in Cabugao Institute. 120 students or 23.00% chooses strongly agree,

while 277 students or 53.06% chooses agree, while 117 or 22.41% chooses disagree,

were 8 or 1.53% chooses strongly disagree.

 B). Western games/sports are heavily promoted in school communities.

Western games and sports that heavily promoted in

school communities
400

350

300

250

200

150

100

50

0
Strongly agree Agree Disagree Strongly disagree

Frequency Percentage

Figure 4
It shows the western games/sports that heavily promoted in school communities.

Among 552 selected students in Cabugao Institute. 90 or 17.24% chooses strongly agree,

378 or 72.41% chooses agree, while 45 or 8.62% chooses disagree, and 9 or 1.72%

chooses strongly disagre

C). Changing physical and social environments ( less open space/ safe outdoor areas/

less neighbor to neighbor interaction).

Changing physical and social environments

350

300

250

200

150

100

50

0
Strongly agree Agree Disagree Strongly disagree

Frequency Percentage

Figure 5
It reveals the changing physical and social environmets. Among 522 selected

students Cabugao Institute. 105 or 20.11% chooses strongly agree, 295 or 56.51%

chooses agree, while 50 or 9.57% chooses disagree, and 72 or 13.79% chooses strongly

disagree.
 D). Loss of knowledge and skill transmission ( fewer occasions/ fewer people

who remember and practice them regularly).

Loss of knowledge and skill transmission

350

300

250

200

150

100

50

0
Srongly Agree Agree Stronhly Disagree Disagree

Frequency Percentage

Figure 6
It shows the loss of knowledge and skill transmission of students. Among 522

selected students in Cabugao Institute, 86 or 16.48% chooses stronlgy agree, 312 or

59.77% chooses agree, 116 or 22.22% chooses disagree, and 8 or 1.53% chooses strongly

disagree.
3. What are the effective strategies to promote and continue the traditional games?
A). Use media campaigns to rise awareness make the traditional games
“cool” again

Effective strategies to promote and continue traditional

games
400

350

300

250

200

150

100

50

0
Strongly Agree Agree Strongly Disagree Disagree

Frequency Percentage
Figure 7
In figure7 illustrates the Effective strategies to promote and continue traditional

games, Among 522 selected students in Cabugao Institute, 117 or 22.41% chooses

strongly agree, while 361 or 69.15% chooses agree, this indicates astrong overall support

for the initiative. Only 45 or 8.62% chooses disagree, and there are no respondents

answered strongly disagree.

B). Foster pride and cultural identity among youth, teaching the origins, meaning

and values behind the indigenous games

Fostering pride and cultural identity among youth

through indigenous games
400

350

300

250

200

150

100

50

0
Strongly agree Agree Disagree Strongly disagree

Frequency Percentage

Figure 8
It shows the fostering pride and cultural identity among youth through indigenous

games. Among 522 selected students in Cabugao Institute, 112 or 23.37% chooses

strongly agree, 366 or 70.11 chooses agree with including indigenous games in physical
education curriculum, indicating strong support, only 30 or 5.74% chosses disagree, and

14 or 2.68 chooses strongly disgaree, showing minimal opposition.

C). Secure and maintain safe open spaces (parks, plazas, school grounds,)

where children can gather and play.

Perceptioms of safe and maintain open spaces for children

by gender
350

300

250

200

150

100

50

0
Strongly agree Agree Disagree Strongly disagree

Frequency Percentage

Figure 9
 It illustrate the preceptions of safe maintain open spaces for children ny gender.

Among 522 selected students in Cabugao Institute, 192 or 36.78% chooses strongly

agree, 300 or 57.47% chooses agree that open spaces and well maintained, 21 or 4.02%

chooses disagree, and 9 or 1.72 chooses strongly disagree.

D). Include indigenous games in the physical education curriculum or school

programs so students regularly learn, play and appreciate there games.

 Support for including indigenous games in physical
education curriculum
350

300

250

200

150

100

50

0
Strongly agree Agree Disagree Strongly disagree

Frequency Percentage
Figure 10
Figure 10 shows the support for including indigenous games in physical education

curriculum. Among 522 selected students in Cabugao Institute, 169 or 32.38% chooses

strongly agree, 315 or 60.34% chooses agree, 26 or 4.98% chooses disagree, and 12 or

2.30% chooses strongly disagree.

 CHAPTER V

SUMMARY, CONCLUSION AND RECOMMENDATIONS

Summary

This study, entitled “ Investing the Decline of Filipino Indigenous Games Among

Modern Youth”, aimed to determine the reasons of the selected students in Grade 7 to

Grade 12 students in Cabugao Institute. It specially sought to (1) the traditional games

played students, (2) and determine the factors contributing to the decline of playing

traditional indigenous games, (3) and determine the effective strategies to promote and

continue the traditional indigenous games.

A quantitative descriptive research design was employed, and data were collected

through a validated survey checklist administrated to 522 Grade 7 to Grade 12 selected

students in Cabugao Institute Inc. The data were analyzed using frequency and

percentage distribution to described the results.

Findings

The result of the study the following findings:

1. The most traditional indigenous games played by students are Tumbang preso

and Patintero.

2. The most factors contributing to the decline of playing traditional indigenous

games are western games/sports are heavily promoted in school communities

and loss of knowledge and skill transmission ( fewer occasions/ fewer people

who remember and practice them regularly).

 3. The results revealed the most effective strategies to promote and continue the

traditional indigenous games is foster pride and cultural identity among youth,

teaching the origins, meaning and values behind the indigenous games.

Conclusion

Based on the hypothesis the following conclusions ware dawn:

1. There are traditional Filipino indigenous games played among the students.

2. There are factors contributing to the decline of playing traditional indigenous

games.

3. There are effective strategies to promote and continue the traditional indigenous

games.

Recommendations

Based on the conclusion, the following are recommended:

1. Students- Should take interest in learning and practicing Filipino indigenous

games to preserve local culture and traditions.

2. Teachers- Are encourage to integrate indigenous games into physical education

or cultural activities to promote cultural awareness.

3. School Administration- Should organize programs, or heritage weeks that

highlight traditional Filipino games.

4. Local Government- Must support community initiatives that revive and sustain

indigenous games through festivals and youth programs.

5. Future Researchers- Should conduct deeper studies on the factors affecting the

decline and explore strategies to promote cultural preservation among the youth.
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 APPENDICES

Appendix A
LETTER OF APPROVAL
Republic of the Philippines
CABUGAO INSTITUTE INC.
2732 Ilocos Sur

Senior High School of Humanities and Social Sciences

October 01, 2025

Ms. Maria S. Rondon

Principal
Brgy. Bonifacio, Cabugao, Ilocos Sur

Ma’am:
Greetings of Peace& Joy!
We, the Grade-12 Makakalikasan of HUMSS (Humanities and Social Sciences) are
currently conducting a study entitled, “Investigating the Decline of Ilocano Indigenous
Games Among Modern Youth” in partial fulfillment of the requirement for the Applied
Subject Practical Research 2 at the Cabugao Institute Inc.

We would like to ask permission to interview 522 students on Grade 7 to Grade 12

Students here in Cabugao Institute. In order to achieve our research objective effectively.
We assure you that our research activities will be conducted with the outmost respect.
Your approval to conduct this study will be greatly appreciated. Thank you very much for
your time and consideration.

Respectfully yours,
(SGD) Angelica S. Hidalgo
(SGD) Gwenn Francheska P. Juan
(SGD) Jestoni Naval
(SGD) Jann Wezley S. Sajonia
(SDG) Jansen Jake P. Tapuro

Noted:
(SDG) JESRAEL SAVELLA
Research Adviser
Approved:
(SDG) MS. MARIA S. RONDON

LETTER OF APPROVAL
Republic of the Philippines
CABUGAO INSTITUTE INC.
2732 Ilocos Sur

Senior High School of Humanities and Social Sciences

October 01, 2025

Dear RESPONDENTS:

Greetings of Peace and Joy!

The undersigned Grade-12 Makakalikasan of HUMSS (Humanities and Social Sciences)
will conduct a study entitled “Investigating the Decline of Ilocano Indigenous Games
Among Youth”, in partial fulfillment of the requirements for the subject, Practical
Research 2 (PR2). This study aims to explore the indigenous games among modern
youth.

In connection with this, we kindly ask for your participation in this study. Your valuable
insights and time will be instrumental in ensuring the success of our research. We assure
you that all information gathered will be kept confidential and will only be used for
scholarly purposes. The data collection will take place between October 01, 2025 to
October 08, 2025. We kindly ask for your participation at your earliest convenience
during this period.

Your cooperation is greatly appreciated. Thank you very much for your time and support.
May you be blessed abundantly.

Respectfully yours,
(SGD) Angelica S. Hidalgo
(SGD) Gwenn Francheska P. Juan
(SGD) Jestoni Naval
(SGD) Jann Wezley S. Sajonia
(SDG) Jansen Jake P. Tapuro

Noted:
(SGD) JESRAEL SAVELLA
Research Adviser
Approved:
(SDG) MS. MARIA S. RONDON
Principal

Republic of the Philippines

VALIDATION LETTER
Republic of the Philippines
CABUGAO INSTITUTE INC.
2732 Ilocos Sur

Senior High School of Humanities and Social Sciences

October 01, 2025

Mrs. Landel S. Surbida
Teacher, Senior High School
Cabugao Institute Inc.
Bonifacio, Cabugao, Ilocos Sur
Ma’am:

Greetings of Peace& Joy!

We, the undersigned Grade-12 Makakalikasan of HUMSS (Humanities and Social
Sciences) will conduct a study entitled “Investigating the Decline of Ilocano
Indigenous Games Among Modern Youth”, in partial fulfillment of the requirements
for the subject, Practical Research 2 (PR2), at the Cabugao Institute Inc. In view with
this, knowing your expertise in this field, may we appeal that you spare us some of your
time to review the attached questionnaires for their content validity to qualify for
conduction. Your assistance and positive response are very important for the
improvement of the questionnaires and for the successful conduct of this study.

Your feedback would be incredibly helpful in ensuring the quality of our research. We
truly appreciate your time and assistance with this. Thank you for your consideration. We
look forward to hearing from you soon

Respectfully yours,
(SGD) Angelica S. Hidalgo
(SGD) Gwenn Francheska P. Juan
(SGD) Jestoni Naval
(SGD) Jann Wezley S. Sajonia
(SDG) Jansen Jake P. Tapuro

Noted:
(SDG) JESRAEL SAVELLA
Research Adviser
Approved:
(SDG) MRS. LANDEL S. SURBIDA
Teacher

VALIDATION LETTER
Republic of the Philippines
CABUGAO INSTITUTE INC.
2732 Ilocos Sur

Senior High School of Humanities and Social Sciences

October 01, 2025

Mrs. Jocelyn Yapit

Teacher, Senior High School
Cabugao Institute Inc.
Bonifacio, Cabugao, Ilocos Sur
Ma’am:

Greetings of Peace& Joy!

We, the undersigned Grade-12 Makakalikasan of HUMSS (Humanities and Social
Sciences) will conduct a study entitled “Investigating the Decline of Ilocano
Indigenous Games Among Modern Youth”, in partial fulfillment of the requirements
for the subject, Practical Research 2 (PR2), at the Cabugao Institute Inc. In view with
this, knowing your expertise in this field, may we appeal that you spare us some of your
time to review the attached questionnaires for their content validity to qualify for
conduction. Your assistance and positive response are very important for the
improvement of the questionnaires and for the successful conduct of this study.

Your feedback would be incredibly helpful in ensuring the quality of our research. We
truly appreciate your time and assistance with this. Thank you for your consideration. We
look forward to hearing from you soon

Respectfully yours,
(SGD) Angelica S. Hidalgo
(SGD) Gwenn Francheska P. Juan
(SGD) Jestoni Naval
(SGD) Jann Wezley S. Sajonia
(SDG) Jansen Jake P. Tapuro

Noted:
(SDG) JESRAEL SAVELLA
Research Adviser
Approved:
(SDG) MRS. JOCELYN YAPIT
Teacher

VALIDATION LETTER
Republic of the Philippines
CABUGAO INSTITUTE INC.
 2732 Ilocos Sur

Senior High School of Humanities and Social Sciences

October 01, 2025

Mrs. Rozeny B. Dela Cruz

Teacher, Senior High School
Cabugao Institute Inc.
Bonifacio, Cabugao, Ilocos Sur
Ma’am:

Greetings of Peace& Joy!

We, the undersigned Grade-12 Makakalikasan of HUMSS (Humanities and Social
Sciences) will conduct a study entitled “Investigating the Decline of Ilocano
Indigenous Games Among Modern Youth”, in partial fulfillment of the requirements
for the subject, Practical Research 2 (PR2), at the Cabugao Institute Inc. In view with
this, knowing your expertise in this field, may we appeal that you spare us some of your
time to review the attached questionnaires for their content validity to qualify for
conduction. Your assistance and positive response are very important for the
improvement of the questionnaires and for the successful conduct of this study.

Your feedback would be incredibly helpful in ensuring the quality of our research. We
truly appreciate your time and assistance with this. Thank you for your consideration. We
look forward to hearing from you soon

Respectfully yours,
(SGD) Angelica S. Hidalgo
(SGD) Gwenn Francheska P. Juan
(SGD) Jestoni Naval
(SGD) Jann Wezley S. Sajonia
(SDG) Jansen Jake P. Tapuro

Noted:
(SDG) JESRAEL SAVELLA
Research Adviser
Approved:
(SDG) MRS. ROZENY B. DELA CRUZ
Teacher
 Appendix B

Guided Questionnaires

1. What are the traditional indigenous games played by students?

☐ Patintero ☐ Tumbang Preso

☐ Luksong Baka ☐ Agawan Base
☐ Luksong tinik ☐ Kadang kadang (bamboo stills)
☐ Piko ☐ Palosebo
☐ Sipa ☐ Holen
2. What are the factors contributing to the decline of playing traditional indigenous
games?
A. Increased availability and use of C. Changing physical and social
Gadgets (social media, immersive video environments ( less open space/safe
games, TV passive media consumption) outdoor, less neighbor to neighbor
☐ Strongly Agree interaction)
☐ Agree ☐ Strongly Agree
☐ Disagree ☐ Agree
☐ Strongly Disagree ☐ Disagree
☐ Strongly Disagree
B. Western games/sports are heavily D. Loss of knowledge and skill
promoted in school communities. transmission (fewer occasions/ fewer
☐ Strongly Agree who remember and practice them
☐ Agree regularly
☐ Disagree ☐ Strongly Agree
☐ Strongly Disagree ☐ Agree
☐ Disagree
☐ Strongly Disagree
3. What are the effective strategies to promote and continue the traditional indigenous
games?
A. Use media campaigns to raise C. Secure and maintain safe open
awareness make the traditional spaces ( parks, plazas, school
grounds)
games “cool” again where children can gather and play.
☐ Strongly Agree ☐ Strongly Agree
☐ Agree ☐ Agree
☐ Disagree ☐ Disagree
☐ Strongly Disagree ☐ Strongly Disagree
B. Foster pride and cultural identity D. Include indigenous games in the
among youth: teaching the origins, physical education curriculum or
meanings and values behind the school programs so students learn,
indigenous games play and appreciate their games
☐ Strongly Agree ☐ Strongly Agree
☐ Agree ☐ Agree
☐ Disagree ☐ Disagree
☐ Strongly Disagree ☐ Strongly Disagree
 Appendix C
VALIDATION RESULT
Republic of the Philippines
CABUGAO INSTITUTE INC.
Bonifacio, Cabugao
2732 Ilocos Sur

SENIOR HIGH SCHOOL OF HUMANITIES AND SOCIAL SCIENCES

VALIDATION RESULT OF QUESTIONNAIRES

Criteria Mean Descriptive Rating Overall

Descriptive Rating

Evaluator 1 5.0 VMA VHV

Evaluator 2 5.0 VMA VHV

Evaluator 3 5.0 VMA VHV

OVERALL 5.0 VMA VHV

Legend:
Ranges Descriptive Rating (DR) Overall Descriptive
Rating
4.21 – 5.00 Very Much Acceptable (VMA) Very Highly Valid
3.61 – 4.21 Much Acceptable (MA) Highly Valid
2.41 – 3.60 Acceptable (A) Moderately Valid
1.81 – 2.40 Slightly Acceptable (SA) Less Valid
1.00 – 1.80 Not Acceptable (NA) Not Valid

The questionnaires used in this study was evaluated by three English language
teachers, who obtained an overall mean rating of 5.00% with a descriptive rating very
much acceptable, with implies that the questionnaires are valid.

(SGD) Jocelyn S. Yapit

(SGD) Landel S. Surbida
(SGD) Rozeny B. Dela Cruz
 Appendix D
EVALUATION TOOL
Republic of the Philippines
CABUGAO INSTITUTE INC.
Bonifacio, Cabugao
2732 Ilocos Sur

SENIOR HIGH SCHOOL OF HUMANITIES AND SOCIAL SCIENCES

EVALUATION TOOL
Very Much Much Acceptable Slightly Not
ELEMENTS Acceptable Acceptable (A) Acceptable Acceptable
(VMA) (MA) (SA) (NA)
1. What are the
traditional
indigenous games
played by
students?
2. What are the
factors
contributing to the
decline of playing
traditional
indigenous
games?
3. What are the
effective
strategies to
promote and
continue the
traditional
indigenous
games?

Appendix E

MONITORING DATA
DOCUMENTATIONS
Day 1: Signing the letter of request to conduct the research study by the School Principal

The researchers sought approval from their principal, Ms. Maria S. Rondon, to
conduct a study inside their school.
 Day 2: Signing the letter of request to the language teachers

The researchers sought approval from their language teachers, Mrs. Landel
Surbida, Mrs. Jocelyn Yapit, Mrs. Rozeny Dela Cruz
 Day 3: Surveying

The researchers started conducting the study at Senior High School. They managed
to give the respondents a questionnaire to answer.
 Day 4: Surveying

The researchers started conducting the study at Junior High School. They
managed to give the respondents a questionnaire to answer.
 Day 5; Interpretation

The researchers analyzed and interpreted the data gathered.

CURRICULUM
VITAE
 CURRICULUM VITAE

Personal Profile

Name: Angelica S. Hidalgo

Address: Brgy. Bungro, Cabugao, Ilocos Sur

Birthdate: July 21, 2008

Birthplace: Brgy. Bungro, Cabugao, Ilocos Sur

Civil Status: Single

Nationality: Filipino

Religious Affiliation: Roman Catholic

Gmail: angelicahidalgo515@[Link]

Family Profile

Father: Abel V. Hidalgo

Occupation: Caterer

Mother: April Joy S. Hidalgo

Occupation: Graphic Artist/ Barangay Treasurer

Sibling/s:

Angeline S. Hidalgo

Andrei S. Hidalgo
Educational Background:

Secondary:

Senior: Cabugao Institute, Inc. (2025-2026)

Junior: Pug-os National High School (2020-2024)

Elementary: Bungro Elementary School (2014-2020)

CURRICULUM VITAE
Personal Profile
Name: Gwenn Francheska P. Juan
Address: Brgy. Bonifacio, Cabugao, Ilocos Sur

Birthdate: November 23,2007

Birthplace: Brgy. San Juan, Abra

Civil Status: Single

Nationality: Filipino

Religious Affiliation: Roman Catholic

Gmail: francheskapaulojuan@[Link]

Family Profile
Father: Jay Robinson S. Juan
Occupation: Farmer/Laborer

Mother: Melimar P. Juan

Occupation: Business Woman

Sibling/s:
Zaijan Jairus P. Juan
Liam Ezekiel P. Juan
 Joriel Kurt P. Juan
Educational Background:
Secondary:
Senior: Cabugao Institute, Inc. (2025-2026)

Junior: Cabugao Institute (2020-2023)

Elementary: Cabugao South Central School (2014-2020)

CURRICULUM VITAE

Personal Profile

Name: Jann Wezley Sajonia

Address: Brgy. Quezon Cabugao Ilocos Sur

Birthdate: March 07, 2008

Birthplace: Cabugao, Ilocos Sur

Civil Status: Single

Nationality: Filipino

Religious Affiliation: Iglesia Filipina Independiente

Gmail: jannwezleysajonia@[Link]

Family Profile

Father: Joel C. Sajonia

Occupation: Driver

Mother: Maricel H. Sumagit

Occupation: Housewife
Sibling: Joana Angelica S. Sajonia (+)

Educational Background:

Secondary:

Senior: Great Heights Learning Center of Ilocos Sur (2024- 2025) &

Cabugao Institute (2025-2026)

Junior: Cabugao National High School (2020-2023) & Great Heights

Learning Center of Ilocos Sur ( 2023- 2024)

Elementary: Bungro-Margaay Elementary School (2014-2020)

CURRICULUM VITAE

Personal Profile

Name: Jestoni A. Naval

Address: Brgy. Pug-os Cabugao Ilocos Sur

Birthdate: January 02, 2008

Birthplace: Cabugao, Ilocos Sur

Civil Status: Single

Nationality: Filipino

Religious Affiliation: Roman Catholic

Gmail: jestoninaval@[Link]

Family Profile

Father: Oscar R. Naval

Occupation: Farmer
Mother: Mary Helen A. Naval

Occupation: Housewife

Sibling/s:

Jaysaon A. Naval

Jonhmark A. Naval

Educational Background:

Secondary:

Senior: Cabugao Institute, Inc. (2025-Present)

Junior: Cabugao Institute (2020-2023)

Elementary: Pug-os Cabugao Ilocos Sur (2014-2020)

CURRICULUM VITAE

Personal Profile

Name: Jansen Jake Tapuro

Address: Brgy. Baclig, Cabugao, Ilocos Sur

Birthdate: August 01, 2008

Birthplace: Cabugao, Ilocos Sur

Civil Status: Single

Nationality: Filipino

Religious Affiliation: Roman Catholic

Gmail: tapurojake@[Link]

Family Profile

Father: Sherwin C. Tapuro

Occupation: Tricycle Driver

Mother: Remelyn P. Tapuro

Occupation: Housewife

Sibling/s: Justin Joshua Tapuro and Kent Jandrake Tapuro

Educational Background:

Secondary:

Senior: Great Heights Learning Center of Ilocos Sur (2024- 2025) &

Cabugao Institute (2025-2026)

Junior: Sinait National High School (2022-2023) & Great Heights Learning

Center of Ilocos Sur (2025-2024

Elementary: Cabugao North Central School (2014-2022)