ABSTRACT
This study explored the implementation of the Special Interest Program for Culture and Arts (SIPCA) and its influence on students' skills improvement and cultural awareness. Participants included Grade 8 to 10 students with varying talents and academic performance levels. Findings revealed a strong presence of performing arts talents, with students predominantly classified as academically outstanding. The SIPCA program was evaluated as "Very Highly Implemented," particularly in program objectives, mentor qualifications, and stakeholder involvement. While the support system received strong ratings overall, concerns about funding adequacy and infrastructure were noted. Feedback mechanisms were also highly rated, though the integration of digital tools remained an area for improvement.
Students reported significant enhancement in artistic, technical, creative thinking, and collaborative skills. Likewise, cultural awareness was rated as high across dimensions of cultural knowledge, appreciation, and identity exploration. Regression analysis showed that SIPCA implementation significantly predicts both skills improvement (R² = 0.441) and cultural awareness (R² = 0.493), with feedback mechanisms being the strongest predictor in both outcomes.
Moderation analysis indicated that student grade level and academic status significantly influenced the strength of SIPCA’s impact on skills and cultural awareness, while talent had a significant effect only on cultural awareness. Recommendations include enhancing digital feedback systems, providing specialized training, and improving funding and infrastructure. The study suggests broader stakeholder involvement and proposes future research to explore long-term program outcomes, digitalization, and differentiated instructional methods. These insights aim to strengthen SIPCA’s implementation and impact across diverse educational contexts.
Keywords: Special Interest Program, Culture, Arts, Student Implementation, Outcomes
INTRODUCTION
Understanding the influence of student attributes on the implementation and outcomes of specialized programs is crucial. This research examines the impact of these programs on skills improvement, cultural awareness, and heritage preservation, which are essential for students' holistic development and the enrichment of their learning experiences. The decline in engagement levels with the arts underscores the urgent need for targeted programs that improve appreciation for Filipino culture and the arts (Lobo, 2022). The Special Program in the Arts (SPA), introduced by the Philippine Department of Education in 2000, has had a significant positive impact on students. It identifies and nurtures artistic talents, enhances creative thinking and problem-solving, boosts confidence, fosters cultural awareness, and offers real-world opportunities. SPA equips students with valuable skills that enrich both their artistic abilities and personal development, contributing to their overall growth (Lusdoc & Namoco, 2019). The primary goal was to enhance students' creative abilities, as highlighted by the Department of Education (2013). Despite changes in the educational system, SPA maintained its importance within the K-12 curriculum as part of the "Programs for the Gifted and the Talented," as noted in the Implementing Guidelines for the Enhanced Basic Education Act of 2013. This recognition underscored the program's role in fostering artistic talent.
However, concerns about the implementation of SPA arose. Leocario and Pawilen’s (2015) study revealed that the program lacked detailed guidelines, highlighting the need for a more comprehensive framework to achieve its objectives. This research gap highlights the significance of the new program, the Special Interest Program for Culture and Arts (SIP
CA), introduced in 2021 through Regional Memorandum No. 48. Unlike SPA, SIPCA places greater emphasis on cultural awareness and heritage preservation, expanding beyond its primary focus on artistic talent development. This shift reflects a broader commitment to fostering both student growth and cultural preservation through a more refined program (Kurin, 2022).
Given the evolving landscape of cultural and arts education, continuous evaluation and refinement are essential to maximizing the benefits for students’ holistic development and the preservation of their cultural heritage (Leocario & Pawilen, 2015). This study aims to explore how student attributes influence the implementation and outcomes of the Special Interest Program for Culture and Arts, particularly in terms of skills improvement and cultural awareness, from the students' perspective.
In an era marked by rapid globalization, the preservation of cultural heritage and the fostering of cultural awareness have become critical educational objectives. Programs like SIPCA provide a unique platform for cultivating students' artistic abilities, deepening their understanding of cultural traditions, and promoting a sense of responsibility toward heritage preservation (Leocario & Pawilen, 2015). These initiatives not only enhance students’ proficiency in various art forms but also serve as vital tools for promoting cultural literacy and ensuring the intergenerational transmission of intangible cultural assets. Despite the increasing implementation of such programs, there remains limited research on the specific role that student attributes play in the success of SIPCA in achieving these goals (Kurin, 2022).
This study sought to address that gap by examining how students’ characteristics and attributes shape their experiences within SIPCA and influence the program's outcomes. By examining how these attributes influence their artistic development and cultural awareness, this research provided valuable insights into the program's effectiveness. Such understanding is crucial for educators and policymakers aiming to optimize the design and delivery of SIPCA and similar initiatives. The findings will help identify strengths and areas for improvement, ultimately contributing to more effective educational frameworks that promote not only artistic skill development but also instill a deep and lasting appreciation for cultural heritage among students.
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