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A CRITIQUE OF THE TEXTBOOK “PILIPINAS: ISANG SULYAP AT PAGYAKAP”
Glen P. Honrado

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INTRODUCTION
The importance of textbook in social studies classrooms cannot be overstated. For one
thing, it is generally regarded as the most common tool through which social studies knowledge
is transmitted to students (Anyon, 1978; Mahmood, 2011). In fact, so great is the belief among
social educators in the importance of textbook as far as teaching social studies is concerned
that there is even a study which sought to determine the type of values taught to students in a
distant past by analyzing the textbooks used in the classrooms during that period (Woodward,
1982).
In view of the importance of textbook in social studies instruction, it is imperative that
textbooks used in social studies classrooms posses the qualities of good social studies
textbooks.
Cognizant of this need, I have set about the task of examining a social studies textbook
used in public high schools in the country. The said textbook is entitled: ―Pilipinas: Isang Sulyap
at Pagyakap‖ (hereinafter to be referred to simply as ―Pilipinas”), and its content deals with
Philippine history and governance. It had been widely used in first year high school classrooms
in the country for several years since 2006. Purporting to comply with the requirements of the
2002 Basic Education Curriculum, it went out of use when the new K to 12 Curriculum for Grade
7 (formerly first year high school) was implemented in Philippine schools.
The Role of Teachers vis-à-vis the Textbook
This is not to say, however, that I believe that the supremacy of the textbook in the social
studies classrooms is a desirable thing. Personally, I believe in the ideal of structuring social
studies instruction around inquiry with a view to developing the students’ critical thinking and
problem solving skills. The fixation of many social studies teachers with the use of textbook as
the sole basis in the selection of content and method may bore students, stifle critical thinking,
and reduce learning in social studies to a read-and-recite exercise. Textbook-driven social
studies education, therefore, is hardly compatible with the goal of producing responsible and
intelligent citizens of a country purporting to be democratic.
In stating what I perceive as a need to ensure that textbooks used in social studies
classrooms are of good quality, I only state the actual classroom reality, and the recognition of
the fact that it is but imperative that we devise ways with which said reality may be dealt with
given the difficulty of changing such reality. That is to say, although the fixation with the use of
textbooks is anything but the ideal that social educators must strive to achieve, and given the
difficulty of effecting change in the way teachers and students view textbooks, efforts must be

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made in order to mitigate the adverse effects that over-reliance on textbooks may have on
students’ learning. That may be done by ensuring that the textbooks used in social studies
classrooms are of good quality.
METHOD
Qualities of a Good Social Studies Textbook
In assessing the quality of the textbook ―Pilipinas,” I have used the following criteria: 1)
validity, 2) capacity to engage students’ interests, and 3) relevance. To determine whether the
textbook meets these criteria or, specifically, the extent it has been able to meet these criteria,
descriptors were developed using the ideas drawn from the works of Mahmood (2012), Barth
and Shermis (1980), Kissock and Falk (1978), Aparna Dey (2012), Anyon (1978), and Larkins,
Hawkins, and Gilmore (1987).
I have developed the first descriptor under validity based on what Mahmood (2011) has
identified as a textbook’s conformity to existing official curriculum. This is also in accordance
with Aparna Dey’s (2012) view. He said that for a textbook to be considered of good quality, it
must cover topics that need to be covered. Kissock and Falk (1978), in conducting a study
which sought to determine the attributes of instructional materials that contribute to their
adoption by schools, also made use of this criterion, which they have borrowed from the work
of Carole Hahn, and from that of Rogers and Shoemaker (in Kissock and Falk, 1978).
Another descriptor developed for validity is the textbook’s promotion of critical thinking
among students. In conducting their study, Kissock and Falk (1978) have made this as one of
the descriptors in two of their criteria, namely ―Observable Benefits‖ and ―Relative Advantage‖
(p. 60). Mahmood (2011) practically said the same thing. He maintained that a good textbook
must take into account the developmental level of students, and contain materials that help
foster creative thinking among students. Barth and Shermis (1980), in clarifying their position
regarding the supposed preoccupation of past and present textbooks with ―open celebration‖ of
institutions and figures, which they characterized as leaning towards what they called the
―citizenship transmission‖ tradition in social studies (p. 95), expressed their belief that such
practices must give way to those that help develop critical thinking among students.
Aparna Dey (2012) and Mahmood (2011) have also expressed concern about the
accuracy of textbook content. Barth and Shermis (1981) and Clemens (1981) have also
expressed the same sentiment in their debate in the pages of Theory and Research in Social
Education. In assessing the textbook, ―Ang Pilipinas,” therefore, I have used it as one of the
descriptors to measure the textbook’s validity.

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Although Anyon (1978) sought to justify the supposed ―unrealistic nature of elementary
textbooks‖ (p. 40), and its presentation of social and political institutions in the most favorable
light, in terms of the schools’ natural tendency to socialize individuals, Barth and Shermis (1980)
expressed misgivings about so-called ―open celebration‖ of institutions. Hence, one of the
descriptors I formulated for validity is the textbook’s avoidance of the said practice.
Larkins, Hawkins & Gilmore (1987), meanwhile, attacked the tendency of primary
textbooks to present non-informative and trivial content. They even went so far as to suggest
that if this trend continues, it would be better if social studies were to be abolished in the primary
grades.
Finally, I have included as one of the descriptors under validity the absence of passages
exhibiting bias or expressing approval of prejudice. Aparna Dey (2012) and Mahmood (2011)
have identified this as one of the characteristics that a good textbook must possess.
As for the descriptors under the second criteria, i.e. the capacity of a textbook to engage
the interest of the students, I have included the following as descriptors: 1) physical
appearance, and 2) the use of graphs, charts, and illustrations.
The first descriptor, i.e. the physical appearance of the textbook, was formulated based
on the ideas of Mahmood (2011) and Aparna Dey (2012). According to them, it is important that
the over-all appearance of the textbook, e.g. the title of the textbook, cover design, font size,
page layout, etc., appeals to the interest of the students and take into account their background
and developmental level.
Finally, Aparna Dey (2012) and Mahmood (2011) also mentioned the importance of the
inclusion of charts, graphs, and other forms of illustration in the textbook. This would facilitate
easier understanding of textbook content on the part of the students, as well as stimulate their
interest in reading it.
In assessing the extent to which ―Pilipinas” was able to meet the third criteria, i.e.
relevance, I have relied on the ideas of Aparna Dey (2012), and Kissock and Falk (1978). Both
these authors expressed the belief that textbooks must take into account the psychological
needs and the ability of the learners.
Using the criteria and their corresponding descriptors, I have developed the following
rubric. Said rubric is one of the instruments I utilized as basis in assessing the textbook,
―Pilipinas.”

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Criterion Descriptors
Unsatisfact
ory(1)
Satisfactory
(2)
Highly
satisfactory
(3)
Validity
They should contribute to the development of
the students’ critical thinking. (Mahmood, 2012;
Barth and Shermis, 1980; Kissock and Falk,
1978).
Should contain materials that must be covered
(Aparna Dey, 2002; Mahmood, 2011; Kissock
and Falk, 1978).
The content of the textbook should be accurate
(Aparna Dey, 2012; Mahmood, 2011).
Although it allows room for socialization, (Anyon,
1978), it should avoid open celebration of
figures and institutions (Barth and Shermis,
1980)
It should be free from trivial and noninformative
content (Larkins, Hawkins & Gilmore, 1987)
It should be free from bias and prejudice
(Aparna Dey, 2012; Mahmood,2011)
Engaging
The textbook (title, cover, font size, etcd.) should
take into account the students’ interests and
background (Aparna Dey, 2012; Mahmood,
2011)
Should contain necessary graphs, charts, etc
(Aparna Dey, 2012).
Relevance
They should take into account the psychological
needs and the ability of the students (Aparna
Dey, 2012; Kissock and Falk, 1978).
Inclusion of Concepts from the Study of Culture and Society
One of the findings of a study conducted by Haas (1991), in which she investigated the
content of primary textbooks, was too much emphasis accorded the discussion of geographical
concepts to the exclusion of other fundamental concepts in social studies. This is especially true
for the study of culture and society. This is unfortunate because understanding of this field is
important if the students are to acquire tolerant attitude towards other people.
In view of this, I have made as a separate criterion with which I could assess the
textbook, ―Pilipinas‖ the inclusion of concepts drawn from the study of culture and society. In
determining the extent to which the textbook has met this criterion, I have prepared a list of
concepts from the study of culture and society. The concepts selected belong exclusively to the

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field of sociology and anthropology, and as such, are not covered in other disciplines. I have
tried to determine whether these concepts appeared and were tackled with sufficient depth in
the three adjacent chapters of the textbook which I have selected for examination. The chapters
(Kabanata 3,4, at 5) cover the history of the Philippines during the Pre-Hispanic Period, the
Spanish Period, and the Reform Movement and the Katipunan.
Below is the list of concepts I have prepared:
Belief  Norms Language
Culture  Sanctions Technology 
Values  Symbols Cultural relativity
Cultural diversity Society Folkways
Ethnocentrism Gender and sex Migration
Urbanization Culture shock Tradition
Spirituality/religion
FINDINGS AND DISCUSSION
Qualities of a Good Textbook
After examination of the textbook, “Pilipinas,” I found that the textbook did not provide much for
the students to exercise their creative and critical thinking. Although there are activities at the
end of every lesson (chapters consist of two or three lessons), which require students to
synthesize information from the content (e.g. “Paano kaya kung hindi nakipagkalakalan ang
mga Pilipino sa mga Hindu, Arabe, Tsino, at Hapones? May mababago ba sa ating kultura?”),
the inclusion of the authors’ interpretation of the events and phenomena in the content blunted
its effectiveness. For instance, towards the end of Lesson 2, Chapter 3 (the lesson deals with
the influences of Asian neighbors in the Prehispanic Philippine culture), the authors deemed it
befitting to give the following summary: “Ang nagpaunlad sa ating kultura ay ang pagkakaroon
natin ng mga impluwensiya mula sa ibang bansa sa Asya. Nagpapatunay ito na bago pa
dumating ang mga dayuhan sa ating bansa ay mayroon na tayong kultura na nakatulong nang
malaki sa pag-unlad ng kabuhayan at kalakalan sa bansa. (p. 69)”
While it may be said that “Pilipinas” satisfactorily covered the content prescribed by the
2002 Basic Education Curriculum, the same cannot be said of the skills which the curriculum
sought to develop among students. For example, one of the competencies stipulated by BEC
requires students to examine or analyze the objectives of Spanish Colonization (―Nasusuri ang
mga layunin ng Espanya sa pagtungo at pagsakop sa Pilipinas”). Although the content of that
particular competency was satisfactorily covered by the textbook, the manner in which such

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content was presented was such that the students are not given enough opportunity to form
their own opinion. In reading the text pertaining to the topic in question, one could not help but
get the impression that the authors are apologists of Spanish Colonialism. For instance, in a
passage on page 104, they singled out proselytization as the principal objective of Spanish
Colonialism although they also made mention of the political and economic motivations of
conquest (―Ang pagpapalaganap ng Kristiyanismo ang talagang nangungunang layunin ng mga
Espanyol sa pananakop sa PIlipinas.”).
―Pilipinas” also suffers from lack of accuracy. This particular shortcoming is due to lack
of clarity of expression used. On page 49, for instance, one would read this passage about the
the slaves in Prehispanic Philippines: ―Gayunpaman, sa pananaw ng mga Eurpeo, hindi sila
itinuturing na mga alipin, bagkus ay mga taong umaasa sa panginoon nila.‖ Still another
example of a statement rendered inaccurate by lack of clarity is a passage on page 102. The
said passage offers this information: “Ang unang unibersidad na itinayo sa Asya ay Unibersidad
de Santo Tomas na itinatag noong 1611.”
Aside from lack of clarity, inaccuracy may also be due to a lack of erudition on the part of
the authors. For instance, a passage on page 73, which sought to summarize the economic
motivation of Spanish Colonialism during the 16th
century, reads: ―Ang pinagkukunan ng mga
hilaw na sangkap at pamilihan ng mga produktong yari na ay ang kolonya tulad ng Pilipinas.”
The textbook is also guilty of ―open celebration‖ of institutions and figures. For instance,
although there were portions in the book where abuses perpetrated by Spanish colonizers were
discussed (“Mula nang sakupin ng mga Espanyol ang bansa ay dumanas nang pasakit at
kawalan ng katarungan ang mga Pilipino”), numerous pages were dedicated to a litany of so-
called contributions of Spanish Colonialism to Philippine culture and economy. For instance, on
page 88, one would read this rather curious passage: ”Dahil sa Kristiyanismo ay nagbago ang
buhay ng mga Pilipino. Natigil ang awayan sa maraming lugar.” Then on page 103, a passage
summarizing the contributions of the Spanish colonizers to Philippine art reads: ―Ang sining ng
bansa ay pinaunlad ng mga Espanyol tulad ng sayaw at musika.” One has but to wonder what
criteria the authors have used in arriving at such a conclusion.
The textbook is also crowded with many details that might have been better left out in
order to give room to more worthy information. The description of the different officials in the
Sultanate government on page 62 is a case in point. So are the detailed narrative on pages 77-
79 of the various expeditions sent by Spain to the Philippines before Miguel Lopez de Legazpi
successfully established a colony in the country.

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―Pilipinas” is also guilty of bias and prejudice, albeit in a subtle manner. While there are
portions which apparently glorify the Pre-hispanic Philippine culture, in the succeeding chapter it
gives the impression that somehow the culture brought by the Spaniards to the country was
superior—―Mapapansin na ang impluwensiyang Espanyol ay nagpayaman sa kultura ng bansa
(p. 101).‖
Despite the obvious attempt at creativity, the creators of the textbook have failed to
make the over-all physical appearance of the textbook appealing to the interest of students. Its
title, for instance, is not something that is likely to excite interest among students. The same can
be said of the cover design, which consisted of the famous likeness of Rizal, a picture of a vinta,
and an image of Bonifacio monument—all superimposed on a red background. There was also
a noticeable absence of necessary graphs, charts, maps, and illustrations that would have
facilitated easier understanding on the part of the students, as well as excite their interest. A
redeeming factor, however, is the use of large font size for easier reading on the part of the
students
The textbook ―Pilipinas,‖ has also employed a language that may be deemed
appropriate to the intellectual ability of most Grade 7 students. This is another point in favor of
the textbook. However, the inclusion in the text in numerous instances of terms and events,
which are unfamiliar to most 13-year-old students, diminished whatever advantage the textbook
gained from the use of simple language. For instance, on page 110, the ―Enlightenment‖ in
Europe in the 18th
century is mentioned in connection to the development of Filipino nationalism
during the 19th
century. One wonders, however, why the authors did not bother to explain to
students what the said European movement was.
Below is a tabular presentation of the summary of the findings I have presented and
discussed above.
Criterion Descriptors
Unsatisf
actory
(1)
Satisfac
tory(2)
Highly
satisfact
ory(3)
Validity
Contributes to the development of the students’
critical thinking.
  
Contains materials that must be covered.   
Accurate   
Avoids open celebration of figures and
institutions.
  
Free from trivial and non-informative content.   
Free from bias and prejudice   

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Engaging
The textbook (title, cover, font size, etc.) takes
into account the students’ interests and
background.
  
Contains necessary graphs, charts, etc.   
Relevance
Takes into account the psychological needs and
the ability of the students.
  
For the total:
CRITERIA TOTAL NUMBER OF POINTS SCORE PERCENT
Validity 18 9 50%
Appeal 6 2 33%
Relevance 4 2 50%
Inclusion of Concepts from the Study of Culture and Society
The textbook is rich in concepts pertaining to the study of culture and society. Except for
such concepts as ―culture shock,‖ ―symbols,‖ ―urbanization,‖ ―and ―technology,‖ all concepts I
have identified were tackled in one way or another. There are also activities at the end of the
lessons which sought to deepen students understanding of these concepts by requiring them to
synthesize information from the text read. For instance, on page 57, students are required to list
down aspects of the students’ local culture that have not been covered by the lesson (“Gumawa
ng isang listahan ng lima pang aspeto ng pamumuhay ng sinaunang Pilipino na umiiral o
ginagawa sa inyong lugar subalit di nabigyang pansin sa araling ito.”). Another activity that
provides for deeper discussion of the concepts is that which is found on page 90, where
students are asked to prepare a table of the different cultural changes that occurred during the
Spanish Period (“Gumawa ng talahanayan ng mga pagbabagong naganap sa kultura ng mga
Pilipino nang masakop tayo ng mga Espanyol”). Still another example of an activity that
provides opportunity for students to acquire deeper understanding of the concepts is an activity
on page 70, where students are asked to make comparison between Christianity and Islam
(“Gumawa ng paghahambing tungkol sa pagkakaiba at pagkakatulad ng Islam at Kristiyanismo.”
Notwithstanding the successful incorporation of several concepts in the textbook,
especially in the first two chapters I examined (Chapters 3 and 4), this is hardly the case with
Chapter 5. The said chapter, which mostly deals with the emergence of Philippine Nationalism,
the Reform Movement, and the Katipunan organization, is crowded with content focusing on the
personal backgrounds of historical personalities, and the organizational structure of Katipunan.
While it may be argued that in this instance the textbook is only trying to comply with the

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requirements of BEC, I think it would have been better if the authors also incorporated the
cultural aspect of the movement. For instance, they could have drawn from the materials of
Reynaldo Ileto’s Pasyon at Rebolusyon.
The textbook also partly failed in providing students with opportunity to gain
understanding of the very important concept of cultural relativity. Although there are several
instances where the authors sought to foster respect for other people’s cultures by
understanding their origin (“Kung susuriin ang bawat ginagawa, asal, paniniwala, at kultura ng
mga tao, makikita na ang mga ito ay may pinagmulan o dahilan. Hindi mo mauunawaan ang
isang bagay kung hindi mo ito aalamin at kung minsan ay kailangang maranasan muna bago
lubos na igalang at maunawaan ang mga kagawian ng isang pamayanan.”), in other occasions,
such as the one I mentioned earlier, they gave the impression that somehow, other cultures are
superior to another.
CONCLUSION AND RECOMMENDATION
Two major conclusions can be drawn from the results of the examination of the textbook
“Pilipinas.” First, it is highly possible that a textbook that has been in use for years in public
schools in the country does not possess the qualities of a good textbook as prescribed by
educators and other experts. Second, authors of textbooks must consider validity, appeal, and
relevance as important factors in producing materials for student consumption. They may draw
from the ideas of educators and other experts in order to accomplish this.
Because the textbook does not measure up to the standards prescribed by educators and
experts, as this paper reports, I would not recommend ―Pilipinas” for use in public schools.
However, for practical purpose, I would suggest that said instructional material be used as a
supplementary material in Grade 7 Social Studies. Provided, however, that the teachers who
opt to make use of these materials in their classes point out to students the errors I have found
in the textbook.
REFERENCES
Online Journal Articles and Web Articles
Anyon, J. (1978). Elementary social studies textbooks and legitimating knowledge. Theory &
Research in Social Education, 6(3), 40-55.

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Barth, J. L., & Shermis, S. S. (1980). Nineteenth century origins of the social studies movement:
Understanding the continuity between older and contemporary civic and US history textbooks.
Theory & Research in Social Education, 8(3), 29-49.
Barth, J. L., & Shermis, S. S. (1980). Social studies arguments without historical and
philosophical foundations are still beside the point, or….Theory & Research in Social Education,
9(2), 93-98.
Haas, M. E. (1991). An analysis of the social science and history concepts in elementary social
studies textbooks grades 1–4. Theory & Research in Social Education, 19(2), 211-220.
Kissock, C., & Falk, D. R. (1978). A Reconsideration of ―Attributes and Adoption of New Social
Studies Materials‖. Theory & Research in Social Education, 6(3), 56-70.
Mahmood, K. (2011). Conformity to quality characteristics of textbooks: The illusion of textbook
evaluation in Pakistan. Journal of Research and Reflections in Education, 5(2), 170-190.
Woodward, A. (1983). Identifying representative textbooks in US history. Theory & Research in
Social Education, 10(4), 39-47.
Larkins, A. G., Hawkins, M. L., & Gilmore, A. (1987). Trivial and noninformative content of
elementary social studies: A review of primary texts in four series. Theory & Research in Social
Education, 15(4), 299-311.
Aparna Dey. (2012). 15 important characteristics and qualities of a good textbook. Retrieved
from http://www.publishyourarticles.net/knowledge-hub/geography/15-importancecharacteris
tics-and-qualities-of-a-good-text-books.html
Textbook Reviewed by the Author
Rama, M. DC.,Domingo, F. C., Rama, J. G., & Cruz, J. A. (2006). Pilipinas: Isang Sulyap at
Pagyakap. Makati City: Edcrisch International, Inc.