Paete, Laguna: Festivities and Education
Paete, Laguna, a small town in the Philippines has always been proud of its culture and arts. To celebrate its culture the town has been holding a week-long festival called Paet-Taka: (The photos shown here are copied from the Facebook page of Paete Taka Festival.)
This is the second year for this festival and like the last one, this is also packed with activities both day and night. Some of the activities this year are as follows. There is a pageant:
There is drum and lyre:
There are dance shows.
There are marching bands:
There is food garnishing:
There is soap carving:
There are even dance performances from retired teachers:
And there is so much more, all seemed to be watched and enjoyed by an audience from all ages:
Obviously, basic education can benefit from these activities. However, one must be cautioned that these can likewise harm the education of the young. There is a paper published years ago by Knifsend and Graham at UCLA in the Journal of Youth and Adolescence that studied this concern:
Although adolescents often participate in multiple extracurricular activities, little research has examined how the breadth of activities in which an adolescent is involved relates to school-related affect and academic performance. Relying on a large, multi-ethnic sample (N = 864; 55.9% female), the current study investigated linear and non-linear relationships of 11th grade activity participation in four activity domains (academic/leadership groups, arts activities, clubs, and sports) to adolescents’ sense of belonging at school, academic engagement, and grade point average, contemporarily and in 12th grade. Results of multiple regression models revealed curvilinear relationships for sense of belonging at school in 11th and 12th grade, grade point average in 11th grade, and academic engagement in 12th grade. Adolescents who were moderately involved (i.e., in two domains) reported a greater sense of belonging at school in 11th and 12th grade, a higher grade point average in 11th grade, and greater academic engagement in 12th grade, relative to those who were more or less involved. Furthermore, adolescents’ sense of belonging at school in 11th grade mediated the relationship of domain participation in 11th grade to academic engagement in 12th grade. This study suggests that involvement in a moderate number of activity domains promotes positive school-related affect and greater academic performance. School policy implications and recommendations are discussed.