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ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025

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“Maria Clara at Ibarra Series: Perceptions of College Students on Its
Impact towards Studying History”

Louie R. Nava., Ruth Kaye B. Ocrisma., Janice R. Loquinario., Jomari B. Benavente., Daisy Rose C.
Gucilatar., Erica B. Rosales., Princess Jade P. Gucilatar

Northern Quezon College Incorporated, Infanta, Quezon, Philippines

DOI: https://dx.doi.org/10.47772/IJRISS.2025.910000437

Received: 22 October 2025; Accepted: 30 October 2025; Published: 14 November 2025

ABSTRACT

In the modern world where history comes through screens it became accessible for all. The widespread of this
kind of series became an open potential for introducing history in a modern way, both negatively and positively.
In response to this the researchers initiated qualitative research, precisely the phenomenological approach. This
study was conducted in one of the College School in Infanta Quezon, using a purposive sampling with a sample
size of 12 students as participants. Collecting the data through semi-structured interviews exploring the impacts
and implication of GMA television adaptation series, "Maria Clara at Ibarra". Understanding these perceptions
is indeed crucial for assessing the series’ educational value and potential impact on historical literacy not only
of the students but the general young Filipinos. This research aims to contribute to the continuous dialogue about
the responsible representation of history in popular media and its influence on learning in able to contribute to
the broader discourse on literary adaptations, cultural relevance, and the evolving nature of storytelling in
contemporary society.

Keywords: impacts, students’ perception, GMA television adaptation series, "Maria Clara at Ibarra.

INTRODUCTION

Now, in the modern era where history can come through screens, it became more accessible for wide audiences,
through advance used of technologies we cannot only access the past through books but also through
contemporary ways. This does not only increase the circulation of past events and history in this modern
generation, but it also impacted how individuals, especially, the youth to take pride and understand the past
through creative visual representation. According to Iglesias (2022), the study of history is crucial for
understanding the present, but engaging younger generations with historical narratives presents a unique
challenge. This tendency is evident in the mandated Republic Act No. 1425, which is encouraging the study of
the life and works of Dr. Jose Rizal that helps instill as sense of national identity and pride among the new
generation, however, it fails to resonate the students mind as to why they have to learn it which makes it
challenging for them to understand (Buckingham, 2003, cited by Villanueva, 2023). Dr. Jose Rizal who’s widely
considered one of the greatest heroes of the Philippines is great evidence of how history is indeed worth known.
His famous novels Noli Me Tangere and El Filibusterismo remains a cornerstone of Philippine national identity,
shaping understanding of colonialism, revolution, and social injustice.

GMA Network’s recent television adaptation of the two most famous works of Dr. Jose Rizal, Maria Clara at
Ibarra, stands as a modern attempt to bridge the gap between historical literature and contemporary audiences
that offers a fresh interpretation of shaping understanding of the Philippine national identity, reimagining their
characters and storylines for a contemporary audience. According to

Iglesias (2022), through the passage of time and the influence of technological advancements, the relevance of
historical narratives is often casted a shadow, with younger generations forgetting the profound lessons
embedded in the past. But with the support of different television series, curiosity of learners for the past is
ignited and convinces them to study history. Buckingham (2003, as cited by Villanueva, 2023), acknowledged

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that it can be difficult to instill an appreciation for historical significance but he also said that visual media,
specifically series, have proven to be influential tools in motivating and enhancing comprehension of learners.

Being based on Jose Rizal’s novels Noli Me Tangere and El Filibusterismo, the Philippine television series Maria
Clara at Ibarra has become widely popular among Filipinos, not to mention that the novels are already well-
known but the series caused a great deal of controversy. Using Rizal’s works as the basis for the series,
considered the two novels as masterpieces, led to criticism from several groups, particularly historians, who have
strong opinions about how these important works are adapted. The controversy centered on whether the
adaptation offered a new perspective or distorted historical facts. This sparked a controversy about whether
adaptation gave a fresh outlook on the hero’s novels, or they distorted the historical facts of the narrative. A
retired literary teacher and critic, Dr. Lakandupil Garcia expressed his distress over some of the changes in Maria
Clara at Ibarra’s portrayal of the novels. He was worried that since students and teachers are like the protagonist
of the story, Klay, they are lazy to read and will not know what is the original content of the novels and what are
additions in the production that may lead to its distortions and students may never know the real content and
how enrich of the history the novel is. However, some historians countered like Dindo Balares, Suzette
Doctolero, and Xiao Chua defended the show stating that the adaptation was actually very impactful and relevant
to the modern youth for it captures the interest of the students due to how the production gave life to the story
(Sethe, 2023). The creative liberties or narratives taken in such adaptation raise questions about historical
accuracy and their impact on viewer’s understanding of the past.

Literature and scholarly works provides insightful and in-depth knowledge of possible impacts of television
adaptations. In terms on the writings that states the negative impact of historical adaptation series, Weinstein
(2001) still cited by Donelly, Debra (2020) also argued that, series are frequently commercial ventures and,
therefore, need to capture an audience. It may happen that following the historical evidence and the story is
abandoned for the sake of amusement, featuring alterations, simplifications, and made-up inclusions typical.
Maybe the most sneaky and challenging issue is that of presentism, meaning enabling characters from the past
to behave and communicate as of modern society. This is an issue in how values, attitudes, and beliefs are
presented, historical societal roles, which might conflict with contemporary values. Historical past transforms
into historical series comes with great responsibility especially to the media creators. For the reason that, most
people have access to media and history now, and history in the lens of creative cinematography can either inspire
and indulge audiences into history or alter the history itself.

On the other hand, according to (Schaar & Wen, 2021) historical series make historical events and figures more
personal, dramatic, and emotional. They bring the past to life by illustrating it in the present, contributing to
ongoing historical discussions, and consequently, have demonstrated to be the most powerful medium for sharing
history with wide audiences. This is also supported by Lois (2020) in which he states that book adaptations will
resonate with a wide audience, which is beneficial since the adaptation attracts readers to the movie, while the
movie also exposes non-readers to the book. Every book adaptation derives its concept from the original material,
yet due to the time constraints imposed on films, some aspects of the book may not appear in the movie. As a
result, characters or themes that viewers believe are overlooked can gain a deeper understanding of those aspects
by reading the book. Certainly, that's not universally true, but adaptations of books serve as extra promotion for
the book, particularly when it's an adaptation of a more obscure title. Various methods exist to market the book
in conjunction with the film, including tie-in covers and special editions, appealing to both cinema audiences
and readers.

In addition, film and digital media can create visual and auditory experiences that enrich learning, making this
culturally significant and inspiring for learners to envision different realities and varied viewpoints that clarify
human behavior and reduce bias. Films serve as a tool that can help students with learning differences and those
who are gifted to engage with the curriculum and conceptualize written materials and spoken lectures. Different
modes of expression encourage students to connect personally with the characters and scene, rendering learning
culturally significant and impactful (Cromarty et al., 2023). This statement is also supported by Cahyani (2022)
states that movies can motivate students to analyze, assess, and formulate arguments utilizing the visual and
narrative details provided.

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This study examines the perceptions of students regarding the impact of Maria Clara at Ibarra, a televise
adaptation series of GMA network, in the understanding and engagement of students in history, how it impacts
them and how it influence their perception on studying history, whether positively or negatively. The goal is to
unravel nuanced insights into how the series captures and communicates the complex tapestry of historical
themes to a contemporary audience. Understanding these perceptions is indeed crucial for assessing the series’
educational value and potential impact on historical literacy not only of the students but the general young
Filipinos. This research aims to contribute to the continuous dialogue about the responsible representation of
history in popular media and its influence on learning in able to contribute to the broader discourse on literary
adaptations, cultural relevance, and the evolving nature of storytelling in contemporary society.

Statement of the Problem

This study aims to explore the perceptions of college students on its impact on history.

Specifically, it sought to answer the following questions:

1. How does the historical series “Maria Clara at Ibarra” affect students’ perception towards studying history?

2. Based on the results of the study, what seminar and training can be proposed to engage the students in the
study of history?

Scope and Limitations

This study aims to explore the impact of watching the television series "Maria Clara at Ibarra" on the perceptions
of college students on studying history, among selected students at one private college during the academic year
2024-2025. The scope of this research is limited to twelve (12) students, three (3) from each department;
Bachelor of Secondary Education, Bachelor of Elementary

Education, Bachelor of Science in Business Administration, and Bachelor of Science in Criminology who will
be selected through purposive sampling. This study will be conducted during the second semester of the
academic year 2024-2025.

The method of this paper is phenomenological research that will utilize in describing the perception of College
Students on history. This study will limit itself in yielding the following data of the perceptions of college
students on history among the participants of One Private College year 2024-2025. As such students from that
has varying experience and perspectives, the study focuses solely on the perceptions of college students on
history. It does not encompass other aspects of historical learning or the impact other media types; it is crucial
to remember that film is merely interpretation of historical events and may contains biases and limitations. The
method of this research is qualitative. Consequently, the results cannot be qualified or statistically analyzed.

Definition of Terms

Terms here are operationally defined for better understanding of the readers.

El Filibusterismo (1897) - is a novel by José Rizal, a sequel to Noli Me Tangere.

Set during the Spanish colonial era in the Philippines, it follows Simoun, a wealthy jeweler seeking revenge
against the oppressive government and corrupt friars. Through manipulation and strategic planning, he aims to
incite revolution. The story revolves around characters like Basilio and Isagani, who become involved in
Simoun's plans. Rizal exposes social injustices and advocates for reforms, highlighting the consequences of
colonization. While Simoun's revolution fails, the novel raises awareness about the struggles under colonial rule.

Historical Series - "historical" relating to events of the past, and "film" as a sequence of images creating the
illusion of moving pictures. Thus, historical series are cinematic productions that depict or interpret past events,
often drawing from historical records or cultural memory. In the context of "Maria Clara at Ibarra," these films

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serve as a medium to re-imagine and engage with the past, specifically the late 19th-century Philippines under
Spanish colonial rule, as portrayed in Rizal's novel. (Merriam-Webster, n.d.).

Historical Awareness - refers to the past that has been remembered; in contrast, historical consciousness is a
crucial skill to remember and envision past occurrences (Kolbl & Straub, 2001, p.8). Lukacs (1968, pp.9-10)
states that remembering the past entails cognition and identification that are intricately connected to the reasoning
process or actions. According to Ankersmit (1987, p.354), historical awareness as a reasoning process is
characterized by a recognition that the representation of the past is an intellectual discourse linked to specific
factual accuracy. (Asaiah, 2016)

History - it refers to a field that aims to comprehend and analyze the past using a critical and multifaceted
perspective. It is dynamic, evolving alongside new methods and technologies like digitalization and virtual
reality, which improve our interaction with historical occurrences (Setiawan, 2021)

Interactive Teaching of History - it is a seminar-workshop which aims to make teaching more engaging for
students especially in today’s modern generation. The researchers created a seminar and training initiative
designed to make history instruction captivating for college students. The seminar and training program will
assist future Social Studies teachers in understanding and effectively employing various methodologies, as well
as developing and utilizing contemporary instructional materials that will make history more captivating and
relevant to college students.

Maria Clara at Ibarra - in connection to this, the TV show – "Maria Clara at Ibarra" – is adapted from José
Rizal's novel Noli Me Tangere. It depicts the life of a 21-year-old nursing student, Maria Clara ("Klay") Infantes.
She's overworked and underpaid as a barista and desperate to graduate. To make matters worse, she lives with
an abusive stepfather, and her mother is determined to stay with him, hoping Klay won't leave either. The young
woman feels she simply cannot find the time or energy to care about classical Filipino literature; she doesn't even
understand its relevance to her nursing course. However, her professor, José R. Torres, insists she must write a
good essay about Noli Me Tangere to graduate. He gives her a special copy of the novel, claiming it will immerse
her in the text. She doesn't realize how literal he is. She reads, dozes off, and awakens trapped inside the novel,
experiencing 19th-century colonial society and witnessing its events firsthand, meeting characters like
Crisostomo Ibarra and Maria Clara. (Dulay, 2022).

Noli Me Tangere (1887) - translating to "Touch Me Not" in Latin – is a novel by

Filipino writer José Rizal. It tells the story of Don Crisostomo Ibarra, a young man of Filipino and Spanish
descent who returns to the Philippines after a seven-year trip to Europe. Upon his return, and now old enough
to better understand the world, Ibarra witnesses the oppression of the Indigenous population under
Spanish colonialism. Attempting to address this, he confronts forces who see him as a threat and will do anything
to retain their power.

Perception - refers to our sensory experience of the world. It is the process of using our senses to become aware
of objects, relationships, and events.1 It is through this experience that we gain information about the
environment around us (Cherry, 2024). It also refers to the way college students interpret and understand the
series portrayal of the late 19th-century

Philippine society as depicted in Jose Rizal's novels.

Conceptual Framework

Figure 1. Conceptual Framework of the Study

Student
Perceptions

“Maria Clara
At Ibarra ”

History

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As it is shown in the figure above the conceptual framework that highlights how the student’s engagement with
the GMA television adaptation series, "Maria Clara at Ibarra" impacts the student’s perception towards learning
and appreciating history. The framework above presents three variables; the first one is the student’s perception
that refers on how they process and understand what they see and watch on the adaptation series. Secondly, the
series “Maria Clara at Ibarra” the center of conceptual framework in which it illustrates the engagement of
students to the series. lastly the arrow in the middle represents the impact of the television series on the
understanding and awareness of students in history.

METHODOLOGY

In this section it presented the methodology employed to assess the impacts of GMA television adaptation series
Maria Clara at Ibarra to the perceptions of College students towards studying history in a private school is
presented. The qualitative phenomenological approach was chosen to explore deeply into the subjective
experiences of each individual in the context. This section provided an overview of the Research Design,
Research Locale, Research Population and Sample, Research Instrument, Data Gathering Procedures, Specialist
Informant, and Ethical Considerations that were used in this study.

Research design

The researchers utilized a phenomenological research design. A Phenomenological study is a qualitative research
approach that seeks to explore more and understand individuals lived experiences from their perspectives,
focusing on the essence of particular phenomena. This methodology aimed to uncover the essence of human
experiences, perceptions, and meanings attached to specific situations or events without imposing preconceived
theories and interpretations (Finlay, 2020). In this study, the researchers conducted and used a phenomenology
that used in-depth interviews, observations, and other data collection methods that gained insights into how
participants made sense of their experiences. By this approach the researchers aimed to determined and
understand the impact of the historical television adaptation series, "Maria Clara at Ibarra" to the perceptions of
college students on studying history, such as it provides a comprehensive and insightful understanding of the
perceptions of college students on history. In addition, this approach enables the researchers to comprehend and
gained a deep understanding of the participants experiences and to identifies common patterns and themes across
their experiences.

Research Locale

The study was conducted in one private college located in Infanta, Quezon, Philippines. It offered a college
education the composed of five (5) programs, namely the Bachelor of Secondary Education, Bachelor of
Elementary Education, Bachelor of Science in Criminology, Masters of Arts in Education, and Bachelor of
Science in Business Administration. The Bachelor of Science in Business Administration offered

Financial Management, Marketing Management, and Human Resource Development Management. Under the
Bachelor of Secondary Education program, the major subjects included o Mathematics, English, Filipino, and
Social Studies. The school was willing to participate in the study to raise awareness about the impact of historical
television adaptation series on the perceptions of college students towards studying history. Thus, one private
college is the perfect location for the interview because the researchers were enabling have a plenitude of
significant information, different ideas and distinct opinions from real experiences of college students, which
was essential for the study.

Research Population and Sample

The researchers used a nonprobability sampling design in this study, which included purposive sampling
technique, where the researcher selected participants based on a specific characteristic that are relevant to the
research study in which units selected because they had characteristics that needed. The researchers used the
purposive sampling since this samples are applicable to gather participants and to conduct an interview. The
researchers selected twelve (12) students as participant, three (3) from each department of Bachelor of Secondary
Education, Bachelor of Elementary Education, Bachelor of Science in Business Administration, and Bachelor of

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Science in Criminology in one private college in Infanta, Quezon that are willing to participate in the study. The
following were the criteria used in the selection of the participants: (a) 1st year to 4th year students from different
departments (b) Students with background and who had watched the GMA television adaptation series ”Maria
Clara at Ibarra” thoroughly (c) Willing to participate in the study.

Research Instrument

In this study, the researchers used a semi-structured interview guide as the research instrument. The interview
guide was a set of orderly arranged questions, in which it asked the impact of the series and how it benefited the
students as they watched the historical television adaptation series, "Maria Clara at Ibarra" as it is carefully
prepared to answer by the students of one private college, designed to collect facts and information. The questions
are presented to the participants, allowing them to freely expressed their knowledge within the context of the
carefully conducted interview. The interview guide aims to gather data on the perception of college students on
the television adaptation series. The researcher will use the data collected from this interview guide to analyze
how the perception of college students is impacted by the series "Maria Clara at Ibarra" and how it affects their
understanding towards history.

Data Gathering Procedures

The researchers first sought the permission of the institution especially the Program Supervisor from the intended
Department as so they will be enlightened with the essence of the study. Subsequently, the researchers selected
participants who were suitable for the study based on their criteria and then they created the questionnaire with
the approval of their adviser. Afterwards, once the participants are identified, the researchers will request a
consent of the participants preceding to the interview. The interview will be conducted aligning to the availability
and convenience of the participants, follow up questions will be given until all the data needed were acquired.

Data Analysis

Thematic analysis was used to analyzed the qualitative data acquired in semi-structured interviews with the
participants. The interviews were transcribed verbatim and coded using an inductive approach. These codes were
derived via thoroughly examining the data and identifying recurring patterns and concepts. These codes were
organized into broader themes through iterative coding and constant comparison. Interpretation of different
themes from different aligning studies were used as a basis in creating themes from the participants responses.
The themes refined and named based on their relevance to the research objectives and the richness of the data.
The findings provided significant insights into the perspective of the students to the historical series “Maria Clara
at Ibarra” and its impact to their perception in history.

Specialist Informants

Specialist informants consulted on the study to guarantee the validity and coherence of the themes identified.
The specialist informant examined and evaluated the data, and confirmed if the theme classification were
accurate. This procedure increased the study’s findings validity and reduced potential biases. The study was
approved by two Qualitative researchers specular with extreme educational background. The first specialist
informant possessed a master’s degree in Teaching Social Studies. This specialist informant is currently teaching
in CSTC Main Campus. While the second informant holds a Bachelor’s Degree in Elementary Education and
currently in thesis writing for his master’s degree in Elementary Education. Their years in teaching and
conducting, presenting numerous qualitative research provided valuable insights into the practical applications
of study’s themes. Their role ensured that findings were not just theoretically sound but also grounded in a real-
world educational practice. They ensured that the interpretation of the data gathered adhered to ethical standard.
Through their involvement, the study gained a deeper level of credibility and relevance within the academic
community. These experiences further enhanced the validity of the result of study.

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Ethical consideration

This conducted research used several ethical considerations in adherence to the Republic Act No. 10173, also
called as the Date Privacy Act of 2012. These included obtaining informed consent from participants and
ensuring confidentiality and anonymity. This promoted voluntary participant, avoided harm to participants,
safeguarded data protection, acknowledge and mitigated research bias, maintained transparency in reporting
methodology and findings, and obtained institutional approval. These ethical considerations were essential in
upholding the rights, well-being, and privacy of the participants and maintaining the integrity and credibility of
the research study. In order to protect the privacy and welfare of the participants, and to guarantee that all the
collected data will not be utilize again, the researchers deleted all the soft copies and hard copies of the
transcribed responses were torn in to pieces before it is discarded.

Summary of Findings

The purpose of this study was to explored the perceptions of college students on history through the series “Maria
Clara at Ibarra” It was revealed that through the series “Maria Clara at Ibarra” participants experience an enhance
of their historical and cultural awareness thus it also gives them a deep sense of appreciat ion in Filipino history.
When it comes to cultural awareness many college students states that the series help them to become more
aware on their culture, it also helps them in understanding their own race and become more prouder that they are
Filipinos. In terms of historical awareness, the participants become more aware on the history specifically in the
Spaniard Colonization where the time series was set. They also find the historical inconsistencies particularly in
inserting new storyline and characters using the novels of Dr. Jose Rizal the Noli Me Tangere and El

Filibusterismo as their guide. In terms of historical appreciation participants become more grateful to their
ancestor that result to more deep sense of appreciation to history. They also get some of the benefits that they get
while watching or after being watched the film are they know the truth on what happen during Spanish regime,
the history becomes easy to understand and they appreciate more deeply the history. This results also become
the guide on creating the output of the study which is to provide a seminar and training program for making the
teaching of history more engaging for students.

CONCLUSIONS

The findings from the participants align closely with the statement of the problem of the study, showcasing a
perception of college students on historical series “Maria Clara and Ibarra”. The insights provided by the
participants offer valuable perspectives on the potential of historical series like “Maria Clara and Ibarra” in
enhancing the knowledge of students on Philippine history. It also serves as a bridge merging the modern world
and the past. By emphasizing on historical and cultural awareness as well as history appreciation the film “Maria
Clara and Ibarra” provided a positive impact on the life of college students. These findings underscore the
significance of historical series in understanding and teaching history in the students. Thus, a Seminar and
Training Program for Making the teaching of History more Engaging for Students is needed.

RECOMMENDTIONS

Based on the conclusions, the following recommendations are offered:

• Educators and Future educators

should integrate popular historical series to foster more engaging and relatable classroom discussions in history.
Simultaneously, they must actively seek out professional development opportunities (seminars, training) to
continuously enrich their teaching skills, bridging the gap between historical content and students' contemporary
lives.

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• School Administrators and

DepEd Officials must take the lead in strengthening cultural and historical education by establishing robust
teacher training and development programs. Additionally, they should actively revitalize and intensify initiatives
during key awareness periods like Buwan ng Wika, Araling Panlipunan Month, and Buwan ng Katutubong
Filipino to ensure these observances translate into meaningful, improved historical and cultural understanding.

• Media creators must intensify the development of historically grounded series geared toward students,
serving as a powerful bridge between entertainment and education. This ensures that young audiences are
inspired by cultural pride and historical curiosity, absorbing complex themes like patriotism and social justice in
an accessible and emotionally impactful format.

• Parents are strongly encouraged to watch historical series together with their children and actively engage in
discussions about Filipino culture and history. This shared experience will deepen family bonds, reinforce school
lessons, and instill core values such as resilience, gratitude, and national pride. Students, they should actively
seek out historical content and reflect on its relevance to their lives today.

• Future Researchers future studies may also be conduct in other historical films/series from different locales,
schools and regions to further validate the results of this study.

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19. Kurniawan, G. F. (2020). Problematika Pembelajaran Sejarah dengan Sistem Daring. Diakronika, 20(2),
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20. Lois. (2019, June 14). Discussion: The benefits of book adaptations. My Midnight Musing.
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21. Maskun, M., Sumargono, S., Pratama, R. A., & Maydiantoro, A. (2021). The effectiveness of historical
documentary films as information technology in improving student learning outcomes.

22. https://www.researchgate.net/publication/35 4129459 The Effectiveness of Historical_ Documentary
Films as Information_Techn ology_in_Improving_Student_Learning_Out
comes/fulltext/612680499659a41297d9c953/The-Effectiveness-of-HistoricalDocumentary-Films-as-
InformationTechnology-in-Improving-Student-LearningOutcomes.pdf?origin=scientificContributions

23. McDonald, T. (2020). Quo Vadis? A question of historical awareness. International Nursing Review,
67(2), 288– 293.

24. https://doi.org/10.1111/inr.12575 Merriam-Webster. (n.d.). Historical. In *Merriam-Webster.com
dictionary*. Retrieved [Date Retrieved], from

25. https://www.merriamwebster.com/dictionary/historical MerriamWebster. (n.d.). Film. In *Merriam
Webster.com dictionary*. Retrieved [2025], from https://www.merriam-webster.com/dictionary/film

26. Muhammad Afrillyan Dwi Syahputra, Sariyatun, & Dwi Tyas Adiningsih. (2020). Peranan penting
sejarah lokal sebagai objek pembelajaran untuk membangun kesadaran sejarah. Historia, 4(1), 77–86.
https://doi.org/10.17509/historia.v4i1.27035

27. Nalle, M. D. S. (2023). Teach History with Film: A Literature Review and Historical Film Analysis.
*KAIROS: Jurnal Ilmiah*, *3*(2), 77-92. https://devojs.uph.edu/index.php/KAIROS/ar
ticle/download/7357/pdf

28. National Science and Media Museum. (2020, July 3). A very short history of cinema. *Museu.MS*.
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ps://museu.ms/article/details/126132)

29. Nurdiansyah, N. (2021). Pemanfaatan Sejarah Lokal Kerajaan Siak sebazal Sumber Belajar untuk
Mengembangkan Kesadaran Sejarah Siswa. Jurnal Studi Guru Dan Pembelajaran, 4(2), 518–526.
https://doi.org/10.30605/jsgp.4.2.2021.1341l

30. Osei, P. A., & Agbedemava, E. K. (2022). Teaching History using Feature Films: The Ghanaian
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31. Patil, S. A., & Patil, S. S. (2024). Film Viewing Habits of Postgraduate Students in Shivaji University,
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duate_Students_in_Shivaji_University_Kolh apur Pressbooks.online.ucf.edu. (n.d.).

32. *University of Central Florida Pressbooks*. Retrieved [2025], from https://pressbooks.online.ucf.edu/
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Journal of Education and Social Science Research, 3(5), 162–172.
https://doi.org/10.37500/ijessr.2020.3513

34. Quora. (n.d.). What is the definition of historical awareness? Is it possible for people to have a complete
lack of historical awareness even if they have lived through major events like WWII or the Vietnam War?
How would this. Retrieved [n.d.], from https://www.quora.com/What-is-thedefinition-of-historical-
awareness-Is-itpossible-for-people-to-have-a-completelack-of-historical-awareness-even-if-theyhave-
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35. Republic Act No. 1425. (n.d.). *Supreme Court E-Library*. Retrieved April 2, 2025, from
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life*. Columbia University Press.

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cultural heritage. International Journal of Multidisciplinary: Applied Business and Education Research,
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38. Sawitri, I., Saliman, & Setiawan, R. (2025). Building historical awareness through
audiovisual media: A study on the film Kadet 1947 by Rahabi Mandra and Aldo Swastia. Jurnal
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40. Tugano, A. C. (2021). Ang Noli Me Tangere at El Filibusterismo ni Jose Rizal Bilang Mga Post-kolonyal
na Babasahin: Isang Paglalarawan sa Umuusbong na Kultura ng Pagtuturo at Pagkatuto sa Mga Piling
Paaralan sa Lungsod ng Marikina, Metro Manila. *Kawing Journal*, *5*(1), 11-54.
https://philarchive.org/rec/TUGANM

41. Villanueva, L.(2023). Socio-Economic Struggles: Unmasking Power Dynamics, Racial
Discrimination, and Historical Realities in “Maria Clara at Ibarra” (pp. 151– 154) [Review of
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42. Discrimination, and Historical Realities in “Maria Clara at Ibarra”]. Villanueva, M. A. (2024). Socio-
Economic Struggles: Unmasking Power Dynamics, Racial Discrimination, and Historical Realities in
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*Randwick International Education and Linguistics Science Journal (RIELSJ)*, *4*(4), 1-13.
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Interview Guide Questions

1. What are the Historical Impact of Maria Clara at Ibarra to you as a student?

1.1 What historical inconsistencies have you identified from the series Maria Clara at Ibarra?

1.1.1 What are your basis in identifying inconsistencies? (if there are any)

2. What do you think are benefits of these historical series as Student?

2.1 How has historical series like Maria Clara at Ibarra improve your historical comprehension of events and
ideas?

3. based on your ideas and comprehension of the series “Maria Clara at Ibarra”, what are your advices and
suggestions for the future viewers?

30 May 2025

INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025

Page 5371 www.rsisinternational.org

HONEY GRACE S. DIG-BUENDICHO

BSEd Program Supervisor

Dear Mrs. Buendicho:

Greetings of Peace!

We are the researchers from the Bachelor of Secondary Education Major in Social Studies at Northern Quezon
College Inc. As a partial requirement in our subject, Research in Social Studies 1, we are conducting a study
entitled “MARIA CLARA AT IBARRA: PERCEPTIONS OF COLLEGE STUDENTS ON HISTORICAL
ACCURACY.” The main purpose of the study is to explore the perceptions of the college students on historical
accuracy.

In view thereof, may we request your kind approval for conducting our study in your respective program.
Attached to this letter is the statement of the problem and the interview guide.

Thank you very much for the response you may accord to this request.

Sincerely yours,

LOUIE JON R. NAVA

Group Leader

Benavente, Jomari B.

Gucilatar, Daisy Rose C.

Gucilatar, Princess Jade P.

Loquinario, Janice R.

Ocrisma, Ruth Kaye B.

Rosales, Erica B.

Group Members

Endorsed by:

DIETHER A. DELA TORRE, LPT

Instructor, Research in Social Studies 1

Signature and Date of Approval: __________________________

30 May 2025

RHONA JEAN B. DEMOCRITO

Criminology Program Supervisor

Dear Ms. Democrito:

Greetings of Peace!

INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025

Page 5372 www.rsisinternational.org

In view thereof, may we request your kind approval for conducting our study in your respective program.
Attached to this letter is the statement of the problem and the interview guide.

Thank you very much for the response you may accord to this request.

Sincerely yours,

LOUIE JON R. NAVA

Group Leader

Benavente, Jomari B.

Gucilatar, Daisy Rose C.

Gucilatar, Princess Jade P.

Loquinario, Janice R.

Ocrisma, Ruth Kaye B.

Rosales, Erica B.

Group Members

Endorsed by:

DIETHER A. DELA TORRE, LPT

Instructor, Research in Social Studies 1

Signature and Date of Approval: __________________________

30 May 2025

MARIA CHRISTINE P. AVELLANO

BSBA Program Supervisor

Dear Mrs. Avellano:

Greetings of Peace!

In view thereof, may we request your kind approval for conducting our study in your respective program.
Attached to this letter is the statement of the problem and the interview guide.

INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025

Page 5373 www.rsisinternational.org

Thank you very much for the response you may accord to this request.

Sincerely yours,

LOUIE JON R. NAVA

Group Leader

Benavente, Jomari B.

Gucilatar, Daisy Rose C.

Gucilatar, Princess Jade P.

Loquinario, Janice R.

Ocrisma, Ruth Kaye B.

Rosales, Erica B.

Group Members

Endorsed by:

DIETHER A. DELA TORRE, LPT

Instructor, Research in Social Studies 1

Signature and Date of Approval: __________________________

30 May 2025

JUDY ANN R. ATENTAR

BEEd Program Supervisor

Dear Mrs. Atentar:

Greetings of Peace!

In view thereof, may we request your kind approval for conducting our study in your respective program.
Attached to this letter is the statement of the problem and the interview guide.

Thank you very much for the response you may accord to this request.

Sincerely yours,

LOUIE JON R. NAVA

Group Leader

Benavente, Jomari B.

INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025

Page 5374 www.rsisinternational.org

Gucilatar, Daisy Rose C.

Gucilatar, Princess Jade P.

Loquinario, Janice R.

Ocrisma, Ruth Kaye B.

Rosales, Erica B.

Group Members

Endorsed by:

DIETHER A. DELA TORRE, LPT

Instructor, Research in Social Studies 1

Signature and Date of Approval: __________________________

Coding

Guide
Questions

1. Ano ang mga makasaysayang epekto ng Maria Clara at Ibarra para sa iyo bilang isang mag-
aaral?

BEED 1
(Babae)

Bilang isang mag-aaral, ang Maria Clara at Ibarra ay nagbigay sa akin ng mas malalim na pag-
unawa tungkol sa kasaysayan ng Pilipinas, partikular na noong panahon ng mga Kastila.
Naging malinaw sa akin kung gaano kahirap ang naranasan ng ating mga ninuno sa ilalim ng
kolonyalismo at kung paano nila ipinaglaban ang kanilang dignidad at karapatan. Nakatulong
din ito upang maipakita na ang kasaysayan ay hindi lamang nakasulat sa aklat kundi maaari
ring ipahayag sa pamamagitan ng sining, palabas, at mga makabagong paraan na mas madaling
maunawaan ng kabataan ngayon.Bukod pa rito, nakapagbibigay ito ng inspirasyon upang
mahalin at pahalagahan ang sariling kultura at kasaysayan, at nagiging daan upang maunawaan
ang mga isyung kinakaharap ng bansa noon at ngayon.

BEED 2
(Babae)

For me, ang isa sa makasaysayang epekto ng maria clara at Ibarra para bilang ako mag aaral
ay parang mas nalinawan ako doon sa story ng noli me tangere dahil don sa story ni maria clara
at Ibarra parang mas ahh… nalaman ko story ng ah… ng noli me tangere nga.

BEED 3
(Babae)

Bilang mag-aaral, nakatulong ito upang mas maintindihan ko ang kahalagahan ng mga akda ni
Dr. Jose Rizal at kung paano ipinakita ang kalagayan ng mga Pilipino noong panahon ng
kolonyalismo. Naging mas makulay at malinaw ang pag-unawa ko sa Noli Me Tangere at El
Filibusterismo dahil naisabuhay ang mga tauhan at sitwasyon. Mas maging interesado ang mga
kabataan sa kasaysayan, mas na appreciate nila ang history na kung minsan ay mahirap
intindihin sa pamamagitan lang ng mga aklat. Mas nagiging madali ang pag-unawa sa mga
pangyayari, damdamin, at isyung panlipunan noong nakaraan dahil nakikita at nararamdaman
ito sa anyo ng palabas.

Criminology
1 (Lalaki)

Para sa akin bilang mag-aaral, ang Maria Clara at Ibarra ay nagbigay ng mas malinaw
na pag-unawa sa mga pangyayari noong panahon ng mga Kastila. Naging paraan ito upang
makita ang epekto ng kolonyalismo sa ating lipunan at mapahalagahan ang sakripisyo ng mga
bayani.

Criminology
2 (Lalaki)

Ahm Para sa akin bilang isang mag - aaral. Ang teleseryeng maria clara at ibarra ay may
malaking…makasaysayang epekto dahil pinapakita nito ang kahalagahan at kasaysayan ng
panitikan at pagkakakilanlan bilang pilipino sa pamamagitan ng makabagong paraan ng pag

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kukwento mas…mas naunawaan ko ang mga aral at mensahe ng novela ni rizal tulad ng
paglaban sa walang katarungan at pag mamahal sa bayan. Nakakatulong din ito magmulat sa
kabataan na…pahalagahan ang ating kultura at huwag kalimutan ang sakripisyo ng ating
bayani para sa kalayaan na tinatama natin ngayon.

Criminology
3 (Lalaki)

Ahm napaka laki ng epekto ng pelikulang Maria clara at ibarra sa akin bilang isang mag aaral.
Dahil sa pamamagitan ng isang vedio presentation na aking napanood ay mas lalo…mas lalo
kung nalaman kung paano at anong uri ng pamumuhay na mayroon ang mga tao noong
nakaraan iyon lang.

BSBA 1
(Babae)

Ang epekto po nito bilang mag-aaral sa akin ay mas naunawaan ko po yung nilalaman para po
mapaghandaan din po yung mga nangyari in present.

BSBA 2 Halo-halo ,Masaya tapos may kilig tapos ano malungkot. Ganun.kase sa story baga ganun nong
napanood ko ganun yung naramdaman ko.Marami akong natutunan or mas Marami akong
naging kaalaman sa libro nung panahon ng mga kastila.

BSBA 3 Ano, nahihimok na 'yung pagiging makabayan, 'di ba, sa mga tao? Sometimes, hindi natin
gusto 'yung mga, like, pag sinabing Filipino tayo, kasi nga, nung unang panahon is, parang
inalipin tayo ng mga Kastila. So, para sa akin, parang ang negative niyang tingnan. Then, dun
sa kwento ni Maria Clara at Ibarra, parang dun na-inspire ako na basahin 'yung Noli Me. And
kumbaga, parang nung napanood ko siya, parang 'yung pagka-Pilipino mo, parang want mo na
siyang ipagmalaki, hindi na 'yung parang takot, ganun. Okay, thank you. So, next question,
ano, ano ang mga hindi pagkatugma sa kasaysayan ang iyong natukoy mula sa pelikulang
Maria Clara at Ibarra?

BSED 1 as student po, mas Malaki ang naging epekto nito para sa akin kase nga mas na excite ako na
panoodin yung Maria clara at ibarra para mas lalo ko pang malaman yung nilalaman nung
kwento at kasaysayan na nakapaloob dito.Sa para sa akin bilang mag-aaral, ah, mas naa-
appreciate 'yung history natin, 'yung mga ginawa nung mga tao sa history natin, para 'yung mga
mahalagang ginawa nila para sa ating bansa, mas naa-appreciate natin.

BSED 2 uhm for me naman, ah, nakakatulong sakin, yung Maria Clara at Ibarra na pelikula, is ano,
nagiging parang naa-appreciate ko talaga yung as in nung mga ginagawa ng mga bayani natin
before, kung paano nila tayo tinulongan na makatakas sa mga ano, sa mga … sa ano? Sa mga
dayuhan dito sa atin. Yun.

BSED 3 Ahm para sakin, ang Maria Clara at Ibarra naka apekto ng ano nga to? makasaysayang epeckto?
Ahm mas naunawaan ko na napakahirap pala ng, ng mga panahon ng ano ito ng kastila, but
doon sa kay Maria Clara at Ibarra doon sa pelikula parang ano ‘to parang medyo nag light yung
kasi nga nandon si klay. So parang may positibong na pwedeng mabago yung, yung pangyayari
na madugongpangyayari don sa tunay na kwento talaga.

Generating Codes

Theme 1: Awareness and Appreciation of Culture and History

Sub Theme 1: Cultural Awareness

Sub Theme 2: Historical Awareness

Sub Theme 3: History Appreciation