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Action Research

group action research

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13 views5 pages

Action Research

group action research

Uploaded by

galonrogelio3
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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ASSESSING THE EFFECTIVENESS OF GMRC EDUCATION IN

DEVELOPING VALUES AMONG GRADE 4 STUDENTS IN


ST. MARY’S ACADEMY OF KIDAPAWAN, INC.

An Action Research Presented to the Faculty of


UNIVERSITY OF SOUTHERN MINDANAO-KIDAPAWAN CITY CAMPUS
EDUC 602
Dr. April Rose Flores

In partial Fulfillment of the Requirement for the


Masters of Technology Education

PRETZIEL ANN T. HUGO


EVALORD H. EVANGELISAN
MARIAN JANE A. GILOT
ALEXIS C. JULIAN
ISABEL C. GEMENTIZA
GUILLERMO S. FARALA

September 2024
CHAPTER I
RESEARCH PROBLEM
INTRODUCTION

Good Manners and Right Conduct (GMRC) education has long been recognized
as a foundational element in shaping the moral compass and ethical behavior of young
learners. In a rapidly changing world, where societal influences and values are
constantly evolving, the role of education in instilling fundamental virtues such as
respect, discipline, empathy, and responsibility has become increasingly critical. For
Grade 4 students, who are at a developmental stage where social and moral
understanding begins to deepen, GMRC plays a vital role in forming character and
guiding behavior.
This study seeks to assess the effectiveness of GMRC education in fostering
value development among Grade 4 students. As these students transition from early
childhood to more complex social environments, it becomes essential to evaluate
whether the GMRC curriculum effectively equips them with the skills and attitudes
necessary to navigate interpersonal relationships and make ethical decisions.
Understanding the impact of GMRC at this stage can help educators and policymakers
refine teaching approaches, ensuring that the program remains relevant and impactful.
By examining both the content of the GMRC curriculum and the behavioral
outcomes of students, this research aims to provide insights into how well the program
supports moral development. Additionally, it will explore the roles of parents, teachers,
and the community in reinforcing these values, ultimately offering recommendations for
improving the delivery and effectiveness of GMRC education. Through this assessment,
the study aspires to contribute to the broader goal of nurturing well-rounded, morally
grounded individuals capable of contributing positively to society.

Objective of the Study

Specifically, the research aims to;


1. To identify potential gaps or areas of improvement in the GMRC curriculum
that could enhance its effectiveness in value formation for Grade 4 students.
2. To measure the level of student engagement and understanding of GMRC
topics, including their ability to apply learned values in everyday situations.

3. To analyze the teaching methods and strategies employed in GMRC


education and assess their effectiveness in promoting the desired values
among students.

4. To evaluate the current impact of the GMRC curriculum on the development


of core values among Grade 4 students.
CHAPTER II
REVIEW OF RELATED LITERATURE

Related Literature

Values education is crucial at an early age, as young children are in the formative
stages of moral development. According to Piaget and Kohlberg, children in elementary
school are in the "pre-conventional" and "conventional" stages of moral reasoning,
where they begin to understand the rules of society and the importance of acting
according to ethical standards (Nucci & Narvaez, 2008). GMRC education aims to
shape these moral foundations by introducing concepts such as respect, empathy, and
responsibility.
Studies on character education programs, like GMRC, indicate that teaching
moral values in school can have a significant impact on students' behaviors and
attitudes. Lickona (1993) argues that character education helps children internalize
moral values, leading to positive changes in behavior both in and out of the classroom.
His research demonstrates that students who undergo consistent character education
exhibit greater social responsibility, empathy, and ethical decision-making.
The effectiveness of GMRC education is also tied to the pedagogical approaches
used by teachers. A study by Soliman (2019) on values education in the Philippines
emphasizes that interactive, experiential learning activities—such as role-playing, group
discussions, and real-life simulations—are more effective than traditional lecture-based
teaching methods. These active learning strategies allow students to practice moral
reasoning and decision-making in real-life scenarios.
Despite the importance of values education, there are challenges in assessing its
effectiveness. According to Narvaez (2010), measuring changes in moral behavior is
complex because values are internal and are often reflected in long-term rather than
short-term behavior. Moreover, differences in home environment, cultural background,
and personal experiences among students can influence the way they respond to
values education.
The reintroduction of GMRC education in the Philippines through Republic Act
No. 11476, known as the GMRC and Values Education Act (2020), reinforces the
importance of teaching moral values in schools. Studies on its implementation, such as
those by Manabat (2021), show that GMRC plays a crucial role in reinforcing values that
students may not consistently learn at home. The integration of GMRC in the curriculum
aims to nurture well-rounded students who can contribute positively to society.
Evaluating the effectiveness of GMRC education specifically for Grade 4
students is important because this age group is typically in the "concrete operational"
stage of cognitive development (Piaget, 1936). At this stage, children are able to think
logically about concrete events, making it an ideal time to teach moral concepts through
practical examples and classroom activities. Research by DeVries & Zan (2012)
suggests that interactive moral education programs tailored to this developmental stage
are most effective.
Several studies have highlighted a correlation between values education and
improvements in student behavior and academic performance. For instance, a study by
Elias et al. (1997) found that students who participated in social-emotional learning
programs (similar to GMRC) displayed better classroom behavior, improved academic
achievement, and more positive interactions with peers.

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