1

Chapter I

THE PROBLEM AND ITS BACKGROUND

Introduction

One of the most significant and stressful years in

student’s education is the ninth grade. At that point, most

students transition from a more structured middle school

setting to a less structure, more independent high school

setting.Values are the fundamental beliefs, behaviour and

attitudes that have been approved and accepted as what is

good by society for a long time.

In the most general sense, they are considered as the

virtues that a person holds in his or her life. However,

philosophers, researchers, practitioners and many others

have defined and addressed values from different

perspectives concerning the respective discipline or

contexts. Generally, values are viewed as inner realities of

an individual that are reflected through habits, behaviour,

beliefs, expectations and relationships. Values lay the

foundation for an individual’s pattern of thinking and way

of acting. They play a vital role in how one makes

decisions, choices and builds perceptions and attitudes.

 2

Additionally, various studies on personal values have shown

that they often guide decision making in all aspects of life

such as career, religion, social circles and self-identity .

Another aspect of personal values is that they can be viewed

as desirable motivational goals and interests of an

individual or the guiding principles in life. In addition,

they have been seen as the non-existent mental entities and

as the outcomes of mental development. Consequently, values

can be seen as the perceptions of psychological expressions

or frame of mind. Moreover, they are consequential issues

that manifest the personality of an individual. Hence, the

realization of personal values by the self is crucial and

determines the growth and the existence of the self in any

situation. Conversely, understanding another person’s

respected values is also important.

Initially, some of the personal values may be

determined by birth and later greatly influenced and molded

by education, experiences, society, culture and many other

factors. Personal value systems can be viewed as a

relatively permanent framework that exists within an

individual which decides what is good or bad for himself or

herself and his or her companions. In addition, it shapes

and influences the general nature of an individual’s

 3

behaviour. Researchers have found that personal values

developed early in life may be resistant to change and may

be derived from those of particular groups or systems, such

as culture, religion and political party. However, personal

values are not universal. Genetically inherited features and

external factors including education may determine one’s

personal values. Essentially, the antecedents of values are

culturally embedded in society and its institutions and are

socially determined . Although a personal value is an

internal phenomenon, the motivating force to adopt the value

is seen as emanating from a diverse range of external

sources . As values directly influence one’s entire

lifestyle, a discussion of values and value systems, their

place within changing socioeconomic contexts and how they

affect individuals and society has universal relevance.

The value systems of a society always determine human

activity in social life, education and professional life.

Values are seen as a key component of organizational culture

and are repeatedly defined as the principles accountable for

the successful management of the organization. Arambewela

and Hall support the same issue, stating: personal values

have long been considered an important variable in

understanding consumer behavior and decision making. As a

 4

result, the interest in knowing the drivers behind consumer

attitudes and behavior has encouraged marketing researchers

1
to investigate human values . Hence, many researchers have

emphasized the need and advantage of studying the impact of

personal values on the sustainable existence of an

organization.

Investigating the influence of values on assessments

made by people on their career choices is another trending

research area. In general, professions such as teaching,

medicine and nursing are strongly attached and influenced by

values. Thus, personal values have been taken as the main

focus in the research in a variety of fields and academic

disciplines . In this regard, the need for identifying

different scopes of human values is a timely requirement.

Since professional values are also shaped and influenced by

personal values, indeed a discussion on personal values can

be regarded as an issue that unchanged over time.

There has been a growing concern over the erosion of

values among youth during the past few years, and it is

continually progressing. At the same time, the need for

facilitating value development has become the greatest

1
Anana , et.al. The role of Personal Values in Learning Approaches and Students Achievements.retrieved from
https://www.mdpi.com/2076-328X/11/7/132 . Retrieved August 05,2023.
 5

challenge ahead in the field of education. The effects of

the value given to material comforts, money, fame and

success are prominently reflected through the present

younger generation. Hence, there is a considerable emphasis

in this new century on the development of values: tolerance,

social justice, open-mindedness, empathy and deep respect

for others. Since realizing values and adopting and

displaying them as one’s personality is closely associated

with education, values education is given a greater emphasis

today to ensure the continuity of societies. The functions

of education in molding student’s moral, spiritual and

sociocultural life are some of the areas that have received

renewed attention in the recent past. In addition, they have

long been considered important variables in understanding

student behaviour, attitudes and achievements. Consequently,

the outcomes of Branson provide an insight into the

benefits of value-based studies in educational management

and administration. The realization of value can offer

assistance in organizing the learning process by explaining

and understanding students’ reactions to various situations

and tailoring and evaluating the learning experience.

Therefore the researcher conduct this research for them

to know and to see if the the impact of Values Education in

 6

shaping students character and how Values Education helps

them in ethical decision making. The purpose of this study

is to see if the grade 9 students of Our Lady of the Pillar

College- Cauayan Junior High School Department can think

Philosophically and Logically.2

Conceptual Framework

This study focused on determining the Impact of Values

Education on Students Character and Ethical Decision Making

as Perceived by the Grade 9 students of Our Lady of the

Pillar College-Cauayan Junior High School Department. This

2
Gamag, K.A, et.al. The role of Personal Values in Learning Approaches and Students Achievements.retrieved from
https://www.mdpi.com/2076-328X/11/7/102 . Retrieved August 05,2023.
 7

approach is composed of interrelated elements that serves as

a guide by the researchers in determining the impact of

Values Education on Student Character and Ethical Decision

Making through survey.

The input load includes the assessment of the Grade 9

students of Our Lady of The Pillar College- Cauayan Junior

High School Department with their personal profile. The

process load includes the assessment of the student in the

aspect of answering the given survey questionnaires. The

output is for the improvement of the respondents.

Paradigm of the Study

input process output

1. profile of Identification assessed and

 8

the student of the impact rate the impact

a. age of values of values

b. gender education in education in

c. religion students student

d. Ethnicity character and character and

E. Values ethical ethical decision

education decision making.

program making.

FEEDBACK

Statement of the Problem

This study will determine the impact of values

Education in shaping student character and ethical decision

 9

Making as perceived by the Grade 9 students of Our lady of

the Pillar College Cauayan Junior High school Department.

Specially, it aimed to answer the following questions:

1. Profile of the student in terms of.

A. Age

B. Gender

C. Religion

D. Ethnicity

2. What is the impact of Values Education in shaping

character of the students?

3. What is the impact of Values Education in Decision

Making?

4. What are the problems encounter by the students in

learning and instilling values education among themselves?

Assumptions

This research involves several assumptions :

 10

First, the researchers assume that the respondents will

answer all the prepared questionnaires with the truth and

nothing but the truth.

Second, the researchers assumes that the profile of the

student such as age, gender, religion and ethnicity are

factor in shaping character and in decision making.

Last one, the researchers assumes that this study will be

successful and it can help the grade 9 student of Our Lady

of the Pillar College Cauayan Junior High School Department

in shaping their character and ethical decision making and

aside from that this research will help them to think

philosophically and ethically.

Significance of the Study

 11

The researcher believed that this study would be

beneficial to the following:

To the Administrator. The findings of the research can help

school administrator in formulating and preparing effective

program to help the students to think philosophically and

ethically.

To the Guidance Counselor. This study enables them to

respond on student beliefs, behaviors and attitudes.

To the Teachers. Educators , Facilitators or teachers are

the ones who play big role in molding student holistically.

Since they can influence and help the student to know their

self to shape their self and to help them to develop their

skills in ethical decision making.

To the Students. This study serves as their guide in

learning the basic lifelong learning experience in worthy

and responsible student of Our Lady of the Pillar College-

Cauayan.

To the parents. Results of this study provides them with the

needed information such as impact of values education in

shaping character and ethical decision making.

To the future Researchers. This study serves as their

reference to their own field of study.

Scope and Delimitation

 12

This study aimed to determined the impact of values

education in students character and ethical decision making

as perceived by the grade 9 students of Our Lady of the

Pillar College Cauayan Junior High School Department.

Fifty (50) students of Our Lady of the Pillar College

Cauayan Junior High School Department will be the main

source of information in the study.

Definition of terms

The following terms were defined operationally for

the better understanding.

As used in this study:

Impact is a strong effect on someone or something.

Values are individual beliefs that motivate people to act

one way or another.

Values education is the aspect of the educational practice

which entails that moral or political values as well as

norms, dispositions and skills grounded in those values are

mediated to or developed among students.

Character is the mental and moral qualities distinctive to

an individual.

Ethical is relating to moral principles or the branch of

knowledge dealing with these.

 13

Decision making is the process of making choices by

identifying a decision, gathering information, and assessing

alternative resolutions.

Chapter II

REVIEW OF RELATED LITERATURE AND STUDY

 14

This chapter presents a summary of related literature

and studies which revealed concepts, terms, methods and

findings that is relevant to the current study. The insights

gained from these literature and studies supported valuable

in the development, completion and improvement of the

research with its main goal to determine the impact of

Values Education in Shaping Student Character and Ethical

Decision Making as perceived by the Grade 9 students

students of Our Lady of the Pillar College-Cauayan Junior

High School Department San Fermin, Cauayan City Isabela.

Foreign Literature

Values are linked to beliefs and attitudes and guide

human behavior .Morals, values and ethics are sometime

difficult to understand because the misunderstandings and

misconceptions surrounding them hinder arrival at the

correct explanation. The objective of moral education lies

in the fact that it can develop shared feelings with

others,and makes one committed to one’s own personal

responsibilities and actions 3.

3
Campbell, E. (2008). Teaching ethically as a moral condition of professionalism. In D.
Narváez & L. Nucci (Eds.), The international handbook of moral and character education
(pp. 601‐617). New York, NY: Routledge.
 15

Ethics is firmly connected to virtues of

responsibility, trust and credibility. It should always be

fair, honest, transparent, and respectful of the rights and

4
privacy of others in society .Values in science education

include values associated with teaching science in schools,

epistemic values of science, societal values and the

personal values of scientists. The existence of value is not

context specific. For example, western science has different

values from other indigenous science value sets 5.

In the historical perspective, the Western values of

moral education are found constantly evolved and changed.

In contrast, the universal Islamic values of moral education

remained constant. From the Islamic moral educational point

of view, although there are similar ground and overlaps with

Western understanding, there are some clear distinctions on

the understanding of the individual, societal and social

morality. The critical distinction between the Islamic and

the Western thought on moral education is how we define the

good, and who we actually are. Islamic scholars believe that

4
Frank, H., Campanella, L., Dondi, F., Mehlich, J., Leitner, E., Rossi, G. & Bringmann,
G. (2011). Ethics, chemistry, and education for sustainability. Angewandte Chemie
International Edition, 50(37), 8482‐ 8490. doi: 10.1002/anie.201007599
5
Corrigan, D., Cooper, R., Keast, S., & King D. T. (2010). Expert science teacher’s
notion of scientific literacy.
Paper presented at the First International Conference of STEM in Education. Queensland
University of
Technology, Brisbane, Australia.
 16

a good person possesses an integrated and ordered internal

unity, wherein the soul governs the body.

The moral truths derived from society cannot supersede

the moral ideal of nurturing and awakening a spiritual self

into a unity of being. Thus according to the Islamic view, a

moral education is one in which the physical, spiritual and

psychological elements are stimulated and guided towards the

good and right action. The real elements of moral education

are with the person and the soul within the person. The

Islamic view of ideal social morality aims to build an

Islamic character, and is manifested in a harmonious

community of inwardly guided individuals to interact in just

and noble ways 6.

In Islam, there is no separate discipline of ethics;

and it is open to debate in determining the moral values,

and the comparative importance of reason and revelation.

Islam rejects the view of personal and moral autonomy, and

encourages the society which has a duty to publicly uphold

7
moral behavior and religious practices . Islamic scholars

believe that the theories of the Western moral education

6
Hussain, K. (2007). An islamic consideration of western moral education: An
exploration of the individual. Journal of Moral Education, 36(3), 297‐308. doi:
10.1080/03057240701552802.

7
Halstead, J. M. (2007). Islamic values: A distinctive framework for moral
education? Journal of Moral
Education, 36 (3), 283‐296. doi: 10.1080/03057240701643056
 17

lack some senses of the individual where the inter‐related

inwardly fostered personal discovery and timeless sacred

principles are absent.

The Western curriculum and practices do not treat the

child as a whole person, whose various characteristics and

attributes must be integrated into a unified sense of self.

Thus for the universal applicability of the Western models

of moral education that are based on personal autonomy and

8
notions of personal development , the modern Islamic

educational approach can offer significant intellectual

inputs to bridge many gaps, to enrich and develop the modern

moral educational framework. But it requires the involvement

of both modern Islamic scholars and Western scholars in

dialog and discussions, and collaboration in achieving

common aims.

The application of role model has profound impact in

teaching morality and implementing character education.

Although teachers are considered to be the role models in

character education, however, many teachers find it

ambiguous in understanding as to how modelling can be an

8
Hussain, K. (2007). An islamic consideration of western moral education: An
exploration of the individual.
Journal of Moral Education, 36(3), 297‐308. doi: 10.1080/03057240701552802.
 18

effective contributor to students’ moral and character

development. Sanderse stated that role modelling is rarely

used as an explicit teaching method and only a very small

percentage of students recognize their teachers as role

models. Thus if role modelling is to contribute to

children’s moral education, teachers need to understand why

the modelled traits are morally significant and how students

can acquire these qualities 9.

Values and beliefs both have a cognitive dimension, and

values and attitudes are developed within an affective

domain. The notion of values is that they play a large role

in how our attitudes and beliefs are formed .Role‐plays

based on dual‐use of dilemmas motivate students’ active

engagement with ethical issues, and work as a catalyst for

developing critical, analytical, argumentative and verbal

skills. This activity should be done in an enjoyable and

10
non‐threatening way .

9
Sanderse, W. (2012). The meaning of role modelling in moral and character
education. Journal of Moral
Education, 42(1), 28‐42. doi: 10.1080/03057240.2012.690727

10
Johnson, J. (2010). Teaching ethics to science students: Challenges and a
strategy. In R. B. (Ed.), Education
and ethics in the Life Sciences: Strengthening the prohibition of biological
weapons (pp. 197‐213).
Canberra, Australia: ANU E Press.
 19

In the past, when religions had great influence on

society, the importance of character education was realized.

Over the period when science and technology started to

flourish, the socio‐economic and political landscape of

society had started to change enormously with growing needs

and expectations, and the importance of character education

started to deteriorate. Thus it is important that educators

emphasize character education to develop virtues, quality

attributes, personality and leadership in students.

Character education is mainly required in the early school

years when young students are at the stages of developing

their own world views. The great philosopher, Aristotle,

offered an account of human moral or virtuous character in

terms of its natural purpose, function and utility

Aristotle regarded moral exemplification as important

for virtuous and admirable character education. Practical

wisdom or phronesis is central to the development of

Aristotelian virtue which is about intrinsic human values.

The main goal of phronesis is the virtuous ordering of

appetites, desires, emotions and feelings for building an

11
admirable character . Aristotelian character education may

be successfully applied in current situations by identifying

11
Arthur, J., & Carr, D. (2013). Character in learning for life: A virtue‐
ethical rationale for recent research on moral and values education. Journal of
Beliefs & Values, 34(1), 26‐35. doi: 10.1080/13617672.2013.759343
 20

the main processes that Aristotle considered necessary for

development of virtue such as emphasizing the practical

nature of virtues and for early training in habits of

honesty, self‐restraint, and courage. Teachers can guide and

instruct properly so that young people acquire good habits

of honesty, courage and fairness from parents, guardians or

teachers who themselves should display such virtues. And

teachers can explore the scope of formal educational

opportunities to inform and exercise the reflection, slow

and careful consideration, and evaluation of the

Aristotelian phronesis required for building a superb

character

Synthesis

This literature says the importance of Values and

Teacher as a role model and guide for the student to shape

their individual values. The objective of moral education

lies in the fact that it can develop shared feelings with

others, and makes one committed to one’s own personal

 21

responsibilities and actions. It says that we should be

responsible for our action as they say as you decide think

of all the circumstances and be responsible with it. Ethics

is firmly connected to virtues of responsibility, trust and

credibility. It should always be fair, honest, transparent,

and respectful of the rights and privacy of others in

society. Knowing what is good, what is true and what is

beautiful, only the truth noting but the truth. When

religions had great influence on society, the importance of

character education was realized. Religions play important

roles in shaping student character and helping them in

ethical decision making and with the help of values

education every person can think philosophically and

ethically.

Local literature

Filipino values embody the Filipino culture and reveal

its underlying philosophy. Coherence in a value system is a

presumed healthy sign, both at the individual and social

level. We employ an expository and reflective analysis of

Filipino values, starting with those ambivalent in

 22

application. It is the task of philosophy to review values

as part of critically examining the most fundamental

assumptions that underlie our lives. To improve and develop

society, philosophers must be able to promote mindfulness of

both positive and negative value implications. By offering

holistic and alternative views of Filipino values,

philosophers can positively influence the maturation of the

Filipino culture and philosophy. The Filipino family, being

the most primal and most stable institution in the

Philippine society, must be included in projects promoting a

more coherent value system.

Values are principles, morals, standards, and ideals

that we consider dear and precious in our life. What is

valued stands for something important, to be treasured. Our

value system is shaped by our culture or way of life, as

people’s values collectively shape the culture, if not

immediately, in the future.

In a lifetime, to attempt to change a value system will

have to consider three things. First, it can start with

philosophical awareness, an objective examination if you

may, of one’s current set of values and culture. Second, it

requires deliberate and conscious efforts to change towards

a more coherent value system. Third, as subjective values

are formed, molded or shattered in the family, families

 23

must be recognized as the primary player, with community-

wide collaboration as a quicker and effective route of

values, and, eventually, cultural development.

As we live, we philosophize. Much remains to be done in

addressing ambivalent values towards promoting a more

coherent value system. To live out and apply philosophical

insights require sustained and deliberate reflective

exercise across levels: self, family, community and society.

All parents and educators need to be oriented towards

philosophizing. Basic education must not only prepare the

young to survive, but also to build a family. Philosophers

need to venture in collaborative projects involving other

disciplines. Outside philosophical societies,

Filipino philosophers should seriously consider

influencing parent organizations, school curricula or

academic programs, or the social media. Discussing

ambivalent values is an interesting starting point.12

12
Macanas , J.R.& Macanas, B.P (2018). A PHILOSOPHICAL REVIEW OF FILIPINO
VALUES: AMBIVALENT VALUES
. Retrieved August 12, 2023 from
https://www.researchgate.net/publication/349991771_A_PHILOSOPHICAL_REVIEW_OF_FIL
IPINO_VALUES_AMBIVALENT_VALUES
 24

Synthesis

This literature implies the importance of Values play

role in improving and for the development of the society.it

talks about family and Filipino Values that can be seen in a

home and aside from that its says that parent organization,

school curricula or academic programs or the social media

must influence in discussing values. What we are now is what

 25

our future gets in building ourself or character we are

building our future self.

Foreign Study

Educator decision-making appears to be influenced by

legal presence, education, age, and other internalized

factors. These internalized influences may include but are

not limited to gender, culture, awareness of self-actions,

intent when acting, personal philosophy, and moral judgment;

in essence, the Śrāddha of the person. Śrāddha is a

 26

philosophical Sanskrit term that, for the purpose of this

study, can be understood as the internalized factors from

life’s experience that predetermine or heavily influence a

choice of action or inaction.

In this study, the term Śrāddha has a more complex

meaning than terms such as habit or tendency. The term is

inclusive of complex life events that consciously or

13
unconsciously effect behaviors. According to , “It is a

belief system, a value system, a way of looking at things,

knowing and acting.” In recent work on the connections

14
between ethical and justice actions determined that

perceptions of what is right are not solely reliant on

adherence to justice. Instead, efficiency of automatic

processing can override systematic processing (i.e., legal

understanding) in determining what is ethical.

Another factor compounding the understanding of ethical

decision-making is the influence of age. Coexisting with

increasing age is usually an increase in experience. As age

and professional experience increased, so did moral

13
Tejomayananda, S. (2017, June 21). All about Shraddha, vision of life.
Retrieved from https://www.speakingtree.in/article/all-about-shraddha-vision-of-
life

14
Koopman, J., Scott, B. A., Matta, F. K., Conlon, D. E., & Dennerlein, T.
(2019). Ethical leadership as a substitute for justice enactment: An
information-processing perspective. Journal of Applied Psychology, 104(9), 1103-
1116. doi: http://dx.doi.org/10.1037/apl0000403
 27

15
understanding of ethical dilemmas for pediatric nurses .

Various researchers around the world have demonstrated the

effect of age on factors associated with morals, ethics, or

decision-making. Older law students in Thailand exhibited

16
greater moral maturity . Older adults in China were less

likely to be influenced by their emotions when making

17
decisions than younger adults . Older adults in Hungary

were less likely to engage in risk-taking behaviors and more

18
likely to engage in deliberate decision-making .

In Turkey, older adult students were more realistic in

19
ethical evaluations .

Norms that are established to control all manners of

behaviours, attitudes, and interactions a person's

relationships throughout a culture Moral growth is a

15
Arslan, F. T., & Calpbinici, P. (2018). Moral sensitivity, ethical
experiences, and related factors of pediatric nurses: A cross-sectional,
correlational study. Acta Bioethical, 24(1), 9-18.Retrieved from:
https://actabioethica.uchile.cl/index.php/AB/article/view/49367/51870
16
Mujtaba, B. G., Pattaratalwanich, P., & Chawavisit, C. (2009). Business
ethics perspectives of Thai law students: A study of age and gender in moral
development. Journal of Leadership, Accountability & Ethics, 7(3), 94–108.
17
You, X., Ju, C., Wang, M., Zhang, B., & Liu, P. (2019). Age differences in
the influence of induced negative emotion on decision-making: The role of
emotion regulation. Journals of Gerontology Series B: Psychological Sciences &
Social Sciences, 74(5), 796–805.
https://doiorg.hal.weber.edu/10.1093/geronb/gbx137
18
Kardos, Z., Kóbor, A., Takács, Á., Tóth, B., Boha, R., File, B., & Molnár, M.
(2016). Age-related characteristics of risky decision-making and progressive
expectation formation. Behavioural Brain Research, 312, 405–414. https://doi-
org.hal.weber.edu/10.1016/j.bbr.2016.07.003

19
Birel, F. K. (2019). The perceptions of undergraduate and graduate students
about ethical leadership behaviors of academic staff. International Education
Studies, 12(3), 71–80.
 28

process that involves Individuals develop the norms

necessary to control their own conduct and make

assessments.In light of the events occurring all around

them, what is right or wrong? . Moral advancement Brings

with it moral development.Moral maturity is a state in which

people are capable and at high levels in their feelings,

opinions, and behavior. Regarding adherence to morality,

attitudes and behaviors.

Synthesis

This study suggest that decision making is influenced

by legal presence, education, age, and other internalized

factors may not be or not limited to gender, culture,

awareness of self-actions, intent when acting, personal

philosophy, and moral judgment; in essence, the Śrāddha of

the person. This study says that age is one of the major
 29

factor that influence our decision making the older we get

the more experience we have.

Local study

This study explores the Philippine experience in values

development. The primary goal of providing values education

at all three levels of the school system in the Philippines

is the development of a person committed to building a free,

democratic, peaceful, and progressive nation. The program

hopes to develop Filipinos who possess the following values

 30

and traits: self actualization, people imbued with a sense

of human dignity; a sense of responsibility for community

and environment, self-discipline; productivity, contributory

to the economic security and development of the family and

nation; a deep sense of nationalism, commitment to the

progress of the nation and to global solidarity; and an

abiding faith in God and spirituality. General guidelines

specify that the program must: be oriented towards the

whole learner; consider the unique role of the family in

personal development and integration into society and the

nation; and recognize and emphasize the role of teachers who

themselves must possess a proper sense of values and respect

for the person of the student.

Values development is discussed from the viewpoints of

learning theorists or behaviorists, cognitive develop-

mentalists, and psychoanalysts.

The geographic Mi ke- up of the Philippines includes

three large islands: Luzon, Visayas and Mindanao, and more

than 7,000 small ones. There are eight major language groups

to which most people in the lowlands belong and about 100

minor languages and dialects spoken by people in the uplands

and archipelago. The Philippines is predominantly Christian:

Catholics comprise 82.92%cf the population; several

 31

Protestant groups combine to form 3.9% and local Christian

churches like the Aglipayans and the Iglesia ni Kristo have

considerable followings. Born-Again Christians and

Fundamentalists make up a small portion of the Christian

population, yet the largest cultural minority group remains

Muslim. About 100 other cultural communities are spread

throughout the country, and interestingly, studies by

behavioral scientists show that there are recognizable

values, beliefs and attitudes that bind all these Filipino

people together. Designing a common values education

framework acceptable tc these groups and mindful of their

cultural, linguistic and religious differences was a

difficult. task.

The framework had to be flexible enough to allow

differences in priorities, expression and behaviour.

Programme activities had to strengthen commonalities and

respect differences in order to develop a spirit of

tolerance, appreciation and mutual acceptance. Teaching

desirable values and responsible behaviour requires

educating the whole society - a fact which may overwhelm

educators and discourage them. And, integrating values

education into the school system has been controversial,

because religious, moral and spiritual values are thought to

 32

w is' as a result of free choice, acceptance and

internalization by an individual.

The geographic Mi ke- up of the Philippines includes

three large islands: Luzon, Visayas and Mindanao, and more

than 7,000 small ones. There are eight major language groups

to which most people in the lowlands belong and about 100

minor languages and dialects spoken by people in the uplands

and archipelago. The Philippines is predominantly Christian:

Catholics comprise 82.92%cf the population; several

Protestant groups combine to form 3.9% and local Christian

churches like the Aglipayans and the Iglesia ni Kristo have

considerable followings. Born-Again Christians and

Fundamentalists make up a small portion of the Christian

population, yet the largest cultural minority group remains

Muslim. About 100 other cultural communities are spread

throughout the country, and interestingly, studies by

behavioral scientists show that there are recognizable

values, beliefs and attitudes that bind all these Filipino

people together. Designing a common values education

framework acceptable to these groups and mindful of their

cultural, linguistic and religious differences was a

difficult. task. The framework had to be flexible enough to

allow differences in priorities, expression and behaviour.

Programme activities had to strengthen commonalities and

 33

respect differences in order to develop a spirit of

tolerance, appreciation and mutual acceptance. Teaching

desirable values and responsible behaviour requires

educating the whole society - a fact which may overwhelm

educators and discourage them. And, integrating values

education into the school system has been controversial,

because religious, moral and spiritual values are thought to

w is' as a result of free choice, acceptance and

internalization by an individual.20

Synthesis

This study talks about the Filipino experience in

values.The primary goal of providing values education at all

three levels of the school system in the Philippines is the

development of a person committed to building a free,

democratic, peaceful, and progressive nation. It talks about

the different religions found in the Philippines.

20
Quisumbing, Lourdes R.. retrieved August 12, 2023 from
https://files.eric.ed.gov/fulltext/ED379203.pdf
 34

This study suggest this following ideas on how to develop

and possess values and traits:

(1) self actualization, people imbued with a sense of human

dignity;

(2) a sense of responsibility for community and environment,

self-discipline;

(3) productivity, contributory to the economic security and

development of the family and nation;

(4) a deep sense of nationalism, commitment to the

progress of the nation and to global solidarity; and

(5) an abiding faith in God and spirituality.

Chapter III

METHODS AND PROCEDURES

This chapter discusses the methodology that is used in

this study. This chapter tackled the Research Design,

Respondents of the study. Research instruments, Validation

of the Instruments, and Procedure. This research was

conducted based on the methodology. This methodology plays

an important part in implementing this research study

 35

accordingly. The details of the methodology are explained in

details in this chapter.

Method of Research

The researcher used the descriptive method. Descriptive

method is used to describe characteristics of a population

or phenomenon being studied. It does not answer questions

about how/when/why the characteristics occurred. Rather it

addresses the “what” question (What are the characteristics

of the population or situation being studied?)

A descriptive evaluative research design is a

methodological approach that aims to gather information

about prevailing conditions or situations for the purpose of

description and interpretation. It involves the collection

of qualitative data in the form of words and language, which

is then analyzed and described descriptively. This type of

research method goes beyond simply amassing and tabulating

facts, and includes proper analyses, interpretation,

comparisons, identification of trends, and relationships. It

provides practical information that can be used to address

local issues or problems.21

“What is a descriptive evaluative research design?”(2023)

21

(https://typeset.io/questions/what-is-an-descriptive-
evaluative-research-design-7x7tw4hdqg)
 36

The researcher by using descriptive research can

effectively design a structured questionnaire with both open

ended and closed ended questions.22

Respondents of the study

The respondents of this study will be the Grade 9

student of Our Lady of the Pillar College- Cauayan Junior

High School Department. This research will have fifty (50)

grade 9 respondents from Our Lady of the Pillar College-

Cauayan Junior High School Department.the researcher use

random sampling technique in choosing respondents.

Instrument to be used

To provide and gathered as much informative and

relative evaluation descriptive method was used in this

study. The main tool used in this study was the researchers

prepared questionnaires for the respondents which are the

students Our Lady of The Pillar College Cauayan Grade 9.

This draft of questionnaires was drags out based on the

researcher’s previous studies, information’s readings, books

and internet sources. The questionnaires were used as

the main data – gathering instrument for this study. The

Claire Rudison “Research Design” (2013)

22

(https://www.linkedin.com/pulse/research-design-clair-
rudison-dba-candidate-)
 37

first part is about the profile of the respondents such as

age, gender religion and ethnicity. The second part are the

questions that need to be answered by the students.

Data gathering procedure

The researchers of this study will be using a face-to-

face questionnaire in collecting the data. The questionnaire

is composed of questions that the researchers formed from

related research and studies. The researchers made sure that

the set of questions are enough to provide sufficient data

needed in the study. Also, these questions were thoroughly

checked to make sure its effectivity and modified to address

all the corrections of each question. A face-to-face

questionnaire is preferred by the researchers because it is

convenient to reach the respondents. Also, the data

gathering was more efficient for the researchers because of

the technology advancement in collecting the data. Computer

programs are available for the researchers to have a faster

data gathering and data analysis in doing a face-to-face

survey questionnaire. Each where randomly chosen and

distributed evenly to the students. The researchers made

sure that the personal information and identity of

respondent remained confidential to maintain the accuracy

and non – bias of the whole survey.

 38

Statistical tool

In order to analyse and interpret the gathered

information, the researchers used the following statistical

tools:

Frequency. This will be used in determining the number of

times that each variable occurs. It is an important part of

this study especially in dealing with the number of

occurrences and analyzes measures of central tendency,

dispersion and percentiles.

F
%= ∗ 100 %
N

Where:

% = Percentage

F = Frequency

N = Total of Respondents

100 = given or constant.

Percentage (P). This formula will be used as a simplified

means of conveying size or scale or value. It is a useful

method of expressing the relative frequency of survey

responses and other data. It is a display of data that

specifies the percentage of observations that exists for

each data point or grouping of data points.

n
P= × 100
N
 39

Where:

P = percentage symbol

n = number in particular group

N = total number of respondents

100 = constant

Weighted Mean (x). This formula was used in determining the

average perception of the respondents. It is useful in

representing the entire data set with a single value that

describes the average answer of the respondents in the

assessment of the program.

x=
∑ fx
N

Where:

x = Mean

F = Frequency

X = Score of Respondents

N = Total Number of Respondents

Likert Scale. This was used to determine the level of

satisfaction of the respondents.

Interval Scale Interpretation

4.51 – 5.00 5 Always

3.01 – 4.50 4 Often

2.51 – 3.00 3 Sometimes

1.01 – 2.50 2 Rarely

 40

0.50-1.00 1 Never