CHAPTER I

THE PROBLEM AND ITS SETTING

Introduction

Values education is a process that gives young people an initiation into

values, giving knowledge of the rules needed to function in this mode of relating to

others, and seeking the development in the student a grasp of certain underlying

principles, together with the ability to apply these rules or education intelligently.

There are two main approaches to values education, some see it as inculcating or

transmitting a set of values which often come from societal or religious rules or

cultural ethics while others see it as a type of socratic dialogue where people are

gradually brought to their own realization of what is good behaviors for themselves

and their community. Values education can take place at home, as well as in

schools, colleges, universities, jails, and voluntary youth organization. Lastly,

another definition of values education was “Learning about self and wisdom of life”

in a self-exploratory, systematic, ang scientific way through formal education.

Background of the Study

The Impact of Values Education to the Behavioral Practices of the Selected

Grade 9 Students in Casimiro A. Ynares Sr. Memorial National High School,

defines character and character education as it applies to the school setting. It

explores the 1) history and purpose of character education, 2) impact that

character education has on school violence, 3) programmatic attempts at character

education programs. The researchers also identify developmental targets and

explains the role of the counselor in implementing character education. The

researcher sought to determine the core values that were being incorporated, and

the teacher’s perceptions of the character education program at the grade 9 high

school level. As we all know, every year in our school there’s always an issue about

grade 9 students because of the attitude they have includes: 1) tardiness, 2) using

of cellphones during class hours, 3) side comments about the teachers, 4)

disregarding of deadlines, 5) cheating, 6) wearing make-ups, 7) improper haircut,

8) improper uniform, 9) boy-girl relationship, and 10) bullying. The possible causes,

limit or deal effectively with these behaviors, it is important to understand the

factors that causes them to have attitude, the causes can be the contingent on

individual student situation, this distinction is important because it orients us

towards the cause we can control. Contingent on individual student situations are

students can be engaged in problematic behaviors because of health problems,

personal or family problems, adjustment or developmental issues (e.g."

immaturity" or self-esteem issues) or general academic difficulties. Values

education is process by which people give moral values to others. It can be an

activity that can take place in any organization during which people are assisted

by others, who may be older, in a position of authority or are more experienced to

make explicit those values underlying their own behavior in older to assess the

effectiveness of these values and associated behavior for their own and the Others

long term well-being values and behavior which they recognize as being more

effective for long term well-being of self and others

Statement of the problem

This study aims primarily to determine the level of the Impact of Values

Education to the Behavioral Practices of the Selected Grade 9 Students in

Casimiro A. Ynares Sr. Memorial National Highschool in Taytay Rizal. The findings

from this study suggested that values education may have a positive effect on the

student behavior. The findings led to recommendations regarding the

implementation of character education in high school.

It aims to answer the following questions:

1) How values education being implemented in ways that elicit

positive change in teacher’s practice and student response.

2) How does the researchers find evidence for many claims based

on teacher’s testimony that values education has positive effect

on: a) student’s academic diligence, b) school ambience, c)

student-teacher relationship for teaching; more trusting

relationship between teachers and students.

3) What added impact does the explicit teaching of Values have on

relevant student effect?

Explorers student teacher’s attitude to and experience of

character and values education in schools.

 Focusing instruction on identified curriculum content.

 Asking question to continually monitor understanding,

progress, and inform immediate feedback.

 4) Is teaching values education would help students to have good

manners?

 Manners is very important, and this study will tackle the

teachers and learner’s relationship for teaching.

5) Why students need to learn values education?

Significance of the Study

The researchers decided to focus the study to determine the Impact of

Values Education to the Behavioral Practices of the Selected Grade 9 Students in

Casimiro A. Ynares Sr. Memorial National Highschool. This study will help to many

people by giving information and to acknowledge about this study. This study will

benefit the following:

Students

 Students give an information to help in conducting a

related study for the instance.

 To know the impact of values education to the behavioral

practices of the students.

Future Researchers

 This study can be used to answer their inquirers/inquiries about the

topic being studied.

 Teachers and Parents

 This study will help both teachers and parents to acknowledge this

study.

Scope and Deliminations of the study

This study deliminated the Impact of Values Education to the Behavioral

Practices of the Selected Grade 9 Students in Casimiro A. Ynares Sr. Memorial

National Highschool. The researchers will discuss the learners of values education

where we can analyze the real impact of values education to the behavioral

practices of the respondents. The respondents are from the selected grade 9

students from Casimiro A. Ynares Sr. Memorial National Highschool.

Limitations of the study

There are some weaknesses or limitations that are associated with

implementing the impact of values education to the behavioral practices of the

selected grade 9 students. In particular, some students cannot answer every

questions. The value that should be included in a character development program

seems to be up for debate. Parents want schools to teach the same values that

are taught at home.

Conceptual Framework

Inputs Process Output

Survey
Questionnaire
 Preparing
Guidelines
 Intellectual Identified
 Formulation changes/impact to
Capabilities
 Finalization the behavioral
 Attitude
practices of
 Manner Data Process
selected grade 9
 Encoding students
 Computing
Values
 Analysis
Result

The research aims to know the impact of values education to the behavioral

practices of the selected grade 9 students and the factors that can affect their

behavioral practices. In this research, the researchers will discover the most

effective and most accurate causes of behavioral changes in a grade 9 student.

Considering the factors: 1) intellectual capabilities, 2) attitude, and 3) manner to

identify their behavioral practices.

Definition of Terms

For better understanding of the study, the following terminologies were

conceptually defined.

A. Alleviate - to partially remove or correct (something undesirable)

B. Behavior-anything that an organism does involving action and response to

stimulation; the response of an individual, group, or species to its environment

C. Character- one of the attributes or features that make up and distinguish an

individual.

D. Didactic- designed or intended to teach; intended to convey instruction and

information as well as pleasure and entertainment

E. Implement- one that serves as an instrument or tool

F. Inculcate- to teach and impress by frequent repetitions or admonitions

G. Perception- a result of perceiving; a mental image

H. Principle- a comprehensive and fundamental law, doctrine, or assumption.

I. Societal- of or relating to society

J. Values- relative worth, utility, or importance

 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

Foreign

In a study entitled The Effects of Character Education on Student Behavior

by William G. Thompson (2002), the teacher’s perceptions of the effects of the

character education program on student behavior were studied. Disciplinary

records of the students were reviewed to identify behavioral patterns. The research

was conducted through observing student behavior and interviewing teachers,

students, and their parents. The study found out that character education programs

may have a positive effect on student behavior. Thompson (2002) suggested that:

1) character education should be an integral part of the curriculum, not taught as

a separate subject, 2) classroom rules should be based on the principles of good

character, and teachers should model good character for the students to observe,

and 3) students should be taught character through hands-on service activities that

contribute to the school, the community, and society in general.

Matt Montonye, Sonja Butenhoff, and Shawn Krinke (2013) explored The

Influence of Character Education on Positive Behavior in the Classroom. The

researchers conducted the study through observation, administering pre and post-

surveys, and interviews. The research was participated by 58 students from

English language / traditional classrooms. The research reported that a clear

relationship between character education and student awareness of character

traits. Implementing a solid character education program has become a

consideration to some recommended schools.

Esra DERELİ-İMAN (2014) from Eskişehir Osmangazi University

researched on The Effect of the Values Education Programme on 5.5-6 Year old

Children’s Social Development: Social Skills, Psycho-social Development and

Social Problem Solving Skills. He aimed to examine the effect of the Values

Education Program (developed for pre-school children) on the children’s social

skills, psycho-social development, and social problem-solving skills. Sixty-six

children (33 experimental group, 33 control group) attending pre-school

participated in this research. The study discovered that Values Education Program

increased at a significant pace compared to the control group’s social skills,

psycho-social development and social problem-solving skills points. DERELİ-

İMAN (2014) stated that “there were no significant differences between the points

of the experimental group’s and control group’s pre-test retention test.” However,

parents believed otherwise and said that values education program increased

children’s appropriate behaviors and decreased undesired the behaviors of

children.

Local

Values Education, as defined by Quisumbing (1994) in an International

Conference on Education, “is the process by which values, attitudes, and habits

are formed as the learner interacts with the environment under the guidance of a

teacher. Studying values will not necessarily influence behavior. Behavior can only

be influenced when a value is experienced and a commitment made to it in belief

and attitude.” The conference proceeding entitled A Study on the Philippine Values

Education Programme, Quisumbing discussed the history of Philippine values

education. After the historical EDSA revolution in 1986, the Department of

Education, Culture and Sports (DECS) identified “Social Transformation through

Education” as its priority, and began a Values Education Programme for all levels

of the school system in the Philippines.

In Lilibeth S. Echevarra’s masteral thesis in 2003 entitled Problems

Encountered in Teaching Values Education in a Public Secondary School in San

Miguel, Bulacan, she attempted to surface perceived problems in teaching values

education and recommendations for possible solutions to these problems. The

research was conducted through a survey on twenty-one Values Education

teachers in San Miguel, Bulacan with an age ranging from 27 to 37 years and a

mean teaching experience of 9.2 years. Echevarra (2003) identified the least

perceived problems of teaching values education: 1) difficulty in choosing the

appropriate approach in teaching the subject and 2) inability to motivate students

in learning core and related values. She predicted that some of the factors that

may affect these perceived problems are: a) insufficiency of workbooks and

textbooks, b) inadequate visual aids, and c) inability to construct an appropriate

learning environment. The teachers who participated in the study determined that

the reasons of ineffectiveness of teaching Values Education were: a) large class

size, b) lack of text books and teaching aids, c) lack of mastery in the subject

matter, d) lack of related in-service training, e) no specialization in values

education, f) boring lessons or low student interest, g) teachers’ attitude and

interest, h) inability of teacher to meet students’ needs, and i) low teacher

dedication. Moreover, Echevarra (2003) identified causes of poor values of

students: 1) environmental influence, 2) family problem and lack of parental

guidance, 3) technology and fashion/trends, innovation/changes, 4) teachers not

being good models, and 5) poverty. Lastly, recommendations were given to

improve the way of teaching values education. The teaches are aware that they

should be good models or examples to the students because they are believed to

exert positive influence on their students. Recommendation also focused on what

the school can change or provide like sufficient references and other materials,

more in-service training, workshops and seminars, lesser teacher loads, more

teacher exposure to proper guidance and counseling techniques.

Michael Arthus G. Muega (2010) discussed the Values/Moral Education:

Current Conceptions and Practices Philippine Schools. Muega (2010) believed

that one conception of values education is that it aims to get the students to learn

how to think, choose, and value. Moreover, he explained that the teaching of

values education differs from sectarian and non-sectarian schools. In a sectarian

institution, the schools require values that are central to the faith that the school

believes in. Meanwhile, non-sectarian institution uses values education as a tool

for teaching a set of “transcultural” values to the students. Muega (2010) stated

that “Values/Moral education is used to include both the idea of moral valuing a

non-moral choice making.

 CHAPTER III

METHODOLOGY

Research Design

The study will follow a descriptive method of research to determine the

Impact of Values Education to the Behavioral Practices of selected grade 9

students of Casimiro A. Ynares Sr. Memorial National High School (CAYSMNHS).

A descriptive study aims to describe characteristics of a population or phenomenon

being studied. Descriptive research design is concerned with finding out “what is”

and not about explaining a specific phenomenon.

Descriptive research design is deemed to be appropriate for this research

because it aims to generalize the impact of values education to the behavioral

practices of a specific population which is the selected grade 9 students of

CAYSMNHS. From a selected group, the research goals to describe the whole

population involved in the research.

Research Respondents

Grade 9 students from Casimiro A. Ynares Sr. Memorial National High

School will be the research respondents of this study. They are ranging from 14 to

16 years. The grade 9 junior high school level consists of 14 sections with an

estimated average population of 65 students per classroom. However, the 2 pilot

sections only comprise 35 students each class. Grade 9 students are the chosen
research respondents because they hold the most number of reported cases of

violation to the school regulations according to their disciplinary records.

Research Locale

The study will be conducted in Casimiro A. Ynares Sr. Memorial National

High School located in Taytay, Rizal. CAYSMNHS is one of the numerous schools

in Taytay offering junior high school curriculum, Alternative Learning System

(ALS), and Special Education. CAYSMNHS was established in 2005 and still

provides quality education to its students for already 13 years.

Figure 1. Map showing the location of in Casimiro A. Ynares Sr. Memorial National

High School (photo from Google Maps).

Research Procedure

Before the actual conduct of data gathering, the researchers will first ask for

assistance from the grade 9 advisers to allow selected students to participate in

this research. A letter will be given to each grade 9 section adviser. A survey

questionnaire will be administered to collect the data needed for this research.

After the students accomplish the survey questionnaire, the researchers will then

compute and analyze the data at hand through basic statistic method using Likert

scale. Results from the computed data will be discussed to further describe the

impact of Values Education to the behavioral practices of selected grade 9

students of Casimiro A. Ynares Sr. Memorial National High School.

Research Instrument

The study will only utilize a survey questionnaire to collect the needed data

for this research. A survey questionnaire is a tool to collect information from the

respondents. It may compose of questions, tables, rating scales or other

appropriate survey technique.