Acknowledgement This This resea researc rch h paper paper is compo compose sed d with with facts facts,, inform informati ation on and and book book/in /inte tern rnet et sources that we gathered. We, the Group 10 Researchers would like to epress our deepest appreciation to our !nglish 10 teacher, "rs. #harlie $. %oriano for gi&ing us opportunit' to conduct a research paper. We would like to thank her for inspiring us, gi&ing us guidance in all outputs that we ha&e done. We woul would d like like to than thank k our our belo belo&e &ed d pare parent nts, s, who who supp suppor orte ted d us from from the the beginning until we finished this book. We also like to thank also our re&iser, "s. (ai )a'anghirang for re&ising and impro&ing our research paper and for gi&ing us helpful information that helps us to complete this book. Also, we like to thank the people who answered answered all the sur&e'. Without Without them our research paper wouldn*t be complete. (astl', we would like to thank our (ord God for gi&ing us strength, wisdom and guidance.
+The Researchers
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Abstract alues !ducation has a big impact in all students- &alues influences all aspects of school life. $t determines what students learn, how the' learn and the wa' the' learn. $t influences all actions and decisions of school, not onl' in classroom but in the wider communi communit' t'.. alues alues !ducati !ducation on in&ol&es in&ol&es strateg strategies ies that assists assists students students to eplore eplore,, discuss, anal'e and act in the contet of their learning and their interaction with others. The The purpo purpose se if this this stud' stud' is to deter determin mine e or to know know the the effe effect cts s of alues lues !ducati !ducation on on the e&er'da e&er'da' ' li&es li&es of students students of )on Aleandr Aleandro o Roces Roces %r. %r. %cience %cience++ Technolog' igh %chool. This stud' in&ol&es the effect of &alues education in students, sur&e' forms for the students. This stud' aims to help the students de&elop and impro&e their knowledge about alues !ducation.
2
Abstract alues !ducation has a big impact in all students- &alues influences all aspects of school life. $t determines what students learn, how the' learn and the wa' the' learn. $t influences all actions and decisions of school, not onl' in classroom but in the wider communi communit' t'.. alues alues !ducati !ducation on in&ol&es in&ol&es strateg strategies ies that assists assists students students to eplore eplore,, discuss, anal'e and act in the contet of their learning and their interaction with others. The The purpo purpose se if this this stud' stud' is to deter determin mine e or to know know the the effe effect cts s of alues lues !ducati !ducation on on the e&er'da e&er'da' ' li&es li&es of students students of )on Aleandr Aleandro o Roces Roces %r. %r. %cience %cience++ Technolog' igh %chool. This stud' in&ol&es the effect of &alues education in students, sur&e' forms for the students. This stud' aims to help the students de&elop and impro&e their knowledge about alues !ducation.
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#hapter 1 $ntroduction #hange is constant. $n the 1 st centur', together with the impro&ing technolog', students do not gi&e much importance to their alues !ducation subect. $n line with this, the' will skip that class and in result, the' would not know a single lesson. 2ecause of this, man' students are entering school without basic &alues education. All of the people know that technolog' and education are partners to teach the students easil'. The )epartment of !ducation imprinted module in the different subects for the 3+1 curriculum. !&en all of the students had a module, the' chose to download the digital module so that the' will not carr' books but the' will pick out their phone and pla' games. alues !ducation has ne&er been out of st'le. $t is &er' rele&ant in almost all the fields concerning human acti&it'. $n this stud', the researchers will find out wh' alues !ducation is important and the impact of alues !ducation to e&er' student. The purpose of the stud' is to pro&ide a sound and informed basis from which impro&ed &alues education can be de&eloped and promoted in all schools. The researchers will also find out the causes and effects of it.
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2ackground of the %tud' alues !ducation is a process of teaching and learning about the ideals that a societ' deems important 4)epartment of !ducation, %cience and Training 005- (o&at 6 Toome' 007- Robb 0089. alues !ducation is used to influence the beha&ior and attitude of the students. Arweck and :esbitt state that ;&alues+based education can be seen as a kind of tool+kit for children and 'oung people as well as adults in thinking about the &alues in their li&es, appl'ing them in dealing with relationships and social situations, and shaping attitudes towards others, propert', and social structures<. While "ilson and "ehlig state that ;character education is commonl' defined as the process of de&eloping in students an understanding of, commitment to, and tendenc' to beha&e in accordance with core ethical &alues<. Values based education rela' social, moral, integrit', character, spiritualit' etc.
$t builds the =ualities of humilit', strength and honest' in a person. The' become better subect of a countr'. >eople with high ethical &alues will ne&er cheat others and will ne&er think badl'. >eople are taught to co+operate with each other. The' make their life happier and work hard to make other happ'. 2ut nowada's students do not know then real meaning and importance of alues !ducation, according to )epartment of !ducation, ?ni&ersit' of (ucknow, (ucknow @ 007, ?ttar >radesh, in near future if we failed to incorporate the essential &alue based !ducation in our children, the whole meaning of education will be lost in this materialistic world.
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Bbecti&e of the %tud' The main obecti&e of this is to know the $mpact of alues !ducation on the e&er' e&er'da' da' li&es li&es of stude students nts.. This This will will be achie achie&e &ed d thoro thoroug ugh h the follo followi wing ng speci specific fic obecti&esC 1. To inspire inspire student students s to de&elo de&elop p their their person personali alit' t' and and socia sociall &alue &alues s base based d on the principles of alues !ducation. . To de&elop de&elop character character in human personalit personalit' ' with purit' purit' in conscio consciousne usness, ss, peace of
D. E. 5. .
mind and prosperit' in mind. To promot promote e high al alues ues !ducat !ducation. ion. To make e&er' e&er' student student aware of his rights rights and responsibilities. responsibilities. To enable enable schools to de&elop, de&elop, demonstrate demonstrate current current practice in alue alues s !ducation. !ducation. To raise awareness awareness through alues alues !ducation. !ducation.
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#onceptual Framework A research might want to know if there is an' research e&idence to support the claims of (i&ing alues !ducation. 2asicall' a ?ni&ersit' in Australia 400E9 conducted its own research which pro&ed that there is a great impact in the student*s beha&ior. The best eample was the student performance and beha&ior in the classroom. :owada's, students tend to be rude to &alues teacher or educator thus, the' think that the subect was eas' and the' are taking it for granted so as a result most students cut classes because of boredom, the' do not participate an'more because the' are thinking that the subect is boring and useless and also most students think that &alues teachers or educators are nice so it is oka' not to participate. $n this case, the educator was taken for granted. The' think that alues !ducation is not that important like the other subects the' ha&e. %o below is the illustration of the $ndependent and )ependent ariables of the $mpact of alues !ducation on e&er'da' li&es of students. ere are the reasons and the outcomes of the said stud'.
$ndependent and )ependent ariable $ndependent ariable •
%tudents understand the lessons
)ependent ariable •
%tudents beha&ior
well due to an effecti&e wa' of teaching and a well+trained educator.
6
•
The students are showing respect because the' are well educated.
•
%tudents cut classes because the subect itself is boring and so as the educator.
•
%tudents thought that the subect was eas' and the' know it alread'.
•
%tudents took the subect and educator for granted.
•
%tudents tend to use the subect as free time since the' don*t want to prioritie it.
Final :otes >ositi&e stories from educators as well as educator e&aluations ha&e been collected from teachers implementing (i&ing alues !ducation >rogram around the world. The most fre=uent themes noted in the reports are positi&e changes in teacher+ student and student+student relationships both inside and outside the classroom. !ducators note an increase in respect, caring, cooperation, moti&ation, confidence and the abilit' to sol&e conflicts on the part of the students. Aggressi&e beha&iors decline as positi&e social skills and respect increase. (!> helps educators create caring, &alues+ based atmospheres for =ualit' learning.
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%tatement of the >roblem "ost of the students of )on Aleandro Roces %r. %cience+ Technolog' igh %chool do not make efforts to their subect alues !ducation or !dukas'on sa >agpapakatao. $t seems like the' do not prioritie it because the' thought ha&ing &alues education as their subect is terrible, boring and most of all, not helpful in their li&es. Also, the' think that alues !ducation is ust a minor subect that the' do not ha&e to make time to re&iew when it comes to periodical test and long test. The' do not see alues !ducation as a helpful one because the' do not take it seriousl'. The purpose if this stud' is to determine how alues !ducation affects student*s beha&ior. The need for the &alue education in toda'*s contet cannot be o&eremphasied. The attitude of toda'*s 'oung generation made the researchers think twice that the implementation of &alues and moral education is a must for the 'outh. !&en the beha&ior of the 'outh towards the elders in discourteous wa's is reall' worrisome. alues !ducation are implemented in e&er' school, but deis student know how to deal with it $f alues !ducation can help us build our own sel&es, make good decision in our life it de&elops emotional intelligence b' sharing our feelings and lastl' it strengthens the spiritual aspects of a person*s life. The alues !ducation has an important part in our studies, because success in life does not alwa's rel' on academics. 2ut in our generation right now it &iewed that other students do not take alues !ducation seriousl'.
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%tating the 'pothesis $n this part, it will tackle about the h'potheses of the researchers 4Group H 109. The researchers h'pothesied that if the students of Roces igh %chool take the alues %ubect solemnl' and if the' stud' hard for it, their marks in the said subect will get higher and the pupils might change their perspecti&e in life. Bn the other hand, if the students of Roces igh %chool do not take the alues %ubect seriousl' or b' not focusing on the teacher and instead the' make noise with his/her classmate, their marks will get lower- their li&es might be in the wrong path. 2' o&er estimating their skills and talents, the students alwa's thought the' will pass the test in alues because some of the pupils Iit is so eas' to guess the word*.
9
%ignificance of the %tud' This stud' is done b' the Grade 10 students of )on Aleandro Roces %r. %cience+ Technolog' igh %chool to find out if the subect alues !ducation or !dukas'on sa >agpapakatao is important. 2enefitting the stud' are the &arious sectorsC
The %tudents The direct recipients of this research are the students who lack interests in their &alues subect and the ones who think that &alues education do not reall' matter in their li&es. To become upstanding members of the school, the' need to know the proper wa' to treat other people through alues !ducation.
The Teachers This will be beneficial to the teachers to understand the beha&ior of the students in their class and wh' do most of the students learn nothing e&en if the' did their best as their teacher and to know their dut' to impact &alues education to their students.
The >arents For the parents to understand wh' their children do recei&e a low grade in &alues education. And also to know the effects of alues !ducation in their children.
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%cope and (imitation of the %tud' The stud' is about the $mpact of alues !ducation on the e&er'da' li&es of students of Roces igh %chool. alues !ducation has a big impact in e&er' student, but in this generation, &alues education is a big problem in their mind speciall' in school. ;alues !ducation programs are proacti&e approaches to impro&e discipline in the schools, but do the' make a difference< +dc.etsu.edu alues !ducation is reall' important, past or present generations. $t is good if &alues education is carried forward from the school to all le&els. The sad part $ that it is not taken seriousl'. %tudents are not at all interested and hardl' pa' attention to this subect. 4Rishabh Auroras, 22m9 alues !ducation is &er' important for e&er'one as it eplains what &alue each indi&idual has to inculcate. $t ma' sound &er' boring and unwanted but the &alues that are put into us b' the teachers from an integral part of our li&es. The main thing is to ha&e an unperturbed conscience. These classes also act like a reminder to be sure that we ha&e the right thinking and to bring back to track our thoughts. This stud' directl' in&ol&es students, teachers, and parents. This stud' aims to deepen our knowledge about &alues education in our generation. The teachers who are the source of inspiration of the students, and parents who will help us to understand more about &alues education. The researchers set a sur&e' to the students 4high school9 of Roces igh %chool to know how man' students take &alues education seriousl', and how man' students take it seriousl'.
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)efinition of Terms For clearer understanding of the terms used in this stud', below are their meaningsC Academic subject + The term Icore academic subects* means !nglish, reading or
language arts, mathematics, science, foreign languages, ci&ics and go&ernment, economics, arts, histor', and geograph'. The academic subects taught at &arious t'pes of general+education schools, the areas of specialiation at specialied educational institutions, and the interrelationships and se=uence of the stud' are determined b' the curriculum. Beneficial- The definition of beneficial is something that has a positi&e effect or
achie&es a good result. Core ethical values + Trustworthiness, respect, responsibilit', fairness, caring, and
citienship @ are si core ethical &alues. ?sing core ethical &alues as the basis for the ethical thinking can help detect situations where we focus so hard on upholding one &alue that we sacrifice another @ eg we are lo'al to friends and so do not alwa's tell the truth about their actions. Dependent variables+ The &alues that result from the independent &ariables. Emotional intelligence(EL)- The abilit' to manage emotions, including the abilit' to
regulate 'our own emotions, and the abilit' to cheer up or calm down another person. $s the abilit' of indi&iduals to recognie their own and other people*s emotions, to discriminate between different feelings and label them appropriatel', and to use emotional information to guide thinking and beha&ior
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Essential value+ is an ethical and philosophic propert'. $t is the ethical or philosophic
&alue that an obect has ;in itself< or ;for its own sake<, as an intrinsic propert'. An obect with intrinsic &alue ma' be regarded as an end or 4in 3antian terminolog'9 end+in+itself. Bther names for intrinsic &alue are terminal &alue, essential &alue. mpart+ $t means to pass on, transmit, or bestow. $f 'ou share this with 'our stud'
partner, 'ou are imparting 'our new wisdom. ndependent Variable+ The &alues that can be changed in a gi&en model or e=uation.
The' pro&ide the ;input< which is modified b' the model to change the ;output<. LVE!+ (i&ing alues !ducational >rogram started as an outreach programme for the
2rahma 3umaris religious organiation, called I%haring Bur alues for a 2etter World* in 1JJ5. Reated primaril' b' a 2rahma 3umari adherent )iane Tillman, with other 2rahma 3umari followers as co+authors, (i&ing alues was born out of an earlier 2rahma 3umari international publicit' campaign called, ;Global #ooperation for a 2etter World<. "aterialistic- ecessi&el' concerned with ph'sical comforts or the ac=uisition of wealth
and material possessions, rather than with spiritual, intellectual, or cultural &alues. A wa' of thinking that gi&es too much importance to material possessions rather than to spiritual or intellectual things. #egligibl$+ so small, trifling, or unimportant as to be not worth considering-
insignificant. %nprioriti&ed+ past remo&al of an item from a list of priorities, duw to a degrading of an
item*s importance or need to be completed. :BT prioritie.
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#hapter Re&iew and (iterature alues !ducation is a subect taken b' students from elementar' to igh %chool. %ometimes, students still take this still college- depending on the course the'*re taking. Through the 'ears of being a student, it*s not possible for one to not prioritie the "aor subect rather than the minor ones. 2ut on their list of priorities, a lot ma' ha&e the same least important subect and that is alues !ducation. 2ased from the )epartment of !ducation, students =uestion the importance of the said subect. Teachers form different schools are continuousl' reporting regarding their students* attitude towards then subect itself. %ome are complaining about the lack of interest of the pupil and the beha&ior the' are showing in the class. %tudents are found cutting classes, doing unrelated things and usage of gadgets such as tablets, mobile phones, cameras etc. were obser&ed. This shows an act of disrespecting and improper manners which challenged the teachers to discipline their students more and be their role model. The main reason wh' this subect is taught basicall' for 1 'ears in school is to help mold the student*s traits or characteristics or impro&e it at least. $n this research paper, the researcher is going to gi&e brief information and facts as to wh' students misbeha&e during the subect of alues !ducation. We hope that this could be a big help to those who face a problem regarding this matter. This chapter is all about the re&iew and literature.
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istorical B&er&iew 2rief istorical 2ackground of alues !ducation in the >hilippines. 2ased on !ric Agustine, for the past few 'ears the most popular traditional approaches used in teaching alues !ducation are &alues clarification 4Raths, et. Al. 1J9, cogniti&e de&elopment approach 43ohlberg, 1J8E9 and character education 4(ickona, 1JJ19. $n the pre+colonial times the >hilippines has no formal politics, religions, laws, but onl' informal ones. >hilippines nati&e or the Filipinos &alue diplomatic skills in order to maintain peaceful co+eistence with their neighboring communities, as well as, sur&i&al skills like hunting, farming and fishing. $n %panish colonial era the %paniards for practicall' E centuries made the Filipino complacent being their &assals for %pain. %paniards were dominant in making the $ndios, the %paniards used this for Filipinos during those colonial 'ears submissi&e using the #atholic religion and sal&ation. Filipinos &alue the pre&ailing religious s'stem b' being subser&ient to the %panish religious and e&en economic and political authorities. $n the American Bccupation, little did the Filipinos realie that, immediatel' after the %paniards left the >hilippine shores, the Americans were later became their masters. The Americans established new political structures, socio+economic ideologies and most importantl', schools across the >hilippine islands as their most effecti&e methods of appeasing restless Filipino nati&es. American teachers taught Filipinos how to read and write using the !nglish language, American :ational Anthem, American histor' and geograph', American heroes, etc. The school subects that concerned moral
15
education consist of ci&ics, good manners and right conduct or the G"R#, and character education whereas religious instruction became optional. %ome of the Filipino &alues during the era areC freedom to choose one*s religion, submissi&e re&erence to accepted authorities, self+reliance, patriotism, lo'alt', autonom', and national unit'. $n the Kapanese era, the Kapanese introduces the Far !ast Asian #o+>rosperit' %phere of the F!A#%. >hilippine public school buildings and educational materials were destro'ed and then the Kapanese established their schools for those who want to ha&e education. These were de&astating effects to the social &alues of the Filipinos considering that the' also suffered the con=ueror*s brutalities because of its ultra+ nationalism and culture. owe&er, Filipinos were adamant in fighting with the American until the end of the war. There was conse=uentl' massi&e rebuilding not onl' of political leadership, infrastructure, but also the &alues of the nation wrecked b' the war. $n the "artial (aw period, educational de&elopment Act of 1J7 mandated the maimum contribution towards the attainment of national goals such as economic ad&ancement, heightened national consciousness, moral progress, and promotion of desirable cultural &alues. owe&er, the 1E 'ears of authoritarianism and repressions under the "artial (aw, there was a failure to restore the failing public educational s'stem. While in the post+martial period it was the 1J8 !)%A Re&olution that inspired man' Filipinos to place premium in libert', respect for human rights, peace, and ustice. The 1J87 >hilippine constitution stipulates theoreticall' free public education for all Filipinos 4)o'le, 0059 wherein all schools should inculcate nationalism and patriotism, appreciation of the roles of national heroes in historical de&elopment, respect for human rights and duties of citienship, strengthen ethical and spiritual &alues, foster lo&e of
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humanit', encourage creati&e and critical thinking, de&elopment of personal discipline and moral character, promotion of &ocational efficienc', and broadening of scientific and technological knowledge LArticle M$ %ection D 49N. Bn the other hand, se&en of the subects 4that is Filipino, %ocial %tudies, !nglish, "ath, %cience, >ractical Arts, and Oouth )e&elopment Training9 at the secondar' school were instrumental in teaching &alues to students. Approaches the strategies used were, as followsC direct teaching, indirect approach, modular approach, &alues clarification, &alues integration, and other approaches used in the elementar' school le&el. At 'e tertiar' le&el, there is no prescribed ! for undergraduate students ecept in curriculum of the 2achelor in %econdar' !ducation maor in ! 4subects range from >hilippine &alue s'stem, desirable and preferred beliefs/&alues, and &alues orientation/ adaptation /modification9. The teaching approaches and strategies used are similar to those used in the elementar' and secondar' le&els, and the &arious methods used are obser&ation, conceptual anal'sis, case studies, and so forth. owe&er, 50 'ears after the said congress report abo&e, population, urbaniation, demands for more social ser&ices, and so forth were still problems and issues confronting the Filipino people and ha&e direct effect to the &alue/belief s'stems. $n the #ontemporar' >eriod, )ep!d en&isions itself as a globall' recognied institution whose national goals are social ustice, freedom, prosperit' and unit' when Filipinos are God+(o&ing and functionall' literate indi&iduals 4:ue&a, n.d.9. )efiniti&el', e&en )ep!d*s &arious regional and di&ision le&els* sense of purpose are essentiall' the sameC a region/ di&ision that is God+lo&ing/God+centered, transforming/&alue+dri&en,
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holistic/s'stematic, as well as, highl' technological. This will ensure the deli&er' of =ualit' basic education ser&ices for completel' sustainable de&elopment. alues !ducation is included in the elementar' le&el as Good "oral and Right #onduct 4G"R#9, as omeroom Guidance, and alues !ducation, which is integrated across subect areas in the secondar' le&el. For the new 3+1 program, alues !ducation will be a separate subect in the unior 'ears of secondar' schooling. At present, )ep!d has taken the bold stride for a 3 to 1 education, which formerl' is one of the shortest worldwide 4#lark, 00E9 as recommended b' past reports due to the =ualit' and state of education decades ago. According Turban and #atalan 4J19, There were educational issues and concerns confronting the nation such as the role of education in national de&elopment and globaliation, unresponsi&e curriculum to Filipinos* basic needs, and improper monitoring of constantl' implemented educational programs/reforms. "oreo&er, students* international competiti&eness in the global communit' such that programs, facilities, instructional materials, and strategies must be aligned with international accreditation standards. )ep!d*s 3+1 program, or the addition of more 'ears, is a clear sign of the alignment of the countr'*s basic education to the globaliation re=uirements. owe&er, there are still accompan'ing issues 4e.g., limited budgetar' appropriations, poor facilities, errors in tetbook*s contents, and a lot more9 that should be taken into imminent considerations because of its impact on later 'ears of our graduates* emplo'abilit' competencies. There are educational reforms that did not transform such as the 2ridge >rogram 42autista, 2ernardo, Bcampo, 0089, wherein after its one 'ear of implementation, it has been suddenl', stopped without due to notice to all concerned,
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especiall', among students who had to repeat grade to enter high school. these problems and issues in education beget problems after problems 4Trewb', 0079.
$mportance of alues !ducation Teachers are onl' gi&en 1+hour time and twice a week in teaching alues !ducation. $t means that students are onl' gi&en this kind of schedule to learn in their &alues subect. :owada's students tend to skip their class in this subect. %ome teachers are putting more emphasis on marks obtained b' students rather than e&aluating them as a whole whether the' are read' to face ups and downs of life or not. And other parents are choosing the school which is better and high in academic subects, neglecting the other aspects of education. alues !ducation is important to help prepare the students to face the man' opportunities and unknown dangers that are in toda'Ps societ'. Teenagers these da's get eposed to literall' thousands of negati&e influences through the media and their peers e&er' da', add to this the sad fact that parents are spending less time with their children. %tudents need to know how to handle these pressures and &alues education will gi&e them the tools that the' need. Teaching &alues education is more important than e&er. As parents and educators, the' are children*s biggest and number one influences- and it is our responsibilit' to teach the proper &alues education so that the' ma' grow up to be caring, confident and respectful adults. 2uilding character education and proper &alues education also helps them to interact properl' with their teachers and fellow students, turning their classroom into a better learning en&ironment. alues !ducation is being taught and included in all le&els because it pla's a &er' important role for students to become successful in their own choice of careers. alues are both
19
caught and taught &alues are caught b' children as much as the' are taughtQwhich further emphasies the fact that we must pro&ide and be a good eample for our 'outh nowada's. Without &alues and respect, it could negati&el' impact the student*s sense of right from wrong. %tudents spent a maorit' of their time at school- teachers are tasked with the ob of helping students to see that &alues are not onl' an important part of the educational process but also to their o&erall de&elopment as an indi&idual. alues !ducation taught for them to become upstanding members of their communities, the' need to know the proper wa' to treat other people, and these are the things that the' learn and understand through &alues education. alues !ducation has a big impact in e&er' student. #urrent education s'stem which is shorn of the teaching and inculcation of the &alues s'stem has miserabl' failed. !ducation must not be merel' academic and abstract. alues education e=uips the children to cope ade=uatel' with life. alues !ducation helps us find oursel&es and it gi&es us additional knowledge about life that we could use someda'.
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Re&iew and >rescription and Attitudes %tudents throughout the population face the same needs, the same challenges, and the same realities in their li&es. >erhaps more pri&ileged 'oungsters ha&e been able to struggle with them better because the'P&e had more nurturing, better role models, wider opportunities, and so forth. 4%te&e Kohnson9 $ think a lot of people are afraid of the kind societ' wePre becoming. Bftentimes, the' think therePs some significant difference between kids toda' and kids like we were, and the' belie&e things are deteriorating. $Pm not sure things are deteriorating, but wePre all often startled b' the world we see. %ome people find it eas' to blame the schools and sa', The problem is based on character defects, and the schools should teach character. Bthers sa' itPs about parents and the need for them to take their obs more seriousl'. $ think weP&e almost lost interest in raising children in this societ', and a good deal of our problem comes from that. 3ids toda' spend more time with their peers and less time with adults than has e&er been true in histor'. The result is that kids socialie one another. $f we want to ha&e more impact on our childrenPs &alues, we ha&e to be willing to de&ote more time to them. $ remember the m'th of the one+minute manager and that
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somehow 'ou could appl' this to parenting. 2ut itPs not about =ualit' time- itPs about time. The interest in character education is &er' much from parents and schools feeling that the'Pre not doing a good enough ob and asking, ow can we better influence the kind of people that our kids become 4%te&e Kohnson9.
#hapter D "ethodolog' This chapter discusses the methodolog' that is used in this stud'. This chapter tackled the Research )esign, Respondents of the stud', Research $nstruments, alidation of the $nstruments, and >rocedure. This research stud' was conducted based on the methodolog'. This methodolog' pla's an important part in implementing this research stud' accordingl'. The details of the methodolog' are eplained in details in this chapter.
22
Research )esign This was a multi+case stud' of the impact of &alues education on e&er'da' li&es of students of )on Aleandro Roces %r. %cience+Technolog' igh %chool. #ase stud' research, according to 4)epartment of !ducation, %cience and Training 005- (o&at 6 Toome' 007- Robb 0089, the underl'ing aim is for students not onl' to understand the &alues, but also to reflect them in their attitudes and beha&ior, and contribute to societ' through good citienship and ethical practice. This stud' dealt with ;what< is the impact of &alues education on e&er'da' li&es of students. This research described what is/are the impact of &alues education on e&er'da' li&es of students and how the' can share it to other and how the' can use it in their li&es. #ase stud' research is similar to historical research ecept that it can include direct obser&ations and s'stematic inter&iews that are usuall' not a&ailable in historical research. This research included both. $n summar', this research attempted to describe what is the impact of &alues education on e&er'da' li&es of students.
Kust like at the classroom le&el, school le&el, and communit' le&el. 2ased on 4)epartment of !ducation, %cience and Training 005- (o&at 6 Toome' 007- Robb 0089, at the classroom le&el students engage in a &ariet' of acti&ities designed to make them more aware of certain &alues and how the' appl' to e&er'da' life in and out of school. The acti&ities range from discussions based on moral dilemmas through to philosophical acti&ities such as %ocratic circles, to the anal'sis of media and communication to re&eal underl'ing &alue messages. There were se&eral eamples where classes from the same cluster of schools were in&ol&ed in an eplicit &alues
23
education curriculum and related pedagog'. For eample, senior primar' students were engaged in lessons that aimed to eplore a particular &alue in terms of its meaning, its relati&e importance to different people and how it might be enacted in da'+to+da' life. This necessitated the use of &alues anal'sis, a strateg' consistent with critical pedagog' through the processes of reflection and e&aluation in&ol&ed 4Wink 0119. While on the school le&el, &alues are taught directl' and indirectl' as a result of school histor', background or religious affiliation. This will ob&iousl' influence the shape of the curriculum and the pedagog' at the classroom le&el. For eample, %t Alo'sius* #ollege is a school for bo's from 'ears D to 1 in northern %'dne', run b' the Kesuit order. The #ollege aspires to the formation of their students in the $gnatian tradition of education, producing students who combine spiritual maturit' and academic ecellence and rounded social and ph'sical de&elopmentC Imen of competence, conscience and compassion* 4%t Alo'sius* #ollege 0079. The $gnatian >edagogical >aradigm 4$>>9 aims to transform the wa' people think, act and li&e in the world ' The most marked manifestation of the $>> at the school is a strong commitment to ser&ice learning. %er&ice learning is a significant part of &alues education as students criticall' eplore and enact &alues in a real life setting 43night 1JJ89. All students at %t Alo'sius* #ollege are re=uired to participate in ser&ice learning through acti&ities ranging from fundraising for local charities to cultural immersions in other countries such as the >hilippines. These particular initiati&es are in&aluable and eemplif' the Kesuit tradition of forming people who are thoughtful and respectful of the needs of others, and who are not afraid to act on &alues related to this such as compassion, understanding and
24
integrit'. Then, at the communit' le&el &alues are eplored as a result of interaction with the wider communit' or other schools.
%er&ice learning is, of course, also an eample of how &alues education works at the communit' le&el as well as being a school le&el acti&it'. There are other wa's in which schools and their communities can interlink to pro&ide &alues education eperiences. The $nterschool armon' #ommittee 4 $#9 pro&ides an eample of how se&eral schools and their communities ha&e oined forces to pro&ide d'namic and engaging &alues education. The $# was the brainchild of "ohammad "okachar, )irector of Al Sahra #ollege, who formed the group in 00D. $t comprises two $slamic schools, two #atholic schools and four state schools in southern %'dne'. This group of schools ha&e eplored core &alues such as respect, understanding and inclusion through combined interschool acti&ities. The students ha&e in the past produced public drama performances and e&en a commerciall' published children*s book. The book, Going Bush b' acclaimed author :adia Wheatle' 40079, was based on what the students learned about these &alues in relation to harmonic relationships between different communities and respect for the local en&ironment and its Aboriginal custodians. The book has since been awarded se&eral pries, including the 008 Wilderness %ociet' !n&ironment Award for #hildrenPs (iterature and the #2#A >icture 2ook of the Oear Award from the same 'ear. This is a fine eample of how &alues education at the communit' le&el can 'ield tangible results which in turn ma' benefit a far wider communit', national and international. $n 007 staff members from se&en member schools participated in a professional de&elopment program about the &arious methodologies used in &alues education. %trategies included discussion of moral
25
dilemmas, &alues anal'sis and structured in=uir' 4the latter two being relati&el' new strategies for the teachers9. B&er the following si weeks the teachers tried out these strategies in their classrooms. Their work was presented at a follow+up professional de&elopment session, which this time included parents and other members of the communit' as a participati&e audience. The se&en schools later held a formal concert for members of all their school communities. !ach school presented a dramatic performance that demonstrated certain &alues in action. For eample, students from one school demonstrated the &alues of care and compassion in a slow+motion action se=uence where the leader in a running race sees a competitor fall and abandons their place to help the fallen athlete. %tudents from all the schools then combined to perform a pla' about respect and responsibilit'. For the &er' proud students this was a great opportunit' to work with one another again and demonstrate what the' had learned together to a wider audience. For the communit' audience 4which also included representati&es from school s'stems and ethnic associations9 it was a chance to see how &alues education could bring people from different backgrounds together and work on common goals.
This stud' focused on the $mpacts of &alues education on e&er'da' li&es of students at the classroom le&el, school le&el, and communit' le&el. !&en though most students of )on Aleandro Roces %r. %cience+Technolog' igh %chool did not take &alues education seriousl' we can encourage them to take it seriousl' because it has an impact to us in our e&er'da' li&es as a student.
26
Respondents of the %tud' The respondents of this stud' are the students of )on Aleandro Roces %r. %cience+Technolog' igh %chool from grade 7 to grade 10 students and some college students who are former students of the )on Aleandro Roces %r. %cience+Technolog' igh %chool. The' were the ones who are knowledgeable enough to answer the problems posed in the present stud'. The' answered the =uestionnaire that the researchers ga&e them which supplies the information that the researcher*s need.
27
Research $nstruments To pro&ide and gathered as much informati&e and relati&e e&aluation descripti&e method was used. The main tool used in this stud' was the researcher*s prepared =uestioners that the respondents are the students of )on Aleandro Roces %r. %cience+ Technolog' igh %chool. This draft of =uestioners was drags out based on the researchers* pre&ious studies, informations, readings, books and internet sources. The =uestioners were used as the main data+gathering instrument for this stud'. The first part is about the profile of the respondents such as name, 'ear 6 section, age, and gender. The second part is the =uestions that need to be answered b' the student. ?!%T$B:!R% >RBF$(!C 4FBR %T?)!:T R!%>B:)!:T%9 :ameC
AgeC
Oear 6 %ectionC
GenderC
?!%T$B:!R%C 4FBR %T?)!:T R!%>B:)!:T%9 1. )o 'ou take 'our alues %ubect seriousl' Wh' Alwa's %ometime s :e&er
. )o 'ou skip class in 'our alues %ubect Wh' Alwa's %ometime s :e&er
D. Bn a scale of 1+10, how interested are 'ou in 'our alues %ubect :ot $nterested
$nterested
28
E. Rank 1+5 reasons wh' students tend to skip class in their alues %ubect. :ot interested Waste of time 2ecause of the teacher (east prioritie subect The subect itself is boring
Bthers, specif' 5. ow do 'ou find alues !ducation as a subect !citing
Fun
2oring
BthersC
. What do 'ou usuall' do during 'our alues %ubect !ating a&ing a con&ersation with 'our friends )oing 'our re=uirements in other subect Attend class and listen attenti&el' Bther actionsC
7. Bn a scale of 1+10 how important alues !ducation for 'ou Wh' •
2ecauseC
8. )o 'ou eperience difficulties in outli&ing 'our personal &alues and to appl' this properl' Wh' Alwa's %ometime s :e&er
29
alidation of the $nstruments The instrument used to collect data are made b' the researchers. The researchers ha&e conducted a pilot stud' to test the instrument which includes the sur&e' researchers made and ask some students of )on Aleandro Roces %r. %cience+ Technolog' igh %chool from students Grade 7 to Grade 10 and some former students of the said school.
30
>rocedure The title proposed b' the researcher*s was appro&ed, re&ised, and rechecked b' the researcher*s re&iser to maintain the accordance to the topic of the research. The sur&e' =uestioners that aims to drag out proper responses on the obecti&es of this stud'. %ur&e' =uestioners made b' the researchers was presented to anal'ed and checked b' our !nglish/Research Ad&iser to ensure the credibilit' of the responses. )ate gathered from the sur&e' forms were checked, anal'ed and tabulated b' the researcher*s and we found out that the impact of &alues education on the e&er'da' li&es of students of )on Aleandro Roces %r. %cience+Technolog' igh %chool.
31
#hapter E >resentation, Anal'sis, $nterpretation and %ur&e' Results This chapter pro&ided the gathered data and the researcher*s anal'sis and interpretation of the results of the distributed sur&e's in )on Aleandro Roces %r. %cience+ Technolog' igh %chool. The data were presented in a clear and concise form, most which used graphs and tables. The purpose of this stud' was to identif' or to know the $mpact of &alues education on the e&er'da' li&es of students of )AR%%T%. This chapter contains the anal'sis, presentation and interpretation of the findings resulting from this stud'. This part of the stud' shall be discussing the findings based on the self+administered =uestionnaire pro&ided b' the researcher group H10.
32
>resentation, anal'sis, interpretation of data A total of 0 =uestioners distributed to different 'ear le&els, onl' 51 =uestioners were completed and the remaining J were missing, or not returned.
Respondents* ages AG!
FR!?!:#O
>!R#!:TAG!
1D
E
7.8EU
1E
E
7.8EU
15
18
D5.JU
1
1
E1.17U
17
E
7.8EU
TBTA(
51
100U
This table shows the age categories in our sur&e' who took part in achie&ing the =uestionnaires. The percentage in this table shows that the portion of =uestionnaires to different groups was in no wa' influenced b' bias. $t is a true reflection of the researcher*s fairness in the distribution of =uestionnaires.
Gender of respondents G!:)!R
FR!?!:#O
>!R#!:TAG!
F!"A(!
DD
E.70U
"A(!
18
D5.D0U
TBTA(
51
100U
33
This table shows that the E.70U were female respondents and the D5.D0U were male respondents.
?!%T$B: 1C
)o 'ou take 'our alues %ubect seriousl'
AR$A2(!
FR!?!:#O
>!R#!:TAG!
A(WAO%
15
J.E1U
%B"!T$"!%
DE
.7U
:!!R
D.JU
TBTA(
51
1006
4% 29%
ALWAYS
SOMETIMES
NEVER
67%
The table and the graph shows that out of 51 respondents onl' J.E1U said that the' ;A(WAO%< take &alues education seriousl', and onl' D.JU said that the' ;:!!R< take &alues education seriousl'. The maorit' of the respondents do not take &alues education as a subect seriousl'. ;%B"!T$"!%< has DE respondents gi&ing .7U.
?!%T$B: C
)o 'ou skip class in 'our alues %ubect
34
AR$A2(!
FR!?!:#O
>!R#!:TAG!
A(WAO%
0
0U
%B"!T$"!%
1
D1.D7U
:!!R
D5
8.U
TBTA(
51
100U
31%
ALWAYS
SOMETIMES
NEVER
69%
35
The table and the graph shows that o&er half of the students respondents, the D5 respondents has 8.U said that the' ;:!!R< tr' to ditch class in their &alues education subect. The remaining 1 students respondents has a percentage of D1.D7U said that ;%B"!T$"!%< the' tried to cut class. And no one answered ;A(WAO%<.
?!%T$B: DC
Bn a scale of 1+10, how interested are 'ou in 'our alues %ubect
AR$A2(!
FR!?!:#O
>!R#!:TAG!
1
1
1.JU
0
0U
D
E
7.8EU
E
5
J.80U
5
1D
5.EJU
11.7U
7
8
1D.7DU
8
8
1D.7DU
J
E
7.8EU
10
D.JU
TBTA(
51
100U
36
4% 2% 8%
8%
10% 14% 1
2
3
4
5
6
14%
7
8
9
10
27%
12%
The table and graph shows that out of 51 students respondents 1.JU said that &alues education is not interesting, while the 5.EJU said that &alues education is a little bit interesting subect. And onl' D.JU said that &alues subect is interesting.
?!%T$B: EC
Rank 1+5 reasons wh' students tend to skip class in their alues
%ubect. 1
AR
D
E
5
TBTA(
FR! >!R# FR! >!R# FR! >!R# FR! >!R# FR! >!R# FR!>!R#
:ot J
17.EU
5
J.80U
D.JU
1
D1.D7U
0
DJ.1U
51 100U
D.JU
8
17.EU
11.7U
18
D5.JU
18
D5.JU
51 100U
1E
7.E5U
1D
5.EJU
1
D1.D7U
5
J.80U
D
5.88U
51 100U
1J
D7.5U
1E
7.E5U
8
15.JU
7
1D.7DU
E
7.8EU
51 100U
interested Waste of time 2ecause of the teacher (east prioritie
37
subect The subect itself is
J
17.EU
1
D.5DU
18
D5.JU
E
7.8EU
8
51 100U
17.EU
boring 45.00% 40.00% 35.00% 30.00% 25.00% 20.00% 15.00% 10.00% 5.00% 0.00% 1
2
3
4
5
The table and the graph shows the ranking of wh' students tend to skip class in their &alues subect the most reason wh' students tend to skip class in because it is least prioritie it has D7.5U, while the second reason was because of the teacher itself it has 5.EJU, the third reason was the subect itself is boring it has D5.JU, the fourth reason was waste of time it has D5.JU. And the last reason is the' are not interested to learn in this subect it has DJ.1U.
?!%T$B: 5C
ow do 'ou find alues !ducation as a subect
AR$A2(!
FR!?!:#O
>!R#!:TAG!
!M#$T$:G
8
1D.7JU
38
2BR$:G
D1
0.78U
F?:
1E
7.E5U
BT!R%
5
J.80U
TBTA(
51
100U
9%
12%
25% EXCITING
BORING
FUN
OTERS
54%
The table and the graph shows that out of 51 students respondents D1 respondents that has 0.78U said that &alues education as a subect is boring, while 1E respondents that has 7.E5U said that &alues education as a subect is fun. The 8 respondents that has 1D.7JU said that &alues education as a subect is eciting, and the 5 respondents that has J.80U said other thought about how the' find &alues education as a subect.
?!%T$B: C What do 'ou usuall' do during 'our alues %ubect AR$A2(! !ating
FR!?!:#O 1E
>!R#!:TAG! 1.7U
39
a&ing a con&ersation with
D0.J5U
7
D.1EU
15
17.85U
51
.D8U 100U
'our friends )oing 'our re=uirements in other subect Attend class and listen attenti&el' Bther actions TBTA(
2%
EATING 17%
"OING YOUR RE#UIREMENTS IN OTER SUB$ECTS
AVING 17% A CONVERSATION WIT YOUR FRIEN"S
ATTEN" CLASS AN" LISTEN ATTENTIVELY 31%
32% OTERS
The table and the graph shows the things that are mostl' doing b' the students in their class in &alues education. But of 51 students respondents 7 respondents that has D.1EU doing their re=uirements in their other subects. The respondents has D0.J5U is ha&ing a con&ersation with their friends, while the 15 respondents that has 17.D8U is attending their class and listening attenti&el' e&er'da'. The 1E respondents that has 1.7U is eating in their &alues education subect. And the remaining respondents that has .D8U said other things the' were doing while in their &alues class.
40
?!%T$B: 7C
Bn a scale of 1+10 how important alues !ducation for 'ou
AR$A2(!
FR!?!:#O
>!R#!:TAG!
1
1
1.JU
0
0U
D
0
0U
E
D.JU
5
7
1D.7DU
D
5.88U
7
11
1.57U
8
J
17.5U
J
8
15.5U
10
10
1J.1U
TBTA(
51
100U
1 2
2% 4% 20%
14%
3 4
6%
5 6
16%
7 22% 18%
8 9 10
But of 51 students respondents onl' 10 respondents that has 1J.1U said that alues !ducation is important. While 11 respondents that has 1.57U are still confuse
41
about the importance of alues !ducation in their li&es. And onl' 1 respondent confess that alues !ducation is not important in e&er'one*s life.
?!%T$B: 8C
)o 'ou eperience difficulties in outli&ing 'our personal &alues and
to appl' this properl'
AR$A2(!
FR!?!:#O
>!R#!:TAG!
A(WAO%
D.JU
%B"!T$"!%
E1
80.DJU
:!!R
J
17.5U
TBTA(
51
100U
4% 17%
ALWAYS
SOMETIMES
NEVER
79%
42
The table and the graph eplains that out of 51 students respondents, E1 respondents that has 80.DJU said that the' %B"!T$"!% eperience difficulties in outli&ing their personal &alues in life. While respondents that has D.JU said that the' A(WAO% eperience difficulties in outli&ing their personal &alues in life. And the remaining J respondents that has 17.5U said that the' :!!R eperience an' difficulties in outli&ing their personal &alues in life.
%ur&e' Result 58.J8U of the students respondents made a decision that alues !ducation %B"!T$"!% has an impact in their dail' li&es. And the minorit' of E1.0U said that alues !ducation A(WAO% ha&e an impact on their dail' li&es. Their decision and their answers also differ because of the maturit' of their actions and mind. %ome students did not take &alues education seriousl' because the' did not prioritie it and because of the teacher and the teacher*s teaching method that tend them to cut class. !&en some students did not attempt to cut class, their presence and focus is not with the subect and also to the teacher but instead it is in their seatmates and in their re=uirements in other subects. That result them for ha&ing a difficult' in outli&ing their personal &alues in life. With the sur&e' result we found out that E out of 10 students take &alues seriousl' and the remaining are still undecided about the impact of &alues education in their li&es.
43
#hapter 5 $ntroduction The topic, the problem, the $mpact of alues !ducation on the !&er'da' li&es of students of )on Aleandro Roces %r. %cience+Technolog' igh %chool is nearl' finished and ha&e solutions to it. The pre&ious chapter is all about the conducted sur&e', the tallied and graphed data and results from all the =uestionnaires answered b' 51 students 4current students and alumni9 of )on Aleandro Roces %r. %cience+Technolog' igh %chool. %ummariing, writing a conclusion, and recommendation of a research is &er' important so that people will understand its impact. $n this chapter, it will tackle about the %ummar' of Findings, #onclusion and Recommendation on how can the students of )on Aleandro Roces %r. %cience+ Technolog' igh %chool outli&e alues !ducation in their li&es.
44
%ummar' of Findins The dominant purpose of this stud' was to distinguish the $mpact of alues !ducation in e&er'da' li&es of students of )on Aleandro Roces %r. %cience+Technolog' igh %chool. To grasp the goal, it became re=uired to reach some important goals. )efining what alues !ducation means and the impact of it in the dail' li&es of students in )on Aleandro Roces %r. %cience+Technolog' igh %chool was highl' recognied during the literature o&er&iew. To ha&e a complete and reliable research, it was so &er' significant to build a friendship and ha&e a communication between the leader and her/his co+researchers. Bnce these fundamental steps were accomplished, this research was able to go further. There were &ersions of sur&e' made and gi&en to students of )on Aleandro Roces %r. %cience+Technolog' igh %chool. The first one is the digital form 4a soft cop'9 and the other one is printed 4hard cop'9 of the prepared sur&e'. Those sur&e's can onl' be answered b' all the students of )on Aleandro Roces %r. %cience+Technolog' igh %chool. All the respondents were made to answer an 8+=uestioned sur&e' about the $mpact of alues %ubect of the school. The' were asked to rate how interested the' were in alues !ducation, rank the reasons wh' students ditch class during alues %ubect and ga&e their opinions how the' find the alues !ducation as a subect. After the researchers conducted the sur&e', onl' 51 hard copies were returned. The J remaining forms were missing or misplaced. ?sing these sur&e's, informations were
45
collected and correlated to the research problem gi&en in the first chapter of the research. At last, the listed h'pothesis was now all clear. •
The students of )on Aleandro Roces %r. %cience+Technolog' igh %chool tend
•
to not take alues !ducation seriousl'. $f the teacher is boring, students also assumed that the subect is also boring
•
resulting them to ignore the teacher and rather talk to his/her seatmates. According to the gathered opinion and ideas from the students of the school, the'
•
do not appl' or ust in&ol&e alues !ducation negligibl'. The' were not able to correlate the alues !ducation in the e&er'da' life. %ome of them do not know how to li&e with it e&er' single da' and how to prioritie it.
46
#onclusion The age and the gender of the respondents can be the factors wh' some students ha&e difficult' in outli&ing their personal &alues. $n the gathered date, some student who ages 1+17 'ears old answered the =uestioners trul' and without the opinion of other people. “In Values Education, we don’t just learn the essential etiquettes in everyday lives but it also teaches us the limitations we should set regarding our free will Values Education is li!e an introductory course in "sychology and I thin! that is everyone should ta!e seriously# $%ara loayon&
"an' students sometimes ditch their class in alues %ubect. The main reason wh' the' cut their classes is because this is their least prioritie subect that the' do not ha&e to sa&e some time to make re&iew for the long test and periodical eam. %ome students cut class if the topic is boring and so as the teacher. !&en students attend in their &alues class, the' still not take it seriousl'- talking with their seatmates, doing other re=uirements etc. The respondents of the researcher*s sur&e' were not all serious. $t pro&es that the students in the school are ha&ing some difficulties in outli&ing alues in their dail' li&es. $t also eposed that the practices of the mentors of the subect lacked in preparation and the parents that was the first teacher of their child also lacked in disciplining their children. There was no significant difference between the mentor and the parents, the' were both ha&e responsibilities to change the students to be a good citien of the >hilippine Republic.
47
%tudents these da' gets eposed to the negati&e effects of technolog' like pla'ing games and social media sites. Add to the sad facts, the parents spending less time with their children because of work+related pressure. We should encourage each and e&er' one of us to be a good citien of our countr'.
48
Recommendation We recommend this research book to the students who are still confuse about the $mpact of alues education in their li&es. alues !ducation has a big part in our life that can help us for the better future. This research paper helps to learn, know and disco&er more about alues !ducation. 2' knowing or eploring the $mpact of alues !ducation we the students will o&ercome all the difficulties that we are facing right now. %tudents* attention should be focused on the ethical dimensions of stories, the moral aspects of histor', and appl'ing the moral of a stor' to the student*s own life. The following recommendation can help the student to be more acti&e in alues !ducationC •
• • •
To take alues !ducation seriousl', e&er' school should ha&e a program- that tackled alues !ducation. ?nderstanding. Accepting other people*s differences and being aware of other. %howing Respect. Treating others fair and with consideration and regard. $nclusion and trust. 2eing included and including others, listening to one another*s thoughts and feelings acti&el', and creating a climate of mutual
•
confidence. >roper guidance for all the students, for them to feel that e&er'one around them is gi&ing care about what the' feel.
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2ibliograph' 2autista, ". #., 2ernardo, A, and Bcampo, ) 40089. When reforms )on*t TransformC Reflections on $nstitutional reforms in the )epartment of !ducation, uman )e&elopment :etwork )iscussion >aper. Retrie&ed from httpC//hdn.org.ph/wp+ content/uploads/00J/05/dp0VbautistaVetal.pdf #lark, :. 400E9. !ducation in the >hilippines LBnlineN. Retrie&ed from httpC//www.wes.org/ewenr/0E:o&/>ractical.htm )o'le, "ark 40059. The long walk out of po&ert' LBnlineN. A&ailable from httpC//news.bbc.co.uk/1/hi/world/asia+pacific/EEJE8.stm )urban, K .". and R. ). #atalan 4019. $ssues and #oncerns of >hilippine !ducation through the Oears. Asian Kournal of %ocial %ciences and umanities, ol. 1. :o. . "a' 01. Retrie&ed from httpC//www.assh.leena+ luna.co.p/AK%%>)Fs/ol.149/AK%%0141.+089.pdf 3ohlberg, (. 41J8E9. The ps'cholog' of moral de&elopmentC !ssa's on moral de&elopmentC ol $$C . %an FranciscoC arper 6 Row. (ickona, T. 41JJ19. !ducating for characterC ow our schools can teach respect and responsibilit'. :ew OorkC 2antam 2ooks. :ue&a, "elonie. 4n.d.9. )epartment of !ducationC ision and "ission %tatements. httpC//www.scribd.com/doc/57J007J8/)ep!d+"ission+and+ision 4)ate ?ploadedC 0.15.0119
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Raths, (., Wasserman, %., Konas, A., 6 Rothstein, A. ". 41J79. Teaching for thinking. #olumbus, BhioC #harles !. "errill. Trewb', Kames 40079. The >hilippinesC )e&elopment $ssues and !ducation LBnlineN. Retrie&ed from httpC//www.bosco&olunteeraction.co.uk/wp+ content/uploads/01/0E/!ducation+in+the+>hilippines.pdf
2autista, ". #., 2ernardo, A, and Bcampo, ) 40089. When reforms )on*t TransformC Reflections on $nstitutional reforms in the )epartment of !ducation, uman )e&elopment :etwork )iscussion >aper. Retrie&ed from httpC//hdn.org.ph/wp+ content/uploads/00J/05/dp0VbautistaVetal.pdf #lark, :. 400E9. !ducation in the >hilippines LBnlineN. Retrie&ed from httpC//www.wes.org/ewenr/0E:o&/>ractical.htm )o'le, "ark 40059. The long walk out of po&ert' LBnlineN. A&ailable from httpC//news.bbc.co.uk/1/hi/world/asia+pacific/EEJE8.stm )urban, K .". and R. ). #atalan 4019. $ssues and #oncerns of >hilippine !ducation through the Oears. Asian Kournal of %ocial %ciences and umanities, ol. 1. :o. . "a' 01. Retrie&ed from httpC//www.assh.leena+ luna.co.p/AK%%>)Fs/ol.149/AK%%0141.+089.pdf 3ohlberg, (. 41J8E9. The ps'cholog' of moral de&elopmentC !ssa's on moral de&elopmentC ol $$C . %an FranciscoC arper 6 Row.
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