ACTION RESEARCH ON IMPACT OF IGNATIAN PEDAGOGICAL

PARADIGM IN VALUES FORMATION IN A MULTICULTURAL

AND COEDUCATIONAL INSTITUTION

_________________________________

Presented to the Faculty

of the Department of Teacher Education
University of San Carlos
_________________________________

In Partial Fulfillment of
the requirements for Master of Arts in Education
major in Educational Management

By:
Mr.Glenn Alejandrino Tenefrancia

MAY 2016
TABLE OF CONTENTS

SECTION 1-Introduction

Purpose of the Study---------------------------------------------------1-2

Scope of the Problem---------------------------------------------------3

Definition of Terms ----------------------------------------------------4-5

Significance of the Study------------------------------------------------6

SECTION 2 -Review of the Literature

The Content-------------------------------------------------------------7-8

SECTION 3 – Procedures

Methodology-----------------------------------------------------------9-12

SECTION 4 – Findings

Presentation, Analysis and Interpretation of Data----------------------------13-15

SECTION 5 – Discussion

Findings, Conclusion & Recommendation------------------------------------16-22

BIBLIOGRAPHY------------------------------------------------------23

APPENDIX A-----------------------------------------------------------25

APPENDIX B-----------------------------------------------------------26

CURRICULUM VITAE--------------------------------------------------------- 27-28

 SECTION 1

INTRODUCTION

Saint Ignatius of Loyola once said, ”The children of today will become

the adults of tomorrow, so their good formation in life will benefit many

others…to the greater glory of God.” The parents and teachers have the

biggest responsibility in educating and forming the children so that they will

be becoming a responsive, reflective and transformative learner. Guidance is a

process in developing child’s holistic development.

Education starts at home. It is a place where a child learns and

explores things in their own imaginative and adaptive manner. Through their

senses they learn from his environment. They are also trying to be

autonomous in choosing decision. Jean Piaget’s Psychosocial theory states to

organize education in terms of children’s patterns of growth and development.

”Behavior of individuals is often a reflection of their values, and the teenage

years are the most impressionable years, where they begin to discover and

form lasting values that will be carried along to adulthood (McKinney et al.,

1982”. It is the crucial stage when a child forms his own identity. Every child

is special. According to Lawrence Kohlberg’s Moral Development theory a

child passes a certain stage where he learning moral reasoning. Each stage

comprises various action: Pre-conventional, Conventional and Post

Conventional.
 Values are the relative degree of a person's principles or standards of

behavior; one's judgment of what is important in life. The school creates

programs infused in the curriculum for their students in restoration of man’s

relationship to God. According to Christian theology, “human both possesses

spiritual nature(soul) and physical nature(body). He needs to feed not just his

cognitive but his spiritual also. ” Moral and political philosophy for Aquinas,

then, is (1) the set or sets of concepts and propositions which, as principles

and precepts of action, pick out the kinds of chosen action that are truly

intelligent and reasonable for human individuals and political communities,

together with (2) the arguments necessary to justify those concepts and

propositions in the face of doubts, or at least to defend them against

objections. It is a fundamentally practical philosophy of principles which

direct us towards human fulfillment so far as that happier state of affairs is

both constituted and achievable by way of the actions that both manifest and

build up the excellences of character traditionally called virtues. If one must

use a post-Kantian jargon, it is both “teleological” and “deontic”, and not

more the one than the other”.

The Ignatian Pedagogical Paradigm is the way which teachers

accompany learners in their growth and development.”Educating is not a

profession but an attitude,a way of being;in order to educate it is necessary to

step out of ourselves and be among young people,to accompany them in the

stages of their growth and to set ourselves beside them!”Pope Francis

exclaimed. This research aims to aid the teacher to fulfill his role as an
educator and formator to the children as well as the school to prepare

programs for the multicultural and co-educational institution in integrating

values formation in teaching-learning process.

THE SCOPE OF THE PROBLEM

The Presentation of the Problem

The objectives of the researcher is to respond the needs of the school

in integrating values formation in the teaching-learning process of the teacher

following the Ignatian Pedagogical Paradigm.

RESEARCH QUESTIONS

1.How are the following factors affect to the values formation of the

multicultural and co-educational institution?

a.gender

b.age

c.race

2.What level of competency does a teacher demonstrate in integrating values

using Ignatian Pedagogical Paradigm ?

3.What is the impact of IPP to the values formation of the children in terms of:

a.Behavior

b.Cognitive Development

4.Based on the result, what possible programs will be designed to improve

teacher’s competence in integrating values formation?

 DEFINITION OF TERMS

To fully understand the concept and idea presented by the researcher

in this research,the following are the definition of terms.

Competency

A cluster of related abilities, commitments, knowledge, and skills that

enable a person (or an organization) to act effectively in a job or situation.

Competence indicates sufficiency of knowledge and skills that enable

someone to act in a wide variety of situations.

Paradigm

It is a standard, perspective, or set of ideas. A paradigm is a way of

looking at something. A paradigm is a new way of looking or thinking about

something. This word comes up a lot in the academic, scientific, and business

worlds.

Pedagogy

It is defined as many different types and variations of teaching. There

are many instructional design models but many are based on the ADDIE

model with the five phases: analysis, design, development, implementation,

and evaluation.
Multicultural

Sociologists used this term which connotes for cultural and ethinic

diversity.

Co-educational

The ancient Greek philosopher, Plato, said that Co-education creates a

feeling of comradeship. He advocated teaching of both the male and female

sexes in the same institution without showing any discrimination in imparting

education.

Curriculum

It is the planned action of the school based from the educational

authority in preparing programs such as the content of the subject,learning

resources and the process in analyzing and realizing educational objectives.

Values

In ethics, value denotes something's degree of importance, with the

aim of determining what action of life is best to do or live (deontology), or to

describe the significance of different actions (axiology). It may be described

as treating actions themselves as abstract objects, putting value to them.

 SIGNIFICANCE OF THE STUDY

The researcher firmly believe that this study is beneficial to every

stakeholders in both sectarian and non-sectarian institution with a

multicultural learner and co-educational curriculum.

Students

This is their guide in developing moral values despite of any gender,

age or race because values is cannot be taught but formed.

Teachers

This is their wall to lean on to reflect what is the role of a teacher in

the holistic development of a learner. Educators are missionary of God’s

teaching.

School

The researcher stands the function of the school in promoting quality

Christian education with the cooperation of the students and faculty members

of Sacred Heart School-Ateneo de Cebu.

 SECTION 2

REVIEW OF THE LITERATURE

The Content

This page is allotted for the articles related to this study, Impact of

Ignatian Pedagogical Paradigm in Values Formation of A Multicultural and

Co-Educational Institution. The researcher based the international and local

researches which may help in improving teacher’s competence in integrating

values formation.

According to the study of Pligt, Spears & Eiser in 1989, ” To the

extent that individuals can rationalize their beliefs or believe that individual

values will lead to certain outcomes whether mistaken or not it may be said

that values influence behavior.” The environment of learner affects his

behavior as well as forming his own identity based to the values being

acquired. Albert Bandura’s Social Modeling Theory stated,” A learner is like

a sponge who adapts and absorbs what’s happening in his environment.” The

teacher should be meticulous in preparing activities in enriching his lesson.

Ma.Christina A. Astorga,Ph.D expounded in her book, ”Our values are not

formed in a vacuum. They are imbibed from many sources of influence in our

lives. First, we as individuals, have been largely shaped and formed by the

values of our family. Secondly, the testimony of scripture. Christian values

nurture the human.” The values of a person depends on the influences he have

and how these affects his morality.On the other hand, in the thesis of Rizali
Hadi of Indonesia, she said,” Character education practitioners are currently

searching for a model for teaching character values to students. Previously,

character education was considered the responsibility of teachers of religion or

civic education, and guidance and counseling teachers. However, following

the 2013 curriculum, teachers are required to integrate character education

into their teaching–learning processes. In this case, a model that promotes the

integration of good values into classroom sessions is needed. Teachers are

required to play the role of integrating good values suitable for their specific

subjects into their teaching. Identifying an appropriate model for teaching

good character fits with the aims of national education as pointed out in

Indonesia’s Constitution No. 20 of 2003 (Departemen Pendidikan Nasional,

2003) which, among other things, emphasizes the importance of teaching core

values that are deeply rooted in religious and national culture, and the need to

respond to current educational demands.” Many educational researchers are

interested in this study because oftentimes values integration is taken for

granted how it helps students to morally upright. The most frequently offered

solution to overcome or at least reduce the magnitude of the problem of

character deviation in society is through education. One’s character should

generally be maintained in a way to preserve good characteristics and

maintain the unique aspects of each individual. Etymologically, the word

“character” has its root in Latin, namely kharakter, kharassein, and kharax,

which mean “tool for marking,” “to engrave,” and “to point to stoke,”
respectively. In French, it is caractere and in English “character,” both of

which express similar concepts (El-Mubaroq, 2008).

Philippines is a country of conservative people. A country composed

of more or less 90% of the population is catholic. We live by giving value to

what is written in the doctrine and for us moral values are important as we

should be like Jesus Christ. Education has the biggest impact to our being and

to give light in our society which is embraced by darkness today. Saint

Igantius of Loyola once said,”It is not hard to obey when we love the one

whom we obey.”
 SECTION 3

METHODOLOGY

The researcher used the Descriptive Survey as the means in analyzing

the impact of Ignatian pedagogical paradigm in values formation in a

multicultural and co-educational institution. It also emphasized the

determination of factors that might affect in the teaching-learning process.

Nature of the Study

This qualitative research was conducted in the High School Faculty of

Sacred Heart School-Ateneo de Cebu dated March 2016.It focused on the

pedagogy of the teacher in integrating values formation in his lesson to

achieve the standards of the school and the Department of Education.

Respondents of the Study

The respondents of this study are the 67 teachers of the Junior High

School Department of Sacred Heart School-Ateneo de Cebu across discipline.

The researcher will use Slovin’s formula to determine sample size and

stratified random sampling for the selection of the respondents.

Solution(sample size):

n =67/ 1 + 67 x 0.052
=67/ 1 + 67 x 0.0025
=67/1+ 0.1675
=67/ 1.2
=
55.8 0r 56

Solution(random selection):

Stratified Random Sampling

Confidence Level: 95%

Margin of Error: .05

Formula:
Sample size of the strata=size of the entire sample/population size x layer
size

STRATA NUMBER OF PEOPLE NUMBER OF PEOPLE

IN STRATA IN SAMPLE
Language & Literature 24 56/67x24=17
(Filipino,English &
Chinese)
Science & Technology 22 56/67x22=15
(Math,Science &
Computer)
Religious Education 8 56/67x8=7
Social Studies 8 56/67x8=7
MAPEH 5 56/67x5=4
Total: 67(teachers) 56(sample size)
Using the above formula,the researcher will conduct his survey to 56 teachers
in the Junior High School Department of Sacred Heart School-Ateneo de
Cebu.

Research Instrument

The researcher used a questionnaire in a tabular form consisting 10

items. Each item gives a reflection of the teacher in his competence in

integrating values formation in his discipline.

Procedure in Data Gathering

The researcher conducted the survey using the research instrument

with the 56 faculty members of the Junior High School Department of Sacred

Heart School-Ateneo de Cebu.

Statistical Analysis

The researcher used the formula below in data gathering.

Giving the Standards

4-Strongly Agree

3-Agree

2-Disagree

1-Strongly Disagree

The Formation of the Study

This study is formed in lieu of its problem and scope related to the

anthropological foundation of education.It also emphasized the rational and

critical study,theoretical-conceptual outline which are include in the

presentation of the problem and the significance of the study.

Furthermore, this is also anchored in the related literature and

methodology used in the design of the research which includes nature of the

study,respondents,research instrument,data gathering,statistical

analysis,standards,definition of terms and the formation of the study. This

leads to the interpretation of data,findings,conclusion and recommendation.

At the end is the appendix consisting bibliography of resources.

 SECTION 4

FINDINGS

Presentation, Analysis and Interpretation of Data

In this page, the researcher presents, analyzes and interprets the data.

These data are the result of the conducted survey.

(insert chart)

Table 1. The tally of data gathered by the researcher from the 58 faculty

members of the High School Department of Sacred Heart School-Ateneo de

Cebu as the respondents of the study.

NO.OF RESPONSEXRATE/NO.OF ITEMS

4 Scale Hypothetical Range Interpretations

POINTS INTERPRETATION
3.41-4.0 EXCELLENT
2.61-3.40 VERY GOOD
1.8-2.6 AVERAGE
1.00-1.80 NEEDS IMPROVEMENT

ITEM 4 3 2 1 MEAN
1 6 1.5
2 4 1
3 2 .5
4 8 2
5 4 1
6 6 1.5
7 8 2
8 8 2
9 6 1.5
10 6 1.5
Table 1 Tally of Result Of The Survey
 The above table shows the number of respondents per item as they rate

themselves of their self-evaluation in integrating values formation in their

lesson across disciplines in the context of Ignatian Pedagogical Paradigm as

their foundation of their teaching-learning process.

Table 2 Summary of Data and Interpretation from the Faculty Members of

the High School Department of Sacred Heart School-Ateneo de Cebu

Chart Title
40

35 10
9
30 8
7
25 6
5
20 4
3
15
2
1
10

0
STRONGLY AGREE AGREE STRONGLY DISAGREE DISAGREE

Table 2 Interpretation of Data

The above presentation of chart shows the interpretation of data. It

consists the number of population responds to the four(4) ratings as their basis

of self-evaluation of the impact of values formation in their teaching in a

multicultural and coeducational institution. It is represented according to color

scale.
 There are 12 teachers who firmly stand that the gender, age and race

are the factors affecting in the transmission and integration of values in

teaching. This means that the culture of a particular learner varied in

acquisition. Secondly, there are 37 teachers who believed that in integrating

values formation their competencies in educational strategies, approaches,

techniques and methods changes depending on the type of class they have. On

the other hand,9 teachers strongly disagreed that the Ignatian Pedagogical

Paradigm has no impact to the holistic reconstruction of the students which

promotes positive behavior and cognitive development.

 SECTION 5

DISCUSSION

CONCLUSIONS & RECOMMENDATIONS

The following are the findings based to the statement of the problem of

the research. It includes the conclusion of the result and what could have be

the recommendation as response.

Statement of the problem:

1.How are the following factors affect to the values formation of the
multicultural and co-educational institution?

a.gender
b.age
c.race

Findings:

The teachers believe that the factors above may not affect in values

formation of the students. They emphasized that the learning environment

where they (students) adapt and experience influenced them.

2.What level of competency does a teacher demonstrate in integrating values

using Ignatian Pedagogical Paradigm ?

Findings:
The teachers have proficiency in values integration in following

Ignatian Pedagogical Paradigm but it needs to be develop for effectiveness

and efficiency of teaching

3.What is the impact of IPP to the values formation of the children in terms of:

a.Behavior
b.Cognitive Development

Findings:

The result shows that the context of IPP helps the students to be

reflective and transformative learner. Based to the interview, a teacher said

that they notice a change of behavior of the new student who studies in Sacred

Heart School-Ateneo de Cebu.

4.Based on the result, what possible programs will be designed to improve

teacher’s competence in integrating values formation?

Findings:

The researcher should construct a design of program that addresses to

the needs of the teachers. The design of program is presented below relying on

the recommendations.

Conclusion

The teachers influenced the students in values formation regardless of

their cultural background, personal attributes and intellectual capabilities that

proves that they are indeed adaptive to the changes in their environment, both

home and school.

Recommendation

a. Curriculum And Instruction

1.The teachers per discipline spearheaded by the Subject Area Coordinator

and Assistant Subject Area Coordinator should have revisited the school

curriculum to determine the alignment of the subject content, long term action

goals, learning activities and the mission-vision of the school in the

preparation of the IPP-UBD.

2.There should be a weekly classroom observation to be conducted by the

SAC,ASAC and Principal.

b. Teachers’ Evaluation

1.There should be a reconstruction of the Assessment & Evaluation

Instrument for the teachers which focuses on deepening of competencies to

ensure the quality Christian education and its authenticity.

2.The teacher’s evaluation should be conducted trice a month.

3.The administration should support a teacher for a training if he or she got

low rating.

c. Student Services

1.The Guidance office and Campus Ministry should have an active

participation in helping the teacher to create learning activities which teach

the students values.

2.The Guidance Office and Discipline Office and Student Services should

have a weekly consultation of the teacher regarding of his behavior in the

classroom.

d. Program
1.There should be a deliberation on implementing of the program designed by

the researcher.

The Program

Intensified Special Program in Invigorating teachers

for Redefining Education

RATIONALE

In the world of education, we march together for a quality and relevant

education that would cater the needs of the students so that they can compete

and raise the torch of excellence in the global platform. It is indispensable to

every school to empower teachers, revitalize curriculum and upgrade learning

facilities to be advance to the challenge of 21st century education. We should

be inspired in leading the way beyond peripheries.

In line to the findings and recommendations of the research, the

researcher constructed and designed a program entitled Intensified Special

Program in Invigorating teachers for Redefining Education (InSPIRE) in the

pursuit of the school’s vision-mission that:

Sacred Heart School-Ateneo de Cebu is the Catholic,Jesuit,Chinese-

Filipino educational community committed to forming men and women for

others and rooted in the Ignatian tradition of service,leadership and excellence

for the greater glory of God,Ad Majorem Dei Gloriam. Sacred Heart School-

Ateneo de Cebu provides Ignatian education that forms servant leaders who

embody the values of Christ-

centeredness,competence,conscience,community,compassion,character and
culture in the spirit of the Magis,to do more and be more.

This program is a monthly training for the faculty members across

discipline. They have 2 sessions per month. The training is conducted in the

school spearheaded and administered by the Human Resource Management

Office in coordination of the principals and deans from Elementary, Junior &

Senior High School Departments and Colleges respectively. Each session

highlights a particular competence which will be elaborated with the invited

experts in education.

The program is a five-pronged approach which deliberately explained

below:

The VOICE
V anguard of Innovation
-leading the challenge of the 21st century education to adapt, re-create and
advance the panorama of a learning environment
O utlook for Positive Change
-redefining the meaning and cause of education in the changing world today
and how the university, administrators, faculty members and the stakeholders
advocate positive change through Values Formation
I nteract to React
-self-actualization of the teacher on his mission in educating and forming of
the nation builders,the youth,to become more responsive leaders in the society
C ulture Bearer
-living out the culture that makes a bridge to our history and our identity as a
modern Cebuano and the infusion of Chinese
E ngage Excellence
-harnessing the skills and talents of the teacher for the improvement of
classroom instruction and management
 The Flow of Program

APPROACH LEARNING THEME TIME ACTION

TARGETS (ASSESSMENT &
EVALUATION)
Vanguard of To enhance Be F.I.T 8:00 AM Facilitators:
Innovation the (Frontiers of to
competency of Innovative 11:00 AM Educational Experts
the teacher Teaching)
in integration Learning Activity:
of 21st century
pedagogical The set of
methodologies teachers will be
vis-à-vis to the grouped by 3
K12 learning regardless of the
skills: subject taught. They
collaboration, will prepare a lesson
creativity, plan of their chosen
critical- topic.They will choose
thinking and one teacher for the
communicatio demonstration.The
n. demonstration’s
duration is 20-25
minutes.Each group
will be given 10
minutes to
prepare.After the
demonstration,there
will be a group
discussion about it
then the educational
experts will start their
seminar-workshop
relevant to the theme.

TAKE NOTE:
*They can use
technology-aid
teaching

Rubrics:

Preparation of the
lesson plan=30 points
Readiness and
Cooperation=25 points
Creativity=20 points

Total:75 points

LUNCH 11:01AM
 to
12:00 NN
Outlook for To guide the The Core of a 12:01NN Facilitators:
Positive teacher to Teacher :The to
Change define his role HeART of 2:00 PM Psychologists,lawyer
in educating Teaching and Spiritual Directors
and forming of
students and Learning Activity:
his rights
Each teacher
will be attached a short
bondpaper at his
back.Let anyone list
down your teaching
attributes they
perceived by you
according to:
Social,philosophical
and Spiritual.After 10
minutes,each teacher
will summarize,reflect
and share to the body
what others wrote for
them and give one
Hugot Line about
heart of teaching.
The facilitators then
begin their seminar
that concerns both
personal,spiritual and
legal.
RECESS 2:01PM to
2:21PM
Interact to To immerse Our Call of 2:21PM to Facilitators:
React and outreach a Duty: The 3:00PM
commuminity Nation Builders CMO/Outreach
for self- Director
actualization
of a nation Learning Activity:
builder.
The speaker
talks about the outline
of their outreach
program.Each subject
area will be assigned
to a particular
community for 1
year.They will submit
a quarterly report of
the result of the
subject area’s project
and learnings.
Culture To promote Pagtino:Pag- 3:01 PM to Facilitators:
Bearer and value ila-ila sa Atong 3:31 PM
modern Gigikanan Expert in Cebuano &
Cebuano Chinese culture
culture and the
infusion of Learning Activity:
Chinese: the
identity of an Showing a
Ateneo movie that depicts
Hearter the culture of Cebuano
educator. and how it goes to the
modernization.By
using social
media,each subject
area will create an
info-graphic that
presents their
realization of the
Cebuano culture by
uploading it online.
An invited expert in
Cebuano culture will
start his seminar.

Engage To engage and Reaching 3:31 PM to Facilitators:

Excellence make aware Greater 4:15 PM
the teachers of Heights:Limitle HRMO Director,
the benefits of ss possibilities school principals and
having master deans
and doctorate
degree and Learning Activity:
other matters
related. The principals
and deans will present
their outline relevant
to the theme and
highlights school’s
scholarship grant for
teachers who will take
master and doctorate
program and the rank
system.
Financial Analysis

This Budget Proposal is prepared by the Finance and Audit Committee

which provides necessary costs associated with the above named program

(Intensified Special Program in Invigorating teachers for Redefining

Education) which we would like to pursue due to the findings and

recommendations of the conducted research done by one of the faculty

members. You may get the result from the researcher directly. Costs for the

program have been itemized in this Budget Proposal below and justification

has been provided for each cost element. Should you have any questions

related to this Budget Proposal, please don’t hesitate to contact the

undersigned.

1 PROJECT DESCRIPTION

The program is for the professional development of the faculty

members from elementary to college which aims for the improvement of

various aspect and competence as an educator. The budget of this said

program is allocated for the speakers, teachers, materials and other related

matters.

2 PERIOD OF PERFORMANCE

The budget set forth in this Budget Proposal covers the period of

performance for the project or 12 months of effort.

3 COST ELEMENTS
The following are necessary cost elements of the Program:

Direct Labor

Title or Name of Contra Burdene Number Amount

Labor Contrac ctor or d Hourly of Hours Requeste
Category tor or Emplo Rate d
Employ yee?
ee

Lawyer 2,000.00 2 4,000.00

Psychologis 2,000.00 2 4,000.00

t

 Subtotal 8,000.00
–

Total – 8,000.00

Justification:

The invited experts are top-caliber in their own field.They are also an

international speakers of various seminar-workshop.They are also advocate

for education and the rights of teachers.With their credentials,they can

facilitate and administer the activity within the program.

Equipment & Materials

Item Quantity Unit Extended Price

Description Price

Ballpen 500 pcs. 5 2,500.00

Notebook 500 pcs. 15 7,500.00

Envelope 500 pcs. 20 10,000.00

Bondpaper 3 rim 120 360.00

ID Sling 500 pcs. 10 5,000.00

ID Holder 500 pcs. 5 2,500.00

Subtotal – 27,860.00

Total – 27,860.00

Justification:

The above materials are combined in a kit to be used in the activity of the

participants of the program which has 2 sessions per month.

Travel & Misc. Expenses

Expense Type Description Total

Estimated
Cost

Travel Dine,fare and 20,000.00

accomodation
  Subtotal – 20,000.00

Total – 20,000.00

Justification:

The estimated cost is justifiable because it includes the fare, dine and

accommodation of the speakers while traveling.

COST SUMMARY

Given the above, the total cost for the Project is estimated as follows:

Cost Element Total

Estimated
Cost

Direct Labor 8,000.00

Equipment & 27,860.00

Materials

Travel & Misc. 20,000.00

 Subtotal – 55,860.00

Total – 55,860.00

This budget was developed by________________________, head of

the Finance and Audit Committee, with input from broader team that

supported this estimate. By my signature below, I hereby certify that this

Budget Proposal reflects my best estimate of the true and necessary costs for
the Project, and the information provided herein is accurate, complete and

current as of the date of my signature below.

Sacred Heart School-Ateneo de Cebu

_________________________________   
______________
[NAME], [TITLE]                                               DATE

STRUCTURE OF THE ORGANIZATION OF THE PROGRAM

SCHOOL PRESIDENT
 HUMAN RESOURCE VICE PRESIDENT FOR
MANAGEMENT OFFICE FINANCE OFFICE

Early
SCHOOL’S
Education and HIGH SCHOOL
ACCOUNT AND
Elementary DEPARTMENT
AUDIT OFFICE
Departments

PROGRAM HEAD

WAYS AND MEANS COMMITTEE

LOGISTICS AND COMMUNICATION

COMMITTEE

FINANCE AND AUDIT COMMITTEE

BIBLIOGRAPHY

BOOKS

Astorga,Ma.Christina A.,Phd. LIVING THE FAITH OPTION:CHRISTIAN

MORALITY
FNB EDUCATIONAL INC. C 1995

Dizon,Myra Villa et. Al. ONE PEOPLE:VALUES EDUCATION FOR FILIPINOS

SALESIANA PUBLISHERS,INC. C 1990

Fr.Joseph L. Roche,SJ et. Al. CALLED TO FOLLOW CHRIST IN TRUE

FREEDOM

SIBS PUBLISHING HOUSE,INC. C 2012

INTERNET

https://www120.secure.griffith.edu.au/rch/file/3f543936-8f9a-77a0-
0c2f-2bd1a047502c/1/02Main.pdf
http://www.ijcrsee.com/index.php/ijcrsee/article/view/132/272
http://learningforlife.org.uk/wplife/research/research-
projects/character-education-the-formation-of-virtues-and-dispositions-
in-16-19-year-olds-with-particular-reference-to-the-religious-and-
spiritual/
http://files.eric.ed.gov/fulltext/EJ1070736.pdf
http://collections.infocollections.org/ukedu/uk/d/Js1471e/4.html
APPENDIX

APPENDIX A

The Letter

April 21,2016
Sacred Heart School-Ateneo de Cebu
High School Department
H.Abellana St. Canduman, Mandaue City

Dear Sir/Ms./Maam:

Good day.

I am a faculty member of our department and a researcher taking the program

of Masters in Education-Educational Management in University of San
Carlos. I would like to ask your time to respond the questionnaire attached
here in line of my action research entitled “Impact of Ignatian Pedagogical
Paradigm in Values Formation of a Multicultural and Co-educational
Institution”.

Thank you!

Respectfully Yours,

Mr.Glenn A. Tenefrancia
JHS Faculty Member

APPENDIX B

IMPACT OF IGNATIAN PEDAGOGICAL PARADIGM IN VALUES

FORMATION IN A MULTICULTURAL AND CO-EDUCATIONAL
INSTITUTION
INSTRUCTION: Kindly put a check to the rating which do you think fits
you in your teaching-learning process inside the classroom in integrating
values formation. The following are the equivalent standards.

4-Strongly Agree 3-Agree 2-Disagree 1-Strongly Disagree

QUESTIONS 4 3 2 1

1. As a teacher, I’m very sensitive to the gender, age

and race of my students in creating my learning
activities.
2.The race of my students affect his/her beliefs and
philosophies in life.

3.The age and gender of my students can be the bases in

variation of acquiring values.

4.As a teacher, I always revisit the curriculum of the

school to ensure that I followed the Ignatian
Pedagogical Paradigm in teaching.
5.In creating my lesson plan, I always analyze if the
prepared learning activity has an integration of values
formation.
6.The Ignatian Pedagogical Paradigm-Understanding by
Design (IPP-UBD) harness the behavior and cognitive
of the students.
7.As a teacher, I hardly integrate values formation
because I think it depends on the subject content and it
cannot be connected to math and science.
8.There should be a constant communication between
the parents and the teachers in monitoring student’s
behavior because education starts at home.
9.The learning environment influences the values
formation of the students.

10.The teacher has a bigger impact in the holistic

development of the student.

CURRICULUM VITAE
Personal Profile

Name: Glenn Alejandrino Tenefrancia Birth Date: February 5,1993

Age:24 Gender: Male Blood Type: O
Birth Place: Mambaling,Cebu City Religion: Roman Catholic
Degree: BSEd major in Filipino (Graduate) Contact:09324252451
E-mail: imateneohearter@gmail.com
Father’s Name: Joseph T. Tenefrancia Occupation:Driver
Mother’s Name: Josephine A. Tenefrancia Occupation:Housewife
Siblings:
Loreen Alejandrino Tenefrancia Occupation: Accounting Staff
John Joseph Alejandrino Tenefrancia Occupation:teacher
_______________________________________________________________
Educational Background

Graduate School:
University of San Carlos (USC)
P.del Rosario St.,Cebu City
Year graduated: 2016- 2018
Tertiary:
Secondary:
Cebu Institute of Technology-
University (CIT-U)
N.Bacalso Ave.,Cebu City
Year graduated: 2010-2011

University of San Jose-Recoletos Primary:

(USJ-R)
Magallanes Street,Cebu City
Year graduated: 2014-2015
Sindangan Pilot Demonstration
School (SPDS)
Sindangan,Zamboanga del Norte
Year graduated:2006-2007

Achievements

Tertiary:
Cum laude(2014-2015)
Caritas et Scentia Emerging College of Education Leader nominee(2014-
2015)
USJ-R COE Senior,President(2014-2015)
4th placer Intramurals Intercollegiate Quizbowl(2014-2015)
Sign Language Seminar-Workshop,participant(2014-2015)
Verbum Dei International,member(2014-2015)
Commission on Election,College of Education Chairman(2014-2015)
Josenian Educators, Vice President-External(2013-2014)
Junior Educators Alliance,Assistant Secretary(2013-2014)
Commission on Election,College of Education Chairman(2013-2014)
Quarter Finalist Supreme Student Council Battle of the Brains(2013-2014)
Commission on Election,College of Education Assistant Chairman(2012-
2013)
Warldorf Education Seminar-Workshop,participant(2012-2013)
Quarter Finalist Supreme Student Council Battle of the Brains(2012-2013)
3rd placer Intramurals Intercollegiate Quizbowl(2012-2013)
Grand Champion Patimpalak sa Pagsulat at Paglahad ng Talumpati(2011-
2012)
4th placer USJ-R Library Quiz Show(2011-2012)
Liturgical Yodelers Recoleto(LYRe) Choir,member(2011-2012)
College of Education Hosting Seminar-Workshop,participant(2011-2012)
Parish Youth Coordinating Council,St. John the Evangelist Church,Mandaue
City,member(2011-2012)
Consistent Dean’s list(2011-2014)

Secondary:
Historian Club,Vice
President(2010-2011)
Junior Technologian,News
Editor(2010-2011)
CAT First Aider(2010-2011)
Service Award(2010-2011)
Supreme Student
Government,Board of
Directors(2009-2010)
Peer Facilitator(2009-2010)
Consistent Honor(2007-2010)
Conference,Copyreading and
Headline Writing(2006-2007)
5th placer Regional School Press
Conference,Copyreading and
Headline Writing(2006-2007)
Campus Journalism
Awardee(2006-2007)
3rd placer Divison Spelling
Quiz(2006-2007)
Campus Speller Awardee(2006-
2007)
Consistent Honor(Grade 1 to 6)

Elementary:
2nd Honorable Mention(2006-2007)
Tagsibol,Associate Editor(2006-
2007)
4th placer Division School Press