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CHAPTER I

THE PROBLEM

Introduction

Human rights are moral principles or norms inherent all human beings,

regardless of gender, race, religion, political opinion and social status among these

are inalienable, indivisible and interdependent. These rights are set as standards

acknowledged any where and any time in sense. Being universal, these should be

maintained to realize human dignity. Clearly, human rights are essential to the full

development of individuals and communities. It is therefore a must that people

know their human rights.

Human rights give every citizen of this planet the freedom to choose how to

live, how to express themselves and what government to support. Human rights

also guarantee people the means necessary to satisfy their basic needs, such as

food, housing, and education. These allow people to live with liberty, equality,

security, justice, and peace. Human rights are also part of the international law and

they are contained in treaties and declarations that spell out specific rights that

countries are required to uphold. Countries such as the Philippines often

incorporate human rights in their own national and local laws.

As a democratic nation, the Philippines and its governing body, through the

prevailing constitution, prioritize human rights. Simply, any laws or statute to be

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passed should not suppress any of these rights in most circumstances. The

government fulfills its role in the preservationand promotion of human rights

while other institutions play their parts to integrate there rights.

Presently, human right issues have been a relevant topic. It is thus crucial

that young people be equipped with the basic and fundamental moral principles of

human rights so they can take part in the societal development. It is imperative that

people know their rights as well as the rights of other person. Instructing the

young minds on the importance of studying human rights will make the youth

more responsible. At the same time, learning about human rights is more effective

and relevant to young people as patterned in Erik Erikson’s theory of psychosocial

development i.e. identity vs. role confusion. The stage in life wherein, individuals

develop their own sense of responsibility and accept their role as citizens. This is

gained through the discovery of oneself and in the course of finding meaning to

their personhood. This is the best time for them to learn what they should celebrate

as humans. As the world faces a new era of life, it is appropriate to open this kind

of knowledge to all and be able to integrate it in all aspects of life necessary to its

need.

The school is one of the primary institutions of society that works to teach

knowledge and skills needed to create literate adults. Schools introduce young

minds to a broader range of human connections with a variety of cultures and

beliefs coming from different people in different places. The social interactions in
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school teach learners to respect, appreciate and tolerate each other’s differences

and individuality. Moreover, school can be one of the best places to make an in-

depth understanding about human rights and theit importance.

However, according to a research conducted by Mark C. Schug that was

presented at the Annual Meeting of the National Council for the Social Studies,

Boston, USA, many students found social studies content boring. Thus, the

integration of human rights is futile as it makes its way to the new curriculum of

K-12. Many changes should be done in order to make this learning effective and

interesting, with considerations that even the social studies subjects are perceived

as a big boredom for most of the learners in secondary schools. With this, the

students’ understanding towards human right relative to its components is a must

to know so that proper remedies can be addressed.

With these changes come the dawn of the development of modern leaning

leading to new insights in the search for a new style of teaching and learning. New

instructional materials recognized as instructional games are making their way to

popularity. Instructional games are educational tools that are not just used to make

discussion more complex and time saving. They motivate students and engage

self-discovery learning. Using instructional games in teaching human rights can

help students develop focus, high self-esteem, good memory and camaraderie.

Collaborative learning is also present since these games can be played individually

or with peers. Instructional games can give the students enjoyment and leisure,
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goals give motivation to the students, and outcomes and feedback give students

the learning they need.

To the extent that human rights education is far from being robust in the

Philippines, much needs to be done. In these veins therefore study aimed to

discover new teaching materials in the form of an e-instructional game that maybe

utilized to integrate human rights education effectively. In order to attain that, this

study determined the level of understanding of students on human right

components and some factors hinders their understanding of their huma rigths.

Statement of the Problem

The researchers aimed to know the level of understanding of Grade 10

students of selected public high schooles in Batangas City on human rights with an

end view of increasing the studets’ level of awareness of human rights by

preparing an e-instructional game.

Specifically, this study answered the following questions:

1. What is the profile of G-10 students in terms of:

1.1 sex;

1.2 parent’s educational attainment;

1.3 economic status; and

1.4 field of interest?

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2. What is the level of understanding of students on human rights relative

to its components:

2.1 civil rights;

2.2 economic rights;

2.3 political rights; and

2.4 socio-cultural rights?

3. Is there any significant relationship between the students’ level of

understanding on human rights and their profile?

4. What factors hinder the students’ understanding on human rights?

5. What e-instructional game may be prepared?

Scope, Delimitation, and Limitation of the Study

This study focused on the level of understanding of students on human

rights relative to certain components such as civil rights, economic rights, political

rights, and socio-cultural rights. Additionally, the study focused on the factors that

hinder the students’ level of understanding on human rights with an end view of

preparing an alternative e-instructional game that maybe utilized to integrate

human rights education effectively. It covered the profile of the selected G-10

students in public secondary schools in Batangas City. The chosen profile

variables were to sex, parent’s educational attainment, economic status, and field

of interest. For deeper analysis, it looked in to the relation between the students’

profile and their level of understanding of human rights.The research design used
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was the descriptive method with questionnaire as the main data gathering

instrument.

This study delimited students from public and private senior high school,

private junior high schools, and those that were not selected as respondents.

Furthermore, influences not stated in the questionnaire were excluded as well.

Meanwhile, the study was limited to selected public secondary schools in

Batangas City. Another limitation of this study was the responses of the

respondents were based on the structure of questionnaire.

Significance of the Study

The findings of this study are deemed to be of great importance to the

following people:

To the community, this study serves as an eye-opener as it provides

information about human rights education that will help them widen their

knowledge for a deeper appreciation and better understanding of both human

rights and education.

To the school administrators, this study will help them spearhead the

integration of human rights in school, enhance human development, and boost the

morale of the students.

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To the teachers, this study will help them to integrate human rights

education in their teaching effectively.

To the students, this study will help them develop their young minds about

the essence of human rights, and how they can help address these issues relevant

to human rights. It will also make students think creative if about the possible

ways to face those issues.

To the teenagers, it may help them to better understand human rights and be

able to appreciate these. It may also help them to cope and effectively manage

their attitudes and behaviors towards people that surround them.

To the parents, this study will provide them an overview and support to

understand their children’s own construct of human rights.

To the researchers, this research paper is a great importance to them since

they have incresed their knowledge, stretched their patience and enhanced their

self-confidence. This does not only serve as a tool in accomplishing the subject,

but also serve as a means to obtain career advancement as it helps them to become

responsible individuals in the future.

To the future researchers, this study can be utilized as a baseline for future

research in the realm of human rights and the importance of there rights. It can

also serve as an aweare to expore other areas of equal importance but are not yet

covered by the current research work.

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CHAPTER II

REVIEW OF LITERATURE

This chapter contains information from various authors with concepts

related to the study. A summary of reading books, and studies made by the

researchers were discussed in this part. It is worthy to mention that the review of

the works presented was an outcome of the researchers’ exerted efforts.

Conceptual Literature

Presented herein is the review of literature which includes concepts on the

attributes of junior high school students, human rights education and the

development of instructional materials which contributed immensely in the content

and context of the study.

Attributes of Junior High School Students.According to Hart (2007),

young adolescence is a pivotal time of physical, intellectual, social and emotional

development. Middle school learners experience a lot of physical changes. They

also have short-term memory as well as short attention spans. Although students

can be argumentative and inquisitive, they do not have the ability to fully

comprehend abstract idea. In terms of social aspects, young adolescents ironically

desire more autonomy but also crave social acceptance and interaction. On the

other hand, in terms of emotional aspects, middle school learners are usually self-
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conscious and persistently judging themselves by their physical appearance and

development.

Health and academic performance of students are also characters to

consider. Students with poor health have a high probability of school failure, grade

retention, and drop-out. The relationship between health and academic success is

complex. Common manageable factors of students’ health are nutrition,

maintaining healthy weight and physical fitness. However, the year level is also an

important variable on explaining differential outcome (Renters,2006).

As cited by Pennington (2009)junior high school learners are very much

different from elementary learners. Teachers and parents can significantly enhance

the learning of students at this age by understanding the social and

cognitivedevelopment of junior high school learners. Using the right instructional

strategies to maximize the learning advantages and address the learning challenges

of middle school learners can make all the difference in their success.

In terms of social development, most junior high school students experience

conflicting values due to their changing roles within their family structure and the

increasing influence of peers. Generally speaking, most students need to feel part

of a peer group, consisting of boys and girls, and are influenced by peer pressure

and conformity to their group. They need frequent physical activity and movement

and they are seeking for adults’ support, guidance and calm direction. With

regards to cognitive development of these junior learners, they become more

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curious about themselves and life, and they are willing to learn things they think

are useful. They enjoy solving real-life problems and start to think critically. These

students are very much concerned with regards to labelling especially when one is

identified as remedial reader.

Further, Hatfield (2008) on his study revealed that, junior high school

students have a unique set of wants and needs that separate them from the

childhood years of elementary school but do not find them ready for the late

adolescence of high school. They exhibit characteristics and behavior unique to

early adolescence, and both teachers and parents should be aware of these

differences. According to the California Department of Education, girls mature

both physically and emotionally faster than boys. The physical attributes of middle

school students experience an acceleration of growth and development. This may

lead to enlarged noses, ears, arms or legs. Also, junior high school students have

fluctuations in their metabolism that may cause them to be nervously active

sometimes and lethargic and sleepy at other times. They are extremely concerned

about their appearance and how they look to others within their peer group.

Emotional attributes on the other hand, revealed that learners in junior high school

are sensitive and easily offended. Middle schoolers can be moody and feel

alienated from people around them. They are also curious about the world around

and need time to explore safely. According to the National Education Association,

middle school learners can hold between five to seven bits of information at a

time, so teachers need to be sure not to overwhelm them with information.

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Adolescent learners benefit from moving around and hands-on experiences or

experiments that allow them to draw conclusions based on the data. They will

challenge authority figures to ascertain boundaries. Other attributes, the moral

development of middle schoolers begins with a sense of idealism, the feeling that

human beings are inherently good. Adolescents also have a sense of wonder about

the changes they see in themselves and in their peer group. They depend on

parents, church leaders and adults they trust to help them establish moral

boundaries. For this reason, it is important that students in middle school have

good role models in place to emulate and look up to.

Early adolescence is a distinct period of human growth and development

situated between childhood and adolescence. During this remarkable stage of life

cycle, they experience rapid and significant development change. Recognizing and

understanding the unique development characteristics of early adolescence and

their relationship to the educational program are central tenets of junior education

(Caskey, 2007).

Human Rights Education.Global trend suggests that the people regardless

of nationality or ethnic origin should be aware of the basic human rights of each

individual ranging from the right to life, liberty, food, shelter, education, and

among others. In fact, international treatises, covenants, agreements, laws were

crafted, passed and signed by different States just to make sure that the basic
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precepts of these international laws and agreement will be observed and enforced

by the concurring States.

In the Philippines, albeit the fact that our government has been a signatory

to a number of these covenants and treatises, we still have problems in terms of

observance and enforcement as human rights abuses still rampant throughout the

country. Many of our countrymen are passive to report human rights abuses

because of fear, ignorance and lack of support from the government (Ejercito,

2016).

Corobow (2015) states that, human rights education (HRE) is broadly

defined as a participatory process of empowering individuals and communities by

raising awareness, changing attitudes and inspiring actions aligned with human

rights principles. It does not only involve teaching people what human rights are

but also aims at developing understanding of our common responsibility to make

human rights a reality. In order to create a culture of human rights and a society

engaged with human rights, direct education of human rights is inevitably

necessary.

According to Faralli and Mittica (2014), it is not only the cognitive

apparatus and the access to the concept that define a good assimilation and

perception of a reality. If human rights education endeavors, as it claims, to

promote citizenship, empower with rights and educate within a historical context,

it must do so through multiple ways, which affect the perceptions of

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learners.Education in human rights in schools requires a complex environment

inviting students with different vocations, formations, perceptions and experiences

to participate, including learners possessing different perceptions of reality,

whether synesthetic, visual or auditory. Clearly, the diversity of channels of

learning/teaching must be skillfully explored within a formative school

environment. In addition, human rights education can be defined as education,

training and information aimed at building a universal culture of human rights.

Effective human rights education do not only provides knowledge about human

rights and the mechanisms that protect them, but also develops the skills needed to

promote, defend and apply human rights in daily life. Human rights education also

fosters the attitudes and behaviors needed to uphold human rights for all members

of society.

Human rights education activities should convey fundamental human

rights principles, such as equality and non-discrimination, while affirming their

interdependence, indivisibility and universality. At the same time, activities should

be practical—relating human rights to learners’ real-life experience and enabling

them to build on human rights principles found in their own cultural context.

Through such activities, learners are empowered to identify and address their

human rights needs and to seek solutions consistent with human rights standards.

Moreover, for those who have the responsibility for respecting, protecting and

fulfilling the rights of others, human rights education develops their capacity to do
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so. Both what is learned and the way in which it is learned should reflect human

rights values, encourage participation and foster a learning environment free from

want and fear (UNESCO/OHCHR, 2012).

Based on international human rights instruments, human rights education

(HRE) can be defined as education, training and information aimed at building a

universal culture of human rights through the sharing of knowledge, imparting of

skills and molding of attitudes to prompt action directed at strengthening respect

for human rights, fundamental freedoms, tolerance, equality and peace, among

individuals, within societies and among nations.

Such education requires the adoption of a human rights-based approach to

education, which promotes both human rights through education, ensuring that all

the components and processes of education—including curricula, materials,

methods and training—are conducive to the learning of human rights, and human

rights in education, ensuring that the human rights of all members of the school

community are respected and human rights are practiced within the education

system (UNESCO/OHCHR, 2006).

According to Buchanan et al. (2013), human rights education can be

broadly categorized into three main areas – studies related to theory, to

implementation, and to assessing learning or program outcomes. There is a paucity

of academic literature focusing specifically on the issue of human rights education

in the school curriculum.The transformative potential of human rights education to

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challenge existing systems and pedagogical practices remains largely untapped in

the school environment. The important issue of children’s rights remains

contentious, with some schools seemingly reluctant to teach students about their

rights. Strategies to measure the effectiveness of human rights education initiatives

are also required, as are strategies to improve professional development and

training for teachers in the area of human rights.

Dikovic and Letina (2016) states that, students must be given opportunities

to cooperate in community activities and be active participants in HRE activities

inside and outside the school. Students must become critical consumers of human

rights and active about such.More so, human rights education models can be used

as tools for classifying educational programmers, clarifying the target groups and

to consider the link with the overall goal of human development.

Development of Instructional Materials.As an instructional tool and as a

self-instructional material, the learning module is an innovation in curriculum and

instruction, which is extensively used by pragmatic institutions and even trainers

in valid training programs.

As stated by Nacario (2014) through the years, education in the country has

undergone paradigm shifts and medication to strengthen and attune it to the

changing environment and keep up with the latest developments in the field, as

well as to develop high level of literacy among Filipino students to enable them to

participate actively and effectively in modern society.His study revealed that

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Philippine education needs an immediate attention and healing to ensure and

sustain quality education. The lack of instructional materials is one of the reasons

identified as contributory to such condition. That is why there is an extensive

effort to alleviate the low performance of students in Science and other subjects by

the government to come up with materials that are readily available for use by

students. The search for network and linkages with funding agencies throughout

the globe with the same interest of providing resources and avenues for students’

improved academic achievements is also continuous.

Guma et al.,(2013) said that the use of new technologies in the classroom

are essential in providing opportunities for students to learn to operate in an

information age. Traditional educational environment do not seem to be suitable

for preparing learners to function or to be productive in the workplace of today’s

society. Organization that does not incorporate the use of new technologies cannot

seriously claim to prepare students for life in the 21 st century.Information and

Communications Technology (ICT) originally is applied to serve as a means of

improving efficiency in the educational process. Further, it has been shown that

the use of ICT in education can help improve memory retention, increase

motivation and generally deepens understanding. ICT can also be used to promote

collaborative learning, including role playing, group problem solving activities and

articulated projects. ICT allow the establishment of rich networks of

interconnections and relations between individuals.

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According to Hagar et al., (2005), the meaningfulness of the material is

determined by the age and special needs of students. A material will have meaning

and relevance to the child if it is age-appropriate, interesting, user-friendly related

to real life and addressing a wide range of topics. Gifted learners can be

challenged to think with pictures with a lot of details while students with learning

disabilities will respond better to pictures with minimal details. Children with

problem behaviors may be over stimulated by brightly colored materials giving

use to aggressive and impulsive behaviors. Younger learners will have more need

of three-dimensional materials and less exposure to television viewing because the

latter may be addictive.

Teaching is essentially a communication process between a teacher and the

learners. In the past, teaching depended entirely on verbal communication. Current

educational practices in contrast recognize the value of developing instructional

material as aids to effective communication, hence effective teaching and learning.

These materials can be in the form of simple chalkboard, flannel board,

workbooks, exhibit and sophisticated teaching aids like motion pictures,

projectors, computers, LCD’s and documentary films. (Paunlagui, 2012)

According to Dañocap (2010), support instructional materials (SIMs) are

traditionally referred to as audio visual aids. They are materials or device using

sight and sound to present information as an aid in teaching. As the name suggests,

these materials are used to support instruction because they provide concrete basis
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for conceptual thinking and offer a reality of experience which stimulates self-

activity on the part of pupils. Because they can arouse a high degree of interest in

the students, they contribute to the efficiency depth, and variety of learning. With

the use of SIMS, teachers can get and hold the attention of almost all students of

all ages and ability groups. In general, they are considered reinforcement in the

learning process.

Since students are more likely to be intrinsically motivated when they are in

a need-satisfying environment that responds to their need to belong, to have

power, to have free choice, to have fun, to satisfy hunger, thirst and safety and

security, need for self-esteem and need for self-actualization, it is a must to

provide such learning environment. Rapid technological development and the

spread of non-conventional learning involving distance teaching and non-formal

education demand new skills of teachers as well as instructional materials and

equipment.

Tan (2007) stressed that educators need to accept that students of the

present generation are techno-natives who can easily navigate through new

technology. They have been highly exposed to forms of media and technological

tools, multi-sensorial stimulation, multi-tasking, instant processes, instant products

and a barrage of information from various sources. ICTs are powerful tools when

used properly because it can improve motivation and engagement in the learning

processes,can develop multiple intelligences through multimedia presentation of

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materials and make it easy to understand abstract concepts by making it more

concrete.

Teachers need not only to be computer literate but they also need to

develop skills in integrating computer use into learning/teaching programs.

Teachers need training in technology education focusing on the study of

technologies themselves and educational technology support for teaching in the

classroom. Teachers should learn how to use new technologies in classrooms,

however, the lack of opportunities for professional development obstructed them

from integrating technology in teaching.Other problematic issues related to

professional development in ICT are that training courses are not differentiated to

meet the specific learning needs of teachers and the sessions are not regularly

updated (Balanskat, 2006).

Rigor (2006) on his study mentioned that, the types of media resources used

in teaching should include the audio-visual, non-projected visual, audio media,

multimedia film and videos, simulation and gaming, books and duplicated

materials. These materials are aids to teaching and learning which increase the

effectiveness of the teacher. They stimulate interest, simplify, clarify subject

matter and increase understanding, and motivate the learners to learn. These are

the tools of the teachers, the amusement of the learners and the catalytic agents

that transform interest, curiosity and experimentation into knowledge and

understanding.
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Teaching is becoming one of the most challenging professions in the

society where knowledge is expanding rapidly and modern technologies require

teachers to learn how to use and eventually adapt them in teaching. While new

technologies raise some concerns regarding the increase in teachers’ training

needs, it is admitted that these innovative technologies also offer part of the

solution.

Today, a variety of ICT can facilitate not only delivery of instruction, but

also learning process itself. Moreover, ICT can promote international collaboration

and networking in education and professional development. There is a range of

ICT options – from videoconferencing through multimedia delivery to web sites -

which can be used to meet the challenges teachers face today. In fact, there has

been increasing evidence that ICT may be able to provide more flexible and

effective ways for lifelong professional development for today’s teachers. Because

of rapid development in ICT, especially the internet, traditional initial teacher

training as well as inservice continued training institutions worldwide are

undergoing a rapid change in the structure and content of training and delivery

methods of courses. However, combining new technologies with effective

pedagogy has become a daunting task for both initial teacher training and in-

service training institutions (Jung, 2005).

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Research Literature

A review of some studies conducted by researchers found relevant for

better understanding of this research is presented in this section.

Based on the study that was conducted by Nduta (2015) about factors

influencing human rights education in public secondary school curriculum, it was

revealed that, teacher-centered methods are predominantly used as opposed to the

learner-centered methods. Teachers must be aware of the children’s right and have

positive attitude towards teaching.Also, there is a need to develop and use more

teaching aids while transmitting knowledge on human rights. Teachers are

encouraged to use of heuristic teaching methods that appeal to the cognitive,

psychomotor, and affective domain of the learners. He also made mention that the

main sources of human right knowledge are internet access and the media. Schools

must be one of the main sources of human rights by which teachers and students

can have high level of human rights awareness. It can be done by integrating

aspects of human rights in key subjects with relevant topics. Schools need to

provide adequate instructional resources and provide internet connectivity for use

during teaching of human rights education.

The findings of Dorado and Jimenez (2013) stated that giving instructions

are the best way in delivering the lesson to class, especially in giving different

activities that will give the students the opportunity to enhance and develop their

skills and their values. Teachers should use different instruction to prevent lack of
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interest with the subject or lesson. This increases the ability of students to react or

to participate in the discussion. Teachers should also use different activities to

enhance and develop the skills and values of students. These worthwhile activities

are creative- playing, news-casting, panel discussions, poster making and role

playing that makes the integration of values possible and effective. They

concluded that, activity allows creativity, mental stipulations and learning covered

by the lecture. Also, the more real life questions teachers do, the better the teacher

will get and faster will be able to find the correct technique.

Based on the study of Arellano et.al (2014), it showed that role-playing

game can influence students’ study habit, behavior and relationship among others

in positive way and was developed in great extent. Teacher should view this as an

opportunity to make an innovative way of teaching and improve the teaching-

learning process in relation to the extent of influence of playing role-playing game

to the students. This suggested plan of activities should be implemented to help the

teachers and students to maximize the positive effect of playing role-playing

game. Through this, students can be more attentive about the cues of the lesson

and more motivated to learn in terms of their studies. The players’ self-confidence

and positive attitudes like respect to others, perseverance and cooperation can be

improved and developed through playing role-playing games.

The study conducted by Sarmiento (2005), focused on the attitudes of the

students wherein it was described in terms of the motivation, strategies and

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techniques of teaching, classroom activities, home assignments/work, instructional

materials, and library facilities. As regards the problems encountered by the

students in their studies is a result of their negative attitudes toward the subjects,

the majority of them considered serious the following: the students who have

negative attitudes toward lessons will be having difficulties in studying, they may

be left behind and not be able to finish their secondary education, they will not

learn much about academic subjects, other subjects of the students would also

become very difficult for them, and it will be difficult for the students to study in

college because there are also related subjects to be taken up by them.

In addition, the work Almanzor et al. (2016) revealed that students’ lack of

interest in the subject and few and dull instructional materials are the challenges

encountered by teachers in the field of teaching. In their study, result showed that

effective instructional materials like projected materials, PowerPoint presentations

and alike are much needed. In preparing instructional materials, the content and

type should also be considered in order to create suitable instructional materials

intended for learners. Aside from that, they concluded that there is a need to have

instructional games when teaching to catch the attention and sustain the interest of

the students in discussion proper of the lesson. They also recommend that teachers

should enhance the use of instructional games that will help students to become

motivated, interested and critical thinkers.

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Meanwhile, Casao et al. (2012) found out that technology heightens

motivation and the students’ will to learn. The use of technology-based television,

CD’s and DVD players along with other different technology based materials

gives advantage in teaching. With increasing popularity of technology, it is

essential for teachers to support and encourage technology in teaching.

Technology can assist teachers and act as a tutor for the students who are falling

behind. It is important to give all students in the classroom the opportunity to

adequately learn the lessons and with technology acting as back up. This can make

classroom more interactive and can encourage students to continue their learning

in the classroom and even at home. In addition, it was concluded that teachers

encounter some problems when it comes to technology-based instructional

materials. Teachers need mastery in technology as an option for research

commuication and in teaching.

The study conducted by Zabarte (2017), had the goal of developing

technology-based instructional materials which will improve the manner of

teaching and learning for both the teachers and the learners. His study revealed

that the issues and challenges confronting instructors was the lack of knowledge

on ICT-based instructional materials. Teachers should be equipped with

knowledge of modern technology in teaching and always upgrade their techology

resources. Teachers may utilize modern technologies in teaching and the needs of

students should be assessed, and the necessary measures in teaching and learning
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should be done. Teachers should be encouraged to attend workshops, seminars,

and conferences to update themselves on the new trends of teaching. Through

these, enhanced development of ICT-based instructional materials will be

achieved and can greatly help not only teachers but the students as well.

The study of Elis (2016) aimed to develop content-based instructional

games to enhance students’ abilities and skills. As cited in his study, students

encountered difficulties in some learning areas due to lack of interest, poor study

habits, weak critical thinking in solving word problems and memorizing identities

instead of applying the rules. Another is that teachers have lack of materials to

meet the demands of the 21st century learners. It was also revealed that discussion,

evaluating the students’ assessment and conducting re-teaching as a way of

addressing students’ difficulties in the subject were not too effective as students

were more interested in games. Teachers should utilize instructional measures in

addressing the students learning difficulties. Games that are not just full of fun and

enjoyment but can also give learning are suited to these students. These games

should follow specific structure of goals, rules, materials and design. More so,

there must have enhanced develop content-based instructional games for the

learners to improve their understanding on different subjects.

The developed technology-based learning kit may enhance students’

learning different subjects and help them gain interest in the subject. This

developed technology-based learning kit is in the form of CD’s containing a

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Powerpoint presentation, movie clips, assessments and exercises. This learning kit

may be used in all secondary schools in Division of Batangas to make teaching

and learning more effective in every subject. This kit aims to help the teachers

deliver teaching in learning areas while students are having interest and excitement

in the topics. This developed technology-based learning kit can easily be used by

teachers which will lead to higher learning, redesigned pedagogical strategies of

teaching, and broaden the contexts within which learning can occur. This

developed technology-based learning kit has complete teaching learning process

from motivation up to evaluation (Solis, 2015).

Synthesis

The conceptual and research literatures gave the researchers help to gain

deeper meaning and understanding of their study. They provided significant

information in the formulation of the conclusions and recommendations.

Generally, cited studies and researchers had resemblance to this study. They

possess similarities and differences.

Conceptual insights shared by Hart, Pennington, Hatfield, and Caskey were

significant to the present study as they were able to provide a meaningful

discussion about the attributes of junior high school students who were used as the

respondents particularly Grade 10 students in this study. Other concepts from

Harts and Renters give emphasis that junior high schools students are on the peak

to have big changes in their physical, mental, social and emotional maturity.
 27

Concepts fromEjercito, Faralli and Mittica, Corobow, Dikovic&Letina

were all significant to the completion of the present study since theyall discussed

briefly the concepts of human rights education. They also elaborated the benefits

that people can get by knowing human rights.It is not just a cognitive concept but

a training ground to mold every student’s mind to defend and apply human rights

in daily life. They stressed that human rights should be an active participatory

process of empowering people and community.

The ideas of Nacario, Guma, Hagar, Paunlagui, and Dañocap gave this

paper some key ideas on new and developed instructional material that was

considered in making the output. Also, Tan together with Balanskat, Rigor and

Jung contributed their insights which are vital and necessary to the execution of

the present study as they were able to expound the advantage of new technologies

in having developed instructional materials.

Nduta studied factors influencing integration of human rights education in

public secondary school curriculum which is closely related to the current topic,

however, his study was conducted in Nairobi City, Kenya, while the current study

chooses Batangas City, Philippines as the area of the study.

Both the studies of Elis and Almanzor deals with the instructional games

for the learnerswhich is similar to the present study. However, the difference is

that the present study uses technology-based instructional game or e-instructional

game for the learners to enhance their understanding on human rights.

 28

Zabarte gives emphasis on the issues and challenges that hinder teachers

and students to learn, while Sarmiento deals the negative attitudes of learners

which results to learning problem. Both studies are truly connected to the existent

study for it stresses on the factors that hinder students understanding on human

rights.

The studies of Solis and Casaoare relevant to the present study because they

all focused on the use of technology in teaching. The difference from the present

study is that the current study deals with the e-instructional game that will help

learners to be motivated to learn.

Dorado and Jimenez believed that giving instruction is the best way to

deliver lesson while, Arellano discussed that role-playing game can influence

students study habits with the newest way of teaching which is through game an e-

instructional game.

Conceptual Framework

The conceptual paradigm shows the level of understanding of G-10

students of public secondary schools in Batangas City on human rights. The

research endeavor is reflected in figure 1 consisting three stages namely: Input,

Process and Output.

The first box contains the profile of G-10 students. This also includes the

level of understanding of G-10 students on human rights relative to its

 29

components. Factors hindering the students’ understanding on human rights are

also included to come up with a proper remedy.

The second box indicates on how data were gathered. Through the use of

questionnaire it analyzed the students’ understanding about human rights.

The third box specified the results of the process. Knowing the level of

understanding of students about human rights and the factors that hinderthem

heighten the result.An alternative e-instructional game will be the output of the

study.
 30

Input Process Output

 Students’ profile

 Understanding on Questionnaire E-instructional Game

Human Rights

 Factors hindered

Figure 1.
Research Paradigm on E-Instructional Game for Human Rights Education
 31

Hypothesis

The study was premised on the null hypothesis that there is no significant

relationship between the students’ level of understanding on human rights and

their profile.

Definition of Terms

For clarity in the presentation of the study, some of the important terms are

defined conceptually and operationally in this section.

E-Instructional Games.Instructional method that promotes higher

motivation by presenting contents in an interactive, rule-based and competitive

way (Andel et al., 2013).In this study, it refers as the researchers’ output titled

“Little Lawyer”. The game is an innovative e-instructional game created using

Microsoft PowerPoint presentation, patterned from the game snakes and ladder.

Grade 10 Students. These are secondary students who are usually at the

age of 15 – 16. This is the end level of being junior high school student. In this

study, G-10 students refer as the subject of the study.

Human Rights. Human rights are those rights to which all human being are

entitled with and can lay claims upon in society (Basu, 2012). In this study, human

rights refer to all moral principles that everyone should enjoy regardless of their

characteristics and status in life.

 32

Human Rights Education. Human rights education is an integral part of

the right to education and is increasingly gaining recognition as a fundamental tool

to guarantee respect for the rights for all (UNESCO, 2017). In this study, it refers

as an important concept that should be understood by all.

Understanding.The facts or elements of case as apprehended by anyone

with intelligence (Suarez, 2007).In this study, understanding refers to the ability of

the G-10 students to apprehend and to have awareness to the existence of human

right concepts excluding whether they can explain it precisely or be able to write

something about the concepts.

 33

CHAPTER III

RESEARCH METHODS AND PROCEDURE

This chapter presents the methods and procedures used by the researchers.

This includes the research design, subject of the study, data gathering instrument,

data gathering procedure and statistical treatment of data.

Research Design

The researchers used the descriptive research design method to determine

the level of understanding of students on human rights education. The purpose of

using this is to acquire accurate, factual, systematic data that can provide the study

with an actual picture of the data set that is reviewing. It will generally precede

explanatory research were it is useful tool to develop, test, evaluate research

instruments and methods to the study that was conducted. As pointed out by

Campbell & Stanley (2011), the method of collecting data for descriptive research

can be employed singly or in various combinations, depending on the research

questions at hand.

Subject of the Study

The respondents of the study were 300 students from selected public

secondary schools in Batangas City. The researchers selected the respondents as

the sample population for this study through purposive sampling. The list of the

respondents that were used in the study is shown in Table 1.

 34

Table 1
Distribution of Respondents

Name of School Respondents

Banaba West National High School 50

Libjo National High School 50

Natalia V. Ramos Memorial National High School 50

Pinamukan National High School 50

Tabangao National High School 50

Talumpok National High School 50

TOTAL 300

The researchers used the purposive sampling to select the respondents of

the study. This method is used when there is a desire to access particular subset of

people. It starts with a purpose of mind and the sample is selected to include

people’s interest and exclude those who do not suit the purpose. The main goal of

purposive sampling is to focus on particular characteristics of a population that are

of interest, which will best enable answer the research questions of the study.

Data Gathering Instrument

 35

The researchers used a researcher-made questionnaire as the primary

instrument in assessing the G-10 students’ understanding of human rights

education in selected public secondary schools in Batangas City. The researchers

also scanned books, read related studies and other references to gather additional

information.

Questionnaire. The researchers distributed the questionnaire among 300

G-10 students from public secondary schools in Batangas City selected through

purposive sampling. The objective of the study was explained to the respondents

before giving them ample time to answer the questionnaire.

Construction.The researchers read and studied variety of sample

questionnaire relevant to their study. Published references and unpublished

materials related to their problem and about research were of great help to the

construction of the questionnaire. After a lot of study, the researchers made a draft

of their own questionnaire that encompasses G-10 students’ understanding on

human rights relative to its components and the factors that hinder their

understanding about it.

Validation. To establish content validity of questionnaire, the researchers

personally presented copies of the constructed questionnaire and letters of request

to the people with knowledge and expertise to validate the items in the

questionnaire. All comments and suggestions for improvement of the instrument

 36

were properly considered for the preparation of the revise copy . This copy was

forwarded to the research adviser for the approval and final checking . Upon

establishing the validity of the questionnaire, it was prepared for distribution .

Administration.Before the distribution of the questionnaires, the researchers

prepared letters requesting permission from the schools’ division superintendent

and principals of all selected public secondary schools in Batangas City to use the

schools under their supervision as area of the study. After the approval of the

schools’ superintendent, school principals and research adviser, the researchers

themselves set meetings to the G-10 students who were the respondents of the

study. When the schedules of the distribution of questionnaire came, the

researchers met all their respondents and requested them to take part in the

research by being the subject of the study . Proper instructions were given to them

to make sure that accurate data will be gathered . Afterwards, the questionnaire was

collected, among 300 questionnaires given, only 299 were returned by the

respondents. One copy of the questionnaire was not returned and possibly

misplaced by one of the respondents due to busy schedule complying with their

graduation requirements.The remaining questionnaires were compiled and the

results were tallied and evaluated.

Scoring of the Responses. After collecting all the 299 questionnaires out of

300 prepared questionnaires from the selected G-10 students from public
 37

secondary schools of Batangas City, data were tallied and tabulated using the

Microsoft Office Excel. Afterwards, the data were interpreted and analyzed to

support the results of the study. To measure and interpret the responses of the

students, the ranges of score given were used.

Option Scale Range Verbal Interpretation

4 3.50 – 4.00 Very High

3 2.50 – 3.49 High

2 1.50 – 2.49 Moderate

1 1.00 – 1.49 Low

Data Gathering Procedure

The researchers secured letters of request to the schools’ division

superintendent and to the principals of selected public secondary schools in

Batangas City to ask permission to conduct the study and to distribute the

questionnaires to the selected respondents.

With the approval of the schools’ superintendent, school principals and

research adviser, the researchers started to personally distribute the test. Proper

instructions were given to the respondents to ensure the accuracy of data gathered.

The questionnaires were left to the respondents to give them an ample time to

answer the items honestly and sincerely. They were informed of the retrieval of

the questionnaire. After collecting the answered questionnaires, data were

analyzed and interpreted.

 38

Statistical Treatment of Data

The data gathered through the administration of questionnaires were

classified, tallied, and tabulated using the following statistical tools:

Chi-square.This was used to denote a statistical method in assessing the

goodness of fit between observed values and those expected theoretically. It was

also used to know if there is significant difference on the factors when the

respondents were grouped based on the profile variables.

Composite Mean.This was used to determine the typicality of the

responses. The responses were given equivalent weighted mean. Corresponding

verbal description for each value provided.

Frequency. This was used to determine the number of observations falling

in a category.

Percentage.This was used to determine the number of responses on the

questionnaire given.

Ranking. This was used to index list of statistical order which is consists of

the original dataset rearranged in order.

Weighted Mean.This was used to determine the respondents’

understanding of human rights and the factors that hinder them.

 39

CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the analysis and interpretation of data collected from

the researcher-made questionnaire and reading from unpublished materials,

journals, books and websites. Each set of data was analyzed and interpreted in the

context of the purpose of the study.

1. Profile of the Respondents

This study determined the profile of the respondents in terms of sex,

parent’s educational attainment, economic status and field of interest through

gathered questionnaire.

1.1 Sex.Table 2 presents the frequency and percentage distribution of

respondents in terms of sex.

Table 2
Profile of G-10 students’ in terms of Sex

Sex Frequency Percentage

Female 206 68.90
Male 93 31.10
Total 299 100.00
 40

Result showed that 206 respondents or equivalent of 68.90 percent of

population belonged to female students than male with 93 respondents equivalent

to 31.10 percent. This only shows that, there are more female students enrolled in

Grade 10.

According to Shakuna (2008), women usually know what they want to do

and how to do it earlier in life. They tend to understand the need to knuckle down

earlier and they take longer view.

1.2 Parent’s Educational Background.It has been contested that

students’ performance in school may have also been influenced by their parents’

educational profile.Table 3 presents the frequency and percentage distribution of

respondents’ parents’ educational backgrounds.

Table 3
Profile of G-10 students in terms of Parent’s Educational Background

Parent’s Educational Frequency Percentage

Attainment
Elementary graduate 26 8.70
High school undergraduate 42 14.00
High school graduate 142 47.50
College undergraduate 29 9.70
College graduate 58 19.40
Master’s degree 2 0.70
 41

Total 299 100.00

The table shows that among the 299 respondents, it was notably seen that

the highest frequency of 142 or 47.50 percent of the respondents’ parents were

high school graduates. It was followed by college graduate with a percentage of

19.40 and a frequency of 58. Then by high school undergraduate with a percentage

of 14.00 and a frequency of 42. Minority of respondents’ parents were college

undergraduate and elementary graduate with 9.70 percent and 8.70 percent

respectively. The lowest response has a frequency of two and a percentage of 0.70

in the total population. This indicates that two of the respondents have parents who

have finished study up until master’s degree.

1.3 Economic Status.Another factor covered in the assessment of

students’ level of understanding on human rights is the respondents’ economic

status. It has been observed that students’ performance can be greatly affected by

their family’s financial status. Table 4 presents the frequency and percentage

distribution of respondents’ economic status.

Table 4
Profile of the G-10 students in terms of Economic Status

Economic status Frequency Percentage

 42

Poor 4 1.30
Low income 33 11.00
Low middle income 39 13.00
Middle income 159 53.20
Upper middle income 26 8.70
Upper income 33 11.00
Rich 5 1.70
Total 299 100.00

It was revealed by the respondents that most of them are in a middle

income family earner with more than half of the population being 53.20 percent or

a frequency of 159.A total of 39 respondents said that they came from low middle

income family earner with a percentage of 13 being next. It was followed by

respondents from low income family earner and upper income family earner with

similar frequency of 33 and similar percentage of 11. Respondents from upper

middle income family earner were 26 and have the percentage of 8.70, while 5

respondents admitted that they came from rich family having 1.70 percent. Least

of the respondents came from poor family with a frequency of 4 and a percentage

of 1.30 in the total population. The results would suggest that majority of the

respondents were from families that had means or enough to sustain their needs

financially.

1.4 Field of Interest.Table 5 presents the frequency and percentage

distribution of respondents’ interests.

 43

It can be gleaned from Table 5 that 172 or 57.50 percent of the respondents

have the interest in social media. It is notably observed that it is more than the

half of the total population, inferring that most of the students have their open

access to the social world. The finding supported the literature written by Jaipuria

et al., by which the authors argued that students love to spend time socializing for

it provide them the freedom to do whatever they want. It may conclude that G-10

students’ understanding on human rights are greatly influenced by their exposure

on social media.

Table 5
Profile of G-10 students in terms of Field of Interest

Field of interest Frequency Percentage

Social media 172 57.50
Outdoor games 58 19.40
Printed materials 29 9.70
Movie and theatre 26 8.70
TV and radio 12 4.00
Travelling 2 0.70
Total 299 100.00

Outdoor games followed with the highest number of frequency having 58

or 19.40 percent of the respondents said that playing engages their interest.This

validated the studyconducted byBento and Dias whom found out that, outdoor

environment offers unique stimulus that captures children's attention and interest.

As observed, most of the students were all active in answering the given
 44

questionnaires after they were informed that it was all about game. It may

conclude that the G-10 students are game enthusiasts.

Another factor that engaged students’ interests are printed materials like

books, encyclopedia and newspapers. These are believed to be highly portable

form of information and can be assessed when, where and at whatever rate and

level of detail the readers desires. Research indicates that for many people visual

processing is faster than auditory processing, making this printed materials an

effective resource.This got a frequency of 29 responses and a percentage of 9.70

Movie and theatre art have a frequency of 26 or 8.70 percent of the total

population.This was followed by few students that have the interest in television

and radio, garnering four percent of the total population with a frequency 12.

Notably, two of the respondents find travelling as their field of interest,

giving specific answer implies that it greatly engage them in finding leisure.

Having the least response, it can’t be denied that travelling can also be an

interesting activity.

2. Level of Understanding

As mentioned in the previous chapters, assessment of students’ level of

understanding on human rights would cover four essential components of

itnamely: civil rights, economic rights, political rights and socio-cultural rights.
 45

2.1 Civil Rights.These are an expansive and significant set of rights that

are designed to protect individuals from unfair treatment; they are the rights of

individuals to receive equal treatment in a number of settings including

education, employment, housing, public accommodations, and more and based

on certain legally-protected characteristics.

Table 6presents the weighted mean and verbal interpretation on the

respondents’ assessment on their understanding of human rights relative to civil

rights.An over-all composite mean of 3.64 indicated that students have very high

understanding on human rights particularly on civil rights.

Table 6
Level of Understanding of Respondents Relative to Civil Rights

Indicators Weighted Verbal

Mean Interpretation
1. Every person has the right to life, personal 3.82 Very High
freedom and security.
2. Every person has the right to privacy. 3.71 Very High
3. Everyone has the right to love and marry for 3.67 Very High
continuity of human race.
4. Just and fair protection of the law is right of 3.66 Very High
everyone.
5. No one shall suffer slavery, torture and 3.66 Very High
degrading treatment.
6. Religious freedom and belief can be expressed 3.65 Very High
by all.
7. Equal civil treatment shall be given to all. 3.63 Very High
8. Every person has the right to travel in and out of 3.61 Very High
the country.
 46

9. Every person has the right to choose nationality 3.61 Very High
and freedom to change it.
10. No one shall be deprived of freedom of thought 3.52 Very High
and expression.
11. People must be informed with domestic and 3.49 High
foreign issues.

COMPOSITE MEAN 3.64 Very High

Respondents have very high understanding on the right of every person to

life, personal freedom and security. This came up with this result because this right

is very common to everyone and the fact that all the respondents are enjoying

it.Everyone has the right to life and according to the international human rights

mechanisms,this right can be violated in a variety of ways, including: deaths in

custody as a result of torture, neglect, the use of force, or life-threatening

conditions of detention, killings by state agents, or persons acting in direct or

indirect compliance with the State. Therefore, a very high understanding unto this

will greatly help learners to protect themselves onto civil right abuse. This right

got the highest weighted mean which is 3.82.

The respondents have a very high understanding on the right to privacy

since everyone seems exercising their right on it. The privacy of these students

may be termed as the right to determine how information concerning the

individual is communicated to others and how that information is controlled. This

refers to the concept that one's personal information is protected from public
 47

scrutiny. In short, every individual/student has the right to keep their personal

information and facts secret until and unless they allow somebody to use it. The

right to privacy obtained a weighted mean of 3.71.

There is a very high understanding to the right to love and marry which got

a weighted mean of 3.67 as assessed by the respondents. This entailed the fact that

even the respondents were just G-10 students they are experiencing their right to

choose and express their love through having friends, their family and even special

someone.

More so, respondents as well have very high understanding on the fact that

no one shall suffer slavery, torture and degrading treatment which got a weighted

mean of 3.66. Everyone has the right to freedom from torture and inhuman or

degrading treatment or punishment. According to the international human rights

mechanisms, this right can be violated in a variety of ways, including: the

deliberate infliction of severe physical or psychological pain by state agents

withthe intention of causing suffering, expelling or returning a person to a country

in which they face a real risk of being tortured or subjected to inhuman or

degrading treatment or punishment.

The Grade 10 respondents have very high understanding on the just and fair

protection because it is not new because it has long been recognized by the

international community as basic human right. Every person accused of a crime

should have their guilt or innocence determined by a fair and effective legal
 48

process. Without fair protection, victims can have no confidence that justice will

be done. Without fair trials, trust in government and the rule of law collapses. This

right to just and fair protection got the weighted mean of 3.66.

This supports the provision of Article 26 ICCPR that establish a general

equality requirement according to which everyone must be treated equally before

the law. In other words, it requires that all laws are applied equally to all people

under the jurisdiction of the state without discrimination.

Freedom of religion and belief are considered by many people and most of

the nations to be a fundamental human right. It was revealed in the table that the

respondents have very high understanding on it from its weighted mean of 3.65.

One’s freedom of religion is different from their freedom of belief.

Freedom of religion is a principle that supports the freedom of an individual or

community in public or private, to manifest religion or belief in teaching, practice,

worship and observance. It also includes the freedom to change one’s religion.

While freedom of belief allows the right to believe what a person, group or

religion wishes, but it does not necessarily allow the right to practice the religion

or belief openly ad outwardly in a public manner.

The weighted mean of 3.63, showed that the respondents have very high

understanding to equal civil treatment.It can be observed that most students gave

equal treatment among their peers. Best example for this is that, there are students
 49

who were gay and still given equal opportunity in different school activities. They

also get along with other students without any problems at all.

Everyone is entitled to travel inside and outside the country. All the

respondents are aware that every human have the right to decide where to live,

work and travel at any given moment. It can be concluded that the respondents

have very high understanding on this right because it resulted to a weighted mean

of 3.61.

Article 15 of the Universal Declaration of Human Rights states that

everyone has the right to a nationality and that no one shall be arbitrarily deprived

of his nationality nor denied the right to change his nationality. The right to

nationality is of paramount importance to the realization of other fundamental

human rights. Possession of a nationality carries with it the diplomatic protection

of the country of nationality and is also often a legal or practical requirement for

the exercise of fundamental rights. Individuals who lack a nationality or an

effective citizenship are therefore among the world’s most vulnerable to human

rights violations. Results showed that respondents have very high understanding

on their right to choose their nationality which also got the weighted mean of 3.61.

It was affirmed that the respondents have very high understanding to

freedom of thought and expression. Aside from the fact thatthis is protected and

ruling under Article III - Bill of Rights, Section 4 of the 1987 Philippine

Constitution, the new generation people or what is called millennialsare very

 50

expressive. Millennials are more liberated because of the influence of foreign

culture through social media. They are wellaware about this right, best example

for these are students from the University of the Philippines, where they express

themselves on issues concerning students’ rights. This right garnered a weighted

mean of 3.52.

Right to be informed with domestic and foreign issues got the weighted

mean of 3.49 and interpreted as high. Notably that this is the only item under civil

rights that got the lowest weighted mean and a verbal interpretation of high. This

reflects to students’ low interest on foreign issues. Though these issues involving

foreign countries can be seen in social media where they are connected, it only

shows that students limited information on these domestic and foreign issues.

2.2 Economic Rights.These are the rights of access to resources that are

essential for the creation, legal appropriation, and market exchange of goods and

services.This section analyzed how the respondents assessed their level of

understanding on human rights in relation to economic rights. Likewise, table

reflected the respondents’ overall ratings on the verbal interpretation of the survey

questionnaire which was discussed hereunder. As presented in the table, it

indicated that economic right has a composite mean of 3.54. The survey conducted

in public secondary schools in Batangas City revealed that the respondents have

very high understanding when it comes to economic rights.

 51

It is worth mentioning that the right to own property garnered the highest

weighted mean of 3.62. It was revealed that respondents have very high

understanding on it. This is because the right to own property is basically the right

that very person has by virtue of being a human being. This is protected as legal

right ranging from municipal to international law. Right to own property is

universal which means that it is applicable to all people.

Table 7
Level of Understanding of Respondents Relative to Economic Rights

Indicators Weighted Verbal

Mean Interpretation
1. Everyone has the right to own property. 3.62 Very High
2. Everyone has the right to economic 3.61 Very High
security.
3. All people have the right to work at the 3.57 Very High
age set by the government.
4. Workers have the right to fixed hours of 3.56 Very High
working.
5. People have the right to desirable work 3.48 High
and to join trade unions.
6. Workers have the right to adequate 3.47 High
wages.
7. No person shall be deprived of the right 3.45 High
to rest and leisure.

COMPOSITE MEAN 3.54 Very High

Grade 10 respondents revealed that they have very high understanding on

the right of everyone to economic security which reflected a weighted mean of

 52

3.61. This came up to this result because they are studying and aiming to finish

their studies for them to have good economic security. A situation of having stable

source of financial income that allows for the on-going maintenance of one’s

standard of living currently and in the near future.

It was assessed by the respondents that they very high understanding on the

right of all to work at the age set by the government and the right to fixed hours of

working. These lead to the weighted mean of 3.57 and 3.56 respectively. This is

because it was already taught to them in their Economic class during grade 9.

Aside from that, it can be seen on some posters and advertisements on job hiring.

Meanwhile, the right of every people to have desirable work and to join

trade unions reflected the weighted mean of 3.48 and respondents have high

understanding on it. This means that respondents already know that every workers/

employees should have favorable working conditions and protection against

unemployment. There is a trade union for the workers to protect and further their

interest. Workers can join on this because of unfair working conditions and to

negotiate wages.

It can be gleaned that respondents have high understanding on the right to

adequate wages with 3.47 as its weighted mean. This is because the respondents’

parents are working to earn salary that allows them to live and support their

family. So there must have an adequate wage to earn good amount of money from

their jobs. People who do the same work should get an even amount of pay.
 53

Whether if it is man or woman doing the same job, there should not be any

discrimination of the sort.

On the other hand, respondents have high understanding on right to rest and

leisure since everyone is entitled tothis right, including reasonable limitation of

working hours and periodic holidays with pay. This obtained a weighted mean of

3.45. It can be noted that students have less understanding about theserights do

compare to the other items under economic rightsand so, it should be given much

emphasis during class discussions. Students should be informed about the

importance of rest and be encouraged to use their liesure time in worthy activities

like socializing through small talks or by playing games.

2.3Political Rights.Political rights are the rights exercised in the formation

and administration of a government. These are provided by the ruling constitution

to all its citizens. These rights give citizen the power to participate directly or

indirectly in the administration.These rights guarantee the positive liberty to

contribute to the process of governing the affairs of society in which everyone

lives. Political rights presume that the government processes should be structured

so as to provide opportunities for political participation of all eligible citizens .

According to the modern concept of political rights, every citizen should have the

right and opportunity, without unreasonable restrictions, to take part in the conduct

of public affairs, directly or through chosen representatives.

 54

This section presented the assessment of the G-10 students on their level of

understanding on human rights specific to political rights. Likewise, the table

reflected the weighted mean and its verbal interpretation of the researcher-made

questionnaires which were discussed hereunder.

The table revealed that G-10 students have very high understanding on both

right to public hearing and on the freedom of opinion and information with

acquired weighted mean of 3.56.This is because of the preceding publicized by

media citing the court trial of Chief Justice Corona and the court hearing of Chief

Justice Sereno against 25 lawmakers who filed a petition against her failure to

declare her Statement of Assets, Liabilities, and Net Worth (SALN) and was

responsible for tax misdeclarations and unauthorized expenses.

Table 8
Level of Understanding of Respondents Relative to Political Rights

Indicators Weighted Verbal

Mean Interpretation
1. No person shall be deprived of freedom of 3.56 Very High
opinion and information.
2. Citizens have the right to fair public 3.56 Very High
hearing.
3. Qualified citizen has the right to participate 3.55 Very High
in government and free election.
4. Qualified citizen under the legal age has the 3.54 Very High
right to vote.
5. Accused person has the right to be 3.53 Very High
considered as innocent until proven guilty.
6. All concerned citizens have the right to 3.47 High
criticize government politics.
 55

7. People have the right to petition and amend. 3.45 High

8. Elected or appointed person has the right to 3.43 High
hold public office.
9. Citizens have the right to oppose the 3.41 High
government in legal processes.
10. Political group has the right to form political 3.40 High
party.

COMPOSITE MEAN 3.49 High

The respondents revealed that every qualified officer has the right to

participate in government and free election evident to the weighted mean of 3.55

with a verbal interpretation of very high understanding. The students understand

this because they are putting their hope in elected government officials. Students

believed that whoever may be elected as officials will bring change to our nation.

They are expected to bring impact to this generation over the course of their

service. People want fair election and they want those deserving officials to be

elected.

More so, it was revealed by the respondents that they have very high

understanding on the right to vote of the qualified citizens under legal age. It

acquired a weighted mean of 3.54. This is because the respondents which were

grade 10 students were mostly 15 years old. And teenagers who are 15 years of

age and registered voter can choose or they have the right to vote in SK elections.

They can choose whom they want to be elected as leader of the youths.

As presented on the table, the right of a person to be considered innocent

until proven guilty got the weighted mean of 3.53 and the respondents acquired a
 56

very high understanding on it. It is because of what respondents watch and hear on

television. News about criminal or administrative cases presented by media are

often entailed with explanations that a person is still innocent until the court serve

its verdict of whether that person is liable or not.

The right of the concerned citizens to criticize government politics got the

weighted mean of 3.47. It can notably be seen that respondents have very high

understanding on it. This is because students nowadays have interest on watching

news in the television. Notice that most of the students today are giving focus on

politics and government that we have. It is where students realized that it is normal

that some citizens logically criticize government officials because of the thinking

that they don’t deserve their position.

Same level of understanding was assessed by the students on the right of

the people to amend and to have petition but, with a little lesser weighted mean

of3.45 as evaluated. This shows that students really understand things around

them. They serve as a critique and act with all their rights as people of the nation.

This also shows that students are active participants of the country because they

are not dependent on what older people say but try to execute thoughts from their

mind where a sort of it is helpful to the nation.

Obtaining a weighted mean of 3 .43 on the right of persons elected or

appointed to hold public office shows that the respondents have high

understanding onto it. Students are aware that it is the right of the person to elect
 57

eligible person of their choice. This is also known as right to suffrage. Obviously,

this shows that civilians are above the officials because they have the power to put

a person in to political position. At the same time, students are also exercising this

particular right during class elections.

Citizens have the right to oppose the government in legal processes and

right to form political party had a weighted mean of 3.41 and 3.40 respectively and

is verbally interpreted as high. Although these rights are above complex for grade

10 students, it is still important that they have wide concepts about political and

legal processes.

Summing up, the understanding of the respondents to political rights

reflected a composite mean of 3.49 which indicates that G-10 students have high

level of understanding on it.

2.4 Socio-cultural Rights. This is the combination of social and cultural

rights. Cultural rights are the rights relative to arts and culture, both understood in

a large sense. This aims at assuring the enjoyment of culture and its components in

conditions of equality, human dignity and non-discrimination. On the other hand,

social rights are those rights arising from the social contract. This section

represents the respondents’ level of understanding in relation to socio-cultural

rights.
 58

As shown in the table, the respondents have very high understanding on the

right of everyone to be recognized as a person where it obtained a weighted mean

of 3.81. This got the highest weighted mean on socio-cultural rights because

everyone is enjoying this. Every individual should basically be recognized as a

person irrespective of their gender, religion, beliefs or any other characteristics

they possessed.

Table 9
Level of Understanding of Respondents Relative to Socio-Cultural Rights

Indicators Weighted Verbal

Mean Interpretation
1. Everyone has the right to be recognized 3.81 Very High
as a person.
2. Community members have the right to 3.70 Very High
participate in the cultural life.
3. All shall have the right to education. 3.68 Very High
4. People have the right to own housing 3.67 Very High
property.
5. Everyone has the right to social security. 3.67 Very High
6. People have the right to live free from 3.67 Very High
any discrimination.
7. Groups have the right to peaceful 3.64 Very High
assembly and association.
8. People have the right to free access to 3.63 Very High
public health centers and hospitals.
9. No person shall be deprived to clean 3.54 Very High
drinking water and food.
COMPOSITE MEAN
3.67 Very High
 59

The weighted mean of 3.70 is an evidence that respondents have very high

understanding on the right of the community members to participate in cultural

life. This supported the study of Dikovic and Letina which states that students

since they are part of the community must cooperate in different community

activities and be active participants of the Human Rights Education activities

whether it is inside or outside the school. Cultural practices such as feast, parades,

and alike that showcase our colorful customs ad traditions are highly respected and

appreciated up onto this day.

Parallel to this, groups have the right to peaceful assembly and association

got a weighted mean of 3.64.This means that respondents’ have very high

understanding with regards to this right. This is because it can be seen on some

protest leaded by some workers as it was shown on social media. Formation of

movements is also being recognizedunder this right for as long as it causes no

harm to any and the interest of the public is not at stake.

Education is important in itself and is often also called a ‘multiplier’ human

right, as the degree of access to education impacts the level of enjoyment of other

human rights.The results showed that the right to education for all has a weighted

mean of 3.68 and interpreted as very high.The right to education involves specific

requirements at different levels of education. Primary and elementary education

must be compulsory and free of charge for all, which will involve considerations

of both direct and indirect costs relating to education. The compulsory nature of
 60

primary education guards against violations of this right by parents or

governments eliminates income-based discrimination and removes incentives for

non-attendance. States should develop a national framework that will

progressively expand and improve the educational system and successively

introduce free education at all other levels, namely secondary, higher, and

fundamental education.

The respondents revealed that they have a very high understanding on the

right to own housing property with a weighted mean of 3.67. This came up to this

result because everyone dreamt to own a house, a house that is a product of their

hard work.Assistance for those unable to work due to sickness, disability,

maternity, employment injury, unemployment or old age is right to social security.

As one of the socio-cultural rights, this corresponds to a weighted mean of 3.67. It

can be seen that respondents have very high understanding on this. Some of the

respondents’ relatives were receiving assistance from the government due to the

fact that they have disability and others are senior citizens.

It can also be gleaned from the table that the right of the people to live free

from discrimination also got the weighted of 3.67 and can be interpreted as very

high understanding. This supports the statement in UNESCO/OHCHR that human

rights education should convey fundamental human rights principles, such as

equality and non-discrimination.

 61

Respondents have very high understanding on right to free access to public

health centers and hospitals which obtained a weighted mean of 3.63. This is

because most community today had their own health centers that give free

medicines and check-ups for the citizens. Also, majority of theFilipino family

today also have accessPhilHealth card which gives benefits in health care and

hospitalization.

The lowest in list which reflected to a 3.54 weighted mean is on the fact

that no person shall be deprived to clean drinking water and food, though this is

stillinterpreted as very high.It is concluded that the reason for having the least

level of understanding among all other items under socio-cultural rights is that the

respondent might believe that the right to clean water and food should no longer

be emphasize since it is too obvious to understand.

As revealed in the study, the assessments gathered a composite mean of

3.67 revealing that the respondents have very high understanding on human rights

particularly to socio-cultural rights. This suggested that respondents have positive

assessment towards their understanding on socio-cultural rights. As seen from the

list, respondents have very high understanding on all the indicators under socio-

cultural rights.

3. Relationship between the Respondents’ Profile and their Level of

Understanding on Human Rights

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This study determined whether there is a significant relationship

between respondents’ level of understanding on human rights relative to its

components and their profile particularly the sex, parents’ educational background,

economic status and field of interest.

Table 10 shows the relationship between respondents’ profile and their

level of understanding on civil rights.

Table 10
Relationship between the Respondents’ Profile and their Level of
Understanding on Civil Rights

Profile variables p-values Computed Decision on Verbal

values Ho Interpretation
Sex .64 .91 Failed to Not Significant
Reject
Parent's .91 4.77 Failed to Not Significant
Educational Reject
Attainment
Economic status .97 4.68 Failed to Not Significant
Reject
Field of interest .02 21.31 Reject Significant

The p-values of .64, .91, .97 for respondents’ sex, parents’ educational

attainment and economic status respectively were all higher than 0.05 level of

significance. This suggested that there was no significant relationship between the

profile of the respondents and their understanding on civil rights with an

 63

acceptance of the null hypothesis. However, the p-value of .02 in students’ field of

interest showed that it has a significant relationship on their understanding on civil

rights. It implies that field of interest can affect students’ understanding on civil

rights.

Table 11, presents the relationship between respondents’ profile and their

understanding on economic rights.

Table 11
Relationship between the Respondents’ Profile and their Level of
Understanding onEconomic Rights

Profile variables p-values Computed Decision on Verbal

values Ho Interpretation
Sex .499 1.39 Failed to Not Significant
Reject
Parent’s .83 5.83 Failed to Not Significant
Educational Reject
Attainment
Economic status .63 9.80 Failed to Not Significant
Reject
Field of interest .16 14.35 Failed to Not Significant
Reject

As gleaned from the table, the respondents’ profile was not significantly

associated to the students’ level of understanding on economic rights. This was

further revealed in the p-values of .499, .83, .63, .and .16 which surpassed the 0.05
 64

level of significance, hence, the acceptance of the null hypothesis. This showed

that there was no significant relationship on their profile and level of

understanding on economic rights.

Table 12, shows the relationship between respondents profile and their level

of understanding on political rights.

It can be gleaned from the table that generally there were no significant

relationships on the respondents’ profile relative to sex, parents’ educational

attainment, economic status and field of interest to their level of understanding on

political rights as could be noted from the p-value of .85, .63, .78, .34. The null

hypothesis of no significant relationship was accepted. This means that the

respondents’ profile has no relation to their understanding on political rights.

Table 12
Relationship between the Respondents’ Profile and their Level of
Understanding on Political Rights

Profile variables p-values Computed Decision on Verbal

values Ho Interpretation
Sex .85 .33 Failed to Not Significant
Reject
Parent’s .63 7.99 Failed to Not Significant
educational Reject
attainment
Economic status .78 8.12 Failed to Not Significant
Reject
Field of interest .34 11.23 Failed to Not Significant
Reject
 65

The relationship between respondents’ profile and their level of

understanding on socio-cultural rights was shown in Table 13.

As shown in the table, students’ level of understanding on socio-cultural

rights was not associated to their sex, parents’ educational attainment and

economic status as these revealed the p-values of .68, .80, .and .86, which

exceeded the significant level of 0.05, leading to the acceptance of null hypothesis.

However, the record also showed that there was a significant relationship between

students’ field of interest and their level of understanding on socio-cultural rights

which implied by the p-value of 0.006.

Table 13
Relationship between the Respondents’ Profile and their Level of
Understanding on Socio-cultural Rights

Profile variables p-values Computed Decision on Verbal

values Ho Interpretation
Sex .68 .78 Failed to Not Significant
Reject

Parent’s .80 6.15 Failed to Not Significant

educational Reject
attainment

Economic status .86 6.97 Failed to Not Significant

Reject

Field of interest .006 24.53 Reject Significant

 66

4. Factors Hindering the Students’ Understanding of Human Rights

Table 14, presents the ranking of factors hindering the students’

understanding on human rights.

Every students need to understand the universal elements of human rights

as a basis of promoting progress, better living conditions and greater freedom. But

the problem is that, not everyone knows their right as a person. Out of twelve

factors that hinder students' understanding on human rights listed on table 14, it

was revealed that late exposure on human rights affect them the most. Overall, it

was evaluated with a frequency of 7.26 as assesed by the students. Though

learners are exposed to social media, it can be concluded that they are surfing on

the trending issues but do focus more on the important issues like human rights,

leading to late exposure on it.

Table 14

Factors that Hinder Respondents’ Level of Understanding on Human Rights

Items Frequency Rank

1. Late exposure to human rights. 7.26 1st

2. References are not portable and easily access. 7.24 2nd
3. Some concepts are not present in real-life situations. 7.01 3rd
4. Undesirable issues that involve human rights. 6.94 4th
5. Unavailability of reading materials and other 6.87 5th
references.
6. Not given emphasis in class discussions. 6.77 6th
7. Beliefs and traditional values. 6.53 7th
8. Low motivation that can engage learning. 6.21 8th
 67

9. Lack of prior and fundamental knowledge about the

6.13 9th
concepts of human rights.
10. Low interest about the topic. 5.79 10th
11. Full of concepts and less of entertainment. 5.55 11th
12. Absence of reliable person who can provide
5.28 12th
sufficient knowledge about human rights.

Portability and accessiblity of references ranked as second factor. These

hinder students’understanding with a frequency of 7.24. Since human right is a

very serious issue and it contains many concepts, it requires references that can

comply all those issues and concepts for it to be accessible. This is one of the

reasons why the researchers proposed to have alternative e-instructional game for

human rights, it aims to cater portable learning tool and give people an easy access

to human rights concepts.

Garnering the third spot, it was revealed that unrealibility of concepts can

hinder students understanding on human rights. The frequency of 7.01 showed that

some concept about human rights are not present in real-life situations, greatly

affects students. The reason why students don't know much about human rights is

that the concepts are broad and are hard to be reflected in real- life situations.

Firsthand experience about human rights has a great impact on the learning of the

students. These real life situations will give opportunity for the students to

enhance and develop their skills and values. This supports the statement given by

UNESCO/OHCHR that activities related to human rights should be practical to

enable them to build human rights principle found in their own cultural context.
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Out of twelve factors that hinder students' understanding on human rights, it

was revealed that the fourth rank with a frequency of 6.94 goes to the undesirabe

issues that involve human rights. Human rights misconceptions are a result of fear,

ignorance and lack of support from the government of the Filipino citizens. This

supports the concepts of Ejercito that Philippines still have problems in terms of

observance and enforcement as human rights abuses are still rampant throughout

the country.

Many teachers especially in public schools are working with at risk

students with very few of the necessary resources to support them. At the fifth

place in the factors hindering the respondents' understanding on human rights is

the unavailability of reading materials and other references, with 6.87 as

frequency. This is due to the government's lack of fund in school supplies and so,

it can affect both the teachers and students. This support the idea of Nacario that

lack of instructional materials is one the reasons identified as contributory to such

condition. There should be an extensive effort to increase the performance of

students, where government can come up with materials that are readily available

for the use of the students. According to Guma, the use of advanced technology in

the class setting is vital in providing opportunities for students to learn more

because it is believed that traditional educational environment is no longer suitable

for the learners of today's society. It would be better if new and modern

technologies will be used in engaging classroom discussions and activities. More

 69

so, as stressed by Tan, learners today are techno-natives. They can easily navigate

and adapt the new technologies our society has and so, should be catered with

such.

Another factor that hinders students' understanding on human rights is that

human rights are not given emphasis in class discussions. It can be seen that this

ranked sixth out of twelve factors given with a frequency of 6.77. This entailed the

fact that even some teachers are not much aware of different rights of human.

They have limited knowledge about its basic concepts, which are of equal

importance. Integrating human rights concepts is also difficult considering its

complexity. It needs an ample time to be discussed thoroughly, which can be a

problem since it should only be integrated and not discuss after all.

Beliefs and traditional values ranked at 7 th spot with the frequency of 6.53.

This is for a fact that one can use traditional values as part of its strategy to build

coalitions to fight discrimination, hostility and violence. Students should know

how traditional values can be a useful tool to promote freedom, dignity and non-

discrimination. 

The knowledge teachers have about human rights is not enough to supply

the knowledge needed by the students. Teaching concepts will not engage students

to be an active listener. It requires effort that will catch their attentions and make it

stay. Unfortunately, this is big challenge and the worst part is, most teachers failed

to make it possible. This is the reason why human rights are not well apppreciated
 70

by students. Among all 12 factors that hinder the students understanding on human

rights, this ranked as eighth with a frequency of 6.21. This is because students see

little value on it in the course or on the content of human rights. Students find

human rights as unimportant and irrelevant in ones lives.

Rank 9 is the lack of prior and fundamental knowledge about the concepts

of human rights. This got the frequency of 6.13. This become a factor hindering

understanding on human rights because there is unavailability of reading materials

and other references about human rights that results to late exposure on it. This is

also the reason why this is not given more emphasis in class discussions.

The frequency of 5.79 showed that low interest about the topic rank 10 on

the factors that hinder students understanding on human rights. Since human rights

are universal, students think it is boring and difficult that results to low interest

and motivation of the students. This supports the study of Elis which students

encounter different difficulties in learning due to lack of interest, poor study habits

and many more.

Full of concepts and less entertainment got the frequency of 5.55, rank 11

on the factors given. This is because the concept of human rights is so broad that

makes it hard and many students initially perceived the topic as boring and

irrelevant to lives.
 71

This country has few social studies teachers who are more competent and

responsible in teaching human rights fluently. Some teachers have doubt to teach

this because of its universality they are afraid to teach wrong. This is the reason

why the absence of reliable person who can provide sufficient knowledge about

human rights is one of the factors that hinder students understanding on human

rights. This factor got the frequency of 5.28 which is the last in rank of all the

factors.

5. Proposed E-Instructional Game for Human Rights Education

Global trends suggest innovation in learning materials to promote

education. Thus, human right is also a global issue, and putting together both, the

researchers come up with an alternative e-instructional game that was based on the

understanding of human rights among Grade 10 students. This game focused on

their assessment on human right components. Composed of different tiles raging

from 1 to 100, this game aimed to increase understanding of human rights onto the

person who is playing it. The fact that it is a game, it also aimed to motivate all

players to develop their sense of awareness on human rights concepts.

Rationale

This study focused on the respondents’ level of understanding on human

rights, in this case the researchers come up to create an alternative e-instructional

game based on their assessment. This e-instructional game is deemed to be

 72

significant to the respondents and to all individual in general. This e-instructional

game would improve their understanding, boast their critical thinking, and

motivate them to learn new things about human rights education. Lastly, this e-

instructional game gives promotion for a deeper appreciation and better

understanding of both human rights and education.

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CHAPTER V

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of the findings, conclusion drawn in the

findings and the corresponding recommendations based on conclusion.

Summary of Findings

The study titled “E-Instructional Game for Human Rights Education”

determined the level of understanding of human rights of G-10 students from

selected public secondary schools in Batangas City. The end goal was to create an

alternative e-instructional game for human rights education.

Specifically, this answered the following questions:

1. What is the profile of G-10 students in terms of:

1.1 sex;

1.2 parent’s educational attainment;

1.3 economic status; and

1.4field of interest?
 74

2. What is the level of understanding of students on human rights

relative to its components:

2.1 civil rights;

2.2 economic rights;

2.3 political rights; and

2.4 socio-cultural rights?

3. Is there any significant relationship between the students’ level

of understanding of human rights and their profile?

4. What factors hinder the students’ understanding of human

rights?

5. What e-instructional game may be prepared?

The descriptive method of research is used by the researchers in conducting

the study with the questionnaire as the data gathering instrument. The subjects of

the study wereoriginally 300 respondents, however, only 299 students returned the

questionnaire. The data were treated statistically with the use of chi-square,

composite mean, frequency, percentage ranking and weighted mean.

Findings

From the information obtained and analyzed, the following are the findings:

1. Profile of the Respondents

 75

1.1. Sex. Majority of the respondents are female with a frequency of

206 or 68.90 percent. Out of 299 respondents, 93 were male. This is only 31.10

percent of the total respondents.

1.2.Parent’s Educational Background. Most of the respondents’

parents are high school graduates having the highest frequency of 142 or 47.50

percent. There are also respondents whose parents who were college graduates as

yielded by the frequency of 58 or 19.40 percent. Fourty-two or 14.30 percent of

respondents’ parents are high school undergraduates while others’ were college

undergraduates. There are respondents whose parents are elementary graduates as

revealed by 8.70 percent or 26 persons.Two of the respondents express that their

parents are able to got a master’s degree.

1.3. Economic Status.Majority of the respondents belong to middle

income family earners followed by the low middle income family earners. The

least of the respondents come from low income earners.

1.4. Field of Interest. Most of the respondents have high interest on

social media. This is followed by the respondents whom are interested on outdoor

games. Other factors that engage the students’ interests are printed materials like

books, encyclopedia and newspapers.

2. Level of Understanding on Human Rights

 76

2.1. Civil Rights. All of the respondents have a very high

understanding of human rights particularly of civil rights. The researchers got the

top three based on their weighted mean. Respondents claim to have very high

understanding of concepts such as to the right to life, personal freedom and

security. The right to privacy with a weighted mean of 3.71 reveals that the

respondents have very high understanding of it. Lastly, a weighted mean of 3.67

which is interpreted as very high understanding of the right of everyone to love

and marry for continuity of human race. Almost all other rights which belong to

civil rights have been interpreted as very high understandingbased on the

respondents’ assessment. Only the right to be informed with domestic and foreign

issues is interpreted with high understanding with a weighted mean of 3.49.

2.2. Economic Rights. As to level of understanding to economic

rights, most of the respondents have very high understanding of the right of

everyone to own property. It has a weighted mean of 3.62. This is highest

percentage among the rights under economic rights.Further, the right of everyone

to economic security has a weighted mean of 3.61 which is verbally interpreted as

very high.Moreover, the respondents have a very high understanding of the right

of all people to work at the age set by the government as reflected in the weighted

mean of 3.57.

2.3. Political Rights. The three main political rights highly

understood by the respondents are right to freedom of opinion and information,

 77

the right to participate in government and free election, and the right to vote with

the weighted mean of 3.56, 3.55 and 3.54 respectively.

2.4.Socio-cultural Rights. The right of everyone to be recognized as

a person obtained the highest weighted mean of all socio-cultural rights. It has a

weighted mean of 3.81 and interpreted as very high. Additionally, the respondents

generally have a high understanding of the right of the community members to

participate in the cultural life. Right to education is also highly understood by the

students.

3. Relationship between Respondents’ Profile and the Level of

Understanding on Human Rights

3.1 Civil Rights. The p-value of 0.64, 0.91 and 0.97 in the

respondents’ profile particularly in the answer of sex, parent’s educational

background and economic status respectively are greater than the 0.05 level of

significance which result to the acceptance of the null hypothesis. The p-value

under the field of interest is 0.02 and shows that there is a significant relationship

between the respondents’ field of interest and their level of understanding of civil

rights.

3.2 Economic Rights. The computed p-values of 0.499, 0.83, 0.63

and 0.16 under the respondents’ profile are greater than the 0.05 levels of

significance. Therefore the decision is to accept the null hypothesis. It simply

 78

indicates that the relationship between the respondents’ level of understanding of

human rights particularly on economic rights and their profile is nonexistent.

3.3 Political Rights. The p-values of 0.85, 0.63, 0.78 and 0.34 under

the respondents’ profile are greater than the 0.05 level of significance indicating

that the null hypothesis is accepted. It generally indicates that there is no

significant relationship between the respondents’ level of understanding of

political rights and their profile.

3.4 Socio-cultural Rights. The p-values of 0.68, 0.80 and 0.86 are

greater than 0.05 level of significance indicating that there is no significant

relationship between the respondents’ level of understanding of socio-cultural

rights and their profilein terms of sex, parents’ educational background and

economic status respectively.While the respondents’ field of interest obtained a p-

value of 0.006 which indicates that there is significant relation between the

understanding of socio-cultural right and the respondents’ field of interest.

4. Factors Hindering Human Rights. This study revealed that low interest

of the topic, low motivation and lack of reliable person that knows about human

right are great factors that affect the G-10 students’ understanding of human rights

concept. It is notable that the respondents’ prior and fundamental knowledge,

beliefs and tradition are also hindrances to their understanding of human rights.
 79

5. E-instructional Game

An e-instructional game is proposed to enhance the students to

enhance their knowledge and understanding of human rights. It has an end goal

of making learning about human rights collaborative, motivational, and relevant

to the demands of the 21st century learners.

Conclusion

Based on the findings, the following conclusion are drawn.

1. Majority of the respondents are female with very high interest in

social media,living in a middle income families and parents who are mostly high

school graduates.

2. Grade 10 students of public secondary schools in Batangas City have

very high understanding of human rights relative to civil rights, economic rights,

and socio-cultural rights. Further,a high level of understanding on political rights

is revealed after the respondents’ assessments have been interpreted.

3. There is no significant relationship between students’ level of

understanding of human rights and their sex, parent’s educational background and

economic status. While there is a minor significant relationship betwwen the

students’ field of interest.

4. There are many factors that hinder the students’ understanding of

human rights. Low interest about the topic, pure concepts, shallow emphasis
 80

during class discussions, unavailability or non-portability of references, and their

beliefs toward human right are just some examples of those hindrances.

5. E-instructional game may be prepared to help students to enhance

their knowledge and understanding about human rights.

Recommendation

Considering the aforementioned conclusion, the following

recommendations are offered.

1. E-instructional materials should include human right contents that

may easily be accessed for educational and entertainment purposes.

2. School personnel and faculty should support, participate, promote

and integrate human rights education using an alternative e-instructional game

together with their students to develop each other’sunderstanding of human

rigths.

3. A more detailed research can be done in the near future to enhance

the literature of this field of study and validate the results of the present study.