Values Education Classes: It’s Impact on Students Behaviour,

Religiosity and Social Relationship

In Partial Fulfilment of a Research Paper

Presented to the Faculty of
The Adventist Academy of
Negros Oriental-Siquijor, Incorporated
Maayong Tubig, Dauin, Negros Oriental

Partial Fulfilment
Of the Requirements for the Subject
Practical Research 2

Kenneth J. Prongco

November 2020
 Republic of the Philippines
Department of Education – Region VII
Division of Dauin
ADVENTIST ACADEMY OF NEGROS-
ORIENTAL SIQUIJOR, INCORPORATED
Mojon, Maayong Tubig, Dauin, Negros-Oriental

SENIOR HIGH SCHOOL DEPARTMENT

APPROVAL SHEET

The Qualitative Research entitled “Values Education Classes: Its Impact on Students
Behaviour, Religiosity and Social Relationship” Prepared and submitted by
KENNETH J. PRONGCO, in partial fulfilment of the requirements for the applied
subject Practical Research 1, is hereby endorsed

JEROME B. JAEL ANN APARECE

LLOREN
Research Advisory Committee Statistician
Date: Date:

Approved in partial fulfilment of the requirements for the applied subject

PRACTICAL RESEARCH 1

JEROME B. JAEL
School Principal
Date
 Curriculum Vitae

Kenneth J. Prongco is a Humanities and Social Sciences Student of Adventist Academy

of Negros Oriental Siquijor Incorporated. He was born on May 22 2003 at Silliman

University Medical Center (SUMC) He is the only child of his mother Gina Prongco and

His Father Alfredo Prongco. He graduated his elementary years at Felipe Tayko

Memorial School (FTMS) and He then started His High School and Senior High School

at Adventist Academy of Negros Oriental Siquijor Incorporated. His Mothers is a

Literature Evangelist and His Father is a Business Owner.

 CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Introduction
Values education is a process of teaching and learning about the ideals that a
society deems important (Department of Education, Science and Training 2005; Lovat
and Toomey 2007; Robb 2008) in an ever-increasing number, many students are entering
school without basic values. Depressing reports of students cheating, lack of self-
discipline, and a lacklustre approach to schoolwork are common (Ryan and Bohlin,
1999).

Education has two different primary goals which is to educate people

intellectually and to teach them to be morally good which is based throughout history.
According to the founding fathers of the United States, democracy has a need for
character education so that the people will develop democratic virtues (Lickona, 1992).
These democratic virtues included respect for individual rights, respect for law,
participation in public life, and a concern for the common good of the country. The Bible
was the source for moral instructions but the differences in which Bible to use arose. This
is where the McGuffey Reader was introduced as a way to teach the virtues of honesty,
hard work, thriftiness, kindness, patriotism, and courage (Lickona, 1993).

Values Education is part of the Adventist curriculum where the objectives are
based toward the observable change in their behaviour, religiosity, and social relationship
this will remain only a presumption unless this study will prove the Impact of the Values
Education among the students here in AANS specifically those students who are studying
here in AANS from grade 7 to grade 11.

Statement of the Problem

The aim of this study is to know the impact of Values Education to students’ behaviour,
religiosity, and social relationship.

1. What is the impact of Values education to the respondents in terms of:

a) Behaviour
b) Religiosity
c) Social relationship

2. How important is Values Education to students?

3. How interested are the students in learning Values Education?

Hypothesis
 There is a significant effect on Values Education Classes to students’ behaviour,
religiosity, and social relationship

 There is no significant effect on Values Education Classes to students’ behaviour,

religiosity, and social relationship

Theoretical Framework
Values education is currently in a state of confusion. The various value theories
seem to have reached their logical and practical limits. Scholarly criticism has
undermined the intellectual constructs which have supported methodology and technique.
In addition, social critics of both right and left have attacked the theories suggesting a
religious and/or political bias. All of this, coupled with a cyclical return to an emphasis
on basic education and on subject matter narrowly conceived, has caused educators to
turn from values education to less miasmic topics
Values education, of course, will not go away. It takes place in and out of
schools whether it is wanted or not. Some thought about educator should do in the
educational process and how that behaviour contributes to the internalization of
pedagogical theory. Yet this thoughtfulness about values education currently is receiving
short shrift. Regardless of the difficulties involve, educators need to examine the
important pedagogical questions and to reformulate their value theories in light of the
best information that can be found. It is time for a new theory of values education
Traditional values education theories have provided a ready answer for these
questions. Children internalize those values someone in authority advocates and teaches.
Traditionalists differ on specifically how this occurs. For some it happens when children
practice these values, when they engage in a process which causes these values to be
used; for others it occurs when children are taught intellectually to accept certain values
or when they are taught the logical behind them. Most traditionalists also see values as
permanent and abiding, transcending time and place. The job of school, therefore, is to
inculcate these values as effectively and efficiently as possible.

Scope and Limitation of the Study

This study is only limited to sample population of students that studied in AANS

from grade 7 to grade 11. The researcher will be using questionnaires to gather

information.

Significance of the Study

Students. Result of this study would prove that students who are studying here
from grade 7 to grade 11 has a change in their behaviour, religiosity, and social
relationship.
Teachers. The outcome of this study would serve as foundation in formulating
schemes or action plans that would help maintain the purpose of values education and its
effects.
 Future Researchers. Findings of this scholarly study will serve as a rich
sources of information which would serve as database for the design and conduct of
future researcher with similar study.

Definition of terms

Curriculum- The courses that are taught by a school, collage, etc.

Patriotism- Love that people feel for their country

Presumption- A belief that something is true even though it has not been proved;

accepting that something is true until it is proved not true

Lacklustre- Lacking in vitality, force, or conviction: uninspired or uninspiring

Schemes- A large-scale systematic plan or arrangement for attaining some particular

object or putting a particular idea into effect.

Database- A structured set of data held in a file or computer, especially one that is

accessible in various ways.

Chapter 2

Values are part of the affective processes (for example, emotions, preferences, moral

principles, wants and desires, motives and tendencies) that direct the behaviour of

individuals and their data processing. In this regard, values play a determinant role for
 both the individual and society in many areas of life: from education life (Lovat et al.

2011; Although children go through the same stages of development, Ellison (2011) also

indicated that children's development may stop as determined by their moral

environment. It is mainly because of these destructive social problems that parents,

sociologists, political scientists and worried citizens have begun to join forces in many

countries to try to reverse a decay in values (Lovat, Clement, Dally & Toomey, 2011;The

main purpose was to influence their lives with regard to characterdevelopment and

character-building. If societies in different countries around the world are experiencing

the many problems they do as a result of the decay of values (Lovat et al., 2011;

There is now a vast store of evidence from research around moral education that the

establishment of such ambiences of learning, together with explicit discourse about moral

and values-oriented content in ways that draw on students' deeper learning and

reflectivity, has power to transform their patterns of feelings, behaviour, resilience and

academic diligence (cf. Hoffmann, 2000;

Character education in American schools has been around since colonial times.

communities
was were small, it was relatively easy for parents to control the content of what

taught
the in school, and what was taught were values based on Christian principles. Because

majority of early
responsible for settlers were Christians, it was natural that the church would be
the schools.
moral and According to Mulkey (1997), school textbooks of 1776 contained 100 %
religious content and parents demanded strict adherence to these values by their children.
As the new country and the beginning of publicly sponsored education developed, there
was
to a trend toward separation of church and school. The transition from church schools
public
Readerschools lasted almost 100 years (Mulkey, 1997). During this time, the McGuffey
became a staple textbook for schools across the country. It included stories from the
Bible along
with
good larger than life stories of heroes, poems, and universal truths to develop students into
citizens.
values ofNever attempting to hide religious overtones, the McGuffey Reader taught
frugality,
1996). cleanliness, honesty, hard work, dedication, patriotism, and obedience (Field,
However,
schools Benjamin Franklin’s Autobiography best exemplifies the virtues that the early

sought to teach; they included temperance, silence, order, resolution, frugality, industry,

sincerity,
1995). justice, moderation, cleanliness, tranquility, chastity, and humility (Mathers,

During the late 1800s, the Catholic community sought financial support from the
government

when
moral they established their own schools, arguing that the public schools based their
teachings
the on the Protestant Bible. This gave way to the changes in character education of

early 20th century. The early 1900s brought a renewed interest in character education in
the public
schools.
In 1916, William Hutchins developed the Children’s Morality Code, which emphasized
the

values ofduty,
reliance, self-control, good health, kindness, truth, sportsmanship, teamwork, self-

reliability,
“good and good workmanship (Mulkey, 1997). This resulted in the formation of

character clubs” throughout elementary and high schools with the hopes that peer
pressure would
be strong enough to ensure the practice of these character traits (Field, 1996).
 Chapter 3

Methods and Procedure

This chapter presents the methods to be used in the study. It also describes the subjects of

the study, the instruments used, procedure of data gathering, and the statistical treatment

of the data.

This study will determine the Impact of values education on students behavior,

relegiosity and social relationship by asking selected students of there own experiences

Methods of Research Used

In this study i will be using survey method because iam only using quistionnaire as my

information gathering method.

Subjects of The Study

In this study 10 old students will be asked to participate in this process. Iam choosing

only old students because they are exposed longer to values education than new students

and of course they will be asked about what is the impact of values education in there

behavior, religiosity and in there socila relationship

Sampling Technique Used

I will be using Judgement sampling because i will be only choosing some old students to

participate in this study

Research Instruments Used

Questionnaire. The questionnaire will be used to asses the selected students perception

on my study.
 Chapter 4
Values Education is part of the Adventist curriculum where the objectives are based
toward the observable change in their behaviour, religiosity, and social relationship this
will remain only a presumption unless this study will prove the Impact of the Values
Education among the students here in AANS specifically those students who are studying
here in AANS from grade 7 to grade 11 or also known as old students. This study would
like to prove that values education classes has positive impact on the students.
Questions Agree Disagree
Values education gets you closer to God. 10-10 0-10
Values educaton improves and helps you build good character. 10-10 0-10
Values education helps you treat others equaly. 10-10 0-10
Values education minimizes bullys. 7-10 3-10
Values education teaches you and helps you respect each other. 9-10 1-10
Values education improves your spiritual life. 10-10 0-10
 Chapter 5

Methods and Procedure

This chapter presents the methods to be used in the study. It also describes the subjects of

the study, the instruments used, procedure of data gathering, and the statistical treatment

of the data.

This study will determine the Impact of values education on students behavior,

relegiosity and social relationship by asking selected students of there own experiences

Major Findings

The result of my study is that almost all of the students thinks that values education has a great

and positive impact on the students.

Summary
The character education program appeared to be well integrated into the curriculum at
this school and was the basis for classroom management and rules. Responsibility and respect
were the two most prevalent changes in behavior identified by the teachers, a claim supported
by
the parent interviews. Another change identified was that some of the students had improved
their attitude toward school or were “happier.” Although this is not specifically a behavior, it
does contribute to how a child behaves and is worth noting. Of the 10 students in the study, 5
stated the teacher was an influencing factor in how they behaved. When asked specifically why
they changed their behavior, four gave credit to the teacher and four gave credit to some aspect
of the character education program. In contrast, the teachers unanimously credited the
character
education program, to some degree, in affecting how the students behaved, whereas the
parents
all mentioned the teacher as being one of the primary factors. Finally, the disciplinary records
indicated improved behavior for 7 of the 10 students in the study. The other three had no
record
of referral for disciplinary reasons. However, the records indicate that referrals to the office
increased once the student left this school.

Conclusion
In conclusion, it appears that the character education program may have had a positive
effect on the behavior of the students in the study based on the perceptions of the
teachers,
parents, and students. The disciplinary records of the students included in the study
support this
conclusion

Recommendation
Based on the results of this study, it is recommended that the character education or
values education program will continue as an integral part of the curriculum of the
school. The results of the study indicated improvement in the behavior of some students
and it appears that the character education or values education program may have been a
primary factor in this improvement.

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