Professional Documents
Culture Documents
Partial Fulfilment
Of the Requirements for the Subject
Practical Research 2
Kenneth J. Prongco
Rodchel P. Olantigue
Phoebe Fernandez
May 2021
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 Quantitative 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 2, is hereby endorsed
JEROME B. JAEL
School Principal
Date
Curriculum Vitae
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
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).
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.
a) Behaviour
b) Religiosity
c) Social relationship
Hypothesis
There is a significant effect on Values Education Classes to students’ behaviour,
religiosity, and social relationship
Definition of terms
Presumption- A belief that something is true even though it has not been proved;
Database- A structured set of data held in a file or computer, especially one that is
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. When communities were small, it was relatively easy
for parents to control the content of what was taught in school, and what was taught were
values based on Christian principles. Because the majority of early settlers were
Christians, it was natural that the church would be responsible for the schools. According
to Mulkey (1997), school textbooks of 1776 contained 100 % moral and 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 a trend
toward separation of church and school. The transition from church schools to public
schools lasted almost 100 years (Mulkey, 1997). During this time, the McGuffey Reader
became a staple textbook for schools across the country. It included stories from the
Bible along with larger than life stories of heroes, poems, and universal truths to develop
students into good citizens. Never attempting to hide religious overtones, the McGuffey
Reader taught values of frugality, cleanliness, honesty, hard work, dedication, patriotism,
and obedience (Field, 1996). However, Benjamin Franklin’s Autobiography best
exemplifies the virtues that the early schools sought to teach; they included temperance,
silence, order, resolution, frugality, industry, sincerity, justice, moderation, cleanliness,
tranquility, chastity, and humility (Mathers, 1995). During the late 1800s, the Catholic
community sought financial support from the government when they established their
own schools, arguing that the public schools based their moral teachings on the Protestant
Bible. This gave way to the changes in character education of the 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 of self-control, good health, kindness, truth, sportsmanship, teamwork, self-
reliance, duty, reliability, and good workmanship (Mulkey, 1997). This resulted in the
formation of “good 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
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 we are using online survey method in conclusion that we will not be
able to hand personally the questionnaire to the students because of the pandemic.
This will be the way in order to be this study will be succeeded.
Subjects of The Study
In this study 20 random students will be asked to participate in this process. We
choose random students in senior high because we know that they have thoughts on
this and they are exposed longer to values education.
Sampling Technique Used
We will be using Judgement sampling because we will be only choosing random
students in senior high to participate in this study
Research Instruments Used
Questionnaire. The questionnaire will be used to asses the selected students
perception on our study.
Chapter 4
Presentation, Analysis and Interpretation of data
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 different level but this time let's focus on the senior high school
students alone also known as grade 12 and 11 whom we given the questionnaire they
need to answer. This study would like to prove that values education classes has positive
impact on the students.
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
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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Table of Contents
CHAPTER 1
Introduction
Statement of the Problem
Hypothesis
Theoretical Framework
Conceptual Framework
Scope and Limitation of the Study
Significance of the Study
Definition of Terms
CHAPTER 2
Review of Related Literature
CHAPTER 3
Methods and Procedure
Methods of Research Used
Subjects of the Study
Sampling Technique Used
Research Instrument Used
CHAPTER 4
Presentation, Analysis, and Interpretation of Data
CHAPTER 5
Methods and Procedure
Major Findings
Summary
Conclusion
Recommendation
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