DATA CENTER COLLEGE OF THE PHILIPPINES

SENIOR HIGH SCHOOL

LAOAG CITY

THE CONTRIBUTION OF VALUE EDUCATION ON THE LEARNING

PROCESS OF SHS

A qualitative research paper for the Department of Senior High School

Data Center College of the Philippines

in partial fulfillment of the requirements in Research Project

Of Humanities and Social Sciences

Richmond Jake Valdez

Christian Bassig

Dianne Quevedo

Kevin Dave Butay

Paul Nicko Valdez

John Peter Reynon

Ritchelle Gallego
 ABSTRACT

This study focuses on the contributions of Value Education in the learning

process of SHS students. The researchers used reading materials, newspapers, articles,

internet and other materials in gathering information. This research was validated by

the research project instructor of the proponents, MS ELAINE RIOTOC. Based on the

conclusion, the contributions of Value Education was for the good and building of

well-mannered students. The recommendations given to the significant targets, was to

strengthen the promotion of good value not only for students but also for the one who

implements it to them.
 ACKNOWLEDGEMENT

This research was supported by the following:

Supremely, we praised and thank God, for guiding and providing us this

opportunity and granting us the capability to go along successfully.

We would like to squeeze out our heartfelt gratitude to our research adviser

Ms. Elaine Riotoc for her calm advices and continuous support to our study and

research. For her patience, encouragement, and and shared knowledge to us writing

and making this research paper.

To our english critic, Mrs. Marinela Manuel in checking our errors and

grammars.

Eventually, we would like to thank our parents in providing our financial and

non-financial, especially their encouragement throughout this study.

 DEDICATION

The researchers would like to dedicate this study to the following:

We dedicate the project to God Almighty creator, strong pillar, source of

inspiration, wisdom, knowledge and understanding. He has been the source of our

strength throughout this program and on His wings only has soared.

To our loving parents, who taught us that nothing is impossible to someone

with courage and dedication. For the unconditional love, full, support and guidance.

To our teachers, who taught and help us in making this research from the start

until the end.

To our friends, who encourage and help us in making this research.

 CHAPTER I

INTRODUCTION

Background of the study

“Values are the treasure of life, making humans wealthy and rich. Values

bring independence and freedom, expand the capacity to be self-sufficient, and

liberate one from external influences. As we develop values within the self, we

share the fragrance of those values with the world around us, and in this way move

forward to a better world..”Dadi Janki said. Values are elements most effective in

guiding people’s behaviors and shaping their lives throughout their lives. In the

process of education, acquisition of cognitive behaviors is emphasized most,

whereas affective characteristics are ignored as their acquisition takes a long time due

to the fact that it is relatively hard to make children acquire such characteristics. This

study, therefore, aims to determine the effects of the values education curriculum

designed to equip primary pupils with the pre-specified values on pupils’ values-

related cognitive behaviors, affective characteristics and performance. People who

do not have values clear to themselves are not clear with their aims, what they support

and stand against, where they are headed in the future and why. When people’s values

are not clear, they become insufficient in controlling their lives and identifying

criteria for selecting what to do with their time and energy. Thus, the ability to

uphold values is a precious gift given to them. However, very few people have real,

clear and open values (Raths, Harmin, & Simon, 1966). According to Rokeach

(1973), the concept of value may be used to refer to a person’s values or an object’s

worth. A value is an enduring belief that a specific mode of conduct or end-state of

existence is personally or socially prefereable to an opposite or converse mode of

conduct or end-state of existence. And also values serve as standards or criteria.

Similarly, Schwartz (1992) has defined the concept of value as cognitive

representations used for arranging people’s behaviors as well as their biological

needs, and needs related to social interaction or social institutions. According to

Schwartz’s theory, values define as conceptions of the desirable that guide the way

social actors (e.g. organizational leaders, policy-makers, individual persons) select

actions, evaluate people and events, and explain their actions and evaluations. In

this view, values as desirable, trans situational goals, varying in importance, that

serve as guiding principles in people's lives.

As children grow up, the values of homes and communities, interests and

the media become major influences on their personal development, especially in

early adolescence. This is not surprising given the fact that young people are

engaged in a continuous process of exploring, making sense of, and arriving at

their own beliefs, attitudes and values, testing them against the views and actions of

peers, parents and TV (Taylor, 1996)

A quality education perceives humans as a whole and supports education

that feeds the affective domain as well as the cognitive domain (Association for

Living Values Education International & UNESCO, 2006; Taylor, 1996).

Children bring their values obtained through preschool experiences and/or their

families when they start school. The school has two roles here. The first one is to

form and build on the values that children have already started to develop by

suggesting to reveal in the future the set of values in today’s society (such as

equality, or respect for differences); and the second one is to help children reflect
these as well as understand and implement their own values (Buzelli & Johnston,

2002; Halstead & Taylor, 2000).

Values education is an open initiative aimed to provide instruction in

values, value development or value actualization. The question at this point is

whether virtues and proper behaviors should be taught or whether students should

be allowed to decide for themselves what is right and what is wrong (Dale, 1994;

Lickona, 1993; Superka, Ahrens, Hedstrom, Ford & Johnson, 1976). There is no

universal answer to the question “Which values?”. The right values will change from

one society to another. Many educators therefore suggest communities to

become involved in identifying and defining the virtues to be included in curricula. It

has been stated that the identification of character traits that need to be developed at

school needs to be done with the involvement and consensus of students,

teachers, families, and school-parent association (Brynildssen, 2002; Vess &

Halbur, 2003).

Statement of the Problem

This study aims to determine the importance of value education as a medium

to students in Data Center College of Laoag in the S.Y 2020-2021.

Specifically, it sought to answer the following questions:

1. What is value education?

2. What is the contribution of value Education to students ?

3. How effective does value education?

Significance of the Study

Student. This study will help them be their best version of themselves in the future.
Teacher. This study will help them to guide their students to be more responsible and

sensible.

School Administrators. This study will help the administrators to promote and

strengthen the proclamation of Value Education.

Future Researchers. This study could be a basis or source information for their study.

Scope and Limitations

This study focuses on the contributions of Values Education on the learning

process of Senior High School. The researchers will be using reading materials,

internet, newspapers and other materials in gathering data.

Definition of Terms

Value Education. It is an act teaching values to students.

Contribution. Part played or role in an activity.

Learning. A process of knowing or gaining knowledge

 Conceptual framework

Uo
INPUT

PROCESS
1.) Data Gathering
1. Analysis OUTPUT
-research through -Analyze the
The
internet problem and
Contribution of
studies
2.) Review Value
Related Literature Education on
2. Determine the
the learning
contribution of
process of SHS.
value
3.) Knowledge in Education
value education

FEEDBACK
 CHAPTER II

REVIEW RELATED LITERATURE

This chapter presents review of related literature used in this study. The reviews of

related literature have a goal of providing previous studies and information concerned

with the research problems. It consists of: character building, values of character

building, 2013 curriculum and values of character building, and textbook/English

textbook.

A. Character Building

Character based on Foester in Soetarjo (2012: 77) is something that qualified

ones. Character become identities, distinctive feature, constant characteristic, that

contend contingent experience that is always change. So, character is set of values

that become habitual life and become constant characteristic inside the ones. For

example work hard, never give up, honest, simple, and others. Within character,

individual quality is measured. Whereas, the aim of character education is

materialized essential unity of the subject with behaviorism and attitude/value of

life that is possessed.

Foester also said that there are four characteristics of character education.

First, the regularity of interior where every action is measured base on values.

Value becomes normative foundation of actions. Second, coherence that gives

braveness makes the one holding the firmly in principle. Coherence is the

foundation that build believes each others.

Without coherence, credibility will destroy. Third, autonomy, it means

someone internalize the values from the outer become self value by making free

decision without compulsion. Fourth, dependability and loyalty. Dependability is

someone capacity to face what they regard as good. Loyalty is the foundation for

respecting to the chosen commitment.

Character building is the effort to help soul development of the children in the

matter of inner self and outer world. Character building education is the effort to

sprout of and develop good values to the child based on the prevailing moral

(Deni: 2014). Daniel Goleman in Soetarjo (2012; 79) mention that character

education is value education, that covers nine principles of value such as;

responsibility, respect, fairness, courage, honestly, citizenship, self discipline,

caring, and perseverance. He also argues that if this nine principles of value can be

internalize to the student, it can build good character. Based on his research, the

success of individual life is 80% established by his character, and only 20% is

established by his intellectual intelligent. The same result of the research is also

cited by the research that is done by Hardvard University of US (Muslich: 2011).

B. Values of character

Building Values education will help the student realize, experience, and put it

in an integral manner to their life (Deni, 2014). Values education covered

character, values, norm, and morals. Character is the result of inner character.

Inner character based on moral (Muslih, 2011). As the God creation that have

right of free, in moral human have freedom to choose the value and norm become

an orientation of act and behave to their life together with others. So, it is very

clear the correlation between character, values, norm and moral. The value taken

is higher value, glorious, noble, holy, and honest. The norm taken gets close to the

God. Moral gives direction, consideration, and demand to act responsibility as

well as value, the chosen norm. Furthermore, learning character is also learning

value, norm, and moral.

Inculcation approach is an approach that give emphasize in social values to

the student. Based on this approach, the aim of values education is received of

social values by student and the change of social values that is not suitable with

social values they want (Superka: 1976). Other approach that often be used is

values analysis approach. These approaches gives emphasize in the development

of student skill to think logic, by analyze the problem that correlate with social

values. There are two main goals of moral education based on this approach. First,

help the student to use the skill of thinking logic and scientism found to analyze

social problems that correlate with moral values. Second, help student use rational

and analytical process of thinking in concluding the concept about their values.

Based on this approach, there are six step of values analysis that needs to be

attended in character education process.

Step of values analysis Problem solving assignment

Identify and explain the value Reducing the different understanding

about value
Collecting the correlate fact Reducing the different of correlate fact
Examine the truth of the correlate fact Reducing the different of the truth of

correlate fact
Explain the correlation between some Reducing the different of correlation

fact between some fact

Concluding temporary the dividing Reducing the different in dividing

moral moral temporary

Examine the moral principle that is Reducing the different in examining

used in making divide moral principle that is received

 Hill in Muslich (2012) assume that character determines someone’s private

thoughts and someone’s action done. Good character is the inward motivation to

do what is right, according to the highest standard of behavior, in every situation.

Based on that statement, as in Character counts! Coalition (a project of the Joseph

institute of Ethics), there are six pillars of character. The six pillar of character can

be mentioned below:

a. Trustworthiness

b. Fairness

c. Caring

d. Respect

e. Citizenship

f. Responsibility

Daniel Goleman in Soetarjo (2012; 79) mention that character education is

value education, that covers nine principles of value such as; responsibility,

respect, fairness, courage, honestly, citizenship, self discipline, caring, and

perseverance. He also argues that if this nine principles of value can be internalize

to the student, it can build good character. Based on his research, the success of

individual life is 80% established by his character, and only 20% is established by

his intellectual intelligent.

As long as the truth of Daniel Goleman argumentation about nine principles of

value, trough Indonesian nation, the values that give special character of Indonesia

is taken from the values of Pancasila such as; religious, humanism, nationalism,

democratic, and social justice. Poerwati (2013) argued that nation character
building can be done by making student accustomed with moral values and make

them habitual with nation character. In case of emphasizing character education,

Pusat Kurikulum on Pengembangan dan Pendidikan Budaya & Karakter Bangsa:

Pedoman Sekolah year 2009 identified eighteen values that sources from religion,

Pancasila, culture, and the goal of national education (Puskurbuk: 2011). The

eighteen character values are mentioned below:

a. Religious

b. Honestly

c. Tolerance

d. Discipline

e. Work hard

f. Creative

g. Autonomy

h. Democratic

i. Willingness

j. Nation mentality

k. Love fatherland

l. Bear mutual respect with achievement

m. Communicative

n. Peaceful

o. Fond of read
 p. Cares of natural surrounding

q. Social cares r. Responsible

C. 2013 Curriculum and values of character building

Poerwati (2013) mentioned that the orientation of 2013 curriculum is the

achievement of balancing competence between attitude, skill, and knowledge. In

this curriculum include the concept of integrated curriculum. Fogarty in Poerwati

(2013) explains that integrated curriculum is a model of curriculum that

integrating skills, themes, concept, and topics in the form of: single disciplines,

across several disciplines, and within and across learners. As in Fogarty concept

of integrated curriculum, can conclude that there are inter discipline of

knowledge. Marten in Poerwati (2013) stated that moral education and science

education are mutually relevant, both developing virtues and propositional

knowledge as moral decision making is developed with science without

indoctrination. Muslich (2011) assume that integrated curriculum based on

character building aimed to transform the whole man that have character, such as

developing physical aspect, emotional, social, creativity, spiritual, and student

intellectual in an optimal manner. From the statement above it is very clear that

both morals education as in character building and science education correlate

each other.

Hill in Muslich (2012) assumes that character determines someone’s private

thoughts and someone’s action done. Good character is the inward motivation to

do what is right, according to the highest standard of behavior, in every situation.

Based on that statement, as in Character counts! Coalition (a project of the Joseph

institute of Ethics), there are six pillars of character. The six pillar of character can

be mentioned below:

1. Trustworthines

2. Fairness

3. Caring

4. Respect

5. Citizenship

6. Responsibility

There are 18 (eighteen) values that is developed in character education based

on Kemendiknas (the ministry of national education) year 2010 on page 9-10

(Suyadi: 2013). The eighteen character values can be explained below:

1. Religious

Religious is act and attitude in doing religion theory of each person’s

belief, tolerance with other religion devotion, and life together with other

people religion.

2. Honestly

Act that is based on efforts for making her/his self become believable

person on words, act, and work.

3. Tolerance

Act and attitude that bear mutual respect to the difference religion, ethnic,

argumentation, attitude, and act of other person.

4. Discipline
 The act, that indicating acts orderly and faithful to the several certainties

and rules.

5. Work hard

Act that indicating seriously effort in overcomes studies and assignments

obstacles, and finishing assignment as good as possible.

6. Creative

Think and doing something to produce manner and new result from

something they had posed.

7. Autonomy

Act and attitude that is not dependent on other person in finishing

assignments.

8. Democratic

Way of thinking, attitude, and act that giving the same appraisal between

right and obligation of his self and others.

9. Willingness

Act and attitude that always make serious efforts to know deeply of

something they are learned, seen, and heard.

10. Nation mentality

Way of thinking, act, and concept that put the interest his nation and state

above his own interest and groups.

11. Love fatherland

Way of thinking, attitudes, and acts, that show; loyalty, cares, and high

appreciation to the language, physical environment, social, culture,

economy, and politic of the nation.

12. Respect to the achievement

 Act and attitude that push his self to produce something that useful to the

society and he also admit other person’s success.

13. Communicative/friendship

Act that show happy talking, communicate, and work together with others.

14. Peaceful

Attitude, words, and act that make others feel interest and save of his

come.

15. Fond of reading

Habitual of giving times to read several literature that give good deeds for

his self.

16. Cares of environment

Act and attitude that always tries to prevent damage to the environment

and developing efforts to repair nature damage that had happened.

17. Social cares

Act and attitude that always want to give helps to others and society that

need some help.

18. Responsible

Act and attitude to do some duty and obligation that had to be done, not

only his self but also society, environment, state, and God.

D. Textbook/English Textbook English language teaching (ELT) textbooks

play a very important role in language classrooms. Immanuel (2012:5)

states that textbooks are key component in most language program. In

some situations, they serve as the basis for many language inputs that

learner receive and language practices that occur in the classroom. They
 may provide the basis for the content of the lessons, the balance of skills

being taught and the kinds of language practice the students take part in.

The choice of language teaching materials can determine the quality

of learning-teaching procedure. As part of the material used in the language

classroom, the textbook can often play a crucial role in students’ success of

failure (Makundan: 2011). So, it needs more attention for developing material

in the textbook. Parel and Jain mention the criteria of good textbook such as:

a. The book should be according the individual difference of students

b. The book should be according the objectives of teaching English

c. The subject matter should be well graded

d. Exercise work and practical work should be given at the end of the

chapter

e. It must develop moral qualities in the students

f. There should be not very costly g. The paper be qualitative h. The

cover should be attractive and qualitative.

Item 10 emphasizes critical thinking to promote creativity and productivity. It

describes values education as the cognitive base of values development being

integrated into all subject areas. Values education aims to develop skills for rational

thinking and judgments, makes use of the experiential approach and revolves around

four concepts:

• Pagpapahalaga sarili (valuing self);

• Pakikipagkapwa (valuing Others);

• Pagkamambansa (valuing one’s own country); Pagkamaka-Divos (valuing God).

The medium of instruction for teaching values education is bilingual. Either English

or Filipino may be used. In some areas local dialects are used for instruction. “Values

education l” is taught for forty-five minutes daily.

CHAPTER III

METHODOLOGY
 This chapter introduce the research design, locale of the study, population and

sampling, the data gathering and method of research which contains accurate course

of action or methods in the conduct of the research.

Research Design

This study employs qualitative research design. The result of the study would

determine the contribution of Value Education in the process of learning of SHS.

According to Manuel and Medel (n.d), descriptive research as one that describes

records, analyzes and interpret the present nature, composition or processes of

phenomena.

Research instrument

The researchers used reading materials, articles, newspapers and links on the

internet.

Data Gathering

In gathering the data, researchers used secondary research. Collecting

previous articles in the internet, books, newspapers and other materials. In addition,

we evaluated, compared and analyzed the collected findings to get the accurate

answers regarding on the contributions of Value Education on the learning process of

SHS.

CHAPTER IV

RESULTS, FINDINGS, AND DISCUSSION

 This chapter presents the results, findings and discussion of the study. This

study tend to focus of finding out the contributions of Values Education on the

process of learning of Grade 12 students of Data Center College of Laoag S. Y 2020-

2021.

Values Education brought changes on the manners of students in studying in

and out of the campus.

Contributions of Values Education:

1. It gives a positive direction. As students' manners and values built, they

were way far from wrong directions, they are guided to deal with a positive and

successful life in the near future.

2. It builds a good purposive collaborative thinking. Collaborative thinking

means, helping or be with others' side in facing their problems no matter what it could

cost. Students will be selfless or be always willing to help others in the highest peak

of his can.

3. It makes them responsible and sensible. Students are being guided to take

seriously studying, through completing and claiming their dreams on their own will

and strength. It helps them to be kind and humble whatever they accomplished or to

be accomplished.

4. It helps them to understand the perspective of life. Students are being

thought not to take life easy, and stuck on their minds to be tough and willing to take

challenges of life. And also helps them to be open-minded and sensitive in the

society's issues and problems.

 5. It develops a strong relationship with family and friends. Students are

thought to be friendly and nice to family for them to have a meaningful life and have

people to reach on during the times of their hardship and failure. 6. It develops the

character and personality of the students. Good manners and true personality of

students are developed to be fit the society's environment, and not be a toxic one to

others' life.

7. It develops a positive view of life in the student’s mind. Students have been

thought to build a positive life, full of love, happiness and real essence. This could

help them to be logical and accurate in their decisions in life to take the right path.

Importance of Value Education in Schools

Character development: The value education helps the students to develop the

character. This improves the inner personality of the student. The mental level also

improves by this

Personality development: The value education helps the student to develop the

inner and external personality of the student. The physical, social and mental

personality will emerge of the student.

Citizenship education: This includes the social and behavioural aspects of the

students towards citizenship. The ethical values develop towards citizenship of the

student.

DISCUSSION
 Values Education is the heart of education, and the education of heart. This

means it is a double purpose curriculum to build a positive and directive essence of

life for students. With this, hundred percent sure that the students are in good hands

and guidance during their school life. But, school records can deny that there are still

students are brought in the wrong path, and this should where school, including

parents and guardians to toughen their guidance and disciplinary actions with their

students and children.

CHAPTER V
 This chapter presents the summary of the study, findings, conclusions, and

recommendations of the researchers regarding on the contribution of Value Education

on the learning process of SHS.

Summary

The study aims to determine the contributions of Value Education on the

learning process of SHS. The researchers used reading materials, newspapers, articles,

internet and other materials in gathering information.

Through the research, there are different contributions of Value Education,

which was enlisted one by one through analyzing and comparing the sites and sources

we had found out. This study includes also the other related studies which could add

details and supports on the study, for instance the importance of Value Education.

Value Education really brought a huge change in the environment of learning

of SHS students.

Findings

1. Value Education changes the mindset of students.

2. 2. Value Education helps them promote, good value and camaraderie.

3. 3. Value Education builds a kind student physically, emotionally,

spiritually and socially.

4. 4. Before when Value Education not yet proclaimed, there are students who

was raised negatively.

5. 5. Value Education produces well-mannered graduates.

Conclusions
 Throughout the findings, the researchers concluded the following:

1. With or without this Value Education, students will always choose what

path they want to go through, either good or bad.

2. Value Education helps students in good manners not only in school but also

everywhere.

3. Value Education promotes education as a good choice in life.

Recommemdations

Based on the findings and conclusion rationalized, researchers have few

suggested recommendations:

1. They should continue this Value Education.

2. Value Education should not start in school, but rather starts in home.

3. Parents and teachers should guide students wherever they are.

4. Parents should not spoil their children for them not to be hard-headed.

5. Stores should follow the ordinance not to sell minors addicted vices like

cigarettes and alcoholic drinks.

REFERENCES:

https://www.researchgate.net/publication/289138068_Effectiveness_of_Values_Educ

ation_Curriculum_for_Fourth_Grades

http://www.progressiveteacher.in/value-education-in-schools/