research title about values education in the philippines

IMPACT OF VALUES EDUCATION IN DAILY LIVES OF STUDENTS: A QUALITATIVE STUDY

• Elaine C. Gomez + −

This study addresses important concerns about the application, effectiveness, and impact of values education on student success as it examines the varied impacts of this kind of instruction on students' academic, social, and personal growth. In addition, the research looks at practical methods teachers use to instill moral principles in the classroom. It explores the critical elements that lead to students' success, highlighting the influence of personal values on learning strategies and scholastic performance. Additionally, it lists the core principles that elementary school students should uphold and emphasizes their importance in developing successful students and morally upright adults. Moreover, the study outlines the most effective ways to incorporate values education into school curricula, with a focus on ways to involve every member of the school community and foster an inclusive, happy environment that upholds the lessons taught. Furthermore, the study explores the critical elements that support values education programs' ability to help students develop positive social skills and personal behaviors. It emphasizes the critical roles that effective teacher involvement, dedicated staff, and school leadership play in this regard. In this study, the approach was descriptive research. The researcher actively engages the participants in a face to face in-depth-interview and focus group discussion. The study aims to explore the impact of values education. It was revealed three themes, Personal Development Factors, Academic Development Factors, Social Development Factors.  The school practices implementing values education program and the positive gains of values education programs in school. Six sub-themes were mentioned number one table: (i) Creation of Supportive Environment, (ii) Classroom Environment Accepting Diversity, (iii) Encouragement of Responsibility and Diligence, (iv) Promotion of Social Harmony, (v) Understanding of Cultural Diversity. In school practices in promoting values education programs. Additionally, in table number two, lots of themes were revealed. They are promotion of positive outlook, personal values in learning approaches, expectations at primary level, and relevant values in curriculum. Five sub-themes were mentioned like creation of supportive environment, classroom environment accepting diversity, encouragement of responsibility and diligence, promotion of social harmony. Lastly, understanding cultural diversity. In table three, positive gains in values education programs in school identified different aspects as themes, Spiritual Gains, Professional Gains, Social Gains, Psychological Gains, Emotional Gains and Educational Gains. Lots of sub-themes were mentioned.

Keywords: Academic, Social and Personal Growth, Personal Values, Values Education Program, Positive Social Skills, Students Success

The Effects of Teaching Values Education on the Behavior of Grade-7 Students at San Bartolome High School

• Mary Joy B. Base
• Maykei A. Dinogan
• Jhessthine P. Crisostomo
• Marry Joy M. Ibanez
• Jason S. Rufo
• Amelia S. Ablen, Ph.D

Values Education is the aggregate of all the processes for a person to develop his/her abilities, form positive behavior and values in the society where he/she lives. This study aimed at knowing the effects of teaching values education on the behavior of grade 7 students since values education is considered as an appropriate modality in solving the existing problems in our society and in dealing with attitudes of students nowadays. The researchers used descriptive statistics in collecting and interpreting the data. Purposive sampling technique was used to determine the 30 respondents and they were made to answer validated teacher-made questionnaires. The percentage was used to analyze the data on the profile of the respondents; weighted mean used to determine the average strategies used by the Values Education teacher in terms of the lecture method, role model, and use of technology; lastly, all the computed data were ranked according to their order. The findings of the study revealed that the majority of the respondents are female, with the age of 12 years old, and have 2 to 3 siblings. The strategies affect the behavior of the respondents such as doing assignments and projects, calling them by name, saying ma’am or sir, showing kindness and helpfulness, and participating and observing the work of the organization and group were interpreted as always. Teaching values education had a greater effect on the behavior of the students. Based on the findings, the study recommended the different strategies promoting values education like providing reading materials to raise values and giving examples of moral dilemmas to enhance their decision in making the right choice. The parents should give more time to guide their children on how to behave and give advice that will help them become good individuals. The teachers need to attend seminars and workshops that will enhance their knowledge about teaching values education on the behavior of the students.

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Home ⇛ international journal of multidisciplinary: applied business and education research ⇛ vol. 2 no. 12 (2021), strategies and approaches in teaching values education among public secondary school in the division of zambales.

Domingo C. Edaño | Christine Joy Q. Meer

The research aimed to look into the strategies and approaches in teaching values education among public secondary schools in the Division of Zambales, SY 2020-2021. The researcher used the quantitative descriptive-survey research design with questionnaire as the main instrument in gathering data from the population of three hundred (300) values educational teacher. The study revealed that the majority of Values Education teachers are female. The teachers always used Inculcation Approach as strategy in teaching Values Education. The respondents strongly agreed that the strategies in teaching Values Education was the most difficult dimension in teaching Values Education. There is significant differences on age and religious affiliation towards inculcation approach and significant on age towards Awareness Approach. No significant differences on moral reasoning approach, value clarification approach and evocation approach. Moreover, it was found that there is significant difference on age towards difficulty on contents while no significant differences on strategies and assessment respectively. There is negligible relationship between the academic performance and the strategies and approaches used in teaching values education. There is negligible relationship between the academic performance and the difficulties in teaching Values Education. The training design is hereby proposed entitled: Training Design in Values Education on Teaching Strategies and Approaches Amidst COVID 19-Pandemic. Based on the salient findings, the researcher recommended that head teachers and teachers in Values Education should make innovations on how Inculcation Approach in teaching the subject be more useful and effective; head teachers, principals, education specialist on Values Education of Division of Zambales may focus their In-service Trainings ways how teachers enhance the utilization and effectiveness of approaches; the teachers should look and utilize suitable techniques for Inculcation, Moral Reasoning, Awareness, Value Clarification and Evocation approaches; and head teachers and teachers are encouraged to attend national and international trainings and seminars for better understanding and improved skill in selecting appropriate strategies, on the development of learning content and assessment procedures in Values Education.

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Values/Moral Education: Current Conceptions and Practices in Philippines Schools

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