1
Model in Content and Form of thesis in the Institute of Graduate Studies,
Central Luzon State University
ABSTRACT
GALANG, JERIE B. Institute of Graduate Studies, Central Luzon
State University, Muñoz, Nueva Ecija, Philippines, March 1991.
Implementation of the Values Education Program in Selected Public High
Schools in the Division of Nueva Ecija.
ADVISER: Soledad S. Mina, Ph.D.
This study evaluated the implementation of the values education
program in 17 public high schools in Nueva Ecija. Evaluation was conducted
in terms of teacher’s personal profile and the approach, methods and
strategies used in implementing the program.
The respondents of the study consisted of 66 teachers in 17 public
high schools randomly chosen from the public high schools in the Division of
Nueva Ecija. Data were gathered from the teachers through a research-made
and self-administered questionnaire. Data analysis was done using weighted
means, percentage, and standard deviation.
Objectives of the study
Methodology
(Respondents, instruments,
data collection and analysis)
Results of the analysis revealed that 83.33 percent of the teacher
respondents were female with an average age of 36.38 and age range of 2259 year. They were mostly married (72.73%) and bachelors degree holder
(66.66%). Almost (93.93%) all of them were of permanent status. Their
average teaching experience was 10.97 years.
Results
(Data on profile of the teachers,
approaches, methods, and
strategies, evaluation, problems and
suggestions)
Other than values education, they also teach their field of
specialization. Most of them are major in English, History, and Filipino and
they have attended some training in teaching values conducted by the DECS.
(Following the order of the objectives
of the study)
All the schools studied allotted 40 minutes for conducting classes in
values education. The strategies always used in class by the teachers were
story telling, group discussion, and sharing of experiences. Poem analysis
was seldom used.
Grading system was used by most of the teachers in evaluating the
student’s performance. However, many of them felt that giving them grade is
not enough to assess student value development.
All the teachers encountered problems in handling values education
as a subject. These problems were with lack of instructional materials, nonavailability of a separate classroom conducive for teaching the subject, short
class period for the subject, lack of support from school administrator, and
lack of student interest.
Many of the teachers expressed the need for some training
particularly on evaluation techniques and teaching strategies. These training
should, however, be conducted during summer.
In general, the results suggested the program has been
successfully implemented. However, improvements are necessary in
instructional materials and teacher training.
Conclusion
2
Introduction
Values education has been an important aspect that society has
imposed on its constituents formally and informally. In the formal sector,
the school takes the cudgel of inculcating values to the learners. In the
informal sector, the family and society are responsible in developing this
according to the demands of the time, politically, morally, spiritually, and
economically.
Introductory paragraphs putting the
topics on values education in
perspective
Formally, the education sector particularly the schools have been
expected to develop, form, and strengthen certain values that society
demands. Philippine history can attest to the different emphasis in values
that political changes and societal demands have brought about from preSpanish time to the martial law regime.
After the EDSA revolution in February 1986, an urgent need for
social transformation through moral regeneration was expressed by various
sectors of society. A general consensus arrived at was to examine and
strengthen the values education program. This was expected to play a vital
role in the societal transformation of the country. This expectation was
aptly expressed by Dr. Lourdes Quisumbing (1988), then secretary of
education, to wit:
What we need today in our country is not economic
recovery, but moral, spiritual recovery through the formation and
transformation of each and every Filipino through the
internalization of values that our people aspire for by pursuing
quality and relevance.
This propelled the Department of Education and Sports (DECS) to
examine once more its values education program in all levels. This led to
the DECS’ conceptual framework for values development contained in
Department Order No. 6, s. 1988. This order reflected the Filipino thinking
and the values to be developed and strengthened among the learner.
Values education in the secondary curriculum which used to be
integrated in every subject area is now a separate subject although the
integration concept is still maintained. Making values education as a
separate subject is intended to serve the cognitive base for the
development in values. Furthermore, as a separate subject it takes on a
more direct approach to teaching. Values education is now formally taught
in the classroom with the same time slot as any regular academic subject.
Introducing the status of values
education in the high school and
putting the problem in perspective.
3
Statement of the Problem
Handling values education as a separate subject calls for
appropriate, relevant, proper and creative strategies and methods
so that success and favorable results can be achieved. This
study attempted to look into the implementation of the values
education program in the public secondary schools of Nueva
Ecija.
This may pave the way towards making viable
recommendations to improve the values formation approach in
the schools.
General Problem
This study assessed the values education program in
selected public high schools in the Division of Nueva Ecija.
Specifically, it sought to answer the following questions:
1.
What is the profile of the teachers handling values
education?
2.
How is values education implemented in selected
public high schools in the Division of Nueva Ecija in
terms of the following?
2.1 Program schedule
2.2 Content
2.3 Instructional support
2.4 Procedures/Strategies
2.5 Evaluation
3.
What are the problems encountered by teachers in
implementing the values education program?
4.
What are the teachers’ suggestions to improve the
implementation of the values education program?
The specific
problems are stated in
question form.
4
Objectives of the Study
The general objective of this study is to find out how
values education program is being implemented in selected public
high schools in the Division of Nueva Ecija. Specifically, the study
sought to:
1. find out the profile of teachers handling values
education;
2. describe the manner of implementing the program in
terms of:
2.1 Program schedule
2.2 Content
2.3 Instructional support
2.4 Procedures/Strategies
2.5 Evaluation techniques used
3. determine the problems encountered by teachers in
implementing the values education program;
4. determine the teachers’ suggestions for improving
the implementation of values education program.
General objectives based on the
problem and title
The specific objectives are stated in
declarative sentences.
Significance of the Study
Values education is offered today as a cure for the
disease that is eating away the moral fabric of Philippine society.
The findings of the study may give sights to education
policymakers, planners, and school administrators to may serve
as basis for improving the implementation of the program. The
classroom teachers, who are directly involved as the
implementors, may be enlightened by the results and enable them
to enhance their teaching of values in the secondary level.
Finally, the findings of this study will contribute to the few
literature about values education in the Philippine secondary
schools. Also, the results are empirical bases for developing
instructional materials and evaluation strategies in teaching
values education as a subject among adolescents.
This subsection gives the contribution
that the study can give to theory and
practice.
5
REVIEW OF RELATED LITERATURE
This chapter covers a review of literature pertinent to values education.
The review covers rationale of the values education in the Philippine secondary
schools, the issues in values teaching, the content, strategies, and the
evaluation techniques used in measuring the value acquisition of the students.
Some empirical studies done on values education are also presented.
The introductory
paragraph gives the
readers the order of
presenting this
chapter.
Values Education Program in the Philippines
Secondary Schools
The 1989 new secondary curriculum was implemented along with DECS
Memorandum No. 71, s. 1988 ordering the teaching of values education as a
separate subject with time allotment of 40 minutes. The memorandum also
called on teacher volunteers who wished to be trained on teach values
education. Guidance coordinator/counselors were given first priority, followed by
social studies major. Third priority was given to Pilipino majors because the
medium of instruction for values education in the secondary schools is Filipino.
Values education has been underscored but attainment of the program
objectives depends on how it is implemented. According to Meñes (1987), the
best venue in teaching values education is the school, because there is no force
in the Philippine society today that is more pervasive than the school apart from
government and mass media. Formal education wields some kind of power that
shapes the mind and illuminates the souls of the youth, and gives them a sense
of purpose and kindles their imagination and ambition.
Philippine society has always depended upon the teachers for
leadership in almost everything such as in war and in peace, during election,
population education, among others. Now, in the national moral recovery
through values formation, teachers are again in the forefront. No less than
Quisumbing (1988) then Secretary of the Education, has aptly exulted the
teachers when she said, “there is no way to measure the influence of the
teachers and nobody knows where that influence stops.”
Different opinions on the teaching of values were expressed by
educators and researchers. Gaceta (1989) said that every teacher regardless of
subject taught will be a teacher of values. Also, Abuso (1989) claimed some
reservations regarding the teaching of values education as a separate subject
because values transmission comes naturally with the informal mode-verbal
admonition, modeling-drama, ritual play and others. To academize transmission
by teaching values as a separate subject is to negate the natural order of value
transmission which may make students feel that values represent another
learning area requiring mastery of the subject matter.
This subtopic is
presented first
because it follows the
order given in the
introductory
paragraph.
6
The pilot study conducted on values education, gave some
recommendations. Cawagas (1989) in particular recommended the teaching of
values education in all secondary schools and increasing the time allotment of
teaching values from forty minutes to one hour to cover fully the contents of the
values education program. Furthermore, the focus in teaching values to the
different year levels in high school was suggested. Moreover, Miñoza (1987)
recommended that values training is not merely telling the students what is good
and bad conduct but more on reaching but to the minds and the hearts of the
students and letting them find meaning in what they do.
For the first year, the focus is on self in relation to self, others,
community, and God. In the second year, the focus is on others (in relation to
self others, community, and God). The community in relation to self, others,
other communities and God is the focus in the third year, while in the fourth year,
the focus is on God in relation to self, others and community.
Evaluation Techniques Used
Since values education has been mainstreamed in the secondary
curriculum as a separate subject, evaluation of learner’s performance becomes
inherent. Gadia-Soegiarto (1987) said that evaluating a learning progress is an
indispensable part of the teaching process for several reasons. First, it helps
clarify objectives for the learners to make them know what is important to learn.
Second, it provides feedback to the learner, thus keeping them informed of their
progress or lack of it. Third, it gives the learner insights on how they can
improve on their shortcomings. Fourth, it informs the teachers of the extent to
which the learner has achieved desired outcomes. In addition, evaluation is
essential is essential in reporting the learners progress to parents and informing
the public about the effectiveness of school program as part of the school
accountability.
However, values could hardly be evaluated in the cognitive level
because this may result in superficiality. To help ease this difficulty of evaluation
the DECS-PNC team published a training manual (Cawagas, 1988) for teachers
in values education. Among others, this manual contains the instrument for
measuring changes in the behavior of the learners and the grading system to
use in the evaluation.
(Note: Each
paragraph has a
topic sentence or a
general statement
serving as topic
sentence before the
citations in support of
this statement.)
Another topic
sentence for the
second paragraph.
7
Some educators have expressed their concerns on this issue of values
evaluation. Gadia-Soegiarto (1987) suggested that evaluation of effective traits
must be separated from grades which are the academic sanctions of a small
portion of a student growth in school. Also, Ibe (1987) stressed that instruments
used in assessing values must consider three levels: those that measure
awareness of values, those that look into the stage of values acquisition, and
those that are concerned with the practice of the behavior.
Empirical Studies on Values Education Implementation
Some studies were conducted on values education and its
implementation. Padama-Valencia (1988) found out that teacher respondents
gave the highest priority to spirituality, love, economic self sufficiency, social
responsibility, knowledge/truth, health, harmony with nature and
nationalism/patriotism.
The order of preference on the methods used by the teachers in
inculcating values were integration of values in appropriate subject areas
followed by developing values through literature and then modeling. The three
strategies used very frequently were reinforcement of acceptable values, use of
alternative approaches, and enhancement of social responsibility. Furthermore,
Miralles (1987) found out that the teaching strategies in values development
used particularly by the teacher respondents were values clarification and
inculcation, action learning, and values analysis. Moreover, Laureta (1988) in
her study on teacher values in the Division of Ilocos Norte concluded that the
personal value system of the teacher plays a significant role in developing or
forming the values of learners.
METHODOLOGY
This chapter presents the conceptual framework and model of the
research and the methods used in collecting and classifying data. Also
discussed are the statistical tools used in analyzing the data.
The two citations are
introduced by a
general statement
about evaluation of
values as an issue in
values education.
8
Conceptual Framework of the Study
Effective implementation of any program in the educational system
depends much on the implementators: the teachers and the school
administrators. According to Meñez (1987), the best venue in teaching values is
the school as it shapes and illuminates the soul of the learners and gives them a
sense of purpose and kindles their imagination and ambition . . . no other entity
is best qualified to teach the concepts of values than the teacher. Moreover,
Garrison (1965) in his book Psychology of Adolescent underscored that
teacher’s effectiveness in values formation, for adolescent is accounted for by
the following teacher’s attributes:
The Conceptual
Framework
Support and
justification of the
conceptual
framework
1. Clearly defined values;
2. Consistency in these values;
3. Respect for the value patterns that are best learned from the
examples rather than from mottos and rules;
4. Recognizing that learning situations for value patterns are not easily
effective for all learners;
5. Understanding the operation of the learning process in the
development of value patterns; and
6. Understanding the adolescent as a dynamic product of the
interrelation of heredity and environment.
In Philippine society, the multifaceted role of the teacher in the school, in
the community, and the whole country is recognized. Dr. Quisumbing (1988),
then DECS Secretary, claimed that the extent of teacher’s influence is
immeasurable and endless. Thus, these similar and related concepts of teacher
influence on learner’s values formation and development study served as the
take-off paint of this study.
Basically descriptive, this study used the survey research method
supplemented by classroom observations. It described the status of values
education program in the secondary public high schools as affected by the
teachers’ personal and educational background and the implementation
procedures used as shown in the conceptual model of the study (Figure 2).
Connection of the
framework and
the study
9
VALUES EDUCATION PROGRAM
IN SECONDARY SCHOOLS
TEACHER PROFILE
IMPLEMENTATION PROCEDURES
Sex
Age
Civil status
Work status
Number of years in teaching
Year level of VE taught
Educational attainment
Major/Minor field
Other subject taught
Qualification and skills
Program Schedule
Content
Instructional support
Strategies/Procedures
Evaluation techniques
Problems encountered in teaching VE
Perceived training needs
Suggestions for the improvement of the
program
Figure 2. The conceptual model of the study
10
Operational Definition of Terms
The following definitions are given to facilitate the understanding of the
discussion of the data in this study.
Value is anything that is perceived as good and desirable. It is the basis
of judging what attitudes and behaviors are correct and desirable and what are
not (DECS Order No. 6,s. 1988).
Values Education is the subject offered in secondary schools aimed at
developing and forming the desirable attitudes and behaviors among students.
Civil status refers to teachers’ present status whether single, married or
widowed.
Work status refers to teacher’s appointment as permanent, temporary or
substitute.
Numbers of years in teaching pertains to the respondent’s total number
of years of work experience as a teacher.
Duration and Locale of the Study
The study was conducted during the school year 1990-1991. Seventeen
national high schools in Nueva Ecija were involved. Twelve of these were
former national high schools and five were provincial high schools.
Period and site of the
study
Respondents of the Study
The study involved 71 teachers of values education in the 17 high
schools of Nueva Ecija. Only the teachers of values education in the first and
second year levels in high school were included because the third and fourth
year levels have to implement it in school year 1991 and 1992, respectively.
Nature and member
of the respondents
11
Instrumentation
A researcher-designed questionnaire was used in data gathering. Part I
was designed to draw information about the teachers’ profiles and Part II was
made to obtain information on the implementation of values education. The
information was in terms of program schedule, instructional support, content,
strategies/procedures, evaluation techniques used, the problems encountered by
teachers in teaching values education, the perceived training needs of teachers,
and their suggestions for the improvement of the program. The questionnaire
consisted of structured and open-ended questions.
Identification of the
instrument used and
its contents.
The questionnaire was pre-tested among selected teachers of values
education in the barangay high schools of Palusapis and Licab and in the high
school department of San Sebastian school in Muñoz, Nueva Ecija. These
schools were not included in the final data collection.
Indication of
pretesting because
the instrument is not
a standard
instrument
Data Gathering Procedure
Date relevant to this research were collected through the use of a
questionnaire. Also, an interview was conducted among selected students and
teachers of values education to gather some of their views on the teaching of the
subject. Furthermore, classroom observation was done to validate the
responses given by the teachers and students and gain more insights on how
the program is being implemented.
Description of how
the data were
collected and
additional data
collection techniques
The questionnaires were personally distributed by the researcher with
the help of some teachers handling values education. Questionnaires that were
not immediately retrieved were left behind but with an arrangement to retrieve it
after two days.
Who collected the
data
Of the 71 questionnaires distributed, 92.96 percent was retrieved. The
teachers who did not return the questionnaires were not around when the
researcher returned for them.
How many
questionnaires were
retrieved and why.
12
Methods of Data Analysis
The data of this study were analyzed using various descriptive statistical
tolls such as frequency counts, weighted means, percentages, and standard
deviation. All analysis were performed by micro computer using the Statistical
Package for Social Science PC + student ware
Indication of the tools
of analysis
RESULTS AND DISCUSSION
Background Information of the Respondents
The variables on personal background considered in this study were the
respondents’ sex, age, civil status, number of years in teaching, year level
taught, educational attainment, subjects taught other than values education,
skills and trainings/seminars attended. Data on these are presented in Table 2.
In answer to
objective No. 1
Introductory
paragraph about the
data collected from
the respondents
putting the topic in
perspective
Sex
Findings showed that majority of the respondents were female and 16.7
percent were male (Table 1). This results shows that teachers who are handling
values education in the high schools studied are predominantly female can be
due to the predominance of female teachers in the teaching profession. Similar
result was obtained by Mina (1985) who found out that out of the 197 teacher
respondents, 64 percent were female
Finding serves as the
topic sentence of this
paragraph. The
other sentences are
explanation or
interpretation of the
researcher about the
finding.
This citation is used
to support the finding.
13
Table 1. Personal background of the respondents
===============================================================
PERSONAL BACKGROUND
FREQUENCY
(N=66)
PERCENT
_
Sex
Female
Male
55
11
83.3
16.7
48
15
3
72.73
22.73
4.54
62
3
1
93.94
4.55
1.51
31
24
11
47.0
36.
16.7
Age
x = 36.38
S.D. = 8.39
Range = 22-59 years
Civil Status
Married
Single
Widowed
Work Status
Permanent
Temporary
Substitute
Number of Yrs. in Teaching
x = 10.97
S.D. = 7.69
Range = 1-34 years
Year Level of Teaching VE
First Year
Second Year
Both
This table is
presented after it
is cited in the
preceding page
not before it is
cited.
14
Table 2. Continued . . .
===============================================================
PERSONAL BACKGROUND
FREQUENCY
(N=66)
PERCENT
Their Response Whether They
Teach Other Subjects Besides Values Education
Yes
No
46
20
69.7
30.0
Other Subjects Taught
English
11
16.7
Science
8
12.1
Elective
7
10.6
Social Studies
5
7.6
Home Economics
4
6.1
Math/Geometry
3
4.5
Physics
2
3.0
VDT/CAT
2
3.0
PEHM
1
1.5
Practical Arts
1
1.5
Filipino
1
1.5
Chemistry
1
1.5
No Answer
20
30.0
===============================================================
Age
The age of the respondents ranged from 22 to 59 years with a mean of
36.38 years and a standard deviation of 8.39. This finding indicated heterogeneity
in the age of the teachers who were handling values education in the schools
studied. They were widely scattered in terms of age. The result means that the
values education teachers are either young or old.
Civil Status
Table 2 reveals that only 22.73 percent of the respondents were single
while majority or 72.73 percent were married during the conduct of the study. This
was expected since most women get married at the age of 20 to 24 years old or
after they get a permanent job (Philippine Yearbook, 1985).
Interpretation of
the result on age
Finding on civil
status of teachers.
Supporting
document to
explain the finding
on civil status
15
Work Status
As regards the tenure of teachers handling values education, majority
(93.94%) claimed of permanent appointment. Only 4.55 percent indicated of
temporary status while one was a substitute (Table 2).
The finding implies that teachers of values education are considerably
secured in their job and that most of them enjoy the benefits of being permanent.
Apparently, most of the respondents are civil service eligibles otherwise they cannot
be granted a permanent status by the government through the civil service
commission.
Finding on work
status
Implication of the
finding and
inference of the
researcher
(Note: The other data about the teachers were similarly presented,
discussed and supported by literature reviews. These are too long to include here)
Implementation Procedures of Values Education
In answer to
Objective No. 2
The variables on procedures included program schedule, instructional
support received, content, strategies in teaching the subject, evaluation techniques
used, and problems encountered in teaching values education. Also included were
the teachers’ suggestions for improving the implementation of education program.
Paragraph
placing the topic
in perspective
Program Schedule
The data in Table 5 reveal that all schools have a uniform schedule in
teaching values education in the Division of Nueva Ecija. Class meeting is daily for
40 minutes. This result indicates that public high schools in the province strictly
follow the DECS memorandum No. 7, s. 1988, though most of the respondents
claimed that the time allotted was not sufficient in teaching the subject. This claim
supported the recommendation of Cawagas (1989) lengthen the class period from
40 minutes to one hour even if class meetings have to be every other day.
In answer to
Objective 2.1
Finding,
Interpretation,
and
supporting
literature review
16
Perceived Problems that Affect Most
The Implementation of Values Education
A follow-up open-ended question was asked of the respondents regarding
the particular problems that might have affected most the implementation of the
values education program. Basically the findings were supportive of the finding
obtained in the structured questions. Mostly mentioned were those concerning
instruction such as insufficient time in teaching the subject, lack of teacher’s training,
lack of instructional materials, lack of suitable classrooms, and too much work of
teachers.
Other problems cited were lack of support from administrators, lack of
student interest, and the bad effect of “jueteng” and other vices. Except for the last
one on effect of jueteng (gambling), the same problems cited in the structured
questionnaires were given in answer to this open-ended question.
Introductory
sentence
Findings describe
are described
Supporting
literature
These findings were similar to those previously obtained. Padame-Valencia
(1988) found out that the four significant problems of the values education teachers
studied were lack of appropriate materials, in-service training of teachers and
coordination among teachers.
Training Needs of the Teachers in Values Education
Table 12 shows that most of the teachers (89.4%) expressed the need to
have more trainings and seminars on values education. Only seven (10.6%) of
them did not see any need for training. This shows that the latter are already
satisfied with the training that they already attended.
Findings
The finding implies that seminars/trainings that have been conducted had a
good impact on the values education teachers. However, these trainings attended
may not be fully sufficient as claimed by the teachers. The trainings might have
been one-shot deal and not suitable.
Implications and
interpretation
Those who expressed the desire to have more trainings/seminars said they
wanted to be trained on evaluation techniques (68.2%) and teaching strategies
(63.6%). Some teachers also expressed their desire to have more trainings on the
subject matter or content.
The results suggest that some teachers do not have full grasp or
understanding on the content of the subject. Furthermore, the teachers are
dissatisfied with the present system of evaluating achievement in values. Most of
the values education teachers find difficulties in assessing students’ achievement.
Similarly, their knowledge on teaching strategies for values education needs
improvement. This inadequacy shows sustainable trainings about skills building for
values education teachers are wanting.
Interpretation
17
Suggestions for the Improvement of the Program
Majority (57 or 86.4%) favored the teaching of values education as a
separate subject than integrating with other subjects (Table 13). Few suggested
separation of the subject at the same time integrating in other subjects (13.6%).
This means that they favor the present set-up of the SEDP curriculum for values
education. The result contrasted with Abuso (1987) who did favor teaching values
as a separate subject as this can negate the natural order of values transmission
which must come along naturally.
In answer to
problem No. 5
Finding
Interpretation
Use of
literature in
the discussion
of result
18
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
Summary
This study aimed to evaluate the implementation of the values education
program in the public high schools in Nueva Ecija. Evaluation was focussed on
teacher profile, program schedule, content, instructional support, procedures and
strategies, evaluation techniques, problems of teachers in teaching the program,
and their suggestions to improve the implementation of the program.
Objectives
and variables
studied
Data were gathered through a structured questionnaire distributed to the
teacher respondents in the 17 public high schools randomly chosen. Aside from the
questionnaire, unstructured interviews to some of the teacher-respondents and
students were conducted to confirm data drawn by the self-administered
questionnaire. Appropriate descriptive statistical tools such as means, percentage,
and standard deviation were used in analyzing and interpreting the data gathered
through the questionnaire.
Methodology
(Instrumentation)
(Respondents)
(Data collection
techniques)
(Data analysis)
Majority of the teachers in values education were female with an average
of 36.38. They were mostly married, of permanent status, bachelors degree
holders, and had a mean of 10.97 years of teaching experience.
Answer to
Problem No.
2.1 and 2.3
Most of the teachers teach other subjects besides values education, and
only 30.3 percent teach values education only. Furthermore, most of them are
major in English, History, and Filipino and engaged in co-curricular activities like
being athletic coaches and school paper advisers. Almost all attended trainings in
values education conducted by DECS and some were able to attend more than one
training. These teachers have serve as trainors in their own respective schools.
All the schools sampled had uniform schedule in teaching values education
daily for 40 minutes. The instructional materials received from DECS were rated
fairly adequate and useful.
In general, most of the content of values education were perceived as very
important except independence which was perceived as only important. Rated
highest among these were responsibility, progress, respect, and friendship.
Problem No
2.2
The strategies always used in teaching values education were story telling,
group discussion and sharing of experiences. Poem analysis was seldom used.
Problem No
2.4
As regards evaluation, 97 percent use the grading system given by DECS;
however, 51.5 percent expressed that the present system may not be sufficient in
assessing values development. Other means of evaluating students achievement in
values education were suggested.
Problem No.
2.5
19
The most common problems encountered in teaching values education
were too much workload, lack of instructional materials, and unavailability of a
separate classroom conducive for teaching values education. Majority of the
teachers also expressed the need to have more training/seminar particularly on
teaching evaluation techniques and teaching strategies. Moreover, they preferred to
have training during summer vacation followed by workshops on weekdays. Least
preferred was the holding of workshops/ seminars during weekends.
The particular problems that might affect most the implementation of the
program according to the respondents were insufficient time given in teaching
values education, lack of support from the school administrators and lack of student
interest on the subject.
Problem No. 3
Problem No. 4
Conclusion and Implications
Generally, values education teachers are dominated by women who are
married and experienced in teaching. Most of them are of permanent appointment
because they are teacher’s board examination passers.
While most of the teachers are not qualified to teach values education because
of their major field of specialization, most of them have undergone training in values
education. Despite the training undertaken, however the same need was identified
aside from the inadequacy of instructional support. This means comprehensive support
system is needed for the values education program to effectively attain its objectives of
moral recovery among the Filipinos youth.
Generalizations
and
Implications not
data as in
summary
Recommendations
The following recommendations are given based of the findings of this study.
1. The DECS should provide grant in-aid scholarship for those who want to
pursue their studies in values education. Since most of the teachers in
values education were bachelor’s degree holder nor major in values
education or allied fields, they must be encouraged to pursue their
masteral degree and specialize in values education while sustaining the
trainings for them.
2. More seminars/trainings, particularly on strategies of teaching, and
evaluation techniques are highly recommended. This should be initiated at
the school of division level to make the values education teachers
proficient and creative in their teaching of values education. Coordination
and support between teacher and school head in these should be
strengthened.
3. Since values education is activity-oriented more time should be allotted to
accomplish the activities appropriate for the subject. Instead of meeting
daily, classes may meet three times a week but with longer.
Recommendations
for the gap in
values education
specialists.
For the gaps in
trainings and lack
of support
For gap on length
of class hour
20
LITERATURE CITED
ABUSO, J.E. 1987. The limits and possibilities of values education:
An anthropological perspective. Education Quarterly, 36 (3
& 4): U.P Diliman, Quezon City.
ALCANTARA, R.D. 1988. Trainor’s Manual and Readings for
Values Education in the Secondary Schools. Philippine
Normal College. Manila.
_____________. 1988. Values education in the Philippines.
Manila: Philippine Normal College.
CAWAGAS, V.F. 1988. A New program in the Philippine
Secondary Schools. Trainors Manual for Values Education
in Secondary Schools. Philippine Normal College.
DEL ROSARIO, P. 1987 Values in excellence. Trainors Manual for
Values Education in Secondary Schools.
Manila:
Philippine Normal College.
ESTRADA, T. 1983. Relationship of character education lessons
with moral values.
Unpublished master’s thesis,
Pangasinan State University, Bayambang, Pangasinan.
GACETA, A.C. 1987. New direction in values education:
perspective from teacher education. Education Quarterly,
24 (3 & 4) U.P. Diliman, Quezon City.
GARRISON, KARL. 1965. Psychology of Adolescent. Sixth Edition.
New Jersey: Prentice Hall Inc. p. 185.
GOROSPE, F.L. 1989. Evaluation strategies in values education.
Trainors Manual for Values Education in Secondary
Schools. Manila: Philippine Normal College.
IBE, M.D. 1989. Evaluation of values and values education.
Trainors’ Manual for Values education in Secondary
Schools. Manila: Philippine Normal College.
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Space inbetween entries are double
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