CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Delivering values education to the individuals and examining their value systems during

behavior change is an indispensable part of education. Values make people live together and

have common grounds. Philippine values is defined by the way of people live their life as an

influence of one’s culture. Philippines, having been an archipelago, have not become a hindrance

towards having a single values system throughout the country. The Filipinos have been exposed

to different cultures for a number of centuries (Chafee, 2001). Over the years, however,

intermarriages and other social influencing factors have resulted to the virtual alteration of the

Filipino culture.

Many social scientists opine that the values of the people of a country are shaped to a

considerable degree by its culture. Through the years, the values of the Filipinos, especially the

youth, have undergone some transformations as a result of what has been branded as the

westernization of the Filipino culture. Just how much the Filipino values have changed has

remained satisfactorily unanswered.

One important academic undertaking that can be made is to conduct preliminary

investigation on some Filipino values held both by parents and their children.

There is a need to determine if the parents uphold the same values as their children

considering the fact that the latter have been exposed to many things that their parents did not

experience in their younger years.

1
 While it has been an accepted fact that children usually first learn and acquire values

taught to, and instilled in, them by parents at home, it has also been observed that these values

are modified or even changed once the child get exposed to many influencing factors outside.

The child learn new things in school, from friends and peers and even gets influenced by

exposure to social media. Thus, conflict sometimes arises between parents and children. The so-

called generation gap could also be a factor but the differences in values are a consideration

worth looking into.

Schools teach students alternative behaviors in order to make the right choices within the

new circumstances of the present era, should be able to equip them with strategies that will help

decide on new alternatives, and should support them in determining various goals.

Education is naturally and inevitably directly related with a person’s goals and values.

Values lead one’s preferences and behaviors. If education is broadly defined as the process

leading to behavior change in an individual through experiences, then it wouldn’t be wrong to

state that instructing individuals about value education and examining their value systems during

behavior change is an indispensable part of education.

Social values are of crucial importance for an individual’s life. Values are consistent and

deep believe which affect the person how to reach for something or prepare to do something.

Values are valuable for society and people who behave appropriate for these values are valuable

in the eyes of society (Dökmen, 2002; Kohlberg and Selman, 1998; Maslow; 2000).

Values education is integrated in the subjects taught by teachers specifically Technology

and Livelihood Education because in this subject are mostly on skills and livelihood. Thus, it is

one of the great venues for values preparation. In the secondary level, it is treated as a separate

subject. As per Deped Order 41 series of 2003 – Values Education in the Basic Education

2
Curriculum, to ensure effective implementation of Values Education which is one of the

emphases of the restructured Basic Education Curriculum, values education teachers should be

utilized fully to help the other subject area teachers integrate values development in the subject

area they teach. This Order is being issued to effectively reinforce the role of every teacher as a

values education teacher thus strengthening the Department’s collective efforts in developing

desirable values among the students and to meaningfully integrate values development in the

lessons of every teacher in each discipline .As a teacher in the public school, the researcher

observed that certain values that are integrated in the subjects are easily remembered and upheld

by students especially when it relates to real life situation and when it is localized. The

researcher inculcate family values in each lesson she teach in Grade 1. Now that we are in the

21st Century, what may be these particular values? What kind of values should teachers

implement to help students to develop, and how they can do so? The researcher being a grade

school teacher wanted to identify the values upheld by the pupils in the school as well as their

parents. I observed that there is an apparent change in the values of pupils when compared to the

past years. She was motivated to identify what values are still prevalent nowadays as bases in

identifying what must be emphasized in her school.

This study, therefore, attempted to investigate the values upheld by both parents and their

children. Do the parents and their children agree on some identified common values or do they

differ in their perceptions and attitudes towards them? The values of the parents represent the

“original culture” while those of the children are the “newer culture”.

3
Statement of the Problem

The purpose of this study is to determine the values upheld by Grade 6 pupils of Ilagan

South District and their parents as a basis for values integration activities in the Technology and

Livelihood Education (T.L.E.) subject.

Specifically, it sought to answer the following questions:

1.1. What is the profile of the pupil-respondents in terms of:

a. sex

b. age

c. person/s living with

d. first language

1.2. What is the profile of the parent-respondents in terms of:

a. sex

b. age

c. job or work

d. educational attainment

e. first language

2. What are the selected Filipino values upheld by the children and parents in terms of:

a. Parent-child relationship

b. General social relationship

c. General values and aims of the family

d. Core values of the school

4
 3. Is there a significant difference in the selected Filipino values upheld by the children

and their parents when grouped according to their profile?

3.1 Is there a significant difference in the perceptions of children on the values

upheld by them when grouped according to their profile?

3.2 Is there a significant difference on the values upheld by parents when

grouped according to their profile?

4. Is there a significant difference in the values upheld by the parents and their children?

5. What are the perception of the pupils of their home environment based on the values

they uphold?

6. What are the values that need to be strengthened and integrated in the activities of

Technology and Livelihood Education subject in Grade 6?

Hypotheses:

These are the hypotheses in this study:

1. There is no significant difference in the values upheld by the grade 6 pupils of Ilagan

South Disrict and their parents when grouped according to their profile.

2. There is no significant difference in the values upheld by the grade 6 pupils of Ilagan

South District and their parents.

5
Significance of the Study

The expressed perceptions and opinions of the subjects of the study may approximately

identify where the children, and their parents have gaps in their attitude towards family values as

well as general social relationship.

This research may contribute to the field of Philippine studies especially on Filipino

values. It may encourage the interest of social researchers to conduct further studies concerning

the perceptions, attitudes and values of children, parents and teachers to improve home, family

and school relationships.

The result of this research may help educators and administrators to formulate necessary

effective steps to bridge the gap that exist between the parents and their children; and effect a

better understanding and a more harmonious relationship.

Technology and Livelihood Education (T.L.E.) teachers may also be guided by the

findings of this study as regard to the values that need to be emphasized among pupils.

The pupils, may, in turn, also benefit from this study because they will be able to adapt

not just the moral, spiritual and social values but most importantly the practical values that they

will use in acquiring 21st century skills as these guide them to analyze themselves, be more

understanding of their parents and apply these values and skills into real-life situations in our

modern world.

Parents, will benefit a lot as the result of this study may help them discipline and guide

their children. This will be relayed to them through Parent-Teacher Conference.

School Officials would benefit from this study because this would provide some vital

data and information on how to upgrade skills in values education and

6
 Textbook Writers would also benefit because the result of this study may help them find

ways to write intelligently and embed values in their articles with compassion.

Curriculum Planners, will also benefit from this study because it would provide them

pertinent data and information on values that needs to be aligned and integrated in the K to 12

curriculum.

Community may also benefit from this study because it would provide signicant

information that would help our society to be produce good citizens of our nation.

Other Teachers would benefit from the recommendations developed in this study in

planning and implementing strategies in integrating values education in different subjects.

The Researcher would greatly benefit because the study will provide better ways and

strategies of imparting values to children and thus, may inspire her to work.

Other Researchers may benefit from this study because it may help them get important

ideas on recognizing the values of children as active and informed citizen.

Scope and Delimitation of the Study

This study is focused on the analysis of the values upheld by Grade 6 pupils and their

parents. The values held by the pupils centered on how they relate to, and interact with, their

parents and their peers, and how they perceived their home and school environment. The

analyzed values of 110 parents of the Grade 6 pupils were confined to the general values and

aims of the family.

The pupil-respondents of this study were enrolled at schools under Ilagan South District

in City Division of Ilagan during the school year 2017-2018. The limitation of this study lies on

7
the fact that the values which the respondents were asked to react, had been selected and

predetermined.

Definition of Terms:

Administrator. A person responsible for running a business, organization. (Rutgers,1996)

Attitude. An emotional feeling characterized by a quality of intensity that rage from agreement
to disagreement. It is a feeling experienced in terms of definite reaction for or against a thing, an
idea or situation. In this study, it refers to how the students, their parents and teachers regard
selected Filipino values, whether they agree or disagree with them. (Pickens, 1998)

Authority. It refers to the parental power as well the moral ascendancy of the parents over their
children. (Njegovan, 2011)

Blue Collar Job. In this study, it refers to work/job that does not require finishing college degree
course. It includes laundrying, dressmaking/sewing, local and foreign domestic helper, farming
and similar related work.( (Buzzanell 2004)

Clannishness. It is the propensity of the Filipinos to have strong family ties; and support, help
and protect each other as members of a clan.(Scots,2003)

Culture. It is a complex whole that includes knowledge, beliefs, arts, laws, morals, customs,
traditions and other capabilities and habits of people as members of society. (Mulholland,1991)

Discipline. It refers to the proper behavior of children according to societal norms that include
their obedience and respect to their parents and elders. (Krishnan,2009)

8
Educational Attainment. In this study, it refers to the level of formal education finished by the
parents. It is being classified as elementary level, elementary graduate, high school level, high
school graduate, college level, college graduate, master’s level, master’s graduate, doctorate
level, doctorate graduate.(Baum,2015)

General Social Relationship. It refers to the relationship of the students with their classmates,
friends/barkadas, peers, as well as opposite gender.(Binzel,2010)

Home Environment. It refers to the relationships among and between members of the family
and the atmosphere in the homes of the students. (Cole, 2011)

Housekeeping. It refers to the work related to the maintenance and taking care of the household.
(Pesonen,2015)
Husband and Wife Roles and Relationships. It concerns the roles of the husband and wife
both in the family and in the community as well as to their relationship to each another.
(Lovse,2009)

Machismo. A belief in the supremacy and superiority of a man over a woman. (Gutmann,2018)

Modesty. A form of temperance which inclines the respondents, especially the students, to avoid
what may lead to unlawful and/or immoral pleasure. It includes the manner of dressing, actions,
words, looks and possessions as well as humility. (Sadatmoosavi,2016)

Pagbabarkada. A clique or gang, membership or involvement whose main goal is the

promotion of common objectives and brotherhood. (Saito,2010)

Pagtanaw ng Utang-na-Loob. Acknowledging and showing of gratitude to a person for past

favors or good deeds. (Liahona, 2013)

Pakikisama. Putting a high premium on friendship through help and support at all times as well
as trying to have a smooth interpersonal relationship with others. (Pua,2000)

9
Parent. The caretaker of a child. (Lam,2003)

Parent-Child Relationship. Values of respect, discipline, authority and practice that exist
between the parents and their children. (Giudice,2017)

Relationship. Relations or connections binding the pupils to one another as well as to their
parents and teachers. (Machell,2015)

Respect. Deserving of high regard and includes obedience of children to their parents and
elders. (Gowen,2014)

School Environment. It refers to the relationships among members of the academe and the
atmosphere in the school of pupils. (Akoja,2006)

Social. Denotes relation of human beings in a society, the interactions of an individual to a group
or the welfare of human beings as members of the society. (Acton,2014)

Technology and Livelihood Education. It is one of the learning areas in Grade 6 in the new K
to 12 Curriculum. As a subject in Grade 6, its component areas are: Entrepreneurship,
Agriculture, Industrial Arts and Information and Communication Technology. (Gregorio,2016)

Values. It is used to mean relative worth, utility or importance that are observable an are
manifested in the behavior of a person. (Matarasso,1996)

Values Education. It is a subject wherein values are taught and formed in then students, under
the guidance of their teachers, emphasizing how they should interact with the environment and
other people as well as properly behaving in a community. (Robb,1998)

White Collar Job. In this study, it refers to work/job that requires the completion of a college
degree course and are employed as a permanent government or private employee. It includes
teachers, doctors, nurses, soldiers, police, accountants, engineers and the like. (Mumford 2010)

10
Conceptual Framework

Values play a very important role in the building up and fostering of relationships. Gaps

and differences as well as smooth and harmonious relationships especially between parents and

their children are sometimes attributable not only to perceptions and attitudes but more on the

values being held by the children on the one hand and their parents on the other.

The bases of analysis of this study are the upheld values of the pupils as compared to

those believed in by their parents. Where the students and their parents agree on some values, it

is inferred that this would result to a positive relationship; and where they disagree, would lead

to some gaps.

The selected Filipino values tested were grouped into (4) classifications namely: respect,

discipline and authority for Parent-Child Relationship; male-female relationship, modesty,

chastity, pakikisama, pagbabarkada, clannishness, and utang na loob for General Social

Relationship; family values, control, economics and education for Values and Aims of the

Family, makaDiyos, makatao, makakalikasan and makabansa for the Core Values of the school.

Parent-Child Relationship is very crucial and important because it builds the personal

values of the child where it reflects the home where he/she belongs. Respect must be developed

first at home because it is a basic moral value or need which makes us aware that we are human

beings. Discipline also needs to be developed at home because it is a way of life, where one tries

to be on time and live in a systematic way. Authority must be first recognized at home because

we cannot teach our children authority unless we understand a vertical structure where equals

willingly place themselves under authority.

General Social Relationship is essential because it build good citizens of our society.

Under this are. Modesty is an important characteristic to teach children while developing their

11
learning behaviors. Chastity needs to be developed because it involves being morally clean in

thoughts, words, and actions. Pakikisama and Pagbabarkada are both important because it

builds personal relationship where it develops one to be friendly. Clannishness must be strong

built to develop close family and societal relationships. Utang na Loob trait is considered an

important “accomodative surface value”.

Values and Aims of the Family strengthen and develop the ability of bringing hope to be

able to care and provide services to communities that they work with. Family values are

foundation of the child. Thus, family values make you who you are. Control ensures rules and

discipline while it leads to get the things done in a manner which is expected of. Economics is

vital in helping the society decide on the optimal allocation of our limited resources. Education is

a very vital tool that is used in the contemporary world to succeed. It is important because it is

used to mitigate most of the challenges faced in life. The knowledge that is attained through

education helps open doors to a lot of opportunities for better prospects in career growth.

Core values of the school are what support the vision, shape the culture and reflect what a

school values. They are the essence of the schools’ identity – the principles, beliefs or

philosophy of values make up the holistic development of the learner. The value of being

MakaDiyos expresses one’s spiritual beliefs while respecting the spiritual beliefs of others. The

value of being Makatao promotes kindness through being kind in our relations with our friends,

classmates, family members, colleagues, neighbors and strangers. The value of being

Makakalikasan strengthens respect on the integrity of creation. The value of being Makabansa

builds the compassion for the love of country.

In addition, the perceptions of the students towards their home environment were

considered to validate their attitudes towards these selected Filipino values.

12
 The conceptual framework of the study includes input, process and output. The input

includes the profile of the Pupils-Respondents, Profile of the Parents and upheld values of both

respondents that were grouped into (4) classifications namely: Parent-Child Relationship,

General Social Relationship, Values and Aims of the Family, and the Core Values of the school.

The process will be based on the analysis of the profile of the pupils and their parents and the

values they upheld as a basis in values integration activities in Technology and Livelihood

Education. Thus, the output of this study will be the identification of the profile and upheld

values by parents as a basis for values integration activities in Technology and Livelihood

Education (T.L.E.) subject that for better parents’ conference and values strengthening program.

13
 Figure 1: Conceptual Framework

INPUT PROCESS OUTPUT

Profile of the Pupil -

Respondents
Identification of the profile
- sex
- age and values upheld by
- person/s living with
pupils and parents
Profile of the Parents
- age
- sex
- job Values integration
Analysis of the profile of
- educational
attainment activities in Technology
the pupils and their
- first language
and Livelihood Education
parents and the values
Values upheld by the they upheld
pupils and along their
parents: Value Laden
- Parent-child
Parents and choldren
relationship
- General social
relationship
- General values and
aims of the family
- Core values of the
school
- Perception of their
home environment

Feedback
Mechanism

14
 CHAPTER II
REVIEW OF RELATED LITERATURE AND RELATED STUDIES

Values have been invariably included in the discussion of culture in books and magazine

articles on social science as well as on education. There have also been studies on the role and

influence of values on the behavior and demeanor of people, particularly, the youth. This chapter

presents what literature and studies say about the subject of the research.

Values

According to Morris (1998), values refer to the feeling oriented toward material

things, ideas, beliefs, emotion, impulse, etc…which vary in intensity from almost zero to

overwhelming. Once they have been acquired, they are taken into consideration in any behavior

to which they are perceived as having relevance.\

Linton (1999) contends that an individual who prepares an act contrary to one

aspect of his own value – attitude system will experience considerable emotional disturbance

both before and after. His contention is supported by Pepper (1999) who adds that such

disturbance is due to value conflict. According to him, the most basic conflict is between

individual values and values relevant to social situations.

Pepper (2000) asserts that legislation of one set of values over another is called for

under conditions in which (1) needs cannot be met within the existing norm structure; (2)

personnel needs are met within the existing norm structure; and (3) society cannot survive under

the existing norm structure. The latter two cases carry within themselves the need of cultural

change.

15
 The literature mentioned above has a similarity with the present study in the sense that it

deals with the meaning of values, both for individual and social situation. However, while

Morris, Linton and Pepper concentrate on the value – attitude system generally, this study is

limited to the values upheld by the grade 6 pupils and their parents as basis for values integration

activities in Technology and Livelihood Education.

According to Spranger (1998), an early and influential writer, values are defined as the

constellations of likes, dislikes, viewpoints, inner inclinations, rational and irrational judgments,

prejudices, and association patterns that determine a person’s view of the world. The importance

of a value system is that once internalized it becomes, consciously or subconsciously, a standard

criterion for guiding one’s action. .

Values are used to characterize societies and individuals, to trace change over time, and

to explain the motivational bases of attitudes and behavior. Thinking of our values is thinking of

what is important in our life. Each of us holds numerous values with varying degree of

importance. The value theory (Schwatrz, 1992, 2005a) adopts a conception of values that

specifies six (6) main features that are implicit in the writings of many theories:

1. Values are beliefs linked to emotions.

2. Values refer to desirable goals that motivate action.

3. Values transcend specific actions and situations.

4. Values serve as standards’ or criteria.

5. Values are ordered by importance relative to one another.

6. The relative importance of multiple values guides action.

16
 Schwarz value theory defines ten (10) broad values that distinguish one value from

another from the type of goal or motivation that the value expresses. According to the theory,

these values are likely to be universal because they are grounded in one or more of three

universal requirements of human existence with which they have to cope. These requirements are

the following: (1.) needs of individuals as biological organisms, (2.) requisites of coordinated

social interaction, and (3.) survival and welfare needs of the group.

Schwarz ten (10) basic values characterized by its central motivational goals are the

following:

1. Self-direction. Independent thought and action; choosing, creating and exploring.

2. Stimulation. Excitement, novelty, and challenge in life.

3. Hedonism. Pleasure and sensuous gratification for oneself.

4. Achievement. Personal success through demonstrating competence according to social

standards.

5. Power. Social status and prestige, control or dominance over people and resources.

6. Security. Safety, harmony, and stability of society, of relationships, and of self.

7. Conformity. Restraint of actions, inclinations, and impulses likely to upset or harm others

and violate social expectations or norms.

8. Tradition. Respect, commitment, and acceptance of the customs and ideas that traditional

culture or religion provide the self.

9. Benevolence. Preserving and enhancing the welfare of those with whom one is in

frequent personal contact.

10. Universalism. Understanding, appreciation, tolerance, and protection for the welfare of

all people and for nature.

17
The Role of Values

According to Feather (1996), value is defined as “an enduring belief that a specific mode

of conduct that is personally or socially preferable to an opposite or converse mode of action.” It

is assumed to be enduring but it is not completely stable to provide continuity to personal and

social existence. The relative stability of values is also applicable to the ways in which they are

organized into hierarchies of importance, into value system. Under this concept, some values are

recognized to be more important than the others.

Values become standard criteria that are consciously or unconsciously made the basis of

a person’s actions, according to Rokeach (1981). Jaromilek and Foster (1981) said that values are

“internalized guides to human behavior”. On the other hand, Westerholf III (1985) believed that

values are expressed in one’s behavior, explaining that they are the “basis upon which persons

decide that they are for or against or where they are going and why”. Values, therefore, are

human motivators that can shape the lifestyle of a person.

To Bulatao (1980), value is the “God feeling or desire which motivates men to action.” It

is something that a person considers as important which influences his behavior.

The Development of Values

According to Burlock (1974), values are acquired by direct learning, and identification of

concepts, ideas, things or practice. He said that the child learns through the training he received

at home, in school through imitating the parents and teachers and the culturally approved values

of the social group in which the family is identified. Meanwhile, the older child learns the values

of his peer groups, his neighbors and the larger world as presented in the media of

communication.

18
 The effective meaning of values is associated to “prize, cherish, esteem that are held dear

to a person” (Dewey, 1966). Dewey added that these cognitive and affective elements in valuing

that should motivate teachers to be interested in developing the values of children to provide

opportunities for both “intellectual development and emotional growth for very much of one

cannot take place without the other.”

Value is not the same as attitude although both reflect preferences and both can be

inferred from one’s behavior – from what he says or does. Attitude is a preference based on what

the individual perceives as desirable. Thus, as far as a value is concerned, there is a concept of

what is good and what is bad.

To Raths (1976), values, which result from active choosing, lead to internal change in a

person. This change from within is the result of the person’s experiencing the process that leads

to clarification of his values. According to him, values can be better developed if there is

freedom of choice. There is the greater a need, therefore, for alternatives. Raths added that “the

more options there are, the greater is the possibility for a value to emerge’. He suggested a

thoughtful consideration of the consequences of each alternative; and for choice to be of value, it

must be the product of deliberate thinking of all the possible outcomes of each alternative.

The Structure of Value Relations

Actions in pursuing any value have consequences that are conflicting with other value

but are in congruent with other value, like pursuing achievement values conflicts with pursuing

benevolence values. An individual seeking success tend to neglect actions for the welfare of

others who needs help, but it is compatible in pursuing both achievement and power values.

Actions in pursuit of values may have practical, psychological, and social consequences.

19
Viewing values as organized along two bipolar dimensions lets us summarize the oppositions

between competing values. According to Schwarz, in 1992 “one dimension contrasts ‘openness

to change’ and ‘conservation’ values. This dimension captures the conflict between values that

emphasize independence of thought, action, and feelings and readiness for change (self-direction,

stimulation), and values that emphasize order, self-restriction, preservation of the past, and

resistance to change (security, conformity, tradition). The second dimension contrasts ‘self-

enhancement’ and ‘self-transcendence’ values. This dimension captures the conflict between

values that emphasize concern for the welfare and interests of others (universalism, benevolence)

and values that emphasize pursuit of one’s own interests and relative success and dominance

over others (power, achievement). Hedonism shares elements of both openness to change and

self-enhancement”.

Also in his studies of value theory (Schwarz 1992), ‘values form a continuum of related

motivations that gives rise to circular structure. To clarify the nature of the continuum, he shared

motivational emphases of adjacent values: (a) power and achievement-social superiority and

esteem ; (b) achievement and hedonism-self-centered satisfaction; (c) hedonism and stimulation-

a desire for affectively pleasant arousal; (d) stimulation and self-direction-intrinsic interest in

novelty and mastery; (e) self-direction and universalism-reliance upon one’s own judgment and

comfort with the diversity of existence; (f) universalism and benevolence-enhancement of others

and transcendence of selfish interest; (g) benevolence and tradition-devotion to one’s in group

(h)benevolence and conformity-normative behavior that promote close relationships; (i)

conformity and tradition-subordination of self in favor of socially imposed expectations; (j)

traditions and security-preserving existing social arrangements that give certainty to life; (k)

20
conformity and security-protection of order and harmony in relations; (l) security and power-

avoiding or overcoming threats by controlling relationships and resources.”

In early version of the value theory (Schwarz, 1992) ‘raised the possibility that

spiritually might constitute another near-universal value. The defining goal of spiritual values is

meaning, coherence, and inner harmony through transcending everyday reality. If finding

ultimate meaning is a basic human need, then spirituality might is a distinct value found in all

societies. The value survey therefore included possible markers for spirituality, gleaned rom

widely varied sources, (a spiritual life, meaning in life, inner harmony, detachment) unity with

nature, accepting portion in life, devout), spirituality is not a value that has a consistent broad

meaning across cultures.”

The Family

The function of the family is stressed by Mendez (1993) in a technical report for a

research project and said

“The family is the first socializing agent that receives a newly-born baby and molds his

character and personality so that he can rightfully take his place in the immediate community and

society at large. For good or bad, we Filipinos are a family oriented society and many ills as well

as benefits are traceable to the family. Family honor ad prestige are highly valued”.

The family is given focus in the Values Education subject in both the high school and

collegiate curricula as authors believe that values are first learned in the home where the family

is a very strong influencing factor on the child.

21
Child-rearing

For most parents, raising a child is one of life’s most miraculous and rewarding

experiences. Parent’s knowledge of child development and child rearing help parents to use

appropriate rearing skills and presents parenting guideline for child development and child

rearing (Stevens, 1994).

Also may researches show that parent’s knowledge of child development and child

rearing has relation with proper behaviors or environment for child rearing: parent social

interaction pattern and home environment for child-rearing. (Kinard & Kleman,1990).

Turner (2001) opined that parents, especially mothers find difficulty in rearing a child.

They view such changes as temporary. Thus, they can adjust to such changes. He also added that

most mothers and fathers report that having a child is worth the adjustments required. He further

said that love, caring and warmth can overcome the hard work , constant demands and emotional

strain required in child-rearing.

Okun and Rappaport (1990) summarizes some of the myths about parenting, according to

them, parenting is as much as of a time commitment as it has ever been. Frequently, both

mothers and fathers are working outside the home. Even with day care services, most parents

find that their lives bear little resemblance to their lives before they became parents. They further

added that there are three trends of parenting, (1) women balance the responsibilities of

parenthood with work outside the home; (2) men are more invested in parenting; and (3) parental

care in the home is supplemented by care outside the home.

The parenting role differs from other roles because it is a life-long commitment. A person

can choose to quit one job and take another. A person can choose divorce or to end a friendship.

22
However, a parent cannot choose to return to being a nonparent. Some adults are relatively

prepared for the investments in time, energy, emotion, and money required for parenting,

whereas others learn by doing (Okun and Rappaport,1990).

Casanova et. al (2006) wrote, “Making a choice between staying home and working full-

time poses a major dilemma for mothers, but experts now say it shouldn’t.” She then added that

motherhood is a role that entails a good balance between care giving and self-fulfillment. A

mother’s positive self-image, whether it be brought about by exposure to the workplace or

fulfillment from manning the home front, results in positive interaction with well—adjusted

children.

Fathers and mothers often display differences in the ways they rear their children. The

differences in child rearing practices between fathers and mothers are not bad things and actually

offer diversity to children, which is beneficial in many ways. Children with two parents are able

to learn how to handle many situations in two different ways.

The father continues to be the head of the family. He accepts the traditional notion that he

earns money for the family and the mother whether working or not, cares for the home and raise

the children.

A study of Blowby (2001) as quoted I the book of Sholnick (2003), proved that fathers

relied too much in mothers for the care of their children. According to him, men although they

model power and authority have little direct involvement with their children. They have little to

do with the actual parenting of the young.

According to Robinson (1991), parents must train their children to become responsible

adults. Families are stronger when each person accepts certain responsibilities. Children need to

23
do things; they need the lessons of responsibility. As they get older they must gradually learn to

shoulder total responsibilities. It is the parent’s duty to provide gradual transition from the

children depending on parents to children totally free from parent’s influence. Parent’s should

not fight teenagers desire for freedom, but gradually build up the esponsibility needed for the

child to cope with this freedom.

On the other hand, Bossard and Boll, quoted by Brophy (1991), nothed that maternal over

protection which is synonymous with other excessive care of her children, prevents the social

maturity of the child as well as the child’s growth in the direction of self-reliance within the

home. There is no emphasis upon family chores, self-care, on the care of norms and personal

possession. In addition, outside the home, there is prevention of experiences that are growth in

social adaptation that lean to meeting one’s own problem and fighting ones’ own ways

Parents in all societies grapple with how to raise their children in a way that prepares

them for the complexities life (Yorburg, 2002) and equips them to one day become parents

themselves (Hamner & Turner,2001). In order to accomplish this daunting task, parents rely on

their own socialization into parenting, their intuitive sense of right and wrong, and their overall

cultural beliefs. The sanctions of these influences create a prerogative that confers upon parents

the responsibility to guide their children to become competent, responsible, and fully functioning

members of society (Hamner & Turner, 2001).

Galarpe et. al. (2006) in an article, entitled “Should I stay or Should I work?, mentioned

how working mothers and their stay-home counterparts each bring unique contributions to

children’s character formation.

24
 Esteban (1999) in her book, Educational Values: What, Why and for Whom? as quoted

by Daracan (2006) talks on moral values which are crucial in rearing children. Among other

things she gave emphasis on the following:

1. Hypothetical parents (mother) claim that they want to teach the child absolute moral

values and encourage the development of virtues, but in fact they do not uphold an

objective standard of morality derived from Moral Law.

2. Parenting style could either be one or combination of the following authoritarian

permissive, ambivalent and authoritative.

Authoritarian child-rearing undermines the teaching of values education, and although

parents are genuinely concerned about the child’s welfare, they fail to respect and appreciate

childhood as a developmental stage during which values are gradually internalized and virtues

slowly developed. Parents employing this type, according to her, “expect a standard performance

and perfection” which is beyond the child’s capabilities”. And once the child will not live up to

what they perceive as reasonable goals or that the child will not perform adequately, parents

would constantly control, assert authority and power for fear the child will fail or go astray.

In effect, she said, authoritarian parenting desires absolute control on the lives of their

children. Children are told what to do, how to do, when to do it and where to do it. Thus, the

children’s behavior and reasoning are limited; they have very little freedom and very few

choices.

She further authority order to avoid punishment when they defy authority. There is also a

tendency for the strictly disciplined child to become sullen, obstinate and pessimistic in his

attitudes toward anyone in authority and while the child may be out really quiet,well-behaved,

25
and non-resistant he often harbors deep resentments which make him unhappy and insecure

which lead to lack of confidence.

Permissive parent, which is the opposite of authoritarian parenting, on the other hand,

have a notion that children are predetermined to do good and that children will learn through

their own direct experiences most of what do they need to learn without the parent’s guidance

and direction. On this, Esteban remarked that permissive parents do not realize that the child

needs strong, confident parents who explain right from wrong, who listen and encourage, who

take a stand and who give guidance from position of strength, wisdom, and experience and such

parental methods inspire a sense of security in the child.

Ambivalent child-rearing, the third type, is character rized by parents who fluctuate

between using authoritarian and permissive techniques. In effect, parents may pamper the child’s

immaturity, gratify his whims and demands, but simultaneously they belittle, antagonize and out

to shame the child. Or they may give in to the child’s unreasonable tantrums, but soon thereafter

they punish the child severely for a minor violation. One day they imposed strictly but on the

next they completely forget or disregard the regulation.

Aquino (1997) opined that parents of this type teach children good habits encourage the

development of virtues, but they themselves do put into action or practice what they teach. As a

result, children become confuse because he receives conflicting signals form the parental role-

models . The child receive a lot of do’s and don’ts from parents still the child turn out as if he has

not received any education on good habits because of the lack of order and contradictory

implementation of the rules of the parents. True enough, the child will not receive any education.

To be educated in the real sense, is for parents to teach or instruct at the same time act as role

models to the child.

26
 Aquino also noted that in child-rearing, parents usually rely on their motherly and

fatherly instinct and also in memories of the cage given to them by their own parents. Few

parents realize that their parenting style influence an child’s character traits, values, beliefs,

attitudes and personality. Sobritchea (2000) found that parents expected their children, both girls

and boys to develop their traits of industry, respect, perseverance in studies and kindness.

Carandang as quoted by Daracan (2016), noted that child-rearing in a Filipino family is

characterized by high nurturance, low independence, training and low discipline. The Filipino

child grows up in an atmosphere of affection and over protection where one learns security and

trust, but on the other hand, the child becomes dependent.

In the indulgent atmosphere of the Filipino home, rigid standards of behavior or

performance are not imposed, leading to lack of discipline. The parents, usually the mother, tend

to take care of everything and try to spare the children form negative consequences because of

the sympathy or “awa” mentality or to simply free the child from stress and pain. He also

observed that attempts to maintain discipline come in the form of many no’s and don’ts and

subtle compassion among siblings are also practiced by mothers to control their children.

Perez (2016) in her artcle, “Smart Parenting” she wrote that in behavioral studies, three

approaches to eliciting desired behavior can also be found in parents’ discipline styles: positive

reinforcement, a desired behavior is drawn out through the elimination of an adverse event to

decrease or stop negative behavior. According to her, child experts agree that of the three,

positive reinforcement is the best way to draw out positive behavior check.

Yumul (2016) opined that, effective discipline requires an open and loving parent-child

relationship, and a system to increase desired behavior as much as reduce or eliminate undesired

27
behavior. According to her, “discipline means teaching the child which behavior is acceptable,

and which is unacceptable”.

The Teacher and the School

The role of the teachers especially in developing proper values among students cannot be

further underscored. Height (1997) considered the teachers as vigilant and alert, and therefore,

“should see more, think more, and understand more than average men and women of the society

in “ they live”. More than having a better command of the language and knowing their subject

matter, the teachers should “know more about the world, should have a wider interest and keeps

more active enthusiasm for the problems of the minds and the inexhaustible pleasure of art, have

a keener taste of some of the superficial enjoyments of life, and have careers that widen the

horizons of their lives”.In doing so, they develop a habit that make them select wholesome

values which their students could emulate.

Daderfalen (1993) suggested the following activities in school that may foster values

education.

1. Starting and ending each class session with a song and prayer;

2. Checking of class attendance;

3. Checking of personal grooming;

4. Using extra time after a lesson for sharing experiences from which insights may be

drawn;

5. Providing time for refelecting and self-evaluation;

6. Using various strategies for values clarification in different learning situations.

28
Values Integration

The current thrusts of Philippine educational Institutions include three uppermost

objectives: academic excellence, values internalization and work experience efficiency. All three

are attainable through effective task performance by all the personnel and clientele involved, as

generally reflected in the accomplishment reports on the educational system. These thrusts

strengthen the fundamental postulate that education is synonymous with growth, development

and change and as such has the flexibility to modify its programs and corresponding goals,

objectives and instructional strategies so as to accommodate possible needs.

One of these school programs is values integration in all aspects of the educational

system, which has been practiced throughout years of its existence. This program deals with

values development in different disciplines and school activities. But in the process of

implementation, significant changes in society occur. Hence, to cope with every far-reaching

change, educational institutions have to adjust or modify teaching strategies and evaluation

techniques as regards to the relevance of the curriculum, performance of clientele, adequacy of

facilities and other factors affecting the teaching – learning process, in line with Article IV,

Section 3, No. 2 of the Constitution of the Philippines which states:

All educational institutions shall inculcate patriotism and

nationalism, foster love of humanity, respect for human rights,
appreciation of the role of national heroes in the historical development
and duties of citizenship, strengthen ethical and spiritual values,
develop moral character, and personal discipline, encourage critical
and creative thinking, broaden scientific and technological knowledge
and promote vocational efficiency.

The educational system was modified over a decade as in terms of its programs

and projects where massive trainings and staff development programs for values integration

29
process have been conducted among educators to ensure positive effects on the values

development of students especially their performance. The changes were done in conformity

with Presidential Decree No. 232, Section 1, Rule 2, Part 1 which states that the educational

system should be able to make a great contribution to the attainment of national development

goals, to consider education as an instrument of the cultural development of the nation and to

unite all Filipinos into a democratic and free nation.

Based on the Presidential Decree, the values development programs in the

educational system were given emphasis on the objectives of education from elementary to

tertiary levels through values integration in curricular and co-curricular activities. These

objectives are incorporated in section 5, Rule 1, Part 3, of Presidential Decree, No. 232 which

provides the general education should develop every student to be a real Filipino, aware of his

cultural heritage, practices moral integrity and enhances spiritual values.

In relation to this, President Julius K. Nyerere of Tanzania in his message: “Education for Self-

Reliance,: states:

. . . “This is what our educational system should encourage. It has to

foster social goals of living together and working together, for the common
good. It has to prepare our young people to play a dynamic and constructive
part in the development of society in which all members share fairly in the
good or bad fortune of the group, and in which progress is measured in terms
of human well-being, not prestige building, cars or other such things whether
private or publicly owned. Our education must therefore indicate a sense of
commitment to the total community, and help the pupils to accept the values
appropriate to our kind of future.”

These statements underscore the sense of commitment and internalizing

desirable values among persons involved in the country’s development. The Philippine

educational system has taken necessary action on this aspect since values integration in different

subject areas and levels of educational institutions has been implemented. This has been done

30
through massive studies of the needs and demands of the Filipino people in order for them to

become fully alive individuals despite problems they may encounter. It may be noted, therefore,

that human development may be realized also through values integration in all aspects of the

educational system.

The trend in Philippine education system on values integration is now a

nationwide endeavor. A values development framework has been evolved by the Department of

Education.

Sutaria, in her speech on Values Development Framework in the Ministry of

Education states:

. . . “Education cannot afford to be indifferent to the curricular

demands of the present situation. It is necessary to countervailing force
that will address itself to such elements which threaten national
tranquility and national unity.
Philippine society is presently seeking fresh dimensions and
directions towards social transformation and development, but no change
whether it be in structure or process well flourish until people change their
attitudes, values and behavior. The people must be appropriately reoriented.”

The concepts stated by Sutaria led the education agency to review its

programs and projects regarding values integration in the educational system. This in turn

opened the way for the development of a values education framework for Filipino students.

Teaching TLE (Technology and Livelihood Education)

Technology and Livelihood Education is the subject offered in all curriculum levels for

all students, boys and girls. It covers the basic skills and concepts of Home Economics, Industrial

Arts, Agri-Fishery Arts, Information Communication Technology and Ebtrpreneurship (Balhag

et.al.2013)

31
 The main goal of T.L.E. is the development of work ethics, knowledge, skills and values

essential to economically productive endeavor and to bring about the students awareness by

engaging them in income generating activities and other livelihood projects to improve their

lives and lessen dependence on employment as the only source of income (Ramon C. Cabag,

Ed.D.)

RELATED STUDIES

The Teacher and the School

The research of Juanta (1999) dwelt on family values and had the following findings:

1. On parents and social relationship – parents showed a more traditional attitude than the

children.

2. On general relationship – both the children and their parents have similar attitudes.

Buena (1998) in her study observed that marriage is a strong binding force that with

coming of children, teenage girls are allowed to receive suitors or go parties only with a

chaperon. On the other hand, the findings of Daganta (1993) and Taduran (1992) revealed that

close family ties, togetherness and cooperation are of paramount importance to a family.

Moreover, the father is expected to be the breadwinner in a family and the mother can help by

being a housekeeper. Usually, the other children serve a surrogate parents when both the father

and the mother are busy earning a living for the family.

32
 According to Sanchez and Agpoa (1996), mass media are carriers of cultural

patterns. They further added that the behavioral norms of students include: parental and family

concerns, conformity, leadership, benevolence and social acceptance, educational concern,

economic security, independence, support and recognition.

Torres (2000) stated that in building a nation, the formation of values among the

citizens is essential as they are vital for productivity and progress as well as for social justice and

stability. People with necessary values are the most essential ingredient in any transformation

endeavor.

More people are interested only in financial gains in all their business venture without

due concern for moral, spiritual and educational values (Paredes, 2001). There is a need,

therefore, to emphasize spiritual and moral aspects of education, which should be experienced

and used in daily living.

De Vera (1998) conducted a study to the moral values of the high school students in

Eastern Pangasinan College and had the following findings:

1. The students were strongly committed to values towards selfnsuch as a critical mind,

hard work, habits, obedience, thrift, haveragonesty. They had an average commitment

to humility, self-discipline and creativeness;

2. They were strongly committed to all the values in relation to others, placing priority

on individuals who are on top, and respect for individual at the bottom;

3. The students were strongly committed to love of country, nationalism and

“pakikisama’ but have an average commitment to consciousness and foresight.

33
The Students and the Parents

The research of Obispo (2001) dwelt on family values of students and their parents had

the following findings:

1. Of the 15 values presented to both respondents, they have identical degree of agreements

on the values of respect, discipline, husband and wife roles and relationship, male-female

relationship, machismo, chastity, clannishness, utang-na-loob, and family values. It can

be inferred that these are the values they uphold on the same degree.

2. Although the students and their parents agreed on the values of authority, modesty,

pakikisama, pagbabarkada, economics and education, their degrees of agreement slightly

differed. This can be interpreted to mean that the values of the students on these matters

have undergone some modifications compared to their parents.

3. On the value of respect, the children would like to be given the opportunity to answer

their parents by way of explanation without the parents misinterpreting it as talking back

which is considered as disrespect.

4. The respondents both value discipline but the parents seem to be more liberal in the

matter of spanking a child when he misbehaves. This is reflective of their being more

understanding of their children and using other means of disciplining them.

5. The students have a little different perspective with regard to the value of authority that

makes them differ from their parents in the degree of agreement. They believe that their

parents know what is best for them to which the parents differed slightly as they perhaps

want their children to be trained to decide for themselves. The parents would just like to

give their children guidance in making decisions.

34
6. On the value of pertaining to the roles and relationship of the husband and the wife, the

respondents have the same degree of agreement. What is worth noting is their identical

response to the husband losing his dignity if he does the marketing and cooking, which

they both disagreed. These are household chores that are traditionally believed to be the

domain of the wife. It can be inferred, therefore, that the respondents have adopted a

more liberal attitude in this regard.

7. The parents appear to have taken a more liberal attitude when they disagreed that it is not

right for their high school children to have boyfriends or girlfriend. Perhaps, they have

realized that having sweethearts at such a young age are normal part of growing up and it

is more dangerous to be strict with children in this matter.

8. On the value of machismo, the students disagreed that the decision of the boy should

always be followed while the parents slightly agreed. The parents are still traditional in

this value.

9. The respondents take pride in their looks, possessions and performance in the class on the

value of modesty as they agreed that these matters should be virtually flaunted. Chastity,

however, is still considered a treasured value by both groups of respondents.

10. The traditional Filipino values of pakikisama, pagbabarkada, clannishness and utang-na-

loob are still given high importance by the students and their parents.

11. The values and family aims are treasured by the respondents as evidenced by their having

the same level of agreements in terms of over-all mean rating. Their attitudes on these

values can be considered still traditional. On the matter of family economics and

education, the respondents differed a little in the degrees of agreement but their attitude

on these values could still be considered as traditionally Filipino. The students, however,

35
 are not sold to the idea that they give almost their earnings to their parents once they

already earn.

12. On the whole, the students have a smooth home environment and maintain a harmonious

relationship with their parents and their siblings.

Tombo (2005) made a study about of the value orientation of parents and students where

she sought to find the similarity between the values held by the parents and their children. She

used the value scale prepared by the National Coordinating Center for the Study and

Development of Filipino Children and Youth (NCCSDFCY0. She found out that there are

differences in the mean scores of the parents and their respective children. She found out that the

parents have higher mean scores in Moral Responsibility and Respect for Excellence while the

students have higher mean score in Family Solidarity, EconomicSecurity, Human Personality,

Moral Equality, Devotion to Truth and Pursuit of Happiness.

In a similar study on the moral-spiritual value of the Grade Six pupils, Menciano (2004)

found out that the pupils possessed strong moral-spiritual values orientation in brotherhood,

devotion to truth, moral equality, respect for excellence and spiritual enrichment but weak in

respect for human personality and pursuit of happiness. She also found out that moral and

spiritual orientation is related to intelligence. She maintains that pupils differ from their parents

and teachers in their moral and spiritual orientation and that pupils agree with their parents only

in devotion to truth which they agree with their teachers only in moral responsibility.

36
Values

In the review of Cervera (1986) on the studies done on personality over the last twenty

five to thirty years, Church made the following summary:

“…while it is not possible to discern relative priorities of various values

from the value writing and studies, some consensus is evident and include
emphasis on family ties, respect for authority , emotional and self-control,
courteous and friendly interactions, warm concern and sharing with others,
industry, courage and endurance, and a desire for economic progress.”

Church as shown by Cervera (1986) also mentioned the following values pointed out in

descriptive surveys: hospitality, pakikisama, hiya, utang-na-loob, delicadeza, pakikiramay,

mapagbigay, pagtitiis and pagtitimpi, patugsiling which connotes the ability to subordinate one’s

interest in favor of someone else’s; kabalaka, which is a deep concern over someone else’s

welfare or a task undertaken: kalolo, which is the ability to feel another’s inner emotional needs;

and kakugi and kapisan, which refer to industry, thoroughness, attention to detail, diligence and

hardwork.

Vivar (1992) writes the following hierarchy of eight moral-spiritual values which are

moral equality, devotion to truth, moral responsibility, respect for moral equality, devotion to

truth, moral responsibility, respect for human personality, brotherhood, respect, for excellence,

pursuit of happiness and spiritual enrichment.

Andres (1990), in his Filipino Value System Analysis, included religiousness as a

means and salvation as end value. Salvation is considered to be a primary value by women and a

secondary one by men. Teaching children to trust. God is primary child-rearing value among

Filipinos (Lynch, 1993).

37
 Pal (1990, pp. 449-450) wrote that:

“. . . the villagers guide for behavior is their concept of man’s place

place in the universe. Behavior which promotes…values…enables a
man to earn panalangin, and behavior which devalues… earns a person
gaba. The concept of gaba comes to “curse”. But it is not inflicted by
anyone or anything. It is earned by man through violation of God’s will;
disrespect to elders or the weak; or improper handling of animals or
objects which are useful to man… According to people’s belief, “grace”
or “blessing” is both given and earned. The concept presupposes two
personalities; ego by virtuenof superior attributes, can give it, and alter,
because of good behavior which is pleasing to ego, can earn it.”

Gomez (1991) wrote the following cultural values:

1. Pakikipagkapwa (translated as human interest and concern in interpersonal

relations) which subsumed other values such as a. pakikisama (translated as getting along with

one another), b. respect for authority, c. utang na loob (translated as debt of gratitude), d.

bayanihan (translated a scooperation), and e. sharing.

2. Hiya (translated as share, embarrassment or shyness); and,

3. Pride in culture, which was manifested in one’s willingness to identify and accept

one’s native tongue, eat one’s native food, etc.

Jocano (1990) in his writing traced traced the derivation of the Filipino value system

to the social structure of the Filipino family as moving outward like a ripple spreading away

from the center. He believes that the institutional behavior of Filipinos as we observe them today

can best be understood in the right of Filipino kinship system that it is within and through this

framework that a Filipino first receives and continues to receive his orientation within his society

and culture. By kinship system is meant the ordering of the relationship between individuals

within a kin group. It is a system of Social relations expressed in the context of genealogical,

38
affinal, and ritual connections , distinct and operative patterns of behavior, defined in terms of

social and cultural processes.

Jocano (1990) further proposed that:

“As long as Filipino kinship system and family ties remain

solid, the Filipino behavior pattern will remain the same for
these kinship ties constitute the social and cultural commitments
which underly Filipino behavior; the core of what psychologist
George Kelly calls man’s personal constructs.”

According to Abella (2001) the values orientation of the youth from the rural and

urban areas have satisfactory level in the areas of patriotism, and national pride, sense of

common good, and integrity and accountability. Her study found out that they have a highly

satisfactory level of value orientation in the areas of discipline and hardwork, self-reflection and

analysis, commitment to public interest, moral responsibility and self-help and self-preservation.

Values Integration

Corpuz (1997), on the value system of selected group of subjects, focused on the

individual’s meaning in life that infuses an overall direction into his entire experience. It has

recognized that a value system is broad and complex and as such does not lend itself easily to

any measurement. However, it is still within the reach of any human investigation in as far as it

can be indirectly inferred from certain components or dimensions, attitudes, behavior, or any

value constituent, which reflect the value of a person.

In a study on the integration of moral values in the school curriculum, Badal (2000)

concluded that moral values should be integrated in the school curriculum through poems, songs,

proverbs, plays and dramatization. She recommends that school administrators must initiate a

move to conduct a series on in-service training and demonstration lessons on how to integrate

39
effective moral values in the different subject areas. Also, parent and community leaders should

be invited to symposia about integration of moral values and its importance to the community. In

so doing, they will feel responsibility for making follow-up activities both in the homes and in

the community.

Child-rearing

In the study of Barrow,C. (2015), entitled “A situational Analysis of Approaches to

Childrearing and Socialization in the Caribbean: The cases of Dominica and Trinidad, Caribbean

Support Initiative, Bridgetown, Barbados.” He found out that the tradition of community

cohesion and mutual support goes some distance in providing a network of support and concern

around families of young children. Familiar patterns of childrearing elsewhere in Caribean. The

treatment of children as parental property, the administration of harsh discipline, the belief that

some children are “born bad” and cannot be corrected, appear still to be prevalent although the

study also suggested there was evidence of change and development. “The good child” in both

contexts is described as well behaved, change and development. “The good child” in both

context is described as well behaved, mannerly, obedient, helpful. If children are too active or

curious, independent or assertive, they are seen as behaving badly, “troublesome”.

40
 In summary, the different literatures explained that values characterize societies and

individuals. It is acquired by direct learning and can be better developed if there is freedom of

choice wherein the family plays an important role in the values formation of a child because the

values are first learned at home where the family is a very strong factor on the child that is why

child-rearing is a very crucial responsibility of parents. The teacher and the school also play a

vital role in developing the values of the child because it is where the values are internalized and

manifested.

Additionally, the different studies supported that the formation of values among the

citizens is essential as they are vital for the productivity and progress as well as for social justice

and stability. The values that were strongly committed in the different studies are discipline, self-

reflection, moral-spiritual values orientation in brotherhood, devotion to truth, moral equality,

respect for excellence and spiritual enrichment.

Family values from Juanta (1999) has a different finding in my study because in her

study, parents showed a more traditional attitude than the children while in my study the parents

and the pupils have similar attitude. However, we have the same findings on general relationship

which is both the children and their parents have similar attitude. Family values of students and

their parents from Obispo (2001) and my study have similar findings in the value of discipline,

clannishness, utang na loob, authority, modesty and family values. It can be inferred from both

our study that they uphold the same degree. Our studies differed in the values of respect,

pakikisama, pagbabarkada economics and education. We have an opposite findings in the

pupils’ perception in their home environment. In his study, the students have a smooth and happy

home environment while in my study the home environment of my pupils appears to be not

happy.

41
 CHAPTER III
RESEARCH DESIGN METHODOLOGY

This chapter deals with the research methods and procedures used by the researchers in

the study. These were presented in the following topics: research design, the respondents, the

data gathering instrument and the statistical analysis of data.

Research Design

This study made use of the descriptive research using a semi-structured questionnaire

supplemented by follow-up interviews to the respondents to draw out a more in depth answers to

the questions. Observations of the behaviors of the pupils will be made to validate what they

said. Descriptive Research according to Devin Kowalczyk (2015) is a study designed to depict

the participants in an accurate way. Since the study focused on identifying the values presently

upheld by the pupils, the researcher find this method most applicable.

42
Respondents

The Grade 6 pupils and parents of Ilagan South District, City Division of Ilagan,

Isabela were the respondents of this study.

Figure 2: Distribution of Respondents

SCHOOL PARENTS PUPILS TOTAL

Ilagan South Central School 60 60 120

Agassian Elementary School 10 10 20

Fugu Elementary School 10 10 20
Cadu Elementary School 10 10 20
Batong Labang Elementary 10 10 20
School
Lupigue Integrated School 10 10 20
TOTAL 110 110 220

The respondents of the study composed of 110 pupils and 110 parents. The breakdown

of respondents was shown in the above table. The respondents were selected randomly using

two-stage cluster random sampling. There were only ten pupils selected in Agassian Elementary

School, Fugu Elementary School, Cadu Elementary School, Batong labang Elementary School

and Lupigue Integrated School because the schools have less population. The ten respondents

selected for identified small schools was constant but the were selected randomly. There were 60

pupils and parents coming from Ilagan South Central School because it comprises the thirty

percent of the population.

43
Research Instrument

A structured questionnaire was used in gathering primary data. The questionnaire

consists of 78 items which describe selected Filipino values. It is classified into four namely

Parent-child relationship, general social relationship, values and aims of the family and core

values of the school. These classifications have components. For Parent-child relationship, it is

represented by the values of respect, discipline and authority. On the other hand, for social

responsibility, the questionnaire comprise of items in male-female relationship, modesty,

chastity, pagbabarkada, clannishness and utang na loob. For the values and aims of the family, it

comprises of family values, control, economics and education. Lastly, maka-Diyos, makatao,

maka-kalikasan and makabansa comprised the core values of the school. In addition, the students

were asked their perceptions about Home Environment through some statements describing their

possible home atmosphere.

The questionnaire consisted of two parts. The items on the selected Filipino values

were patterned from the research paper of Obispo (2001). The second part contained statements

on home environment and were adapted from the research pof Malabug (1997). The instrument

was translated in Filipino for easier understanding on the part of the pupil-respondents.

The items were answered through a Likert Scale.

44
Data Gathering Procedure

The researcher is a teacher of Ilagan South District where the study has been conducted.

She sought the permission to conduct and float questionnaires of the study from Dr. Cherry S.

Ramos, the OIC Schools Division Superintendent of the City of Ilagan. (see Appendix 7, p.117).

Upon approval, coordination to the different school heads of the schools involved was made and

distribution of questionnaires was immediately done, administered, collected, retrieved, tallied

and analyzed the data gathered with the assistance of the statistician, Dr. Mario Sevilla. The

responses in the questionnaires were tabulated. Furthermore, the tabulation was prepared in

accordance with the profile by selected variables of sex, age, first language, educational

attainment and job or work to reveal the preferences by variable. Interview through home

visitation and Parent Teacher Conference of the six schools in Ilagan South District were also

conducted by the researcher to various respondents who were randomly selected in order to

gather adequate data of the study.

Statistical Treatment of Data

The data gathered in this study were analyzed using descriptive statistics. In

tabulating the data, frequency counts and percentages were used. The arithmetic mean was used

in presenting the degree of agreement and disagreement of the respondents on the statements

about the selected Filipino values.

45
Data Analysis Procedure

In describing the mean ratings of the respondents, the following arbitrary scale was used

Mean Rating Interval Descriptive Rating

4.5 – 5.00 Strongly Agree

3.5 – 4.49 Agree

2.5 – 3.49 Slightly Agree

1.5 – 2.49 Disagree

1.0 – 1.49 Strongly Disagree

46
 CHAPTER IV
PRESENTATION AND ANALYSIS OF DATA

This chapter presents the analysis and interpretation of the data gathered from the

responses of the parents and pupils respondents through questionnaire. The data are presented in

tabular form and interpreted to answer the problems at hand in the investigation.

1.1.What is the Profile of the pupil-respondents in terms of:

a. Sex

Table 1

Distribution of Pupil - Respondents According to Sex

Sex Frequency Percentage

Female 64
58.2
Male 46
41.8
Total 110
100.0

The table show that in terms of sex, majority of them are female 64 (58.2%) while male

are 46 (41.8.7%). There are more female than male because as per DepEd’s Public Schools

Enrollment S.Y. 2017-2018 Total Enrolment in Public Elementary Schools as of October 2017

as reported by school heads in the in the Enhanced Basic Information System (EBEIS)-

Elementary , where female pupils appeared in larger number than males. The population of

female in totality is 1, 013,188 while male in summary is 985,238. (www.depedgov.ph/datasets)

47
 b. Age

Table 2

Distribution of Pupils Respondents According to Age

Age Frequency Percentage

10 16 14.5

11 79 71.8

12 10 9.1

13 4 3.6

14 1 .9

Total 110 100.0

As gleamed in the table, in terms of age, majority of the pupils are 11 years old with ( 79

or 71.8%). Some are 10 years old (16 or 14.5%). There are also 12 years old ( 10 or 9.1%). There

are also 13 years old ( 4 or 3.6%) and only one 14 years old (1 or .9%). Their age (grade 6) as 11

years old is exact and in accordance with the age bracket of the K to 12 Curriculum. In this

curriculum, the Kinder must be 5 years by June, Grade 1 will be 6 years old by June and so on

and so forth. Thus, when they reach sixth grade they will be in 11 years old.

48
 c. Person/s living with

Table 3

Distribution of Pupils Respondents according to Significant Person/s They are Living With

Person/s living with Frequency Percentage

Mother Only 8 7.3

Father Only 4 3.6

Mother and Father 80 72.7

Grandmother/Grandfather and Other

18 16.4
Relatives

Total 110 100.0

The table displays that as to person/s living with, majority of the pupils live with both

their mother and father with ( 80 or 72.7%). Others live with their grandparents ( 18 or 16.4%).

Some live with their mother ( 8 or 7.3%) while 4 or 3.6% live with their father. In the Philippine

family culture, most of Filipino child live with the father and mother because family is highly

important in Filipino society, and children often grow up with their parents. Because of close

family ties children may also grow with their parents together with their aunts, uncles, cousins,

grandparents and other extended family members living in the same house or compound as the

immediate family. Parents and all of the family members take part in raising the children.
49
d. First Language

Table 4

Distribution of Pupils Respondents According to First Language

First Language Frequency Percentage

Tagalog 74 67.3

Ilocano 34 30.9

1.8
Ibanag 2

Total 110 100.0

The table reveals that in terms of First Language, majority of the pupils are Tagalog with

(74 or 67.3%). Ilocano are (34 or 30.9%) while Ibanag are ( 2 ore 1.8%). Although Ilagan is

mostly inhabited by Ilocanos and Ibanags.

50
1.2. What is the Profile of the parent of respondents in terms of:

a. sex

Table 5

Distribution of Parents Respondents According to Sex

Female (Mother/s) 85 77.3

Male (Father’s) 25 22.7

Total 110 100.0

As shown in the table, majority of the parents are female 85 (77.3%) while male are 25

(22.7%). The researcher during her home visit to gather the data needed, most of the parents who

are at home are the mothers. In an interview conducted, the mothers mentioned that their

husband are in their work. It has been common among families in rural areas that most mothers

are housekeepers who take charge of the family needs while fathers are the ones who earn for a

living.

51
 b. age

Table 6

Distribution of Parents of Respondents According to Age

AGE Frequency Percentage

Below 30 2 1.8
30 - 34 22 20.0
35 - 39 31 28.2
40 - 44 23 20.9
45 - 49 12 10.9
50 - 54 13 11.8
55 - 59 4 3.6
60 & Above 3 2.7

Total 110 100.0

MEAN AGE 41.6

The table signifies that in terms of age, the mean is 41 years indicating that majority of

the parents are in their middle aged. The youngest parents were below 30 while the oldest were

60 above. Since most of the parents are middle aged, it implies that they are still in their

productive years where they are relatively young.

52
 c. Job or work

Table 7

Distribution of Parents Respondents According to Job/Work

Job/Work Frequency Percentage

White Collar Job 25 22.7

Blue Collar Job 35 31.8

No work/Job 50 45.5

Total 110 100.0

As gleaned on the table, in terms of job or work, the majority highest recorded frequency

is 50 (45.5%) for those who do not have work. In fact, majority of them are the mothers who are

housekeepers. They stay at home and attend to the needs of the family. Those who have blue

collar jobs are 35 (31.8%) while those who have white collar jobs are 25 (22.7%).

53
 d. Educational attainment

Table 8

Distribution of Parents Respondents According to Educational Attainment

Highest Grade in School Completed Frequency Percentage

Elementary 16 14.5

High School 16 14.5

College / Graduate level 55 50.0

Vocational 6 5.5

Elementary Level 17 15.5

Total 110 100.0

The table reveals that for the educational attainment of the parents, a plurality of 55 or

50% has reached college level. Elementary and High School graduates are both 16 or 14.5%.

Those who graduated a vocational course is only 6 or 5.5% while those who have reached

elementary but have not finished Grade six is 17 or 15.5%. Most of the parents are college level

but majority of them prefer to be a homemaker and be hands-on to their family. Their

educational attainment affect the child-rearing of the parents because those who have work

54
affects their time to be with their children while those who do not have work have more time

with their children.

e. First language

Table 9

Distribution of Parents Respondents According to First Language

First Language Frequency Percentage

Tagalog 38 34.5

Ilocano 44 40.0

Ibanag 28 25.5

Total 110 100.0

The table reveals that in terms of first language, majority of the parents are Ilocano with

(44 or 40%). Tagalog 30 or 34.5%) and Ibanag comprised the 25.5% of the population. This is

because many have Tagalog as their first language because Ilagan is a multi - lingual city and

that Tagalog has become the lingua franca. Most of the parents speak Ilocano but when they talk

to their children at home they use tagalog for they perceive that it will be an advantage on the

part of their children to speak Tagalog especially when they start schooling.

55
2. What are the selected Filipino values upheld by the children and their parents in terms

of:

a. Parent – child relationship

Respect

The pupils’ over-all mean rating along parent – child relationship is 4.34 indicating

“Agree” while parents also had “Agree” on their mean rating of 4.39. There are statements

however, where the students and their parents differ in the degree of their agreements.

As shown in the Table 10, pupils agreed that, “ A child should respect his parents to show

gratitude and to accept parental superiority .” whereas the parents strongly agreed. In Obispo’s

(2001) study, both the parents and pupils also agreed in this value.

Both respondents agreed in the value of respect that a child should not be allowed to talk

back to his parents or else he will lose respect for them. On the statement that “the children

should use “po” and “opo” while talking to parents or to elders” both the pupils and the parents

strongly agreed and as to the statement that in order “to show respect for one’s parents, a child

should kiss their hands or buss the forehead of the parents upon departing on a journey, or on

meeting after journey” both the respondents agreed.

Respect starts in the family. Teaching respect is an important part of family values

training and character building. It is significant that it is reinforced at home because it benefits

the entire family by producing greater harmony among family members. Thus, it should be a

joint effort by home and school.

56
 Table 10

Summary of Mean Ratings of the Statements on the Value of Respect

PARENT CHILD RELATIONSHIP

A. RESPECT Pupils Parents
Mean Description Mean Desciption
1. A child should not be allowed to talk back to his
parents or else he will lose respect for them.
4.26 Agree 4.33 Agree
2. A child should respect his parents to show gratitude
and to accept parental superiority. Strongly
4.49 Agree 4.50 Agree
3. Children should use “po” and “opo” while talking to
parents or to elders. Strongly Strongly
4.55 Agree 4.59 Agree
4. To show respect for one’s parents, a child should kiss
their hands or buss the forehead of the parents upon
departing on a journey, or on meeting after journey.
4.05 Agree 4.15 Agree
Mean 4.34 Agree 4.39 Agree

Discipline

The over-all mean rating of the pupils on the statements on discipline is 3.89 denoting the

descriptive interpretation of “Agree”, which is the same as that of the parents although the over-

all mean of the latter is 3.78. Thus, both parties agreed on the four statements on discipline.

There is a slight agreement from the respondents on the statement that “it is not good for the

parents to spank a child for his bad behavior”. However the pupils recorded a higher mean of

3.35 as compared to 3.29 on the part of their parents.

They agreed on the three statements that “a properly brought up child does not have to

be told twice by his parents when asked to do something”, “it is to the child’s benefit later on if

he is made to conform to his parents’ ideas” and “children should obey their parents, without any

question”.

57
 In terms of parent-child relationship, under discipline, parents and their children have

equal perception of the items with a mean of 3.89 for children and 3.78 for parents. This indicate

that both parties agree on the statements regarding discipline. . In an interview to parents they

told the researcher that discipline is the most important and crucial part in rearing their children.

Children need help in learning how to behave. Parents have rules at home which the children

must follow.

Guiding young children’s behavior is challenging work, but it is the most important job

of the family. Discipline, which really means teaching, is “training that develops self-control.” It

is the process of teaching the child what type of behavior is acceptable and what type is not

acceptable. In other words, discipline teaches a child to follow rules.

Table 11

Summary of Mean Ratings of the Statements on the Value of Discipline

PARENT CHILD RELATIONSHIP

B. DISCIPLINE Pupils Parents
Mean Description Mean Desciption
1. A properly brought up child does not have to be told
twice by his parents when asked to do something.
4.03 Agree 3.90 Agree
2. It is not good for the parents to spank a child for his
bad behavior. Slightly Slightly
3.35 Agree 3.29 Agree
3. It is to the child’s benefit later on if he is made to
conform to his parents’ ideas.
4.20 Agree 4.20 Agree
4. Children should obey their parents, without any
question.
3.97 Agree 3.72 Agree
Mean 3.89 Agree 3.78 Agree

58
Authority

As presented in Table 12, the over-all mean rating of the pupils on the statements on

authority is 3.96 indicating “Agree” while parents also had “Agree” on their mean rating of 3.91.

There are statements however, where the pupils and their parents differ in the degree of their

agreements.

As shown in the Table 12, the pupils agreed that, “Parents know what is best for their

children.” whereas the parents strongly agreed. Both the pupils and parents agreed on these two

statements: “In making family decisions, parents should consider their children’s opinion” and

“Parents should participate in the selection of the wife or the husband of their child.”

The value of authority in the family is very vital in the foundation of the child’s

personality. Allowing personal power supports the child’s self-interest of growing to a strong,

productive, self-confidant individual. The child’s sense of purpose, creative and intellectual

growth and sense of well-being are fostered by and authority figure that inspires greatness rather

than instills fear.

59
 Table 12

Summary of Mean Ratings of the Statements on the Value of Authority

PARENT CHILD RELATIONSHIP

C. AUTHORITY Pupils Parents
Mean Description Mean Desciption
1. In making family decisions, parents should consider
their children’s opinion.
3.75 Agree 3.67 Agree
2. Parents know what is best for their children. Strongly
4.41 Agree 4.50 Agree
3. Parents should participate in the selection of the wife
or the husband of their child.
3.73 Agree 3.55 Agree
Mean 3.96 Agree 3.91 Agree

b. General Social Relationship

Modesty

In this study, modesty refers to proper behavior in acts, words, appearance and

possessions; it includes humility. Parents can model modesty for their children through actions

and personal choices. Gresh (2014) advises “modeling what you teach is always vital. We cannot

expect a child to live that we ourselves do not live.”

The pupils perception had an over-all mean rating on the value of modesty of 3.28

denoting “Slightly Agree”. The parents on the other hand had a mean rating of 3.31 indicating

“Agree”. The pupils and their parents had identical answers to all the statements on the value of

modesty as shown in the Table 13. The highest mean was registered on parents on the statement

“A student should not utter offensive words or curse.” which both sets of respondents agreed.

The lowest mean rating was recorded for the statement “A pupil should brag about his/her looks

60
 and possessions” in which the pupils and parents disagreed. Bothe the respondents agreed

identically in this statement, “A pupil should dress and act decently always” while they slightly

agreed on the statement that “A student should not talk about his/her good performance in class.”

On the item; “Parents know what is best for their children”, it is apparent that the

respondents have different degree of agreements. As Morris postulated, children develop their

own identity apart from their parents values, ideologies, behaviors because it is their

development task, which according to Hurlock is normal. When children learn to reason and

decide for themselves…

Table 13

Summary of Mean Ratings of the Statements on the Value of Modesty

GENERAL SOCIAL RELATIONSHIP

A. MODESTY Pupils Parents
Mean Description Mean Desciption
1. A pupil should dress and act decently always.
4.10 Agree 4.03 Agree
2. A pupil should brag about his/her looks and
possessions.
1.66 Disagree 1.68 Disagree
3. A student should not utter offensive words or curse.
3.95 Agree 4.16 Agree
4. A student should not talk about his/her good
performance in class. Slightly Slightly
3.39 Agree 3.37 Agree
Slightly
Mean
3.28 Agree 3.31 Agree

61
Pakikisama

One of the traits of the Filipinos is friendship and the ability to have a smooth

interpersonal relationship with others. One is expected to stand by his friend at all times

especially in time of need. Even if one is not a friend, he is expected to keep a smooth

interpersonal relationship with others to avoid trouble. While this is a laudable trait, there are

times that it is misplaced. Nevertheless, the Filipinos put premium on this value.

As presented in Table 14, the over-all mean rating on the statements about pakikisama is

“Slightly Agree” for both the pupils and their parents. The pupils have an over-all mean rating of

3.23 while the parents have 3.17. All the statements elicited identical reactions from both group

of respondents.

One disturbing response of both the pupils and their parents is their slight agreement on

the statement, “A friend is one who helps whether right or wrong. This is one instance of

misplaced pakikisama. The result is contradictory to the findings of Obispo (2001). In his study

the children recorded a higher mean of 3,60 or “Agree” while parents had only 3.39 which means

slightly agree.

62
 Table 14

Summary of Mean Ratings of the Statements on the Value of Pakikisama

GENERAL SOCIAL RELATIONSHIP

B. PAKIKISAMA Pupils Parents
1. A friend is one who is always ready to help at all
times.
4.14 Agree 3.96 Agree
2. A friend is one who supports you whom you can
depend in good or even bad times.
4.00 Agree 3.99 Agree
3. A friend is one who helps whether right or wrong. Slightly Slightly
2.84 Agree 2.76 Agree
4. A pupil should not squeal on his/her friend who
commits wrong like cheating.
1.94 Disagree 1.96 Disagree
Slightly Slightly
Mean
3.23 Agree 3.17 Agree

Pagbabarkada

The Filipinos are also known for their strong sense of brotherhood or involvement in a

group commonly known as gang. It is expressed in private lives, public workplaces, and

relationships with neighbors. Pagbabarkada has become a norm or friendship and in youthful

generations regardless of status.

The pupils and their parents differ in the degree of agreement on the over-all mean rating

on the value of pagbabarkada. While the pupils had a mean rating of 2.48 indicating

disagreement, their parents slightly agreed with an over-all mean rating of 2.65.

One statement worth noting is “A barkada is one who believes and adopts the

attitude of “one for all, all for one”." for which their parents both agreed though

slightly.

63
 Table 15

Summary of Mean Ratings of the Statements on the Value of Pagbabarkada

GENERAL SOCIAL RELATIONSHIP

C. PAGBABARKADA Pupils Parents
1. A real barkada is one who is always ready to defend
you against your enemies. Slightly
3.20 Agree 3.69 Agree
2. A barkada is one who believes and adopts the
attitude of “one for all, all for one”. Slightly Slightly
3.20 Agree 3.19 Agree
3. A pupil should spend more time with his/her
barkada.
1.91 Disagree 1.96 Disagree
4. A student should not give priority to her/his barkada
than to his family.
1.63 Disagree 1.77 Disagree
Slightly
Mean
2.48 Disagree 2.65 Agree

Clannishness

Among Asians, the Filipinos are the most clannish. They put strong importance to close

family ties and tend to protect and support members of the clan at all times whether right or

wrong.

It is also the clannishness of the Filipinos that makes them practice the extended family

system wherein even married children stay in the same household with their parents.

The over-all mean ratings of both the set of respondents fall within the range of “Slightly

Agree”. The pupils, though, have a higher overall men rating of 3.30 while their parents

registered their over-all mean at 3.29. There is only one statement where the students and their

parents differed in the degree of their agreement. This is on the extended family in a household

to which the students disagreed as compared to their parents who slightly agreed. This system of

64
 extended family in one household is being practiced in many households in the country.

According to some sociologists, this system promotes dependency of children on their parents.

However, this practice is still a manifestation of strong family ties for which the Filipinos are

known.

Table 16

Summary of Mean Ratings of the Statements on the Value of Clannishness

GENERAL SOCIAL RELATIONSHIP

D. CLANNISHNESS Pupils Parents
1. The interest of the family must always prevail at all
times.
4.25 Agree 4.31 Agree
2. The integrity of the family must always be preserved.
4.06 Agree 4.10 Agree
3. A person should not leave his family to work in other
places. Slightly Slightly
3.26 Agree 3.04 Agree
4. A person should support and defend his family
whether right or wrong. Slightly Slightly
2.73 Agree 2.94 Agree
5. Children, parents and grandparents should stay in the
same household. Slightly Slightly
3.02 Agree 2.92 Agree
6. The family should share the home with uncles, aunts
and cousins if necessary. Slightly
2.46 Disagree 2.46 Agree
Slightly Slightly
Mean
3.30 Agree 3.29 Agree

65
 Utang- na- Loob

Gratitude, even though sometimes misplaced, is one value that the Filipinos place great

importance on. It is characterized by acknowledging with sincerest thanks past favors or good

deeds done to a person. A Filipino will always try to repay in whatever form such past favor or

good deed done to him by others. As it is sometimes misplaced, others take advantage of such

value and tend to abuse.

For the respondents, the over-all means are both in the range of “Agree” with high

arithmetic mean of 3.86 for the pupils and 3.75 for the parents. All the statements elicited

identical reactions from both group of respondents. Both the pupils and parents agreed in these

three statements: “One must always return a favor by doing good things to the person

concerned.”; “A boy/girl must strive to do good to others to make up for past favors.” and “A

person should not make “sumbat” to one he/she has done good”. They both slightly agreed on

the statement that “One must defend/support enemies of a person from who he owes a favor.”

Table 17

Summary of Mean Ratings of the Statements on the Value of Utang-na-Loob

GENERAL SOCIAL RELATIONSHIP

E. UTANG-NA-LOOB Pupils Parents
1. One must always return a favor by doing good things
to the person concerned. 4.12 Agree 4.05 Agree
2. One must defend/support enemies of a person from
who he owes a favor. Slightly Slightly
3.18 Agree 3.05 Agree
3. A boy/girl must strive to do good to others to make
up for past favors.
4.25 Agree 4.04 Agree
4. A person should not make “sumbat” to one he/she
has done good. 3.88 Agree 3.86 Agree
Mean 3.86 Agree 3.75 Agree

66
 c. General Values and Aims of the Family

Family Values

As previously stated, the Filipinos value close family ties very much as it is the basic

institution in a society. As a largely Catholic country, the Filipinos regard the family as sacred

institution. The honor and dignity of the family is the primary consideration of the members of

the family who tend to support and protect each other.

The over-all mean ratings of the pupils and their parents are identically described as

“Agree” with the former having 4.07 while the latter had 4.06. One statement to which the

parents strongly agreed with was on “The marriage should not be entered unless the couple plans

to have children”. However, the pupils agreed but not as strongly as their parents.

As shown in Table 18, the respondents also value marriage and the importance of family

and home .The honor of the family should be protected and preserved. The pupils and their

parents reacted identically to almost all the statements.

Table 18

Summary of Mean Ratings of the Statements on Family Values

GENERAL VALUES AND AIMS OF THE FAMILY

Pupils Parents
1. The family is a sacred institution.
3.87 Agree 4.02 Agree
2. The marriage should not be entered unless the couple Slightly
plans to have children. 3.49 Agree 3.51 Agree
3. Home is the most pleasant place in the world.
4.27 Agree 4.14 Agree
4. One owes his greatest obligation to his family.
4.39 Agree 4.28 Agree
5. One feels most contented at home. 4.30 Agree 4.35 Agree
Mean 4.07 Agree 4.06 Agree

67
Control

Control in the family is indeed very risky in the formation of the child’s values.

Millennial children nowadays are difficult to control and handle. It is on how the parents control

their children at home makes up the children of today. In the study of Ranjo (2011), control or

child rearing practices of parents largely determine the child’s adult behavior. This implies that

what the child learned at home and how he was trained up by his parents during the formative

years will be of great influence later. Hence, the family gives the greater impact on the values

education of the child and the most effective educator in values and virtues because it is the

primary school of life.

The over-all mean ratings of the pupils and their parents are identically described as

“Agree” with the former having 3.75 while the latter had 3.66.

As shown in Table 19, the pupils and their parents reacted identically to all the

statements. One manifestation of control is just the slight agreement of the respondents to

unmarried children who are 21 years old and above to live independently without any parental

support.

68
 Table 19

Summary of Mean Ratings of the Statements on the Value of Control

GENERAL VALUES AND AIMS OF THE FAMILY

A. CONTROL Pupils Parents
1. Members of the family are entitled to know one
another’s personal affairs.
4.04 Agree 3.84 Agree
2. The influence of the family over an individual is
greater than that of the church, the state and the
peers.
3.69 Agree 3.65 Agree
3. A person should avoid any action that his family
disapproves.
4.03 Agree 3.88 Agree
4. The family should have the greatest influence on
one’s choices and decisions.
3.69 Agree 3.58 Agree
5. The shame (kahihiyan) of a family member is the
shame of the entire family.
3.73 Agree 3.89 Agree
6. Unmarried children who are 21 years old and above
should learn to live independently without any
parental support. Slightly Slightly
3.33 Agree 3.12 Agree
Mean 3.75 Agree 3.66 Agree

Economics

Financial matters are usually a sensitive issue in the family. It can either hold the family

together as every member is expected to help each other even financially; but it can also be a

source of misunderstanding between and among members of the family.

The mean ratings of the statements about economics matters in the family are presented

in Table 20. The over-all means are both in the range of “Agree” with an arithmetic mean of

3.74 for the pupils and 3.50 for the parents.

69
 Both the pupils and parents slightly agreed that unmarried children should give almost all

their earnings to their parents. They felt that unmarried children should not be obliged to give

almost all their earnings to their parents although they can always help. One statement that is

also worth noting is on a man prefers a bride who is gainfully employed and can contribute on

the family income. The pupils agreed while the parents just slightly agreed.

Table 20

Summary of Mean Ratings on the Economics Statements

GENERAL VALUES AND AIMS OF THE FAMILY

B. ECONOMICS Pupils Parents
1. Love as a basis for marriage is good but it should be
considered along with the ability to support a family.
4.17 Agree 4.18 Agree
2. A man prefers a bride who is gainfully employed and
who can contribute to the family income. Slightly
3.78 Agree 3.47 Agree
3. Unmarried children should give most almost all their
earnings to their parents. Slightly Slightly
2.94 Agree 2.62 Agree
4. A son or daughter should always help his/her parents
support younger siblings if necessary.
4.05 Agree 3.73 Agree
Mean 3.74 Agree 3.50 Agree

Education

If ever the Philippines has the highest literacy rate in Asia, it is because the Filipinos give

high importance to education for their children. Many parents, especially those who are not well-

off believe that education is the only legacy they can leave to their children. Parents do all what

they can to send their children to school. They also believe that the education of their children

who are expected to earn later on is their only hope to improve their lives.

70
 The over-all mean rating of the pupils on the statements on education is 3.34 and parents

which is 3.13 are both denoting slight agreement. As seen in Table 21, both groups of

respondents have the same reaction to all the statements on education except for one. They

differed only on the degree of agreement on the statement about high educational attainment is

determined by grades or school marks. The pupils fully agreed while their parents just slightly

agreed.

Table 21

Summary of Mean Ratings on the Statements About Education

GENERAL VALUES AND AIMS OF THE FAMILY

C. EDUCATION Pupils Parents
1. In case parents cannot give opportunities to all their
children, the sons, not the daughters should be sent to
school. Slightly Slightly
2.55 Agree 2.38 Agree
2. High educational attainment is determined by
grades/school marks. Slightly
3.71 Agree 3.38 Agree
3. Diplomas and other formal certificates are measures
of success.
3.77 Agree 3.63 Agree
Slightly Slightly
Mean
3.34 Agree 3.13 Agree

71
 d. Core values of the School

Love for God (Maka – Diyos)

Filipinos are well-known for being religious. Love for God is a great manifestation of

being kind and promoting good deeds to all mankind.

The over-all mean ratings of the pupils and their parents are identically described as

“Agree” with the former having 4.39 while the latter had 4.23.

As shown in Table 22, the pupils and their parents reacted identically to all the

statements. Both agreed that we should respect the spiritual beliefs of others and do good by

telling the truth at all times.

Table 22

Summary of Mean Ratings of the Statements on the Value of Maka - Diyos

CORE VALUES OF THE SCHOOL

A. LOVE FOR GOD (MAKA-DIYOS) Pupils Parents
1. One should respect the spiritual belief of others.
4.30 Agree 4.16 Agree
2. One should do good by telling the truth.
4.47 Agree 4.30 Agree
Mean 4.39 Agree 4.23 Agree

72
 Love for Mankind (Makatao)

One great trait of a Filipino is being humane which is characterized by tenderness,

compassion and sympathy for people especially to the suffering and distressed. We consider the

feelings of others and treat them fairly as well.

As presented in Table 23, the over-all mean rating on the statements about the value of

Makatao is “Agree” for both the pupils and their parents. The pupils have an over-all mean

rating of 3.92 while the parents have 3.89. All the statements elicited identical reactions from

both group of respondents. Both respondents mutually agreed that we should be sensitive in our

cultural differences and give contribution towards solidarity.

Table 23

Summary of Mean Ratings of the Statements on the Value of Maka tao

CORE VALUES OF THE SCHOOL

B. LOVE FOR MANKIND (MAKATAO) Pupils Parents
1. One should be sensitive in one’s cultural differences.
3.71 Agree 3.78 Agree
2. One should give contribution towards solidarity.
4.13 Agree 4.00 Agree
Mean 3.92 Agree 3.89 Agree

Love for Nature (Maka- kalikasan)

Love for our nature is very significant. This is one of the government advocacies that is

being promoted at home and in schools. Each child must be developed to be a Steward of Nature.

73
 The over-all mean ratings of the pupils and their parents are identically described as

“Agree” with the former having 4.45 while the latter had 4.43.

As shown in Table 24, the pupils and their parents reacted identically to the statement.

Both agreed that we should take care of our environment and use it properly.

Table 24

Summary of Mean Ratings of the Statements on the Value of Maka kalikasan

CORE VALUES OF THE SCHOOL

C. LOVE FOR NATURE (MAKA – KALIKASAN) Pupils Parents
1. One should take care of our environment and use it
properly.
4.45 Agree 4.43 Agree
Mean 4.45 Agree 4.43 Agree

Love for Country (Makabansa)

Love of our country must be promoted and cultivated to the youth. Many are leaving our

country to look for a greener pasture abroad but must not neglect our roots and citizenship.

Loyalty in our home land should be inculcated in this era of globalization and 21st Century.

The over-all mean ratings of the pupils and their parents are identically described as

“Strongly Agree” with a very high arithmetic mean 4.57 for the pupils and 4.52 for the parents.

As shown in Table 26, the pupils and their parents reacted identically to the statement.

Both agreed that we must be proud of being a Filipino and practice our rights and responsibilities

as a Filipino citizen.

74
 Table 25

Summary of Mean Ratings of the Statements on the Value of Makabansa

CORE VALUES OF THE SCHOOL

D. MAKABANSA Pupils Parents
1. One must be proud of being a Filipino and practice
our rights and responsibilities as a Filipino citizen.
Strongly Strongly
4.57 Agree 4.52 Agree
Strongly Strongly
Mean
4.57 Agree 4.52 Agree

Summary of Over-all Mean Ratings of Selected Filipino Values

On the whole, both the pupils and their parents have the same degree of agreements on

most of the selected Filipino values presented for them for reaction. These are on respect,

discipline, authority, pakikisama, clannishness, utang-na-loob, family values, control,

economics, education, Love for God (maka-Diyos), Love for Mankind (makatao), Love for

Nature (maka-kalikasan) and Love for Country (makabansa)

On the other hand, the two groups of respondents differed in the degree of their

agreements on one value which is modesty. The value that the pupils and parents disagreed on

their responses is the Pagbabarkada.

The summary of the over-all mean ratings of the sixteen (16) values presented to the

respondents to react is presented in Table 26.

75
 Table 26

Summary of the Over-all Mean Ratings of Selected Filipino Values

Parent-Child Relationship Pupils Parents

Respect 4.34 Agree 4.39 Agree
Discipline 3.89 Agree 3.78 Agree
Authority 3.96 Agree 3.91 Agree
General Social Relationship
Slightly
Modesty 3.28 Agree 3.31 Agree
Slightly Slightly
Pakikisama 3.23 Agree 3.17 Agree
Slightly
Pagbabarkada 2.48 Disagree 2.65 Agree
Slightly Slightly
Clannishness 3.30 Agree 3.29 Agree
Utang–na-loob 3.86 Agree 3.75 Agree
General Values & Aims of the Family
Family Values 4.07 Agree 4.06 Agree
Control 3.75 Agree 3.66 Agree
Economics 3.74 Agree 3.50 Agree
Slightly Slightly
Education 3.34 Agree 3.13 Agree
Core Values of the School
Love for God (Maka-Diyos) 4.39 Agree 4.23 Agree
Love for Mankind (Makatao) 3.92 Agree 3.89 Agree
Love for Nature (Maka-kalikasan) 4.45 Agree 4.43 Agree
Strongly Strongly
Love for Country (Makabansa) 4.57 Agree 4.52 Agree
Mean

76
3. Is there a significant difference in the values upheld by the children and their parents

when grouped according to their profile?

3.1 Is there a significant difference in the perceptions of children on the values upheld by
them when grouped according to their profile?

Table 27
Significant Difference in the Values Upheld by the Children when grouped according to
Their Profile

Significance
Profile ANOVA Analysis Decision Significance
F
Ho is No Significant
Age .929 F > 0.05
Accepted Difference
F > 0.05 Ho is No Significant
Sex .791
Accepted Difference
F > 0.05 Ho is No Significant
Whom they live .932
Accepted Difference
F > 0.05 Ho is No Significant
First Language .274
Accepted Difference

Table 28 shows the significant difference in the perceptions of children on the values

upheld by them when grouped according to their profile using the Analysis of Variance

(ANOVA) F-test, at the level of significance of 0.05.

As can be gleaned in the table, the significance F values were greater than the given

critical value of 0.05; the respective null hypothesis was accepted. There is no significant

difference in the perceptions of children on the values upheld by them when grouped according

to their age, sex, whom they live and first language. Hence, age, sex, whom they live and

language used do not affect the perceptions of children as to how they upheld their values.

77
Table 28

Significant Difference in the Values Upheld by the Children When grouped According to
Their Age

Significance
Values in terms of ANOVA Analysis Decision Significance
F
Ho is No Significant
Parent – Child Relationship 0.98 F > 0.05
Accepted Difference
F > 0.05 Ho is No Significant
General Social Relationship 0.54
Accepted Difference
General Values and Aims of F > 0.05 Ho is No Significant
0.91
the Family Accepted Difference
F > 0.05 Ho is No Significant
Core Values of the School 0.48
Accepted Difference
F > 0.05 Ho is No Significant
Overall Mean Values 0.93
Accepted Difference

Table 28 shows the significant difference in the values upheld by the children when

grouped according to their age using the Analysis of Variance (ANOVA) F-test, at the level of

significance Alpha A of 0.05.

As shown in the table, all of the significance F values were greater than the given

critical value of 0.05; the respective null hypothesis was rejected. There is no significant

difference in the values upheld by the children in terms of parent-child relationship,

general social relationship, general values and aims of the family, and core values of the

school when grouped according to their age. Moreover, the overall mean value also

signifies of no significant difference.

78
Table 29

Significant Difference in theValues Upheld by the Children When grouped According to

First Language

Significance
Values in terms of ANOVA Analysis Decision Significance
F
Ho is No Significant
Parent – Child Relationship 0,14 F > 0.05
Accepted Difference
F > 0.05 Ho is No Significant
General Social Relationship 0.66
Accepted Difference
General Values and Aims of F > 0.05 Ho is No Significant
0.68
the Family Accepted Difference
F > 0.05 Ho is No Significant
Core Values of the School 0.12
Accepted Difference
F > 0.05 Ho is No Significant
Overall Mean Values 0.27
Accepted Difference

Table 29 shows the significant difference in the values upheld by the children when

grouped according to their first language using the Analysis of Variance (ANOVA) F-test, at

the level of significance Alpha A of 0.05.

As can be gleaned in the table, all of the significance F values were greater than the given

critical value of 0.05; the respective null hypothesis was rejected. There is no significant

difference in the values upheld by the children in terms of parent-child relationship, general

social relationship, general values and aims of the family, and core values of the school when

grouped according to their first language. Moreover, the overall mean value also signifies of no

significant difference.

79
Table 30

Significant Difference in the Values Upheld by the ChildrenWhen grouped According to

Their Sex

Significance
Values in terms of ANOVA Analysis Decision Significance
F
Ho is No Significant
Parent – Child Relationship 0.62 F > 0.05
Accepted Difference
F > 0.05 Ho is No Significant
General Social Relationship 0.66
Accepted Difference
General Values and Aims of F > 0.05 Ho is No Significant
0.73
the Family Accepted Difference
F > 0.05 Ho is No Significant
Core Values of the School 0.26
Accepted Difference
F > 0.05 Ho is No Significant
Overall Mean Values 0.79
Accepted Difference

Table 30 shows the significant difference in the values upheld by the children when

grouped according to their sex using the Analysis of Variance (ANOVA) F-test, at the level of

significance Alpha A of 0.05.

As shown in the table, all of the significance F values were greater than the given critical

value of 0.05; the respective null hypothesis was rejected. There is no significant difference in

the values upheld by the children in terms of parent-child relationship, general social

relationship, general values and aims of the family, and core values of the school when grouped

according to their sex. Moreover, the overall mean value also signifies of no significant

difference.

80
Table 31

Significant Difference in theValues Upheld by the Children When grouped According to

Person/s Living With

Significance
Values in terms of ANOVA Analysis Decision Significance
F
Ho is No Significant
Parent – Child Relationship 0.92 F > 0.05
Accepted Difference
F > 0.05 Ho is No Significant
General Social Relationship 0.71
Accepted Difference
General Values and Aims of F > 0.05 Ho is No Significant
0,87
the Family Accepted Difference
F > 0.05 Ho is No Significant
Core Values of the School 0,97
Accepted Difference
F > 0.05 Ho is No Significant
Overall Mean Values 0,93
Accepted Difference

Table 31 shows the significant difference in the values upheld by the children when

grouped according to whom they are living with using the Analysis of Variance (ANOVA) F-

test, at the level of significance Alpha A of 0.05.

As can be gleaned in the table, all of the significance F values were greater than the given

critical value of 0.05; the respective null hypothesis was rejected. There is no significant

difference in the values upheld by the children in terms of parent-child relationship, general

social relationship, general values and aims of the family, and core values of the school when

grouped according to whom they are living with. Moreover, the overall mean value also signifies

of no significant difference.

81
 3.2 Is there a significant difference in the values upheld by parents when grouped
according to their profile?

Table 32

Significant Difference in theValues Upheld by tParents when grouped according to their

Profile

Significance
Profile ANOVA Analysis Decision Significance
F
Ho is No Significant
Age .326 F > 0.05
Accepted Difference
F > 0.05 Ho is No Significant
Sex .152
Accepted Difference
F > 0.05 Ho is No Significant
Job Work .110
Accepted Difference
Highest Grade in School F < 0.05 Ho is There is Significant
.023
Completed Rejected Difference
F > 0.05 Ho is No Significant
First Language .454
Accepted Difference

Table 32 shows the significant difference in the values upheld by parents when grouped

according to their profile using the Analysis of Variance (ANOVA) F-test, at the level of

significance of 0.05.

As can be gleaned in the table, the significance F values except for profile highest grade

in school completed were greater than the given critical value of 0.05; the respective null

hypothesis was accepted. There is no significant difference in the values upheld by the parents

when grouped according to their age, sex, job work, and first language.

For the parent’s profile on the highest grade in school competed, the F value was less

than the given critical value of 0.05; the null hypothesis was rejected. There is a significant

82
difference in the values upheld by parents when grouped according to their highest grade in

school completed.

The results indicate that values upheld by parents are not affected by their age, sex, job

work, and first language; however, their highest grade in school completed does. Parents

completed College and High School educations believe that their children upheld better their

values than the rest of the parent-respondents.

4. Is there a significant difference in the values upheld by parents and their children?

Table 33

Significant Difference in the Values Upheld by the Parents and Their Children

Significance
Group ANOVA Analysis Decision Significance
F
Parents Ho is No Significant
.87 F > 0.05
Children Accepted Difference

Table 33 shows the significant difference in the values upheld by the parents and their

children using the Analysis of Variance (ANOVA) F-test, at the level of significance of 0.05.

As shown in the table, the significance F value was greater than the given critical value of

0.05; the null hypothesis was accepted. Hence, there is no significant difference in the values

upheld by children as perceived by the parents and children. Both the parents and children have

the same outlook as to how the children upheld their values.

83
5. What are the perceptions of the pupil - respondents of their home environment based

on the values they uphold?

In order to validate the responses of the pupils on the values pertaining to their homes and

their families, they were asked to react to certain statements that characterize the atmosphere in

their homes. It is assumed that if the children and their parents upheld the same selected values, a

happy and harmonious relationship exist in their homes.

On the whole, the home environment of the students appears to be not that happy. There

is a need to work on to have a harmonious relationship with their parents and siblings. The

overall mean rating 2.86 as shown in Table 34, however is “Sometimes” denoting the need for

some improvements in the relationship and environment at home.

Table 34

HOME and ENVIRONMENT 5 4 3 2 1 Total Mean Description

1. I am happy at home. 65 37 7 1 0 110 4.51 Always
2. My parents do not understand me. 35 12 29 11 23 110 3.23 Sometimes
3. My brothers and sisters quarrel with me. 4 10 40 29 27 110 2.41 Rarely
4. I do not get along well with my brothers
and sisters. 4 15 30 25 36 110 2.33 Rarely
5. My parents understand and trust me. 46 30 19 8 7 110 3.91 Often
6. I want more freedom at home. 19 18 31 12 30 110 2.85 Sometimes
7. I argue a lot with my friends. 6 6 14 30 54 110 1.91 Rarely
8. My parents expect tto much from me. 13 17 25 26 29 110 2.63 Sometimes
9. I discuss my problems with my parents. 38 25 27 12 8 110 3.66 Often
10. I easily get disappointed at home. 7 14 24 24 41 110 2.29 Rarely
11. I have many household chores and I do
not have enough time to study. 7 4 8 25 66 110 1.74 Rarely
12. My brothers, sisters, and my parents are
critical of me. 22 11 28 24 25 110 2.83 Sometimes
Mean 2.86 Sometimes

84
6. What are the values that need to be strengthened and integrated in the activities of

Technology and Livelihood Education subject in Grade 6?

Technology and Livelihood Education is a learning area in the 6th grade which is very

helpful and beneficial to the 21st century learners for the reason that pupils are trained in the

areas such as Entrepreneurship, Agriculture, Industrial Arts and Information and

Communication Technology for the reason that it allows pupils to acquire the necessary

decision making, social and communicative skills which are important for occupational

success.

Upon conducting a study of the different values upheld by the millennial grade 6 pupils

and parents of Ilagan South District, the resarcher found out that both the pupils and their

parents have the same degree of agreements on most of the values presented for them for

reaction. Therefore, these are the values which can be integrated in the subject Technology

and Livelihood Education. These are the values in which they both have the same

The different specific values that need to be strengthened and integrated in the

aforementioned learning area based on the result of the study are the following: respect,

discipline, authority, pakikisama, clannishness, utang-na-loob, family values, control,

economics, education, maka-Diyos, makatao, maka-kalikasan and makabansa.

85
 CHAPTER V
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This descriptive study sought to determine the selected Filipino values being upheld by

the Grade 6 pupils of Ilagan South District and their parents. The selected Filipino values were

grouped into four, namely: respect, discipline and authority under Parent-Child Relationship;

modesty, pakikisama, pagbabarkada, clannishness and utang-na-loob for the General Social

Relationship; family values, control, economics and education under General Values & Aims of

the Family; and lastly, maka-Diyos, makatao, maka-kalikasan and makabansa for the Core

Values of the School. How the students described their Home Environment was also determined

in connection with the values that they uphold.

The degree of agreement on the selected Filipino values upheld by the students and their

parents was also determined to identify possible source of gaps between them; and the significant

relationship of the values that are upheld by both the students and their parents were also

determined.

110 of the grade 6 pupils of Ilagan South District who were randomly selected served as

respondents of this study. In addition, the parents of the respondent-students were also

interviewed to find out their upheld values and compare them to those being upheld by their

children. The research instrument consisted of a questionnaire that contained a list of statements

about the selected Filipino values. The statements were patterned from the research studies of

Rey Obispo (2001).

86
 Descriptive statistics like frequency counts, percentage and arithmetic means were used

to analyze the data gathered. The Pearson Product Moment Correlation was used to determine

the significance of relationship upheld by both groups of respondents. The t-test correlation was

used to measure the level of significance at .05 level.

Summary of Findings

1. Majority of the respondents are female. In terms of age, most of them are eleven (11)

years old. Majority of the pupils live with both their mother and father. In terms of First

Language, a number of the pupils speak tagalog.

2. Majority of the parent-respondents are female. Most of them are forty one (41) years old

indicating that the parents belong to the middle aged group. Many of them are married. In

terms of job or work, majority of them are homemakers or plain housewives. With regard

to their educational attainment, majority of them have reached college level. In terms of

First Language, most of them are Ilocano.

3. The pupils and their parents have the same level of agreement the value of respect. There

is a statement however, where the students and their parents differ in the degree of their

agreements.

4. The pupils and their parents have the same level of agreement the value of discipline.

5. As regards the value of authority, the pupils and their parents have the same level of

agreement. There is a statement however, where the students and their parents differed in

the degree of their agreements. The pupils agreed that, “Parents know what is best for

their children.” whereas the parents strongly agreed.

87
6. On the value of modesty, the children differed in the level of agreement with their

parents. The latter agreed while the former just slightly agreed.

7. The pupils and their parents have the same slight agreement the value of pakikisama. All

the statements elicited identical reactions from both group of respondents.

8. On the value of pagbabarkada, the children differed in the level of agreement with their

parents. The latter slightly agreed while the former disagreed.

9. Both group of respondents have the same slight agreement on the value of clannishness.

Both respondents have identical answers in all the statements.

10. The pupils and their parents have the same level of agreement the value of utang-na-loob.

All the statements elicited identical reactions from both group of respondents.

11. On family values, the pupils and their parents have the same level of agreement. One

statement to which the parents strongly agreed with was on “The marriage should not be

entered unless the couple plans to have children”. However, the pupils agreed but not as

strongly as their parents.

12. The pupils and their parents have the same level of agreement the value of control. All

the statements elicited identical reactions from both group of respondents.

13. On the value of economics, the pupils and their parents have the same level of agreement.

Both the pupils and parents slightly agreed that unmarried children should give almost all

their earnings to their parents.

14. Both group of respondents have the same slight agreement on the value of education. The

pupils and their parents have the same reaction to all the statements on education except

for one. The pupils fully agreed while their parents just slightly agreed on the idea that

high educational attainment is determined by grades or school marks.

88
15. With regards to the value of maka-Diyos, the pupils and their parents have the same level

of agreement. Both group of respondents have identical reactions to all the statements

16. Both group of respondents have the same agreement on the value of makatao. All the

statements elicited identical reaction from both group of respondents.

17. On the value of maka-kalikasan, the pupils and their parents reacted identically to all the

statements. Both agreed that we should respect the spiritual beliefs of others and do good by

telling the truth at all times.

18. The pupils and their parents have the same level of agreement on the value of makatao.

Both group of respondents have identical reactions to all the statements

19. There is no significant difference in the perceptions of children on the values upheld by

them when grouped according to their age, sex, whom they live and first language.

Hence, age, sex, whom they live and language used do not affect the perceptions of

children as to how they upheld their values.

20. There is a significant difference in the values upheld by the parents when grouped

according to their highest grade in school completed.

21. The values upheld by the parents not affected by their age, sex, job work, and first

language; however, their highest grade in school completed does. Parents completed

College and High School educations believe that their children upheld better their values

than the rest of the parent-respondents.

22. There is no significant difference in the values upheld by children as perceived by the

parents and children. Both the parents and children have the same outlook as to how the

children upheld their values.

89
 23. The perceptions of the pupil - respondents about their home environment resulted to an

over-all slight agreement on the statements describing their family relationship and the

atmosphere at home. They disagreed, however, on the statements about fighting and not

getting along well with their mothers and sisters, arguing a lot with their parents, getting

easily disappointed at home and having many household chores that leave them not

enough time to study.

24. Parents and their children have differing views but modest disagreements on the values

they learned from their respective generations.

25. The different specific values that need to be strengthened and integrated in the in

Technology and Livelihood Education subject in Grade six (6) based on the result of the

study are the following: respect, discipline, authority, pakikisama, clannishness, utang-

na-loob, family values, control, economics, education, maka-Diyos, makatao, maka-

kalikasan and makabansa.

Conclusions

1. Most of the pupil-respondents are in this study are female, 11 years old, live with both

their father and mother and speak in Tagalog.

2. Majority of the parent-respondents in this study are female and are already mature since

they are in their middle adulthood.

90
3. Most of the parent-respondents could teach their child well since majority of them have

attained degree or higher level of formal education.

4. Majority of the parents are Ilocano.

5. Most of the parents are housekeepers though majority of them have attained higher

formal education, they opted to stay at home and do housekeeping so that they could take

care of their children well.

6. In general, the parents of the students are fairly educated and belong to the low class,

which denotes that they have a better grasp of the subject of the study.

7. Parents and their children have identical degree of agreements on the values of respect,

discipline, authority, pakikisama, clannishness, utang-na-loob, family values, control

economics, education, maka-Diyos, makatao, maka-kalikasan and makabansa. It can be

inferred that these are the values that they uphold on the same degree.

8. Although the pupils and their parents agreed on the values of modesty, their degree of

agreement slightly differed. This can be interpreted to the mean that the value of the

pupils on this matter has undergone some modifications compared to their parents.

9. The value that the pupils and parents disagreed on their responses is the Pagbabarkada

wherein the latter slightly agreed and the former disagreed. This indicates that the i-gen

or gen y pupils today can already control their attachment in their involvement in a gang

which shows that they prioritize their studies and family more that their barkada.

10. On the value of respect, the children agreed that they should respect their parents to show

gratitude and to accept parental authority. Their parents strongly agreed on this.

91
11. The respondents both value discipline. Both are liberal in the matter of spanking a child

when he misbehaves. This is reflective of their being more understanding of their

children and using other means of disciplining them.

12. As regard to the value of authority, the pupils agreed that parents know best what is good

for their children which means that they accept the decisions of their parents for their

own good and the parents strongly agreed with this.

13. There is no significant difference in the perceptions of children on the values upheld by

them when grouped according to their age, sex, whom they live and first language.

14. There is a significant difference in the perceptions of children’s parents on the values

upheld by the children when grouped according to their highest grade in school

completed.

15. The perceptions of parents as to the values upheld by their children are not affected by

their age, sex, civil status, job work, and first language; however, their highest grade in

school completed does. Parents completed College and High School educations believe

that their children upheld better their values than the rest of the parent-respondents

16. There is no significant difference in the values upheld by children as perceived by the

parents and children. Both the parents and children have the same outlook as to how the

children upheld their values.

17. In general, the home environment of the pupil - respondents appears to be not that happy.

There is a need to work on to have a harmonious relationship with their parents and

siblings.

92
 18. In teaching Technology and Livelihood Education subject in Grade 5, the following

values : respect, discipline, authority, pakikisama, clannishness, utang-na-loob, family

values, control, economics, education, maka-Diyos, makatao, maka-kalikasan need to be

strengthened and integrated.

Recommendations

While the pupils and parents uphold the same selected Filipino values, although some on

different degrees of agreement, still there are some aspects of these values that are worth looking

for improvement. The idea is to prevent possible sources of disagreements in these values in the

future that may lead into gaps or differences between the parents and their children.

Specifically, the following recommendations are worthy of consideration:

1. Both the students and their parents endeavor to maintain and preserve a smooth and

happy home environment and harmonious relationship among members of the family

though family bonding activities such as attending mass together, going to recreation

areas and spending quality time together that will make their bond strong.

2. Regular home visitations shall be conducted by Class Advisers on pupils with a problem

to have a better understanding and insights of the source of the problem. Regular

dialogues should also be conducted among teachers, school officials, parents and students

to discuss possible source of problems that may arise.

3. Technology and Livelihood Education teachers shall strengthen and integrate the

following values in their lessons : respect, discipline, authority, pakikisama, clannishness,

93
 utang-na-loob, family values, control, economics, education, maka-Diyos, makatao,

maka-kalikasan in this subject.

4. Curriculum planners will align values that need to be integrated in the K to 12

curriculum.

5. This study can be expanded in terms of coverage and to include other variables.

94
 BIBLIOGRAPHY

A. Books

Bulatao, Jaime. “The Manilenost Mainspring”, Four Readings on Philippine Values

Lynch, Frank, ed. Institute of Philippine Culture: Ateneo De Manila, 1990.

Burlocks, Elizabeth. Child Development. New York McGraw-Hill Book Co., 1994.

Carrect, Henry R. Statistics in Psychology and Education, 3rd Ed. New York : Logman,
Greene and Co., 1998.

Chafee, Frederick H., et. al. Area Handbook for the Philippines. Washington D.C.: U.S.
Government Printing Office, 1999.

Dewey, John Toward Reconstruction in Educational Philosophy. New York: Harper and
Row, 1966

Feather, Allan P. and Cross John. Basic Behavioral Statistics. Boston: Houghton Miffin
Co., 1996.

Ferguson, George. Statistical Analysis in Psychology and Education. Tokyo: McGraw-

Hill Kogakusha, 1991.

Goldeson, Robert N. The Encyclopedia of Human Behavior. New York: Buobleday and
Company, Inc., 1989

Hall, Brian P. Leadership Through Values. New York: Paulist Press., 1990

Highet, Gilbert. The Teacher. Boston: Houghton Mofflin Company, 1997.

Maslow, A.H. New Knowledge in Human Values. New York: Harper and Bros., 1969

Ostelius, Hans. Islands of Pleasure, A Guide to the Philippines. London: George Alklan
and Unwin, Ltd., 1993.

Raths, Louis. Values and Teachinh: Working with Values in the Classroom. Ohio: Merill
Publishing Co., 1996

Shahani, Laetcia R. Building a People, Building a Nation, Moral Recovery Program.

Philippines: Instructional Materials Corp.,1990.

95
B. Journals, Magazines and Reports

Mills, H.E. “Teachers Attitude Towards the Study Habits of High School Students”,
Educational Administration and Supervision., 1984.

Musses, P.H. and Young, H.B., et al. “The Influence of Father-Son Relationship As
Adolescent Personality and Attitudes”, Journal of Child Psychology

Mendez, Policarpio. “Area & Educational Anthropology, A Review of the State of The
Art of Educational Research, The Philippine Experience” Alfredo Morales, ed.. A Joint
Project of the PRODED, MECS and PAGE, 1994

PCSPE, “New Patterns, New Directions”, Education for National Development. Makati,
2000

C. Unpublished Materials

Agpaoa and Sanchez. “The Values Formation in the Buug Elementary School Children as
Perceived by the School Teachers”, Masteral Thesis, Southern Mindanao Colleges,
1996.

Badong, Demetria C. “Psychological Variables, Perceived Effectiveness and Career

Work Values of Employees of a Private Institution: Implications to Career Counseling at
Work”. M.A. Thesis, Philippine Normal University, Alicia, Isabela, 2013.

Balunsay, Evelyn Socorro E.“Apropposed Curriculum Guide in Integrating Spiritual and

Social Values in Science and Health Four of Malate Catholic School ”. M.A. Thesis,
Philippine Normal University, Alicia, Isabela, 2005.

Buena A. G. “Socio-Cultural Practices of Families in Paracale, A Coastal Mining

Community of Camarines Norte: A Case in Point”. M.A. Thesis, Palawan Teachers
College 1993.

Cuntapay, Revelita. “Filipino Values of High School Students of the Community

Outreach System of Nueva Vizcaya” M.A. Thesis, Isabela State University, Echague
Isabela, 2006.

Daganta, Santiago. “The Guyabano Family and Community Life in San Carlos, Cuyo
Palawan and Its Implication to Education: A Case Study”. M.A. Thesis, Palawan
Teachers College, 1993.

Dante, Reynaldo G. “General Differences in Attitude Towards Family Values” Ed.D.

Dissertation, Centro Escolar University, 1999.

96
Dis-aguen, Venus M. “Commin Problems and Perceived Values of Lesbian and Gay
Students of Ramon Magsaysay (Cubao) High School 2012-13: Basis for Group Guidance
Plan ”. M.A. Thesis, Philippine Normal University, Alicia, Isabela, 2012.

Engracia, Editha V. “Preparation of Instructional Comic Book Integrating Language,

Mathematics, Values Education, Science and Health for Kindergarten Pupils Ages 5-6”.
M.A. Thesis, Philippine Normal University, Alicia, Isabela, 2012.

Jimenez, Cecilia G. “The Development of an Instructional Guide on Values Integration

for a Research Training Course: Its Effects on the Research Test Performance and
Awareness in Values practices of Student Reasearchers ” Philippine Normal College,
Alicia Isabela, 1991.

Malabug, Eugenia U. “Factors Associated with the Academic Performance of the Delfin
Albano High School Students in Social Studies”. M.A.T. Research Problem, Isabela State
University, Cabagan, Isabela, 1997.

Marcos, Consolacion. “Values Education of Secondary Schools of Echague” M.A.

Thesis, Isabela State University, Echague Isabela, 1995.

Milana, Rea N. “Relationship Between Work Values and Affective Behaviors Among
Academic and Non-Academic Secondary Classroom Teaching in Taguig Municipal High
School, Metro Manila ”. M.A. Thesis, Philippine Normal University, Alicia, Isabela,
1995.

Obispo, Rey. T. “Values Upheld By Senior High School Students of School of Saint
Matthias and their Parents: An Analysis” M.A. Thesis, Isabela State University, Cabagan
Isabela, 2001.

Milana, Rea N. “Relationship Between Work Values and Affective Behaviors Among
Academic and Non-Academic Secondary Classroom Teaching in Taguig Municipal High
School, Metro Manila ”. M.A. Thesis, Philippine Normal University, Alicia, Isabela,
1995.

Pobocan, Teresita C. “The Relationship Between Work Values and Other Selected
Factors Among the Economically Disadvantaged Nonformal Education (NFE) Clientele
”.M.A. Thesis, Philippine Normal University, Alicia, Isabela, 1993.

Ranjo, Raquel P.“The Child-Rearing Practices of ybanag Mother of Ilagan, Isabela and
the Academic Performance of their Children ”. M.A. Thesis, Isabela State University,
Ilagan, Isabela, 2011.

97
D. Internet

William H. Collins, www.carrol.edu/values , August 12, 2017

Richard F. Downey, www.pressreader.com, September 23, 2017

Duman N. Akbas https://eric.ed.gov, October 17, 2017

John L. Frost, www.ijesrt.com, November 4, 2017

Laura H, Hamilton www.envisionutah.org/values, December 2, 2017

Giovanni P. Matarasso, www.jilter.org, January 6, 2018

Carl I. Tanriogen, https://hbswk.hbs.edu, January 27, 2018

John R. Uxbridge, https://en.m.wikipedia.org, February 21, 2018

www.deped.gov.ph/datasets ,March 16, 2018

www.deped.gov.ph/files, March 28, 2018

www.deped.gov.ph/issuances, April 2, 2018

www.deped.gov.ph/orders, April 11, 2018

98
 CURRICULUM VITAE

Name: RACHEL ROBLES ALCAIDE

Civil Status: Married

Date of Birth: October 17, 1984

Place of Birth: Ilagan, Isabela

Address: Blk 11 Lot 21, New Villa Jesusa Subdivision

Alibagu, City of Ilagan, Isabela

E-mail address: lecharselbor@gmail.com

Religion: Roman Catholic

SCHOLASTIC RECORDS

Graduate Studies: Master of Arts in Industrial Education

Major in Educational Management

Isabela State University

City of Ilagan, Isabela

2018

99
Tertiary: Bachelor in Elementary Education

Saint Ferdinand College

City of Ilagan, Isabela

2005

Secondary: Isabela National High School

City of Ilagan, Isabela

2001

Elementary: Ilagan West Central School

City of Ilagan, Isabela

1997

PERSONAL QUALIFICATION

August 2005 Passed the Licensure Examination for Teachers (LET)

Given by the Professional Regulation Commission (PRC)

WORKING EXPERIENCES

Teacher I

Department of Education

Ilagan South Central School

100
2014 – Present

Elementary Teacher

Saint Bridget School, Quezon City

2008 – 2014

Administrative Officer

Raion International Corporation, Manila

2006 – 2007

Leasing Staff

ASB Holdings Incorporation, Manila

2005 – 2006

101
APPENDICES

Appendix A
Test on the Significant Difference in the
Values Upheld by the Children when grouped according to Their Profile

Over-all Mean Pupil * Age

Report

Mean

Age Over-all Mean

Pupil
10.00 3.8806
11.00 3.8692
12.00 3.7650
13.00 4.0175
14.00 3.7000
Total 3.8653

ANOVA Table

Sum of Df Mean F Sig.

Squares Square
Between
(Combined) .226 4 .056 .215 .929
Over-all Mean Groups
Pupil * Age Within Groups 27.495 105 .262
Total 27.720 109

102
Over-all Mean Pupil * Sex

Report
Mean

Sex Over-all Mean

Pupil
Female 3.8544
Male 3.8804
Total 3.8653

ANOVA Table

Sum of df Mean F Sig.

Squares Square
Between
(Combined) .018 1 .018 .071 .791
Over-all Mean Groups
Pupil * Sex Within Groups 27.702 108 .257
Total 27.720 109

Over-all Mean Pupil * Person/s Living With

Report
Mean

Person/s Over-all
Living With Mean Pupil
Mother only 3.8650
Father only 3.9375
Mother and
3.8478
Father
Grandfather,
Grandmother, 3.9272
Other relatives
Total 3.8653

103
 ANOVA Table
Sum of df Mean F Sig.
Squares Square
Between (Combin
Over-all Mean .115 3 .038 .147 .932
Groups ed)
Pupil * Person/s
Within Groups 27.606 106 .260
living with
Total 27.720 109

Over-all Mean Pupil * First Language

Report
Mean
First Over-all
language Mean Pupil
Tagalotg 3.8807
Ilocano 3.8021
Ibanag 4.3700
Total 3.8653

ANOVA Table
Sum of df Mean F Sig.
Squares Square
Between
Over-all Mean (Combined) .663 2 .331 1.311 .274
Groups
Pupil * First
Within Groups 27.057 107 .253
language
Total 27.720 109

104
 Appendix B
Test on the Significant Difference
In the Values Upheld by the Children When grouped According to Age

AGE PARENT CHILD GENERAL GENERAL CORE Over-all Mean

RELATIONSHIP SOCIAL VALUES VALUES Pupil
RELATIONSHIP AND AIM OF THE
OF THE SCHOOL
FAMILY

10.00 3.9925 3.2425 3.8162 4.4788 3.8806

11.00 4.0794 3.2158 3.8434 4.3416 3.8692

12.00 4.0160 3.3330 3.7470 3.9640 3.7650

13.00 4.1050 3.3300 4.0950 4.5325 4.0175

14.00 4.2800 2.5200 3.6400 4.3800 3.7000

Total 4.0637 3.2282 3.8380 4.3345 3.8653

105
 ANOVA Table

Sum of df Mean F Significance

Squares Square
Between
PARENT CHILD Groups (Combined) .177 4 .044 .116 .977
RELATIONSHIP
Within Groups 40.127 105 .382
* Age
Total 40.303 109
GENERAL Between
(Combined) .668 4 .167 .783 .539
SOCIAL Groups
RELATIONSHIP Within Groups 22.399 105 .213
* Age Total 23.067 109
GENERAL Between
(Combined) .396 4 .099 .256 .906
VALUES AND Groups
AIM OF THE Within Groups 40.665 105 .387
FAMILY * Age Total 41.061 109
Between
CORE VALUES (Combined) 1.869 4 .467 .874 .482
Groups
OF THE
Within Groups 56.104 105 .534
SCHOOL * Age
Total 57.973 109
Between
(Combined) .226 4 .056 .215 .929
Groups
Over-all Mean
Pupil * Age Within Groups 27.495 105 .262

Total 27.720 109

106
 Measures of Association

Eta Eta Squared

PARENT CHILD RELATIONSHIP * Age .066 .004

GENERAL SOCIAL RELATIONSHIP * Age .170 .029

GENERAL VALUES AND AIM OF THE

.098 .010
FAMILY * Age

CORE VALUES OF THE SCHOOL * Age .180 .032

Over-all Mean Pupil * Age .090 .008

107
 Appendix C
Test on the Significant Difference in the
Values Upheld by the Children When grouped According to First Language

Report
Mean

First PARENT CHILD GENERAL GENERAL CORE Over-all

language RELATIONSHIP SOCIAL VALUES VALUES OF Mean Pupil
RELATIONSHIP AND AIM THE
OF THE SCHOOL
FAMILY

Filipino 4.0736 3.2058 3.8489 4.3986 3.8807

Ilocano 3.9950 3.2638 3.7947 4.1559 3.8021

Ibanag 4.8650 3.4500 4.1700 5.0000 4.3700

Total 4.0637 3.2282 3.8380 4.3345 3.8653

108
 ANOVA Table
Sum of df Mean F Significance
Squares Square
Between
PARENT CHILD (Combined) 1.452 2 .726 1.999 .140
Groups
RELATIONSHIP *
Within Groups 38.851 107 .363
First language
Total 40.303 109
Between
GENERAL SOCIAL (Combined) .179 2 .089 .418 .660
Groups
RELATIONSHIP *
Within Groups 22.888 107 .214
First language
Total 23.067 109
GENERAL VALUES Between
(Combined) .293 2 .146 .385 .682
AND AIM OF THE Groups
FAMILY * First Within Groups 40.768 107 .381
language Total 41.061 109
Between
CORE VALUES OF (Combined) 2.275 2 1.138 2.185 .117
Groups
THE SCHOOL *
Within Groups 55.698 107 .521
First language
Total 57.973 109
Between
(Combined) .663 2 .331 1.311 .274
Over-all Mean Pupil * Groups
First language Within Groups 27.057 107 .253
Total 27.720 109

Measures of Association
Eta Eta Squared
PARENT CHILD
RELATIONSHIP * First .190 .036
language
GENERAL SOCIAL
RELATIONSHIP * First .088 .008
language
GENERAL VALUES AND
AIM OF THE FAMILY * First .084 .007
language
CORE VALUES OF THE
.198 .039
SCHOOL * First language
Over-all Mean Pupil * First
.155 .024
Language

109
 Appendix D
Test on the Significant Difference
In the Values Upheld by the Children When grouped According to Sex

SEX PARENT CHILD GENERAL GENERAL CORE Over-all Mean

RELATIONSHIP SOCIAL VALUES AND VALUES OF Pupil
RELATIONSHIP AIM OF THE THE SCHOOL
FAMILY
Female 4.0881 3.2445 3.8205 4.2673 3.8544
Male 4.0298 3.2054 3.8624 4.4280 3.8804
Total 4.0637 3.2282 3.8380 4.3345 3.8653

ANOVA Table
Sum of df Mean F Significance
Squares Square
Between
PARENT CHILD (Combined) .091 1 .091 .245 .622
Groups
RELATIONSHIP *
Within Groups 40.212 108 .372
Sex
Total 40.303 109
GENERAL Between
(Combined) .041 1 .041 .192 .662
SOCIAL Groups
RELATIONSHIP * Within Groups 23.026 108 .213
Sex Total 23.067 109
GENERAL Between
(Combined) .047 1 .047 .124 .726
VALUES AND Groups
AIM OF THE Within Groups 41.014 108 .380
FAMILY * Sex Total 41.061 109
Between
CORE VALUES (Combined) .691 1 .691 1.303 .256
Groups
OF THE SCHOOL
Within Groups 57.282 108 .530
* Sex
Total 57.973 109
Between
(Combined) .018 1 .018 .071 .791
Groups

Over-all Mean
Pupil * Sex Within Groups 27.702 108 .257

Total 27.720 109

110
 Measures of Association

Eta Eta Squared

PARENT CHILD
.048 .002
RELATIONSHIP * Sex

GENERAL SOCIAL .042 .002

RELATIONSHIP * Sex

GENERAL VALUES
.034 .001
AND AIM OF THE
FAMILY * Sex

CORE VALUES OF .109 .012

THE SCHOOL * Sex

Over-all Mean Pupil *

.026 .001
Sex

111
 Appendix E
Test on the Significant Difference
In the Values Upheld by the Children
When grouped According to Person/s Living With

Person/s Living PARENT CHILD GENERAL GENERAL CORE Over-all

With RELATIONSHIP SOCIAL VALUES VALUES OF Mean Pupil
RELATIONSHIP AND AIM THE
OF THE SCHOOL
FAMILY

Mother 4.0388 3.1388 3.9063 4.3763 3.8650

Father 4.1250 3.1800 4.0650 4.3750 3.9375

Mother and
4.0440 3.2151 3.8176 4.3187 3.8478
Father

Grandmother or
4.1489 3.3367 3.8478 4.3772 3.9272
Grandfather

Total 4.0637 3.2282 3.8380 4.3345 3.8653

112
 ANOVA Table
Sum of df Mean F Significance
Squares Square
Between
PARENT CHILD (Combined) .182 3 .061 .160 .923
Groups
RELATIONSHIP *
Within Groups 40.122 106 .379
Persons living with
Total 40.303 109
Between
GENERAL SOCIAL (Combined) .299 3 .100 .464 .708
Groups
RELATIONSHIP *
Within Groups 22.768 106 .215
Persons living with
Total 23.067 109
GENERAL VALUES Between
(Combined) .278 3 .093 .241 .867
AND AIM OF THE Groups
FAMILY * Persons Within Groups 40.783 106 .385
living with Total 41.061 109
Between
CORE VALUES OF (Combined) .073 3 .024 .045 .987
Groups
THE SCHOOL *
Within Groups 57.900 106 .546
Persons living with
Total 57.973 109
Between
(Combined) .115 3 .038 .147 .932
Over-all Mean Pupil * Groups
Persons living with Within Groups 27.606 106 .260
Total 27.720 109

Measures of Association
Eta Eta Squared
PARENT CHILD
RELATIONSHIP * Persons .067 .005
living with
GENERAL SOCIAL
RELATIONSHIP * Persons .114 .013
living with
GENERAL VALUES AND
AIM OF THE FAMILY * .082 .007
Persons living with
CORE VALUES OF THE
.036 .001
SCHOOL * Whom he lives
Over-all Mean Pupil *
.064 .004
Persons Living with

113
 Appendix F
Test on the Significant Difference in the
Values Upheld by Parents when grouped according to their Profile

Overall Mean * Age Code

Report

Mean
Age Code Overall
Mean
Below 30 3.9350
30 - 34 3.6327
35 - 39 3.6058
40 - 44 3.7191
45 - 49 3.6658
50 - 54 3.6808
55 - 59 3.6000
60 &
2.8967
Above
Total 3.6367

ANOVA Table
Sum of df Mean F Sig.
Squares Square
Between (Combin
2.048 7 .293 1.172 .326
Overall Mean * Groups ed)
Age Code Within Groups 25.467 102 .250
Total 27.515 109

114
Overall Mean * Sex

Report
Mean
Sex Overall
Mean
Female 3.6740
Male 3.5100
Total 3.6367

ANOVA Table
Sum of df Mean F Sig.
Squares Square
Between (Combine
.520 1 .520 2.079 .152
Overall Mean Groups d)
* Sex Within Groups 26.996 108 .250
Total 27.515 109

115
Overall Mean * Job/ Work

Report
Mean
Job/ Work Overall
Mean
Blue Collarr
3.5683
Job
No work/Job 3.5924
White Collar
3.8212
Job
Total 3.6367

ANOVA Table
Sum of df Mean F Sig.
Squares Square
Between (Combin
1.113 2 .556 2.255 .110
Overall Mean * Groups ed)
Job/ Work Within Groups 26.402 107 .247
Total 27.515 109

Overall Mean * Highest Grade in School Completed

Report
Mean
Highest Grade in Overall
School Completed Mean
Elementary 3.5388
High School 3.6525
College 3.7538
Vocational 3.1133
Elementary Level 3.5200
Total 3.6367

116
 ANOVA Table
Sum of df Mean F Sig.
Squares Square
Between (Combin
Overall Mean * 2.787 4 .697 2.958 .023
Groups ed)
Highest Grade in
Within Groups 24.729 105 .236
School Completed
Total 27.515 109

Overall Mean * First Language

Report
Mean
First Overall
Language Mean
Tagalog 3.5653
Ilocano 3.6173
Ibanag 3.7619
6.00 3.7950
Total 3.6367

117
 ANOVA Table
Sum of df Mean F Sig.
Squares Square
Between (Combin
.668 3 .223 .880 .454
Overall Mean * Groups ed)
First Language Within Groups 26.847 106 .253
Total 27.515 109

118
Appendix G

119
 Appendix H

* * * * * * * * * * * * * * * * * * * ** * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *
* * * * * * * * * * * * * * * * * * * ** * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *

This scientific investigation requires that each of you be honest as you can with your
answers. Only if the instrument contains people’s honest opinions will it be of any scientific
value.

IT IS IMPORTANT TO UNDERSTAND THAT THSE SCALES ARE

CONFIDENTIAL AND THAT THE NAMES ARE REMOVED AS SOON AS THE SCALE
IS CODED WITH A NUMBER AT NO TIME WILL YOUR NAME BE ASSOCIATED
WITH ANY SPECIFIC SCALE.

* * * * * * * * * * * * * * * * * * * ** * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *
* * * * * * * * * * * * * * * * * * * ** * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *

120
 QUESTIONAIRE

VALUES UPHELD BY GRADE 6 PUPILS OF ILAGAN SOUTH DISTRICT AND

THEIR PARENTS: BASIS FOR VALUES INTEGRATION ACTIVITIES IN
TECHNOLOGY AND LIVELIHOOD EDUCATION

FOR PARENTS:

AGE:_____________

SEX_:____________

OCCUPATION:_____________

EDUCATIONAL ATTAINMENT (Please Check)

( ) no schooling
( ) elementary level
( ) elementary graduate
( ) high school level
( ) high school graduate
( ) college level
( ) college graduate
( ) masteral / master’s degree
( ) post graduate

My first dialect is: (Please Check)

( ) Filipino
( ) Ilocano
( ) Ibanag
( ) Ilongo
( ) Others (Please write)
_____________________________________________________

121
 QUESTIONAIRE

VALUES UPHELD BY GRADE 6 PUPILS OF ILAGAN SOUTH DISTRICT AND

THEIR PARENTS: BASIS FOR VALUES INTEGRATION ACTIVITIES IN
TECHNOLOGY AND LIVELIHOOD EDUCATION

FOR PUPILS:

AGE:_____________

SEX_:____________

To whom do you live with (Please Check)

( ) Mother
( ) Father
( ) Mother and Father
( ) Grandmother or Grandfather
( ) Relatives
( ) Others (Please write)
_____________________________________________________

My first dialect is: (Please Check)

( ) Filipino
( ) Ilocano
( ) Ibanag
( ) Ilongo
( ) Others (Please write)
_____________________________________________________

122
 QUESTIONAIRE

Instruction:

The following are statements about the values upheld by Filipino. Please check the

corresponding column that describes your opinion. Please answer it honestly.

1. Strongly Disagree

2. Disagree

3. Uncertain

4. Agree

5. Strongly Agree

123
PARENT-CHILD RELATIONSHIP

A. Respect 1 2 3 4 5
1. A child should not be allowed to talk back to his parents, or else he will lose
respect for them.

2. A child shoud respect his parents to show gratitude and to accept parental
superiority.
3. Children should use “po” and “opo” when talking to parents and elders.
4. To show respect for one’s parents, a child should kiss their hands or buss the
forehead of the parents upon departing on a journey, or on meeting after journey.

B. Discipline
1. A properly brought up child does not have to be told twice by his parents when
asked to do something.
2. It is not good for the parents to spank a child for his bad behavior.

3. It is to the child’s benefit later on if he is made to conform to his parents’ ideas.

4. Children should obey their parents, without any question.

C. Authority
1.In making family decisions, parents should consider their children’s opinion.
2. Parents know what is best for their children.
3. Parents should participate in the selection of the wife or the husband of their
child.

GENERAL SOCIAL RELATIONSHIP

A. Modesty
1. A pupil should dress and act decently always.
2. A pupil should brag about his/her looks and possessions.
3. A student should not utter offensive words or curse.
4. A student should not talk about his/her good performance in class.

B. Pakikisama
1. A friend is one who is always ready to help at all times.
2. A friend is one who supports you whom you can depend in good or even bad
times.
3. A friend is one who helps whether right or wrong
4. A pupil should not squeal on his/her friend who commits wrong like cheating.

124
B. Pagbabarkada
1. A real barkada is one who is always ready to defend you against your enemies. 1 2 3 4 5
2 A barkada is one who believes and adopts the attitude of “one for all, all for
one”.
3. A pupil should spend more time with his/her barkada.

4. A pupil should not give priority to her/his barkada than to his family.

C. Clannishness

1. The interest of the family must always prevail at all times.

2. The integrity of the family must always be preserved.

3. A person should not leave his family to work in other places.
4. A person should support and defend his family whether right or wrong.
5. Children, parents and grandparents should stay in the same household.
6. The family should share the home with uncles, aunts and cousins if necessary.

C. Utang na Loob
1. One must always return a favor by doing good things to the person concerned.

2. One must defend/support enemies of a person from who he owes a favor.

3. A boy/girl must strive to do good to others to make up for past favors.

4. A person should not make “sumbat” to one he/she has done good.

GENERAL VALUES AND AIMS OF THE FAMILY

1. The family is a sacred institution.
2. The marriage should not be entered unless the couple plans to have children.
3. Home is the most pleasant place in the world.
4. One owes his greatest obligation to his family.
5. One feels most contented at home.

125
A. Control

1. Members of the family are entitled to know one another’s personal affairs.

2. The influence of the family over an individual is greater than that of the church,
the state and the peers.
3. A person should avoid any action that his family disapproves.
4. The family should have the greatest influence on one’s choices and decisions.
5. The shame (kahihiyan) of a family member is the shame of the entire family.
6. Unmarried children who are 21 years old and above should learn to live
independently without any parental support.

B. Utang na Loob
1. Love as a basis for marriage is good but it should be considered along with the
ability to support a family. 1 2 3 4 5
2. A man prefers a bride who is gainfully employed and who can contribute to the
family income.
3. Unmarried children should give most almost all their earnings to their parents.
4. A son or daughter should always help his/her parents support younger siblings if
necessary.

C. Education

1. In case parents cannot give opportunities to all their children, the sons, not the
daughters should be send to school.

2 High educational attainment is determined by grades/school marks.

3. Diplomas and other formal certificates are measures of success.

CORE VALUES OF THE SCHOOL

A. Love for God (Maka-Diyos)

1. One should respect the spiritual belief of others.
2. One should do good by telling the truth.

B. Love for Mankind (Makatao)

1. One should be sensitive in one’s cultural differences.
2. One should give contribution towards solidarity.

C. Love for Nature (Makakalikasan)

1. One should take care of our environment and use it properly.

126
D. Love for Country (Makabansa)
1. One must be proud of being a Filipino and practice our rights and
responsibilities as a Filipino citizen.

Answer the following questions truthfully and with no hesitations. There is no right or wrong answer
here. Put a check on your chosen column and follow this:

N – never O – often

R – rarely A – always

S – sometimes

PARENT-CHILD RELATIONSHIP

Home and Environment N R S O A

1. I am happy at home.
2. My parents do not understand me.
3. My brothers and sisters quarrel with me.
4. I do not get along well with my brothers and sisters.
5. My parents understand and trust me.
6. I want more freedom at home.
7. I argue a lot with my friends.
8. My parents expect too much from me.
9. I discuss my problems with my parents.
10. I easily get disappointed at home.

11. I have many household chores and I do not have enough time to study.
12. My brothers, sisters, and my parents are critical of me.

127
 Appendix I:

A Lesson Plan in Technology and Livelihood Education 6

I. Learning Objectives: At the end of the lesson the learners should be able to:
A. Identify the qualities and types of an entrepreneur
B. Plan and make a simple product.

II. Learning Task

Topic: I CAN BE AN ENTREPRENEUR

Concept: Entrepreneurship is the process of designing, launching and running a
new business, which is often initially a small business. The people
who create these businesses are called entreprenuers.
Reference: The Basics of Better Family Living 6, pp. 2-5
Materials: KWL Chart, DLM about Entrepreneurship, laptop, projector,
turon making ingredients and utensils
Integration: The values of discipline and economics
Time Fame: 1 – 2 days

III. Teaching Strategies

A. Motivation:
 The pupils will watch a movie clip about entrepreneur’s story
(Kabuhayang swak na swak) abs-cbn channel 2
 After watching, the pupils will give their insights or reaction through a
concept map

B. Presentation of the Lesson:

 Present the K-W-L Chart about Entrepreneur

C. Discussion of the Lesson: (Integration on the values of discipline and economics)

Using the Powerpoint Presentation, discuss with the learners the following
concepts:
 The Qualities of an Ideal Entrepreneur:
1. Disciplined – These individuals are focused on making their
businesses work, and eliminate any hindrances or distractions to their
goals. They have strategies and outline the tactics to accomplish them.
Successful entrepreneurs are disciplined enough to take steps every
day toward the achievement of their objectives.

128
 2. Competitive – Many companies are formed because an entrepreneur
knows that they can do a job better than another. They need to win at
the businesses that they create. An entrepreneur highlights their own
company’s track record of success.
3. Creativity – One facet of creativity is being able to make connections
between seemingly unrelated events or situations. They repurpose
products to market them to new industries.
4. Determination – Entrepreneurs are not affected by their defeat. They
look at defeat as an opportunity to success. They are determined to
make all their endeavors succeed, so will try and try again until it does.
Successful entrepreneurs do not believe that something cannot be
done.
5. Passion – Passion is the most important trait of the successful
entrepreneur. They genuinely love their work. They are willing to put
in those extra hours to make the business succeed because there is a
joy their business.
 Types of Entrepreneur:
1. The skeptical entrepreneur – This entrepreneur sees the success of
others and immediately starts to question it. This is the scariest type of
entrepreneur.
2. The copycat entrepreneur – This entrepreneur sees the success of
others and tries to copy them exactly.
3. The research entrepreneur – This entrepreneur loves to learn. They
research every possible scenario and outcome for strategies to start or
grow a business.
4. The determined entrepreneur – This entrepreneur hasn’t “made it” but
they will, no matter what. They see the value in entrepreneurship, they
see that success is possible without copying, and they do everything
they can to start or grow their business.
5. The accomplished entrepreneur - This entrepreneur has gone through
all the stages of entrepreneurship and building a business, and has
reached success. They are now focused on scaling their business and
leaving a leagacy that extends beyond their lifetime.

D. Enrichment Activity: ( Integration on the values of discipline and economics)

The pupils will be grouped into five. They will prepare different Filipino snacks
as a way to earn money for their room project:

Group 1: turon
Group 2: lumpiang toge
Group 3: palitaw
Group 4: banana cue
Group 5: pancit guisado

129
IV. Generalization: The pupils will complete the K-W-L Chart about Entrepreneur.

Know Want to know Learned

V. Evaluation:

Technology and Livelihood Education 6

Fourth Quarter
I Can Be An Entrepreneur

I. Write the quality of an entrepreneur that is being described on the blank

___________1. Repurpose or reinvent product to make them new.

___________2. Do not believe that something cannot be done.

___________3. Genuinely loving your work or business.

___________4. You need to win on the business that you create.

___________5. You can do a job better than another.

II. Write a description on each type of entrepreneur.

SKEPTICAL COPYCAT RESEARCH DETERMINED ACCOMPLISHED

VI. Home Delight:

Think of a product that is very useful in our school. Make an advertisement /poster of
your product in a cartolina.

Checked by: ROWENA P. ROBLES

Principal II
Date:___________________________

130
 Appendix J:

A Lesson Plan in Technology and Livelihood Education 6

I. Learning Objectives: At the end of the lesson the learners should be able to:
A. Demonstrate an understanding of managing family
resources
B. Manage family resources applying the principles of
home management

II. Learning Task

Topic: MANAGEMENT OF FAMILY RESOURCES

Concept: Money is a current medium of exchange in the form of coins and
banknotes while Income is money received especially on a regular
basis, for work or through investments
Reference: The Basics of Better Family Living 6, pp. 18-20
Materials:Powerpoint/DLM about Entrepreneursip, laptop, projector,
turon making ingredients and utensils
Integration: Family Values (One owes his greatest obligation to his family)
Time Fame: 1 – 2 days

III. Teaching Strategies

A. Motivation:
 The pupils will give their ideas about the definition of resources
Resources are stocks or supplies of money, materials, staff, and other
assets that can be drawn on by a person or organization in order to
function effectively.
 The pupils will then give examples of family resources and categorize the
resources into:
A. Human
B. Material
C. Non-material

B. Presentation of the Lesson:

 The teacher will emphasize the importance of management of resources in

the context of family

131
 C. Discussion of the Lesson: (Integration on the Family Values: One owes his
greatest obligation to his family )

Using the Powerpoint Presentation, discuss with the learners the following
concepts:
 Refer to the response of the learners on the examples of resources.
Depending on the response, zero in on an example provided by the
learners e.g. time. Time is in the category of Non-material.
Time is gold. It is a God-given gift that must be valued and used wisely.
Time is short and once lost, cannot be regained. Proper time management
can bring good results.
 The learners were asked to give advantages of proper time management.
Examples are also provided.
1. Happiness and security for having accomplished something very
important for the day;
2. More time to spend for family members after accomplishing the
planned activity.
*How can you show your obligation to your family?
3. More time to attend to other constructive activities and worthwile
projects.
 Time can be managed properly by scheduling activities wisely. Make a
plan for every activity. Routinize some activities based on available time
and how often these tasks have to be done.
 The preparation of a realistic daily time schedule is a helpful management
tool to help the pupils identify and prioritize activities.

D. Enrichment Activity:

The pupils will be grouped into five. They will prepare a one-day time and work
schedule.

Each group will present their schedule in the class.

(They will explain why they have included such activities in their schedule and
clarify why they have allotted the number of minutes in the activities.)

IV. Generalization:

The teacher will mention that the class was able to:
 Define family resources
 Define management in the context of family
 Determine the importance of management of resources.
 Provide examples of resources e.g. time

The discussion will be synthesized by the pupils and relate one discussion
point to another.

132
V. Evaluation:

Technology and Livelihood Education 6

Second Quarter
Management of Family Resources

 Choose one family resources and explain why this is important.

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

VI. Home Delight:

Bring photos or drawings of possible sources of money.

Prepared by: RACHEL R. ALCAIDE

Teacher I

Checked by: PRECIOSA O. TUPPAL

Principal II

Date:___________________________

133