An Exploratory Study: Filipino Core Value

St. Edward School

Faith Campus

SENIOR HIGH SCHOOL

Humanities and Social Science

(HUMSS) City of General Trias, Cavite

PHILIPPINES

By:

Alhambra, Vincent Leonard V.

Bernabe, Jenaira Gwayne F.

Macatangay, Jaren Kloyd S.

Nazaire, Ghericho Joseph H.

Omandam, Raven Cazsaryl J.

January 2021
 Abstract

The Philippines has a values system that is embedded in personal alliance systems

concerning rapport and kinship to others. This value system has made a relation with the identity

of the Filipino people, known for their hospitality, and has circulated the Filipino ethnicity ever

since. However, with the newer generations, it has become a qualm to our society as to whether

they have been adhering to the Filipino values that have had shaped their ancestors or not. The

concern for this has had also grown with the emerging rise of technological advancements (that

new generations have been engaging in) with newer influences and content that they had been

exposed to. There has been a matter discussed by many if the newer generation could keep the

Filipino values alive that will eventually be passed down to the next generation, and whether

would the kinship that is seen in the Filipinos continues or gets dismantled in the overall system

or would still be existent in the future. Furthermore, this study and its researchers reckoned that it

is critical to keep track of the adherence of the newer generation to the Filipino values,

specifically Filipino Core Values, and started with the late adolescents. It is vital to keep track of

such matters so that the conversation about the adherence of adolescents to Filipino values will

be given more scrutiny, so be it about the reasons, benefits, and losses behind and/or of it.

Table of Contents
CHAPTER I ..................................................................................................................................................
1 Introduction.................................................................................................................................................
1 Introduction and Overview of Edwardian Edge ....................................................................................
1 Background of the Study........................................................................................................................ 2
Research Problem................................................................................................................................... 3
Research Objectives ............................................................................................................................... 3
Research Questions:............................................................................................................................... 4
Significance of the Study........................................................................................................................ 4
Scope and Delimitation........................................................................................................................... 5
Theoretical Framework ........................................................................................................................... 5
CHAPTER II .................................................................................................................................................
8 Review of Related
 Literature...................................................................................................................... 8 Adolescents
............................................................................................................................................. 8 Theory of
Planned Behavior................................................................................................................... 9
Understanding Human Values and Personality Behavior..................................................................10
Core Values............................................................................................................................................11
Filipino Core Values..............................................................................................................................13
CHAPTER III ..............................................................................................................................................19
Research Methodology ............................................................................................................................19
Research Design ...................................................................................................................................19
Population Sampling Technique..........................................................................................................19
Respondents/Participants ....................................................................................................................20
Research Instruments...........................................................................................................................20
Statistical Tool.......................................................................................................................................21
CHAPTER IV..............................................................................................................................................22
Data Analysis and Interpretation.............................................................................................................22
Presentation of Data..............................................................................................................................22
Qualitative...........................................................................................................................................22
Quantitative ........................................................................................................................................24
Treatment of Data..................................................................................................................................24
Graphic Presentation or Diagram ........................................................................................................56
Results and Interpretation ....................................................................................................................60
Qualitative...........................................................................................................................................60
Quantitative ........................................................................................................................................62
CHAPTER V...............................................................................................................................................64
Conclusion and Recommendation..........................................................................................................64
Conclusion.............................................................................................................................................64
Recommendation ..................................................................................................................................64
Bibliography..............................................................................................................................................66
CHAPTER I
Introduction

Introduction and Overview of Edwardian Edge

Values are essential to society. It can influence one’s thoughts, words, and actions in order to

develop a community. It is vital in making decisions that reflect our customs and beliefs,
especially in the midst of modality and modernization. The researchers chose this topic to dwell

on the issue of misconduct and to be knowledgeable how Filipino Core Values (FCVs) affect daily

lives of people. According to the Council of Restoration of Filipino Values (n.d.), people who

practice strong character value, stewardship, and active commitment in fighting injustices

contribute to the citizenship against corruption and inefficiency in the government.

The researchers believe that through these values, people help enable themselves to resist the

temptation of immoral actions. As an Edwardian, learning about values education is essential to

youth in propagating good citizenship to various communities. Through this research, people may

be able to identify what Filipino values need to be improved on and practiced more. Citizens can

also infer different perspectives of late adolescents about what FCVs is to them and how

beneficial it actually is for their lives.

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Background of the Study

Ever since there were relationships established between people, there have been values that

were developed so that communities will be able to work together. In the Philippines where many

other countries have reigned, the formation of our very own Filipino Core Values have been quite
hard. There is no doubt that this country’s core values were the ones that had made it possible to

overcome obstacles and mold it into what it is today, with the help of various experiences,

advancements in different fields and areas, as well as influences of countries in terms of cultures,

traditions, and even languages.

The Filipino Psychology, mostly known as Sikolohiyang Pilipino was originally a movement within

the psychology field in the Philippine context, with the purpose of re-assessing Filipino's mindset

in terms of psychology and use it to further the advancement of the country (Yacat, 2013). With

that, there have been FCVs that were identified that were extrapolate in their ideas, culture,

experiences, and emotions that may affect an individual's physical and cognitive aspect.

According to Dilworth-Anderson, Burton, and Turner (1993), values can create a huge impact in

understanding cultural differences between families. A person who is well-informed towards value

orientation can greatly influence how groups and individuals interact with the world. Values can

shape the perception of time of someone, nature, and how humans connect with each other.

Through the orientation of Filipino based on culture and norms, understanding the local language

and Filipino characteristics may lead us into learning indigenous concepts, and in return could

lead into new learnings of Filipino Psychology and the values it shares (Pe-Pua & Protacio

Marcelino, 2000).

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The Sikolohiyang Pilipino that was identified by Virgilio Enriquez states that the Filipino

Psychology are derived mostly from history, culture, tradition, and even experiences. These

known Filipino Core Values are what shaped adolescents into what they have become in the

present times. As such, this study aims to acquire the various experiences of filipino adolescents
and how these FCVs affect their behavior within themselves and towards others.

Research Problem

With values being essential to society, the researchers dwelled on the topic as to how values

affect and influence us in our daily lives. Is it possible that Filipino Core Values can shape the

citizenship and behavior of one another? With the rise of technology, do Filipinos still adhere to

the core values that we have?

Research Objectives

In today’s predicament of society, the researchers covet to dissect FCVs and its effect to Filipino

adolescents, due to values exerting influence on their lives. However, due to the scope and

delimitations, FCVs will only be the main focus of this research. In order to further understand the

FCVs’ essence and its effect on Filipino adolescents, the researchers aim:

● To assess the knowledge of adolescents towards FCVs,

● To understand the importance and effects of FCVs to adolescents,

● To analyze how FCVs affect the psychological aspect of an individual, particularly to the

adolescents, and,

● To distinguish the effects of FCVs and evaluate its degree of the effect to an adolescent

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Research Questions:

To help the researchers meet their objectives, questions are provided for the participants to
answer. These questions are aligned with the said objectives to gather information from the

chosen participants. The gathered information will be thoroughly analysed by the researchers to

come up with their findings.

1. How do FCVs affect the perspective of late adolescents on a psychological aspect?

2. How do FCVs help shape the morals of Filipino late adolescents?

3. Why do adolescents adhere to FCVs?

4. Why do some adolescents gradually neglect this kind of practice?

Significance of the Study

This study tackles how the Filipino Core Values shape the behaviour or personality of Filipino

adolescents. Through this research, the people working on it would be able to assess how the

adolescents of this current generation adhere to their values and their own knowledge about it.

The conducted study also tried to understand how FCVs affect their psychological aspect such as

how they think and act according to it. This will show the importance of FCVs in the lives of late

adolescents, and how it affects their lives. Through this, the researchers would be able to remind

the adolescents how significantly core values can affect their lives as they get to know these

values.

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Scope and Delimitation

The general intention of this research is to understand the effects of Filipino Core Values to
Filipino adolescents, and eventually know the depths of its effect to an individual. With that being

said, this study will only deal with late adolescents with the age range of eighteen (18) to twenty

one (21). Participants and respondents must also be residing in the Philippines seven to ten (7-

10) years minimum, so we can assure that the participant has adapted to Filipino Core Values to

the furthest extent. Lastly, this research will only focus on FCVs. Other values may correlate with

the conformity of said participant in adhering to FCVs, though they will not be the main topic this

paper focuses on.

Theoretical Framework

The theory of planned behaviour by Icek Ajzen (1985) suggests that a behaviour or an act of a

person can be predicted based on how he perceives a certain behaviour, while the norms and

environment influence their decision towards it. The factors that affect the decision making of an

individual are his attitude towards a behaviour, subjective norms, and perceived behavioural

control. The attitude of an individual towards it means he evaluates whether a particular

behaviour would give benefit or is a positive thing to do or to have, he would also ask for opinions

or suggestions from other people, and lastly, he reflects if he can handle this kind of attitude or if it

is difficult for him to do or practice. When all the factors agree, it will give an intention to an

individual to do so. The planned behaviour is considered successful if the individual would pursue

it.

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The framework delineates how adolescents adapt to Filipino Core Values using the concept of

Theory of Planned Behavior. FCVs are instilled to adolescents, they then find the positive effects
of it from their peers or from the people around them. Adolescents would also evaluate if this

would help them in dealing with their everyday life and assess themselves if it is easy for them to

practice FCVs.

Since the Theory of Planned Behavior depicts that an individual’s behavior is affected by norms,

values are consequent on it as an influence. Of course, values are very much diverse. However,

this research only focuses on Filipino Core Values, in accordance with the scope and delimitation

of this study. Filipino adolescents, nevertheless, are ought to adhere to FCVs, thus, this study

perusing the adverse and favorable effects of FCVs to them while also cohering to the

participant’s personal experiences.

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CHAPTER II

Review of Related Literature

Adolescents

Teenagers around 15-19 years old are considered as late adolescents; the stage when physical

changes are more visible, as well as the cognitive part. Late adolescents are more certain with

their identity and beliefs, though they still accept opinions from others. Moreover, it is the time

when they feel they need to contribute something for change (UNICEF, 2011).

Filipino adolescents are indeed distinct from other races such as from Western countries, and

even in other Asian cultures. In an interview conducted among 89 male adolescents, the result

says that young Filipinos value companionship or “pakikisama” and often see it as a hands-on
support rather than intrusive acts. They also feel afraid of being out of place in the group.

Whereas, Western teenagers value individuality and independence. In addition, Filipino

teenagers adhere to the teachings of their elders (Fernandez, n.d). This only indicates that

Filipino adolescents are unique because of their own values.

Adolescents are said to be risk-takers, as shown by previous studies. Social influences greatly

affect the behaviour of an individual, whether positively or negatively. A study was conducted

which specifically tackled the positive impact of family and peers in the development of good

behaviour of adolescents.

One of the commonly known influencers to adolescents are their peers. It is always perceived in

previous studies that peers are a source of vices. To prove that it is not always the case, an

experiment called a simulated driving session was conducted. It showed that teenagers with

their cautious peers drive safely, whereas others drove with risk with their hi-risk peers. The

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study also examined the adolescents with their positive peers showing that adolescents do more

pro-social activities when their colleagues are around, and when they are receiving

positive feedback from them. It only tells that positive peers induce adolescents to do more

socially acceptable acts.

Family members also play an important role in developing the character of adolescents. Studies

suggest that families that have stronger bonds and values are more likely to produce teenagers

with good behaviour (Telzer et al., 2017).

But, at some point, teenagers would deviate from the values imposed by their family, community,

and culture. They tend to explore different values and beliefs that they think suits them, and
some changes from their personality may not be bearable to some. For instance, the change

may be contradicting in religious beliefs of their family (Morelli, n.d).

Theory of Planned Behavior

To further deepen the understanding and predicting of behaviors, the theory of planned behavior

is used, which poses the idea that behaviors are correlated to intentions that occur due to

specific events. These intentions are analyzed through three factors: attitude toward the

behavior, subjective norms, and perceived behavioral control (Kan & Fabrigar, 1970).

Based on the Theory of Planned Behavior of Azjen (1980), the behavioral norms of a social

community affects the behavioral resolution of an indubitable person, in which they are

unequivocally adapted to. An in-depth engagement to the community is also correlated in the

critical stage of this approach, with thorough elucidation (Biglan & Taylor, 2000), so it is just to

identify the fact that certain strong group standards affect the understanding of the community

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members within it (Prasetyo et al., 2020).

According to Yzer (2017), the theory of reasoned action and its extended edition of theory of

planned behavior both have the idea that the intention behind a certain conducted action could

be stemmed from beliefs that people abide by, and that there are certain events that do not

hamper on the behavioral performance, which means it is reasonable but not necessarily

rational.

Understanding Human Values and Personality Behavior

Values are an individual's belief and moral that serves as a basis for people on how to act
accordingly. People are normally influenced by the beliefs and practices that are surrounding

them. As a result, they consider it as naturally right just because it is the standard of one’s

culture. Human values are often the one that motivates people in every action that they are about

to make. It’s the driving force that makes them second guess every action that they take,

weighing every option and opportunities before actually doing them. However, values, once

again, may differ from one individual or group depending on how they were raised to act

according to it (Ethics Unwrapped, n.d.).

Values are the standard of what humans consider in every action, thoughts, emotions, words,

and other aspect in our life (William, 1951 as cited by Rokeach, 1979). It’s a human’s guide on

how to justify their actions, consciously or unconsciously. Moreover, it’s their basis on how they

satisfy their wants and needs, and how they want others to treat them. All in all, human values

serve as the basis in how people view certain aspects in their life, be it socially, politically,

religiously, and such. It gives them direction on how to perceive, and in result take an action

about it (Rokeach, 1979).

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With the recent advancement in the science field, it has been observed that children at a young

age are starting to focus on how to maintain good relationships with others, understanding

emotions and thoughts of those surrounding them, and are more sensitive in general. In the

past, they were branded as egocentric and pre-conventional thinkers as compared to older

children. Their values and morality formed at a young age are influenced by their guardians’

actions and responses. In all, conscience development is a result of growing emotions such as

shame, guilt, and empathy as a response to understanding of one’s morals and self (Thompson

et al., 2006).
According to the research of Bernardo, et al. (2014), there are varying distinct sets of behaviors,

traits and personalities, generation from generation depending on how they adapt to the “erosion

of values”. In the Philippine setting, there’s a noticeable difference in the sets of values and how

the adolescents respond to it. Values that are imposed in a community may affect and limit the

behavioral development of an individual or group, especially the ones with stronger belief or

practice that are based on standard society norms. (Hong & Phua, 2013, as cited by Bernardo,

et al., 2014).

Core Values

Core values refer to the set of values that the majority of the population are practicing. It means

that these can be seen on a large scale of the inhabitants of the country or a certain territory. In

the Philippines, these are what tells us what is good for the community. Some of these, however,

came from undesirable parts of the past such as colonization, but most came all the way from

Filipino ancestors. Though it comes from the thought of what must be seen from everyone to

promote harmony, it still depends on the person if this will be treated to produce good outcomes

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or not (Meet the Philippines, 2016).

Core values do not only form an ethnic group’s morals. They also serve as an identity which

distinctively symbolizes the people. It serves as a chain that relates each member of the

community to one another. Rejection of these identifications from a deviant member may result

in him getting excluded from the group. The core values of each group are different from one

another, which is why it is connected to how people from the outside perceive the behavior of

those who adhere to them (Smolicz, 2010).

According to Malphurs (2004), core values answer the question why we do what we are doing.

They supply the reason behind human behavior. They are, in simple terms, the one that drives

people to do what ought to be done. Core values are what helps in building the conduct of each

person. They are something constant, meaning that if a value is already with the acting human,

it stays. As an example, one can use knowledge. Even if people get to learn new things, it does

not mean that the ones they first learned will wither away. This is the same with core values; it is

a constant thing that drives how a human responds to its environment.

In the Philippines, language and culture are two overlapping circles. On both, there is an

embedded sense of relationship that relates one to the other. If someone is being taught the

language, the culture is carried with it and vice versa. The reason behind this is the fact that we

are raised to adhere to our societal values, norms, and traditions. This is why even if there are a

lot of Filipinos who are raised in the other parts of the world, their identity and adherence to

Filipino values remain the same (Dalayoan, n.d.).

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Filipino Core Values

According to Drona (2008), Filipino values arose from our own culture and norms. We can

describe these values in a fourfold sense:

First, our human values are universally shared, but some certain values are distinctively from the

Filipinos themselves. The Greek idea of moderation or meden agan, the Roman in medio stat
virtus, the Confucian and Buddhist "doctrine of the Middle" all find the same equivalence in hindi

labis, hindi kulang, katamtaman lamang.

Second, the elements of Filipino values are ranked, combined, or emphasized distinctively by

Filipinos in a sense of value-ranking and priority of values based on what dominates most.

Third, the Filipino context of universal human values (historical, cultural, socio-economic, etc..)

has a distinct interpretation of meanings and motivation evident in the social principle and

traditional beliefs. On Fr. Horacio De la Costa’s “nationalistic” tradition (pagsasarili, pagkakaisa,

pakikisama, pakikipagkapwa-tao, and pagkabayani), a Filipino value or disvalue does not exist

alone. They are interconnected with each other. Bahala na, utang na loob, hiya, pakikisama,

pakiusap are clustered around the main core values like social acceptance and etc. These

values can provide positive or negative behavior, forming a characteristic that can be taught in

an academic setting.

Lastly, Filipino values are continuously evolving depending on the consciousness of different

values taught at different periods.

According to Gorospe (2010), Filipino values and values education are necessary to understand

the philosophy of the Filipinos. It revolves around the experiences of family closeness and

solidarity (pagpapahalaga sa pamilya), politeness (use of po or opo), hospitality, and gratitude

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(utang na loob) from society, which is subjective and emotional. Filipino Values yearn around the

dynamic relationship of man to nature, man to world. Such examples are social acceptance

(pakikisama, amor propio, economic security, pagmamay-ari), trust in god (paniniwala sa diyos),

fellowship (values of paggalang, hiya, katarungan, pag-ibig), and God (value of

pananampalataya, pananalangin, kabanalan).

Because of this, the openness of the Filipinos is the gateway for the future. This is why values

are important and something to be pondered upon. All Filipino values are in the retrospective of

the societal aspect. It is not private because we are all responsible for one another (tayong lahat

ay may pananagutan sa isa't isa).

Values are both subjective and objective because they involve a subject or a person who values

an object or value to be realized. Take justice as an example; justice may be viewed as objective

because it is something that is realized by people, but it can also become subjective if justice

became a value only to some. The only difference here is that values are not only in the mind or

a matter of personal taste or preference. Values are not objective in a sense that they are static;

they are relational and embodied in person-value-types (ideal moral persons). For example is

about how people categorize pious people as those who exemplify piety, or how money is being

more valuable than honesty.

In another perspective, Cory Aquino, the 11th president of the Philippines is viewed as the ideal

Filipino model (religious, people-oriented, nationalistic) during the Marcos regime. The heroes of

EDSA who risked their lives for the people and God is another example of prioritizing values

based on existence or reality and other objectives criteria.

Based on the words of Yacat (2013), Virgilio Enriquez, the father of Filipino Psychology,

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proposed the foundation of Filipino Psychology or the scientific study of Filipino mind as derived

from distinct experience, ideas, and cultural orientations. This, then, resulted to the formation of

the study of Indigenous Psychology which defines the understanding of the consciousness, both

cognitive and emotive through ulirat (awareness), diwa (habits and behavior), kalooban
(emotions or feelings), and kaluluwa (soul of the people).

Its movement aims to address the raw background of psychology in the Philippines. Started as a

movement within psychology and other disciplines in the 70s, it focused on identity, national

consciousness, involvement, social awareness, language, and ethnic cultures based on the

application of Indigenous Psychology in various aspects. The thought somehow originated from

the Western perspective of psychology, applied to the local setting.

Enriquez proposed that Filipino Psychology can be born out of two processes: indigenization

from without, and indigenization from within. Indigenization from without is the common

approach based on the search of local equivalent studies assumed in the universal

contextualization of imported methods or psychological concepts. On the other hand,

indigenization from within is an implicit study of psychological theories, knowledge, methods, and

practices embedded in the local culture. To shape Filipino Psychology, Enriquez formulated the

Kapwa Model.

Defined and Investigated by Clemente, et al. (2008), the Kapwa Model is a theory that analyzes

the social interaction of the Filipinos. It points out the answer to the question “paano ba makipag

kapwa tao” and its virtues and constituent elements. It assumes that from our interactions, we

became aware of interacting with hindi ibang tao (one of us) and an ibang tao (not one of us;

outsider). It emphasized that we should treat each other equally, and it recognizes our shared

identity and inner self. The theory constitutes Filipino Values in dealing

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with hindi ibang tao and an ibang tao through discourse and behavioral analysis. With this,

Enriquez identified 12 values provided in a conceptual structure that summarizes its values and

interrelationships.
 Behavior Patterns and Value Structure: Surface, Core, and Societal

Colonial/ Hiya utang na loob Pakikisama

(gratitude/ solidarity) (companionship/

Accommodative (propriety/dignity)

Surface Value esteem)

Confrontative bahala na sama/lakas ng Pakikibaka

loob (resistance)
Surface Value (determination)
(resentment/

guts)

Pivotal Pakiramdam (Pakikipagkapwa tao)

Interpersonal Value (shared inner perception)

CORE VALUE KAPWA (Pagkatao)

(shared identity)

Linking Kagandahang-loob (Pagkamakatao)

Socio-Personal Values (shared humanity)

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Associated Societal values Karangalan Katarungan Kalayaan

(dignity) (justice) (freedom)

Enriquez presented the core concept in Filipino Psychology: kapwa. It is defined as a shared

identity with others; an inner self shared with others. When a person has kapwa, it has the self

awareness of his shared identity not because of the status given to him by others. A person gets

separated from Kapwa if it denies the status of kapwa to others, or it can be also denied by self.

Therefore, the sharing of different values emphasizes the core of kapwa, the three-tiered value

structure between core, surface, and societal.

Pakikiramdam is a pivotal interpersonal value involved in exploratory behavior intended to avoid

hurting other people. A person who practices pakikiramdam is described as thoughtful and

caring, while a person low in pakikiramdam could be described as thoughtless and uncaring.

Pakikisama, hiya, utang na loob are ”surface values”. Accommodative surface values that refer

to the other values are noticeable to the non-Filipinos. However, they are mostly not important.

This assumes that Filipinos are other-oriented.

Bahala na, pakikibaka, and lakas ng loob are confrontative surface values that are important to

Filipinos in situations that call for asserting the rights of an individual. However, non-Filipinos fail

to recognize this as it neglects the counterpart of this value (accommodative surface values),

which Enriquez termed pasukong Pilipino (the submissive Filipino) that was evident during the

colonial period.

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Kagandahang-loob, the Linking socio-personal value, induces a person who is accustomed to

the needs and purpose of the society. A person who values kagandahang-loob is likely to value

karangalan (dignity), katarungan (justice), and kalayaan (freedom) in societal aspects.

Aside from the structure of Kapwa Theory, there are other Filipino Values that are also identified.

Some of the examples are the following: pakikitungo (civility), pakikisalamuha (act of mixing),

pakikilahok (act of joining), pakikibagay (conformity), pakikisama (one of us),

pakikipagpalagayang-loob (mutual trust), and pakikipag-kaisa (being one with others). All of

these values are not only interrelated modes, but are arranged based on levels of depth and

engagement with the user or the individual. Identified by Santiago and Enriquez in 1976 on a

fiesta being held, it was revealed that in the quality of interactions expressed in meals,

pakikitungo ranked the shallowest and pakikiisa as the deepest. All of these suggest that

behavioral interactions vary in the activity and the relationship between ako and an ibang tao or

hindi ibang tao (Yacat, 2013).

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CHAPTER III

Research Methodology

Research Design
The researchers followed the method of exploratory sequential mixed method wherein they

began with collecting qualitative data by interviewing their 25 participants with open ended

questions, which helps in gathering more informative answers from the participants. Afterwards,

the researchers analysed their gathered data and developed a quantitative study. The

researchers shifted to quantitative by creating questions that were derived from the analysed

qualitative data. They have conducted their second round with 25 respondents. After collecting,

the results were analysed through figures.

Population Sampling Technique

In this study, the researchers used convenience sampling, which is frequently used in pilot

studies. Though this study isn’t to be considered one, the researchers are exploring the effects

of a particular topic or principle (i.e. FCV), something that convenience sampling and pilot

studies are known to be correlated with. This population sampling technique provides a much

reposeful shot for the researchers due to the fact that they are able to focus more on the

analysis of the data rather than splurging into the careful selection of participants, which isn’t

deemed necessary in this study (except for the scope, i.e. late adolescents and Filipino

residents). According to Given (2008), convenience sampling is a useful method because of its

brisk gathering of data that provides a wide range of time to “extrapolate” certain prospects and

trends, something this study is very much concerned with.

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Respondents/Participants

The researchers of this study conducted their research on the late adolescent, the researchers
believed that late adolescents ranging from 18 - 21 years old encompasses a strong sense of

individuality and can identify their own values. Late adolescents generally have completed

physical development and they have more control in their actions. Hence, they are more

focused on building relationships and establishing self-based on their values and ideals (Allen,

MD, FAAP & Waterman, DO, 2019). Although, there are many articles and studies that indicate

different age ranges, due to the convenience of researchers and the changes due to the online

modality. We used the 18 - 21 age range to our demographic. As such, in order to know the

different perspectives and perceptions of late adolescents towards Filipino Core Values, we

used Interview Guides and Recorded Google Meet session to collect their answers followed by

the 2nd round of survey form using Google Forms. Although There were some participants who

failed to answer the survey due to many inconveniences; internet connectivity, lack of time,

etc...despite the efforts of the researchers reaching to the participants, the researchers decided

to find new participants for the 2nd round up of interview to fill the gaps of the remaining data

needed for the study.

Research Instruments

Research instruments are what helped the researchers in accomplishing their study. The things

that they used are the following:

➢ Interview Guide-This was used to take note of the participants’ answers and to view all
the questions. Aside from that, the interview guide also contains a short background on
the participants like their names, age, and other information relevant to the study.

➢ Recorder-The researchers used this instrument to record the interview so that if there is
information that was missed, they could rewind the recording.

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➢ Google Forms-This contains the survey form that the researchers used for the
quantitative research part of the study. The questionnaire was derived from their
 answers on the interview that was previously conducted.

Google Meet-This is where the researchers interviewed the participants due to the fact

that they are not allowed to go outside because of the pandemic.

➢ Codes-This is what contains the answers of the participants. Codes were derived from
the transcript.

➢ Themes-This was used to categorize the codes and to see the commonalities of their
answers.

Statistical Tool

In this study, Spearman Rank was used because the type of data that are present on this is

ordinal. The survey form that was used includes the ranking of the participants' answers

depending on what they think fits the category the most. In line with this, the form was also

derived from their answers on the interview conducted for the qualitative part of the research. All

those choices were based on the codings of the participants. As such, the researcher would like

to know the correlation between the effects of Filipino core values to late adolescents' behavior.

Page 21 of 224
CHAPTER IV
 Data Analysis and Interpretation

Presentation of Data

Qualitative

1. How do Filipino core values affect the perspective of late adolescents on a psychological

aspect?

a. How do Filipino core values affect your perspective in life?

Theme 1: Helps in understanding of behavior.

Theme 2: Imposes limitations that may result in negativity, but restrictions may

still serve as a guidance.

b. Do Filipino core values affect your psychological well-being? If yes, is it a positive

or a negative effect?

Theme 1: Both negative and positive, depends on how the individual perceives

and makes use of the core values.

2. How do Filipino core values help shape the morals of Filipino late adolescents?

a. How do Filipino core values assist late adolescents while growing up?

Theme 1: Filipino Core Values assisted in molding adolescents into what they

are right now, taking into account the teachings of their elders andsuperiors.

b. What Filipino core values do you know that had an effect on your psychological

behavior?
 Page 22 of 224
Theme 1: The main core values that surfaced during the interview were colonial

or accommodative surface values (hiya, utang na loob, pakikisama),

confrontative surface values (bahala na), and pivotal interpersonal values

(pakikiramdam or pakikipagkapwa tao).

c. How did Filipino core values form you as an individual?

Theme 1: Filipino Core Values helped serve as a guidance on how to act

accordingly around other people.

3. Why do Filipino adolescents find the need to follow Filipino core values?

a. Do Filipino adolescents adhere to Filipino core values out of respect to their

peers or are they genuine about it?

Theme 1: Some are genuine in adhering to Filipino Core Values, but some only

do it out of compliance.

b. What do the Filipino adolescents think they gain from adhering to Filipino core

values?

Theme 1: Filipino adolescents gain respect from other people and they get

guidance on how to be a disciplined individual.

4. Why do some gradually neglect this kind of practice?

a. Why do adolescents become more unlike what Filipino core values describe

them as?

Theme 1: Adolescents nowadays realize the errors in adhering so much to core

 values.

Page 23 of 224
Theme 2: Others are being influenced by globalization and a fast paced

world. b. Do Filipino adolescents realize that they start to neglect Filipino core

values?

Theme 1: Some realize that they neglect Filipino core values while others do not.

This reflection depends on how aware the adolescents are about their actions.

Quantitative

Treatment of Data

● Generations and Pakikisama

Generations Pakikisama X Y D D2

1 1 7 4.5 2 2.5 6.25

2 11 9 1 1 0 0

3 2 1 3 5 -2 4

4 10 5 2 3 -1 1

5 1 3 4.5 4 0.5 0.25

6 0 0 6 6 0 0
 = 11.50

1.) Ho = There is a correlation between Generations and Pakikisama

Ha = There is no correlation between Generations and Pakikisama

2.) Computation:

1 = -0.67
6 (11.50) 210

3.) Accept Ho at moderate correlation

4.) There is a correlation between Generations and Pakikisama

● Generations and Utang na Loob

Generations Utang na Loob X Y D D2

1 1 9 4.5 1 3.5 12.25

2 11 6 1 3 -2 4

3 2 2 3 4 -1 1

4 10 7 2 2 0 0

5 1 1 4.5 5 -0.5 0.25

6 0 0 6 6 0 0

= 17.5

1.) Ho = There is a correlation between Generations and Utang na Loob

 Ha = There is no correlation between Generations and Utang na Loob

2.) Computation:
(17.5)
−
6
1 = 0.5
210

3.) Accept Ho at average correlation

4.) There is a correlation between Generations and Utang na Loob

● Generations and Lakas ng Loob

Generations Lakas ng Loob X Y D D2

1 1 4 4.5 3.5 1 1

2 11 6 1 2 -1 1

3 2 8 3 1 2 4

4 10 3 2 5 -2 4

5 1 4 4.5 3.5 1 1

6 0 0 6 6 0 0

= 11

1.) Ho = There is a correlation between Generations and Lakas na Loob

Ha = There is no correlation between Generations and Lakas na Loob

2.) Computation:
 1 = -0.69
6 (11) 210

3.) Accept Ho at moderate correlation

4.) There is a correlation between Generations and Lakas na Loob

● Generations and Bahala Na

Generations Bahala Na X Y D D2

1 1 4 4.5 3.5 1 1

2 11 3 1 5 -4 16

3 2 8 3 2 1 1

4 10 4 2 3.5 -1.5 2.25

5 1 10 4.5 1 3.5 12.25

6 0 0 6 6 0 0

= 32.50

1.) Ho = There is a correlation between Generations and Bahala Na

Ha = There is no correlation between Generations and Bahala Na

2.) Computation:

1 = 0.07
6 (32.50) 210

−
3.) Reject Ho at negligible correlation

4.) There is no correlation between Generations and Bahala Na

● Generations and Hiya

Generations Hiya X Y D D2

1 1 1 4.5 5 -0.5 0.25

2 11 0 1 6 -5 25

3 2 8 3 1 2 4

4 10 6 2 2.5 -0.5 0.25

5 1 6 4.5 2.5 2 4

6 0 3 6 4 2 4

= 37.5

1.) Ho = There is a correlation between Generations and Hiya

Ha = There is no correlation between Generations and Hiya

2.) Computation:

1 = -0.07
6 (37.5) 210

3.) Reject Ho at negligible correlation

4.) There is no correlation between Generations and Hiya

 ● Generations and Others
Generations Others X Y D D2

1 1 0 4.5 5 -0.5 0.25

2 11 0 1 5 -4 16

3 2 2 3 2 1 1

4 10 0 2 5 -3 9

5 1 1 4.5 3 1.5 2.25

6 0 22 6 1 5 25

= 53.5

1.) Ho = There is a correlation between Generations and Others

Ha = There is no correlation between Generations and Others

2.) Computation:

1 = 0.53
6 (53.5) 210

3.) Reject Ho at negligible correlation

4.) There is no correlation between Generations and Others

 ● Experiences and Pakikisama
Experiences Pakikisama X Y D D2

1 3 7 4.5 2 2.5 6.25

2 3 9 4.5 1 2.5 12.25

3 8 1 1 5 -4 16

4 5 5 2 3 -1 1

5 4 3 3 4 -1 1

6 2 0 6 6 0 0

= 34.5

1.) Ho = There is a correlation between Experiences and Pakikisama

Ha = There is no correlation between Experiences and Pakikisama

2.) Computation:

1 = -0.01
6 (34.5) 210

3.) Reject Ho at negligible correlation

4.) There is no correlation between Experiences and Pakikisama

 ● Experiences and Utang na Loob
Experiences Utang na Loob X Y D D2

1 3 9 4.5 1 3.5 9.25

2 3 6 4.5 3 1.5 2.25

3 8 2 1 4 -3 9

4 5 7 2 2 0 0

5 4 1 3 5 -2 4

6 2 0 6 6 0 0

= 24.5

1.) Ho = There is a correlation between Experiences and Utang na Loob

Ha = There is no correlation between Experiences and Utang na Loob

2.) Computation:

1 = -0.3
6 (24.5) 210

3.) Reject Ho at low correlation

4.) There is no correlation between Experiences and Utang na Loob

● Experiences and Lakas ng Loob

 Experiences Lakas ng Loob X Y D D2

1 3 4 4.5 3.5 1 1

2 3 6 4.5 2 2.5 6.25

3 8 8 1 1 0 0

4 5 3 2 5 -3 9

5 4 4 3 3.5 -0.5 0.25

6 2 0 6 6 0 0

= 15.5

1.) Ho = There is a correlation between Experiences and Lakas ng Loob

Ha = There is no correlation between Experiences and Lakas ng Loob

2.) Computation:

1 = -0.56
6 (15.5) 210

3.) Reject Ho at negligible correlation

4.) There is no correlation between Experiences and Lakas na Loob

● Experiences and Bahala Na

Experiences Bahala Na X Y D D2
 1 3 4 4.5 3.5 1 1

2 3 3 4.5 5 -0.5 0.25

3 8 8 1 2 -1 1

4 5 4 2 3.5 -1.5 2.25

5 4 10 3 1 2 4

6 2 0 6 6 0 0

= 8.50

1.) Ho = There is a correlation between Experiences and Bahala Na

Ha = There is no correlation between Experiences and Bahala Na

2.) Computation:

1 = -0.76
6 (8.50) 210

3.) Accept Ho at moderate correlation

4.) There is a correlation between Experiences and Bahala Na

● Experiences and Hiya

Experiences Hiya X Y D D2

1 3 1 4.5 5 -0.5 0.25

2 3 0 4.5 6 -1.5 2.25

3 8 8 1 1 0 0
 4 5 6 2 2.5 -0.5 0.25

5 4 6 3 2.5 1.5 0.25

6 2 3 6 4 2 4

=9

1.) Ho = There is a correlation between Experiences and Hiya

Ha = There is no correlation between Experiences and Hiya

2.) Computation:
6 (9)
−
1 = -0.74
210

3.) Accept Ho at moderate correlation

4.) There is a correlation between Experiences and Hiya

● Experiences and Others

Experiences Others X Y D D2

1 3 0 4.5 5 -0.5 0.25

2 3 0 4.5 5 -0.5 0.25

3 8 2 1 2 -1 1

4 5 0 2 5 -3 9

5 4 1 3 3 0 0

6 2 22 6 1 5 25
 = 35.5

1.) Ho = There is a correlation between Experiences and Others

Ha = There is no correlation between Experiences and Others

2.) Computation:

1 = 0.01
6 (35.5) 210

3.) Reject Ho at negligible correlation

4.) There is no correlation between Experiences and Others

● Environment and Pakikisama

Environment Pakikisama X Y D D2

1 6 7 1.5 2 -0.5 0.25

2 4 9 4 1 3 9

3 6 1 1.5 5 -3.5 9.25

4 5 5 3 3 0 0

5 3 3 5 4 1 1

6 1 0 6 6 0 0

= 19.5
1.) Ho = There is a correlation between Environment and Pakikisama

Ha = There is no correlation between Environment and Pakikisama

2.) Computation:

1 = 0.44
6 (19.5) 210

3.) Accept Ho at average correlation

4.) There is a correlation between Environment and Pakikisama

● Environment and Utang na Loob

Environment Utang na Loob X Y D D2

1 6 9 1.5 1 0.5 0.25

2 4 6 4 3 1 1

3 6 2 1.5 4 -2.5 6.25

4 5 7 3 2 1 1

5 3 1 5 5 0 0

6 1 0 6 6 0 0

= 8.5

1.) Ho = There is a correlation between Environment and Utang na Loob

Ha = There is no correlation between Environment and Utang na Loob

2.) Computation:

1 = -0.76
6 (8.5) 210

3.) Accept Ho at moderate correlation

4.) There is a correlation between Environment and Utang na Loob

● Environment and Lakas ng Loob

Environment Lakas ng Loob X Y D D2

1 6 4 1.5 3.5 -2 4

2 4 6 4 2 2 4

3 6 8 1.5 1 0.5 0.25

4 5 3 3 5 -2 4

5 3 4 5 3.5 1.5 2.25

6 1 0 6 6 0 0

= 14.5

1.) Ho = There is a correlation between Environment and Lakas na Loob

Ha = There is no correlation between Environment and Lakas na Loob

2.) Computation:
 1 = -0.53
6 (14.5) 210

3.) Accept Ho at average correlation

4.) There is a correlation between Environment and Lakas na Loob

● Environment and Bahala Na

Environment Bahala Na X Y D D2

1 6 4 1.5 3.5 -2 4

2 4 3 4 5 -1 1

3 6 8 1.5 2 -0.5 0.25

4 5 4 3 3.5 -0.5 0.25

5 3 10 5 1 4 16

6 1 0 6 6 0 0

= 21.5

1.) Ho = There is a correlation between Environment and Bahala Na

Ha = There is no correlation between Environment and Bahala Na

2.) Computation:
 1 = 0.39
6 (21.5) 210

3.) Reject Ho at low correlation

4.) There is no correlation between Environment and Bahala Na

● Environment and Hiya

Environment Hiya X Y D D2

1 6 1 1.5 5 -3.5 9.25

2 4 0 4 6 -2 4

3 6 8 1.5 1 0,5 0.25

4 5 6 3 2.5 0.5 0.25

5 3 6 5 2.5 2.5 6.25

6 1 3 6 4 2 4

= 24

1.) Ho = There is a correlation between Environment and Hiya

Ha = There is no correlation between Environment and Hiya

2.) Computation:
 1 = -0.31
6 (24) 210

3.) Reject Ho at low correlation

4.) There is no correlation between Environment and Hiya

● Environment and Others

Environment Others X Y D D2

1 6 0 1.5 5 -3.5 9.25

2 4 0 4 5 -1 1

3 6 2 1.5 2 -0.5 0.025

4 5 0 3 5 -2 4

5 3 1 5 3 4 4

6 1 22 6 1 25 25

= 43.5

1.) Ho = There is a correlation between Environment and Others

Ha = There is no correlation between Environment and Others

2.) Computation:
 1 = 0.24
6 (43.5) 210

3.) Reject Ho at negligible correlation

4.) There is no correlation between Environment and Others

● Traditions and Pakikisama

Traditions Pakikisama X Y D D2

1 5 7 2.5 2 0.5 0.25

2 3 9 4.5 1 3.5 12.25

3 1 1 6 5 1 1

4 3 5 4.5 3 1.5 2.25

5 5 3 2.5 4 -1.5 2.25

6 8 0 2 6 -5 25

= 43

1.) Ho = There is a correlation between Traditions / Pakikisama

Ha = There is no correlation between Traditions /

Pakikisama 2.) Computation:

6 (43)
−
1 = -0.23
210

3.) Reject Ho at negligible correlation

4.) There is no correlation between Traditions / Pakikisama

● Traditions and Utang na Loob

Traditions Utang na X Y D D2
Loob

1 5 9 2.5 1 1.5 2.25

2 3 6 4.5 3 1.5 2.25

3 1 2 6 4 2 4

4 3 9 4.5 2 2.5 6.25

5 5 1 2.5 5 -2.5 6.25

6 8 0 1 6 -5 25

= 46

1.) Ho = There is a correlation between Traditions and Utang na Loob Ha =

There is no correlation between Traditions and Utang na Loob 2.)

Computation:

1 = -0.31
6 (46) 210

−
3.) Reject Ho at negligible correlation

4.) There is no correlation between Traditions and Utang na Loob

 ● Traditions and Lakas ng Loob
Traditions Lakas ng Loob X Y D D2

1 5 4 2.5 3.5 -1 1

2 3 6 4.5 2 2.5 6.25

3 1 8 6 1 5 25

4 3 3 4.5 5 -0.1 0.25

5 5 4 2.5 3.5 -1 1

6 8 0 1 6 -5 25

=58.5

1.) Ho = There is a correlation between Traditions and Lakas na Loob

Ha = There is no correlation between Traditions and Lakas na Loob

2.) Computation:

1 = -0.68
6 (58.5) 210

3.) Reject Ho at negligible correlation

4.) There is no correlation between Traditions and Lakas na Loob

● Traditions and Bahala Na

 Traditions Bahala Na X Y D D2

1 5 4 2.5 3.5 -1 1

2 3 3 4.5 5 -0.5 0.25

3 1 8 6 2 4 16

4 3 4 4.5 3.5 1 1

5 5 10 2.5 1 1.5 2.25

6 8 0 1 6 -5 25

=45.5

1.) Ho = There is a correlation between Traditions and Bahala Na

Ha = There is no correlation between Traditions and Bahala Na

2.) Computation:

1 = -0.3
6 (45.5) 210

3.) Reject Ho at negligible correlation

4.) There is no correlation between Traditions and Bahala Na

● Traditions and Hiya

Traditions Hiya X Y D D2
 1 5 1 2.5 5 -2.5 6.25

2 3 0 4.5 6 -1.5 2.25

3 1 8 6 1 5 25

4 3 6 4.5 2.5 2 4

5 5 6 2.5 2.5 0 0

6 8 3 1 4 -3 9

= 46.5

1.) Ho = There is a correlation between Traditions and Hiya

Ha = There is no correlation between Traditions and Hiya

2.) Computation:

1 = -0.33
6 (46.5) 210

3.) Reject Ho at low correlation

4.) There is no correlation between Tradition and Hiya

● Tradition and Others

Tradition Others X Y D D2

1 5 0 2.5 5 -2.5 6.25

 2 3 0 4.5 5 -0.5 0.25

3 1 2 6 2 4 16

4 3 0 4.5 5 -0.5 0.25

5 5 1 2.5 3 -0.5 0.25

6 8 10 1 1 0 0

= 23

1.) Ho = There is a correlation between Traditions and Others

Ha = There is no correlation between Traditions and Others

2.) Computation:

1 = 0.34
6 (23) 210

3.) Reject Ho at low correlation

4.) There is no correlation between Traditions and Others

● Family Teachings and Pakikisama

Family Pakikisama X Y D D2
Teachings
 1 3 7 5 2 3 9

2 4 9 3 1 2 4

3 4 1 3 5 -2 4

4 2 5 6 3 3 9

5 8 3 1 4 -3 9

6 4 0 3 6 -3 9

= 44

1.) Ho = There is a correlation between Family Teachings and Pakikisama Ha

= There is no correlation between Family Teachings and Pakikisama

2.) Computation:
6 (44)

−
1 = -0.26
210

3.) Reject Ho at negligible correlation

4.) There is no correlation between Family Teachings and Pakikisama

● Family Teachings and Utang na Loob

Family Pakikisama X Y D D2
Teachings

1 3 9 5 1 4 16

2 4 6 3 3 0 0
 3 4 2 3 4 -1 1

4 2 7 6 2 4 16

5 8 1 1 5 -4 16

6 4 0 3 6 -3 9

= 58

1.) Ho = There is a correlation between Family Teachings and Utang na Loob Ha

= There is no correlation between Family Teachings and Utang na Loob 2.)

Computation:

1 = -0.66
6 (58) 210

3.) Reject Ho at negligible correlation

4.) There is no correlation between Family Teachings and Utang na

Loob ● Family Teachings and Lakas ng Loob

Family Pakikisama X Y D D2
Teachings

1 3 4 5 3.5 1.5 2.25

2 4 6 3 2 1 1
 3 4 8 3 1 2 4

4 2 3 6 5 1 1

5 8 4 1 3.5 -2.5 6.25

6 4 0 3 6 -3 9

= 23.5

1.) Ho = There is a correlation between Family Teachings and Lakas ng Loob Ha

= There is no correlation between Family Teachings and Lakas ng Loob

2.) Computation:

1 = 0.33
6 (23.5) 210

3.) Reject Ho at low correlation

4.) There is no correlation between Family Teachings and Lakas na

Loob ● Family Teachings and Bahala Na

Family Pakikisama X Y D D2
Teachings

1 3 4 5 3.5 -1.5 2.25

2 4 3 3 5 -2 4

3 4 8 3 2 1 1
 4 2 4 6 3.5 2.5 6.25

5 8 10 1 1 0 0

6 4 0 3 6 3 9

= 22.50

1.) Ho = There is a correlation between Family Teachings and Bahala Na Ha

= There is no correlation between Family Teachings and Bahala Na

2.) Computation:

1 = 0.36
6 (22.5) 210

−
3.) Reject Ho at low correlation

4.) There is no correlation between Family Teachings and Bahala Na

● Family Teachings and Hiya

Family Pakikisama X Y D D2
Teachings

1 3 1 5 5 0 0

2 4 0 3 6 -3 9

3 4 8 3 1 2 4

4 2 6 6 2.5 3.5 12.25

5 8 6 1 2.5 -1.5 2.25

6 4 3 3 4 -1 1
 = 28.5

1.) Ho = There is a correlation between Environment and Hiya

Ha = There is no correlation between Environment and Hiya

2.) Computation:

1 = 0.19
6 (28.5) 210

3.) Reject Ho at negligible correlation

4.) There is no correlation between Family Teachings and Hiya

● Family Teachings and Others

Family Pakikisama X Y D D2
Teachings

1 3 0 5 5 0 0

2 4 0 3 5 -2 4

3 4 2 3 2 1 1

4 2 0 6 5 1 1

5 8 1 1 3 -2 4

6 4 22 3 1 2 4

= 14

1.) Ho = There is a correlation between Family Teachings and Others

 Ha = There is no correlation between Family Teachings and Others

2.) Computation:

1 = 0.6
6 (14) 210

3.) Accept Ho at moderate correlation

4.) There is a correlation between Family Teachings and Others

● Religious Beliefs and Pakikisama

Religious Pakikisama X Y D D2
Beliefs

1 7 7 2 2 0 0

2 0 9 5.5 1 4.5 20.25

3 4 1 3.5 5 -1.5 2.25

4 0 5 5.5 3 2.5 6.25

5 4 3 3.5 4 -0.5 0.25

6 10 0 1 6 -5 25

= 54

1.) Ho = There is a correlation between Religious Beliefs and Pakikisama Ha

 = There is no correlation between Religious Beliefs and Pakikisama

2.) Computation:
6
(54.5)
−
1 = -0.53
210

3.) Reject Ho at negligible correlation

4.) There is a correlation between Religious Beliefs and Pakikisama

● Religious Beliefs and Utang na Loob

Religious Utang na Loob X Y D D2
Beliefs

1 7 9 2 1 1 1

2 0 6 5.5 3 2.5 6.25

3 4 2 3.5 4 -0.5 0.25

4 0 7 5.5 2 3.5 12.25

5 4 1 3.5 5 -1.5 2.25

6 10 0 1 6 -5 25

= 47

1.) Ho = There is a correlation between Religious Beliefs and Utang na Loob Ha

= There is no correlation between Religious Beliefs and Utang na Loob 2.)

Computation:

1 = -0.34
6 (47) 210

3.) Reject Ho at negligible correlation

4.) There is no correlation between Religious Beliefs and Utang na Loob

● Religious Beliefs and Lakas ng Loob

Religious Lakas ng Loob X Y D D2
Beliefs

1 7 4 2 3.5 -1.5 2.25

2 0 6 5.5 2 3.5 12.25

3 4 8 3.5 1 2.5 6.25

4 0 3 5.5 5 0.5 0.25

5 4 4 3.5 3.5 0 0

6 10 0 1 6 -5 25

= 46

1.) Ho = There is a correlation between Religious Beliefs and Lakas ng Loob Ha

= There is no correlation between Religious Beliefs and Lakas ng Loob 2.)

Computation:
 1 = -0.31
6 (46) 210

3.) Reject Ho at negligible correlation

4.) There is no correlation between Religious Beliefs and Lakas ng Loob

● Religious Beliefs and Bahala Na

Religious Bahala Na X Y D D2
Beliefs

1 7 4 2 3.5 -1.5 2.25

2 0 3 5.5 5 0.5 2.25

3 4 8 3.5 2 1.5 2.25

4 0 4 5.5 2.5 2 4

5 4 10 3.5 1 2.5 6.25

6 10 6 1 6 -5 25

=40

1.) Ho = There is a correlation between Religious Beliefs and Bahala Na

Ha = There is no correlation between Religious Beliefs and Bahala Na

2.) Computation:

1 = -0.14
6 (40) 210
 −

3.) Reject Ho at negligible correlation

4.) There is no correlation between Religious Beliefs and Bahala Na

● Religious Beliefs and Hiya

Religious Hiya X Y D D2
Beliefs

1 7 1 2 5 -3 9

2 0 0 5.5 6 -0.5 0.25

3 4 8 3.5 1 2.5 6.25

4 0 6 5.5 2.5 3 9

5 4 6 3.5 2.5 1 1

6 10 3 1 4 -3 9

= 34.5

1.) Ho = There is a correlation between Religious Beliefs and Hiya

Ha = There is no correlation between Religious Beliefs and Hiya

2.) Computation:

1 = -0.01
6 (34.5) 210

3.) Reject Ho at negligible correlation

4.) There is no correlation between Religious Beliefs and Hiya

● Religious Beliefs and Others

Religious Others X Y D D2
Beliefs

1 7 0 2 5 -3 9

2 0 0 5.5 5 0.5 0,25

3 4 2 3.5 2 1.5 2.25

4 0 0 5.5 5 0.5 0.25

5 4 1 3.5 3 0.5 0.25

6 10 22 1 1 0 0

= 12

1.) Ho = There is a correlation between Religious Beliefs and Others

Ha = There is no correlation between Religious Beliefs and Others

2.) Computation:

1 = 0.66
6 (12) 210

−
3.) Accept Ho at moderate correlation

4.) There is a correlation between Religious Beliefs and Others

Graphic Presentation or Diagram

 Development Confusion in Guidance on Provides
of a How to Act Discipline Better
Pessimistic Understandin
Outlook g of Others

1st 3 6 6 10

2nd 4 4 11 6

3rd 7 8 6 4

4th 11 7 2 5

Ten (10) out of twenty four (24) participants seem to choose the provision of better

understanding towards others as the first potential effect of Filipino Core Values on the

perspective of late adolescents on a psychological aspect, with guidance on discipline as a

second choice, confusion in how to act as the third choice, and development of a pessimistic

outlook as the fourth and least choice.

 Generations Experiences Environment Family Traditions Religious
Teachings Beliefs

1st 1 11 2 10 1 0

2nd 3 3 8 5 4 2

3r 6 4 6 5 3 1
d

4t 3 4 4 2 8 4
h

5t 5 3 1 3 5 8
h

6t 7 0 4 0 4 10
h

The substantial influence that late adolescents seem to think help shape the morals in relation

to FCVs is experiences, with a whopping amount of eleven (11) votes, followed by environment

as the second choice, generations as the third choice, traditions as the fourth choice, family

teachings as the fifth choice, and religious beliefs as the sixth and the least choice
 Due to sense To be Pressured Because To preserve
of viewed as by older it is the the Filipino
belongingnes a people right Culture
s respectable thing to
individual do

1st 3 9 6 7 0

2nd 3 8 4 2 8

3rd 8 6 5 2 4

4th 4 1 2 11 7

5th 7 1 8 3 6

The top reason as to why adolescents adhere to FCVs is for them to be viewed as a

respectable individual, with nine (9) votes, followed by them to be viewed as a respectable

individual and for the preservation of the Filipino culture, tied for second place, with due to

sense of belongingness as the third reason, and with the sole reason of it being the right thing to

do as the least choice.

 Lack of Influence Popular Core Due to
practice, of other Culture Values self
values culture and result to awarene
education and norms Social negative ss
, or will Media traits of
to do so Filipinos

1st 4 4 6 4 7

2nd 6 7 9 1 2

3rd 5 7 6 5 2

4th 3 5 3 7 7

5th 7 2 1 8 7

The reason found by late adolescents about the negligence of their age sector with regards to

FCV stems to self awareness as the first choice, with seven (7) votes, followed by social media

as a second choice, influence of other culture and norms as the third choice, core values

resulting to negative traits of Filipinos as the fourth choice, and lack of practice, values,

education, or will to do so as the final choice.

 Pakikisama Utang na Lakas Bahala na Hiya Others
Loob ng
Loob

1st 7 9 5 1 3 0

2nd 9 6 2 7 1 0

3rd 4 6 8 3 4 0

4th 4 3 4 4 10 0

5th 1 1 8 6 6 3

6th 0 0 2 0 1 22

The most practiced and commonly known FCV by the late adolescents is utang na loob with

nine (9) votes, followed by pakikisama as a second choice, lakas ng loob as a third choice, hiya

as a fourth choice, bahala na as a fifth choice, and other potential unmentioned FCV as the

sixth and least choice.

Results and Interpretation

Qualitative

On Research Question 1: How do Filipino core values affect the perspective of late

adolescents on a psychological aspect?

Based on the answers of the participants, Filipino core values affect the perspective of late

adolescents on a psychological aspect in a way that it helps in understanding of one’s own

behavior, as well as those of others. In some cases, it may result in negativity because it limits

actions, but restrictions imposed by the norms of society inclined to the core values may still

serve as a guidance on how to act in an acceptable way. However, not everyone recognizes

how core values affect the well-being of themselves. It is a subjective topic because not all

Filipino adolescents perceive core values as something to live by or something to hardly incline

to and not all of the participants make use of the values well enough for it to have an impact on

how they think.

On Research Question 2: How do Filipino core values help shape the morals of Filipino late

adolescents?

According to the participants, Filipino core values assisted in molding adolescents into what

they are right now, taking into account the teachings of their elders and superiors. It is based on

the influences of the people around them. The specific values that were mentioned by the

interviewees were colonial or accommodative surface values (hiya, utang na loob, pakikisama),

confrontative surface values (bahala na), and pivotal interpersonal values (pakikiramdam or

pakikipagkapwa tao). These core values shaped the morals of Filipino late adolescents in a way

that served as guidance on how they behave and how they act accordingly around people.

On Research Question 3: Why do Filipino adolescents find the need to follow Filipino core

values?

Based on the interview that was conducted by the researchers, it was revealed that not all

Filipino adolescents are genuine about how they adhere to core values in the Philippines. From

this, it can be concluded that some of the adolescents nowadays only find the need to follow

core values to comply with the norms of the society. From following what was dictated by the

people in the community, adolescents gain respect from other people and they get guidance on

how to be a disciplined individual.

On Research Question 4: Why do some gradually neglect this kind of practice?

Some adolescents gradually neglect practices inclined to what Filipino core values dictate

because as they grow older, they start to have a wider array of perspectives and in return

realize the errors in adhering so much to core values. Another main reason that surfaced during

the interview was that the influence of globalization and modernization of the world that people

live in today seemed to make adolescents forget the traditional values and ways of life that were

once imposed on the older generations. When asked if they realize the changes in behavior and

the neglect of the lessons once taught to them that were inclined to the core values, participants

revealed that some realize that they neglect Filipino core values while others do not. However,

this reflection is another subjective topic because it depends on how aware the adolescents are

about their actions.

Quantitative

On Research Question 1: How do Filipino core values affect the perspective of late

adolescents on a psychological aspect?

Adolescents seem to take Filipino core values as a provision of better understanding towards

others. This could be due to the fact that Filipino core values are taken as ideologies used for

interaction, especially because most Filipino core values are expected to be effectuated on or

with others, because when both recipients in a conversation apply Filipino core values, it builds

a gratifying relationship which requires further understanding with each other.

On Research Question 2: How do Filipino core values help shape the morals of Filipino late

adolescents?

Adolescents seem to be keen on showing genuine respect to others, and Filipino core values

stand as the basis of what they are supposed to do. The formation of their character follows, but
the Filipino core values focus more on them being able to treat others in a delectable way, so

that their relationships with others (especially to fellow Filipinos who also practice Filipino core

values) will thrive with guidance from past generations who once or are still practicing Filipino

core values.

On Research Question 3: Why do Filipino adolescents find the need to follow Filipino core

values?

With the findings of this study, Filipino adolescents find the need to follow or adhere to Filipino

core values because of self-growth. Since Filipino core values are known or taken as a

foundation of a person’s growth and development, adolescents adhere to Filipino core values in

hopes of growing more as an individual with the help of their elders and superiors. Not only that,

they take it upon themselves to be as congenial as possible, which could probably stem from

the Filipino core value hiya.

On Research Question 4: Why do some gradually neglect this kind of practice?

Self-awareness was the main reason as to why some Filipino adolescents gradually neglect the

practice of performing Filipino core values. This could vary to personal experiences of the

adolescents, which was more divulged on the qualitative part of the results and interpretations.

CHAPTER V
Conclusion and Recommendation

Conclusion

Values undoubtedly help in shaping the morals of an individual, particularly children. They play

a vital role in guiding adolescents in the paths and decisions they are about to make. Now, in

the Philippines, we have our own established Filipino Core Values (FCVs). Those FCVs are

what the researchers believed in influencing the mindset and the perspective of late
adolescents while growing up. As such, they have conducted surveys and interviews in the

experiences and the overview knowledge of the adolescents towards FCVs.

The researchers would like to know if there is a correlation between the influences of FCVs in

shaping the morals of adolescents and their most common/known values, and they have come

to the conclusion that FCVs do help shape adolescents, though the supporting elements vary.

For example, some may use a particular FCV due to personal experiences or their environment,

while others may not. However, it still ends the conclusion that FCVs are used by adolescents

for the shaping of their morals, it’s just that again, the reason behind as to why still varies. The

answer behind its effectiveness will then vary as well.

Recommendation

● For the students

Filipino core values are undeniably present even in today's time. The researchers

recommend that if the students were to read their paper, there must be a thorough

understanding of what was written on it because it speaks so much about how our

norms in the society are being changed or thought of by Filipino adolescents.

● For Researchers

To those who will carry out and do further research about this same topic as a basis,

they should be more attentive to the data and details that were collected from the

respondents. It is also highly recommended for future researchers to already choose a

statistical tool to be used before making a set of survey questions. That way, there will

be a little ease on the treatment of data. It is also highly recommended that the

researchers make use of each member in the group. That way, the burden and the tasks

will not be too much.

 ● For the teachers

It is highly encouraged for teachers to enlighten their students more about our Filipino

Core Values: the importance and right application of it. Teachers should not only focus

on the performances of children in academics but also observe their values, manners,

and behaviour. After all, they serve as the second parents of children whenever they are

at school.

● For the next generation

Find a way to utilize and preserve the Filipino Core Values inherited from our ancestors

while being influenced by other foreign materials. In a fast paced world where

globalization is the priority of many, it is still important to keep in mind the values that

shaped our ascendants and try to fix the faults in the system that some now find to be a

source of toxicity. It is your duty to make the world a better place. To do it, one can start

with their own selves and reassess their responsibilities and priorities.

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Consent Form for Interviews

The Group 4 of 12A-HUMSS will have to interview students regarding the effects of Filipino Core
Values for their research subject. If you are happy to participate, please complete and sign the form
below. Please mark the boxes below to confirm that you agree with each statement:

I understand that my participation is voluntary and that I am free to withdraw at any time
with any reason and without there being any negative consequences. In addition, should I
/
not wish to answer any particular question or questions, I am free to decline.

I understand that my responses will be kept strictly confidential. I understand that my /

name might be linked with the research materials, and might be identified or identifiable in
the report or reports that result from the research.

I agree for this interview to be tape-recorded. I understand that the audio recording, if /
there is, made of this interview will be used only for analysis and that extracts from the
interview, from which I would be personally identified, may be used in any conference
presentation, report or journal article developed as a result of the research.

I understand that no other use will be made of the recording without my written /
permission, and that no one outside the research team will be allowed access to the
original recording.

I agree that my data will be kept for future research purposes such as publications related /
to this study after the completion of the study.

I agree to take part in this interview.

/

Rinoa Leigh Ann P. Lamadrid______ December 3, 2020 Sgd._________________ Name of

participant Date Signature

Raven Cazsaryl J. Omandam December 3, 2020 Signed_______________ Researcher/s Date

Signature
Consent Form for Interviews

The Group 4 of 12A-HUMSS will have to interview students regarding the effects of Filipino Core
Values for their research subject. If you are happy to participate, please complete and sign the form
below. Please mark the boxes below to confirm that you agree with each statement:

I understand that my participation is voluntary and that I am free to withdraw at any time
with any reason and without there being any negative consequences. In addition, should I
✓
not wish to answer any particular question or questions, I am free to decline.

I understand that my responses will be kept strictly confidential. I understand that my ✓

name might be linked with the research materials, and might be identified or identifiable in
the report or reports that result from the research.

I agree for this interview to be tape-recorded. I understand that the audio recording, if ✓
there is, made of this interview will be used only for analysis and that extracts from the
interview, from which I would be personally identified, may be used in any conference
presentation, report or journal article developed as a result of the research.

I understand that no other use will be made of the recording without my written ✓
permission, and that no one outside the research team will be allowed access to the
original recording.

I agree that my data will be kept for future research purposes such as publications related ✓
to this study after the completion of the study.

I agree to take part in this interview.

✓

Fritz Heward D. Inductivo December 3, 2020 Signed Name of participant Date

Signature

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Signature
Consent Form for Interviews
The Group 4 of 12A-HUMSS will have to interview students regarding the effects of Filipino Core
Values for their research subject. If you are happy to participate, please complete and sign the form
below. Please mark the boxes below to confirm that you agree with each statement:

I understand that my participation is voluntary and that I am free to withdraw at any

time with any reason and without there being any negative consequences. In
addition, should I not wish to answer any particular question or questions, I am free to
decline.

I understand that my responses will be kept strictly confidential. I understand that my

name might be linked with the research materials, and might be identified or identifiable in
the report or reports that result from the research.

I agree for this interview to be tape-recorded. I understand that the audio recording, if
there is, made of this interview will be used only for analysis and that extracts from the
interview, from which I would be personally identified, may be used in any conference
presentation, report or journal article developed as a result of the research.

I understand that no other use will be made of the recording without my written
permission, and that no one outside the research team will be allowed access to the
original recording.

I agree that my data will be kept for future research purposes such as publications
related to this study after the completion of the study.

I agree to take part in this interview.

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Date Signature

Raven Cazsaryl J. Omandam December 5, 2020 Signed_______________ Researcher/s Date

Signature
Consent Form for Interviews
The Group 4 of 12A-HUMSS will have to interview students regarding the effects of Filipino Core
Values for their research subject. If you are happy to participate, please complete and sign the form
below. Please mark the boxes below to confirm that you agree with each statement:

I understand that my participation is voluntary and that I am free to withdraw at any

time with any reason and without there being any negative consequences. In
addition, should I not wish to answer any particular question or questions, I am free to
decline.

I understand that my responses will be kept strictly confidential. I understand that my

name might be linked with the research materials, and might be identified or identifiable in
the report or reports that result from the research.

I agree for this interview to be tape-recorded. I understand that the audio recording,
if there is, made of this interview will be used only for analysis and that extracts from the
interview, from which I would be personally identified, may be used in any conference
presentation, report or journal article developed as a result of the research.

I understand that no other use will be made of the recording without my written
permission, and that no one outside the research team will be allowed access to the
original recording.

I agree that my data will be kept for future research purposes such as publications
related to this study after the completion of the study.

I agree to take part in this interview.

J-nel M. Paduata________________ December 5, 2020___ Signed_________________ Name

of participant Date Signature

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Signature
Consent Form for Interviews
The Group 4 of 12A-HUMSS will have to interview students regarding the effects of Filipino Core Values for
their research subject. If you are happy to participate, please complete and sign the form below. Please mark
the boxes below to confirm that you agree with each statement:

I understand that my participation is voluntary and that I am free to withdraw at any time
with any reason and without there being any negative consequences. In addition, should I
/
not wish to answer any particular question or questions, I am free to decline.

I understand that my responses will be kept strictly confidential. I understand that my /

name might be linked with the research materials, and might be identified or identifiable in
the report or reports that result from the research.

I agree for this interview to be tape-recorded. I understand that the audio recording, if /
there is, made of this interview will be used only for analysis and that extracts from the
interview, from which I would be personally identified, may be used in any conference
presentation, report or journal article developed as a result of the research.

I understand that no other use will be made of the recording without my written /
permission, and that no one outside the research team will be allowed access to the
original recording.

I agree that my data will be kept for future research purposes such as publications related /
to this study after the completion of the study.

I agree to take part in this interview.

/

Lee Grant Dioben Martinez ____ December 5, 2020 Sgd._________________ Name of

participant Date Signature

Jaren Kloyd Macatangay December 5, 2020 Sgd._________________ Researcher/s Date

Signature