THE EFFECTS OF RELIGION TO STUDENTS BEHAVIOR

INTRODUCTION

The strongest belief system that has persisted across millennia is likely religion. In many
ways, it serves as a set of guidelines, a manual that enables believers to conduct
themselves in a civilized or non-primitive fashion. The primary goals of the oldest
religions were to promote social cohesion. Therefore, it should come as no surprise that
this system is essential to thinking patterns and plays a crucial role in the formation of
self-identity and a collective identity of a community, which in turn shapes attitudes,
cultural norms, and influences individual and group behavior. In fact, it is also believed
that religious practices are adaptive and have emerged to sustain survival and
reproductive advantages through gene selection or gene-culture coevolution dynamics.
Children are especially attentive to thoughts and religious beliefs. The concept of karma
and reincarnation in the Philippines, heaven-hell and salvation in Christianity, paradise
and hell peaceful afterlife and reincarnation in indigenous People of folk religions, and
freedom from the cycle of reincarnations and attaining enlightenment in our society are
just a few examples of the "god-fearing" elements that most religions use to enforce
moral behavior through positive and negative reinforcement. In their further research,
they came to the conclusion that whereas the idea of heaven (or its equivalent in other
religions) exists to make people behave morally and ethically, the idea of hell exists to
make people conduct in an immoral and unethical manner.
The impact of religion and culture on students' attitudes toward learning science is
discussed in this study. This study's hybrid methodology was a sequential explanatory
technique, students were chosen for the sample in this study using the purposive sampling
method. In-depth interviews about culture and religion are combined with attitude
questionnaires as the study's primary research tools. Descriptive statistical analysis was
used to do the data analysis. The qualitative data were then analyzed in a number of steps,
including data reduction, data presentation, and conclusion-making. Based on the
findings of the data collecting and interview processes, as well as the discussion just
above, it can be said that students' attitudes toward science are related to cultural
elements that present in their communities. Our experiences, environment and even
genetics form our beliefs and attitudes. In turn, these beliefs influence our behaviour, and
determine our actions. Beliefs that are widely accepted become part of our culture and, in
many ways, shape the society we live in. Religion is probably the strongest belief system
that has existed for thousands of years. In many ways, it is a code of conduct, a rule book
that allows believers to function in a non-primitive or cultured manner. The earliest forms
of religion were established to facilitate social bonding. In fact, it is also believed that
religious practices are adaptive and have emerged to sustain survival and reproductive
advantages through gene selection or gene-culture coevolution dynamics. The strongest
belief system that has persisted across millennia is likely religion. In many ways, it serves
as a set of guidelines, a manual that enables believers to conduct themselves in a civilized
or non-primitive fashion. The primary goals of the oldest religions were to promote social
cohesion. Therefore, it should come as no surprise that this system is essential to thinking
patterns and plays a crucial role in the formation of self-identity and a collective identity
of a community, which in turn shapes attitudes, cultural norms, and influences individual
and group behavior. In fact, it is also believed that religious practices are adaptive and
have emerged to sustain survival and reproductive advantages through gene selection or
gene-culture coevolution dynamics. Children are especially attentive to thoughts and
religious beliefs. Moreover, the coexistence of different religions within a single
community or nation is a relatively recent trend. Sacrifice and warfare in the name of
religion are not uncommon. Some of the key examples, even more surprising, are the
dichotomous functions that religion seems to play, absorbing compassion and kindness
towards all, but also religiously inciting hatred. Violence and religious martyrs, especially
among radical believers. It is important to note that while religious beliefs can be causal
to some behaviors, they are not the only factors influencing behaviors. Rather, it is an
important factor in the many factors that determine our behavior, including genetics,
environment, parenting, drives, and needs.
Bulihan Integrated Senior High School is a diverse institution that is home to
students of various religious backgrounds. This diversity presents a unique opportunity
for students to learn about different religions and their practices, leading to a better
understanding and appreciation for cultural diversity.One of the most common religions
among students at Bulihan Integrated Senior High School is Christianity. This religion is
practiced by both Catholics and Christians, and students often attend church services on
Sundays. Catholic students may attend Mass and participate in the sacraments, while
Protestant students may attend worship services and Bible studies.Another religion that is
present among students at Bulihan Integrated Senior High School is Islam. Muslim
students typically observe daily prayers and fasting during the month of Ramadan. They
may also participate in Eid al-Fitr, a religious festival that marks the end of the fasting
period.There are also students who practice other religions such as Buddhism, Hinduism,
and Taoism. These students may observe religious practices such as meditation,
offerings, and temple visits.Despite the differences in religious beliefs and practices,
students at Bulihan Integrated Senior High School are respectful of one another's beliefs
and practices. There is a culture of tolerance and understanding that promotes peaceful
coexistence among students of different religions.To further promote interreligious
understanding, the school organizes activities and events that celebrate different religions.
For example, during the Christmas season, the school holds a Christmas program that
includes performances by the school choir and drama club. During Ramadan, the school
organizes an Iftar party where Muslim students and non-Muslim students can break their
fast together.In conclusion, the diversity of religion at Bulihan Integrated Senior High
School provides students with a unique opportunity to learn about different religions and
their practices. Through tolerance, understanding, and respect for each other's beliefs,
students can cultivate a culture of harmony and peaceful coexistence. It is important to
promote interreligious understanding in schools and communities to create a more
inclusive and accepting society.

BACKGROUND OF STUDY

RELIGION
Religion is defined as a set of beliefs, values, and practices that guide people's
moral and ethical behavior. Religion can take many forms, including Christianity, Islam,
Judaism, Buddhism, and Hinduism. Religion is a universal human endeavour that has an
impact on a variety of cultural norms, moral principles, and goals as well as human
thought and conduct by providing explanations for the purpose of human life. Religion is
a crucial component of human civilization and offers a thorough and empathetic
understanding of how people view the world. This unique and complex system is
comparable embedded in the practice of interacting with the sacred sphere through ritual
or non-ritual cults, the interpretation of ordinary and extraordinary experiences, the
adherence to social norms, the contact with aesthetic and artistic expressions and
symbols, as well as many other life domains.
Religious behavior emerges as a result of the religious stimuli that people
experience, such as knowledge, attitudes, and skills in engaging in religious and social
activities. Religious behavior is an activity based on believed religious values and is
influenced by the intensity of an individual's activity, the level of understanding of
religious teachings, and the intensity in engaging in activities related to religious
teachings.
The researcher only explored religion's influence on the behaviour in general, but
religion also serves as a source of motivation for life and a tool for self-development and
control as recitations, etc. It is crucial to remember that, while religious convictions may
be a contributing element in some behaviors, they are not the only ones. Instead, it's a
significant aspect among a number of other factors that affect human behavior, including
genetics, environment, parenting, urges, and needs. Although research suggests a
connection between religious convictions and behavior, does this necessarily imply a
causal relationship? Whether one thinks that people develop these belief systems in order
to adapt and operate or if one thinks that pre-existing beliefs have an impact on religious
attitudes is actually irrelevant. What matters is how we use (or abuse) such a potent tool
and how much we allow it to shape our actions. Religion is a universal human endeavour
that has an impact on a variety of cultural norms, moral principles, and goals as well as
human thought and conduct by providing explanations for the purpose of human life.
Religion is a crucial component of human civilization and offers a thorough and
empathetic understanding of how people view the world. This unique and complex
system is comparable embedded in the practice of interacting with the sacred sphere
through ritual or non-ritual cults, the interpretation of ordinary and extraordinary
experiences, the adherence to social norms, the contact with aesthetic and artistic
expressions and symbols, as well as many other life domains.
This religion includes lighting candles, marching, kneeling, praying, singing and
chanting hymns and psalms, listening to sacred readings, eating certain foods, and fasting
other foods on special days. There are numerous rituals and rituals. Due to their religious
nature, these ceremonies can differ significantly from normal daily life processes.
Religious people can perform ceremonies and rituals alone at home or in a special
room.A shrine, temple, church, synagogue or ceremonial place.
Religious practices may include rituals, sermons, commemoration or veneration
(of deities or saints), sacrifices, festivals, feasts, trances, initiations, matrimonial and
funerary services, meditation, prayer, music, art, dance, and/or public service. Religions
have sacred histories and narratives, which may be preserved in sacred texts, symbols and
holy places, that primarily aim give life meaning. Religions may contain symbolic tales
that may attempt to explain the origin of life, the universe, and other phenomena; some
followers believe these to be true stories. Traditionally, both faith and reason have been
considered sources of religious beliefs.
When psychology first emerged as a separate scientific field, the psychology of
religion played a crucial role. William James' Varieties of Religious Experience was the
preeminent American work of the day. Freud, who created a critique of religion, and
Jung, who was more sympathetic yet had a broad view of religion and an unconventional
method, both made significant contributions of a distinct nature. The psychology of
religion has increasingly taken an empirical approach in recent years, and important
advances have been made in areas like individual differences and typologies, the
connection between mental health and religion, how religion develops in children,
religious and mystical experiences, the neuropsychological underpinnings of religion, and
the relationship between self-expressed religious attitudes and religious behavior. Many
patients’ religious beliefs and behavior may seem extreme or pathologic to the clinician.
There was a time when modern psychological thought considered almost all forms of
religious expression a form of neurosis. Thankfully this time is past. However, now
during a time of heightened spiritual yearning the issue assumes great relevance. Among
some minority patients, rigidly held religious views are common and are not in and of
themselves pathologic, although some fundamentalist Christian subgroups do have an
antimedical, anti psychological bent. The leaders of some of these congregations may
openly encourage troubled or mentally ill church members not only to seek cure in prayer
but also to abandon all other non prayer treatments. It is helpful to inquire of the patient
whether these types of views are expressed by their faith-based community.
Some patients may have had personal religious experiences, especially contact
with a divine presence that may markedly affect them and that seems puzzling to a
clinician—especially a skeptical clinician (James, 2014).People of any religion can
demonstrate religious intensity. But the research in my book “God, Grades, and
Graduation: Religion’s Surprising Impact on Academic Success” centers on Christian
denominations because they are the most prevalent in the U.S., with about 63% of
Americans identifying as Christian. Also, surveys about religion tend to reflect a
Christian-centric view, such as by emphasizing prayer and faith over other kinds of
religious observance. Therefore, Christian respondents are more likely to appear as
highly religious, simply based on the wording of the questions.
The study of religion comprises a wide variety of academic disciplines, including
theology, philosophy of religion, comparative religion, and social scientific studies.
Theories of religion offer various explanations for its origins and workings, including the
ontological foundations of religious being and belief religion, human beings’ relation to
that which they regard as holy, sacred, absolute, spiritual, divine, or worthy of especial
reverence. It is also commonly regarded as consisting of the way people deal with
ultimate concerns about their lives and their fate after death. In many traditions, this
relation and these concerns are expressed in terms of one’s relationship with or attitude
toward gods or spirits; in more humanistic or naturalistic forms of religion, they are
expressed in terms of one’s relationship with or attitudes toward the broader human
community or the natural world. In many religions, texts are deemed to have scriptural
status, and people are esteemed to be invested with spiritual or moral authority.
Believers and worshippers participate in and are often enjoined to perform
devotional or contemplative practices such as prayer, meditation, or particular rituals.
Worship, moral conduct, right belief, and participation in religious institutions are among
the constituent elements of the religious life.
Religion often involves cultural beliefs, worldviews, texts, prophecies, revelations,
and morals that have spiritual meaning to members of the particular faith, and it can
encompass a range of practices, including sermons, rituals, prayer, meditation, holy
places, symbols, trances, and feasts.While this is a basic definition, there are many
different understandings of what religion is. Not all religions are centered on a belief in a
god, gods, or supernatural forces.Religion vs. Spirituality, While religion and spirituality
are related, there are differences between the two. Spirituality is an individual practice
and belief, whereas religion is centered on a set of organized practices that a large group
shares. It is possible to be spiritual without being religious.
Given the potential benefits linked to religious affiliation, some may wonder if it
might be a bad thing not to be religious. While studies suggest that religion may have
health benefits, you don't need to ascribe to a set of organized religious beliefs to reap
these rewards. Taking steps to engage in healthy behaviors, form social connections with
others, and strengthen your coping skills are steps you can take to obtain those benefits
that religion often provides.
If you are concerned about religion's impact on your life, discussing your concerns
with a mental health professional may be helpful. Research suggests that religion can
play a positive and supportive role in people's lives in many ways. For some individuals
who feel less supported or even excluded from religious practice, it is important to weigh
the potential good with the potential harm.
Religious behaviours are behaviours motivated by religious beliefs. Religious
actions are also called 'ritual' and religious avoidances are called taboos or ritual
prohibitions.

ETHICAL BEHAVIOR
Ethics involves systematizing, defending, and recommending concepts of right
and wrong behavior.A central aspect of ethics is "the good life", the life worth living or
life that is simply satisfying, which is held by many philosophers to be more important
than traditional moral conduct.Most religions have an ethical component, often derived
from purported supernatural revelation or guidance. Some assert that religion is necessary
to live ethically. Simon Blackburn states that there are those who "would say that we can
only flourish under the umbrella of a strong social order, cemented by common
adherence to a particular religious tradition".Ethical behaviour is characterized by
honesty, fairness and equity in interpersonal, professional and academic relationships and
in research and scholarly activities. Ethical behaviour respects the dignity, diversity and
rights of individuals and groups of people. This definition is not a denial of the existence
of other ethical duties with respect to practice, professional service delivery, and research.
Other studies have challenged these conclusions however, with evidence of
contradictory findings. Some have argued that religiosity and religious-based spirituality
could promote unethical behaviour. For example, discriminating against another person
who does not share one’s belief system. It might even flow into hiring practices and how
one treats another colleague at work.Though the discussion about the determinants of
ethical decision making has been a constant area of interest within economics and
business science for about 30 years (KishGephart, Harrison, and Trevino, 2014), it has
revived especially due to recent accounting scandals such as Enron and WorldCom as
well as the recent financial crisis (Walker, Smither, and DeBode, 2016).
Although moral behavior may lead to losses in efficiency - such as paying higher
wages -, ethical misconduct can also be costly for organizations in form of lost reputation
and business, as well as for entire economies, for corruption dampens economic growth
due to lower investments and misguided incentives (, Mauro, 2015). Generally, moral
laws that enhance social cooperation can promote market efficiency and solve collective
action problems (Uslaner, 2019; Shleifer, 2014). Thus, numerous studies investigated the
factors that favor ethical decision-making. However, as moral behavior is a complex
concept and its assessment difficult, the issue has not yet been resolved and research still
struggles to reliably predict an individual’s ethical decision (Kish-Gephart, Harrison, and
Trevino, 2015).
To elucidate the determining factors influencing moral decision making, Bommer,
Gratto, Gravander, and Tuttle (2017) introduced a behavioral model that, among others,
differentiated between social, work and legal environment, as well as individual factors,
for instance demographic characteristics and status. In a similar approach, Trevino (2016)
developed a ”person-situation interactionist” model that combined situational and
individual moderators. Here, individual factors include ego-strength, field dependence
and locus of control whereas the immediate job context, organizational culture and
characteristics of the work are summarized as situational factors.
Most empirical studies define situational factors as variables that shape the
decision maker’s environment and include her peer group, institutional incentives,
organization size and hierarchy levels, whereas individual variables refer to
characteristics such as sex, age, ethnic origin and education or employment level (Ford
and Richardson, 2014). Being an individual factor of ethical behavior, many times and
across disciplines, religiosity has been proposed to considerably motivate an individual’s
ethical attitudes and actions (Clark and Dawson, 2016; Weaver and Agle, 2022)
For Christians, the Ten Commandments inter alia determine what is to be
considered ethical, and the rules that have to be obeyed. For Buddhists, the five precepts
provide inter alia a basis of moral principles. These are just two examples of various
religions that exhibit specific values and moral rules their followers should live by
(Uslaner, 2019; Ali, Camp, and Gibbs, 2018; Parboteeah, Hoegl, and Cullen, 2018).
 As Weaver and Agle (2020) state, religions generally proclaim a specific attitude
in terms of what is right and what is wrong, and are thereby expected to loom large on
ethical decisions. Moreover, these moral judgments claim absoluteness and membership
implies compliance with them ”on the basis of divine origin” ( Clark and Dawson, 2016)
and faith, rather than on reason (Vitell and Paolillo, 2013). On the other hand, the claim
of absoluteness does not apply to non-adherents (De George, 2006).
Yet surprisingly, empirical studies do not provide conclusive evidence supporting
the proposed impact of religiosity on ethical decision making. The issue appears to be
more complex than first conjectured (Weaver and Agle, 2022).
Several studies have investigated the influence of religiousness on numerous
forms of behavior, such as drug abuse, cheating in exams and participation in voluntary
work. Tan and Vogel (2019) showed in an experimental game that an agent’s
religiousness has a positive impact on trust towards others, on trust placed in her, as well
as on her trustworthiness.
With respect to business ethics, Hegarty and Sims (2014) found in a laboratory
experiment no significant positive influence of religious value orientation on grad
students’ decisions to refuse kickback payments. However, adding a threat of punishment
led to a lower extent of misconduct. Since many religions embody a concept of afterlife
punishment, this result suggests a stronger impact of situation-dependent punishment
than of prospective punishment. Similarly, Kidwell, Stevens, and Bethke (2013) did not
find religious denomination or church attendance to influence the understanding of moral
behavior in a sample of 100 managers and Ibrahim, Howard, and Angelidis (2018) could
not show religious managers to care more about corporate ethics, while Cullen,
Parboteeah, and Hoegl (2014) and Longenecker, McKinney, and Moore (2014)
demonstrated religious executives to be less prone to justify unethical decisions.

MORAL BEHAVIOR
Religion influences morals and values through multiple pathways. It shapes the
way people think about and respond to the world, fosters habits such as church
attendance and prayer, and provides a web of social connections.
Most religions enforce moral behaviour through positive and negative
reinforcement by infusing ‘god-fearing’ elements in scriptures, such as the concept of
karma and reincarnation in Hinduism, heaven-hell and salvation in Christianity, paradise
and hell in Islamism, peaceful afterlife and reincarnation in indigenous Chinese folk
religions, and release from the cycle of reincarnations and reaching enlightenment in
Buddhism. This was further reiterated through Shariff and Norenzayan’s (2016) study
where they found that individuals are more likely to behave in a moral or honest manner
when they believe in fearsome and punishing supernatural agents. In their subsequent
studies, they concluded that the concept of hell exists to make people act in a moral and
ethical manner, whereas the concept of heaven (or its equivalent in other religions) exists
to make people feel good, and has a direct and positive relation with happiness. However,
another possible explanation for this suggests that it may have nothing to do with
religious beliefs. Rather, the religious scriptures or rituals act as a moral reminder,
through priming, and impel us to act in a moral and honest manner.
Religion and morality are popular, complex and intensely controversial topics. So
the intersection of the two is a hotly debated issue. Arguments about what, if anything,
religion has to do with morality, have been raging for a long time.
Similar to ‘religion’, ‘morality’ is also a hotly debated concept, and there are many
important and unresolved issues (Doris et al., 2013). However,once again, for the
purposes of the discussion here, we need not agree on the clear demarcation (necessary
and sufficient conditions) of what constitutes morality. Even if such conditions existed
and were similar across cultures an important but separate issue — we can proceed by
being precise about the components of beliefs and behaviors that are under investigation
and that fall under the rubric of morality. Taking into account these considerations, the
evolutionary perspective presented here sees human moral psychology — as well as
religion — as a natural phenomenon that is the converging product of genetic and cultural
inheritance. At the broadest level, then, morality can be conceptualized as “ interlocking
sets of values, virtues, norms, practices, identities, institutions, technologies, and evolved
psychological mechanisms that work together to suppress or regulate self-interest and
make cooperative societies possible” (Haidt, 2013). From an evolutionary standpoint,
morality is therefore intimately linked to the problem of how large, anonymous, but
cooperative societies solve the problem of free riding.
It is believed by many that supernatural agents specifically, and all religions more
broadly, are inherently about morality — that all religions concern themselves with
regulating moral affairs within a community. Particularly for those immersed in the
Abrahamic traditions — believers and nonbelievers alike — there is a powerful intuitive
appeal to this idea. After all, in these cultures, as well as in other world religions such as
Buddhism and Hinduism, religion is intensely about regulating human morality.
However, the ethnographic and historical record contradicts the claim that this linkage is
a cultural universal. One of the early pioneers of the comparative study of religion, Guy
Swanson (2014) concluded, “The people of modern Western nations are so steeped in
these beliefs which bind religion and morality, that they find it hard to conceive of
societies which separate the two. Yet most anthropologists see such a separation as
prevailing in primitive societies.”In small-scale societies, people must tackle an extensive
variety of cooperative challenges, and therefore they are guided by a sophisticated set of
local moral norms that apply to a wide range of domains, including food sharing, caring
of offspring, kinship relations, marriage, leveling of risk, and mutual defense. Moreover,
these groups vary in important ways, such as in population size and density, technology,
and sedentary lifestyle (Kelly, 2015; Powell et al., 2019). While recognizing these
important complexities, ethnographic observations support Swanson’s claim — they
show that in these small-scale societies, religion’s moral scope, if any, is minimal; the
gods tend to have limited omniscience and limited moral concern; they may want rituals
and sacrifices, but care little about how people treat each other (Swanson, 2004;Boyer,
2013; Marlowe, 2013; Purzycki, 2014). Purzycki (2014), for example,reports that for
pastoralists in Tuva culture in Siberia, local ‘spirit masters’known as Chereezi, are
pleased by ritual offerings, and are angered by over exploitation of resources, but only the
ones that they directly oversee. They exert their powers in designated areas found in
ritual cairns known as ovaa.Chereezi do not see far and cannot intervene in distant places.
While the Chereezi have some powers and care about some things, in foraging societies,
typically the gods are even more distant and indifferent.

CONCEPTUAL FRAMEWORK

Religion and personal theory are closely intertwined,as many people's religious
beliefs and practices are shape by their personal theories about the world . For example a
person who believes in the concept of karma may be more likely to engage in behaviours
that they believe will bring them positive outcomes in the future. Similarly, a person who
believes in the importance of compassion and emphathy may be drawn to religions that
they imphasize these values.
According to Sigmund Freud, a famous psychoanalyst, developed a theory that
suggested that religion is an illusion or a product of the human mind . He believe that
religion was born out of the human need for a father figure, which stems from the
individual's psychological development and their relationship with their parents. Religion
is a way to cope with the anxiety and uncertainty of life by providing a sense of security
and comfort. Frued also proposed that an individuals personality is shaped by three main
components:The I'd ,ego, and superego. The I'd represents the primitive and instinctual
drives of an individual, such as hunger, thirst, and sexual desire. The ego is the conscious
mind and helps an individual make decisions based on reality and practicality. The
superego represents the moral and ethical standards of society and is shaped by parental
and societal influences.
 Furthermore, frued argued that religion creates a false sense of security and
meaning in life, leading individuals to deny the harsh realities of the world and the
inevitability of death. He believe that this denial leads to an unhealthy repression of
human instincts and desires, which can lead to neurosis and other psychological
disorders. Frued believe that religion is an attempt to cope with the anxiety and
uncertainty that comes with life by creating a belief in a higher power of divine being. He
suggested that this beliefs is an extension of individuals relationship with their father
figure during childhood, conflicts that arise from this relationship.Frued viewed religion
and personal theory as products of the unconscious mind, shaped by psychological
process such as repression,progection and defence mechanisms. While his perspective
has been criticized by some for being reductionist and oversimplifying the complexity of
religious and personal experiences, it has nonetheless contributed to the ongoing dialogue
about the psychological and emotional aspects of religion and personal belief system.

BELIEF RITUALS
MORAL

BEHAVIOR
SPIRITUALITY
SYMBOLS
ETHICAL

RELIGIONS

STRENGTHENING
RELIGIOUS BEHAVIOR

The Framework depicts the factors and elements of religion and personal theory of
strengthening the Students religious behavior. There are several factors and elements that
can contribute to the strengthening a students religious behavior such as Beliefs, Rituals,
Spirituality, and symbols.
 Religion and personal theory are complex and multifaceted concepts that involve a
variety of elements. Beliefs, practices, ethics, community, spirituality, symbols, and texts
are all important components of these concepts, and can play a significant role in shaping
an individual's worldview and understanding of the world around them.
Religion is an intricate system of beliefs, values, and practices that guides
individuals and societies in moral and ethical behavior. It has been a significant force in
shaping the way people live, think, and behave for centuries. The elements of religion are
diverse, but they all serve the same purpose of promoting ethical and moral conduct.
Personal theories also play a vital role in shaping people's behavior. This essay will
explore the elements of religion and personal theories in moral and ethical behavior.
One of the fundamental elements of religion is the concept of a higher power or
deity. Belief in a supreme being or force has been a cornerstone of many religions
throughout history. This belief serves as a guiding force in promoting moral and ethical
behavior. Individuals who believe in a higher power are more likely to act in ways that
align with their beliefs about what is right and wrong. For example, those who believe in
the Ten Commandments are more likely to refrain from stealing or lying because they see
these actions as sinful and offensive to God.
The rituals and practices of religion are also significant elements in promoting
moral and ethical behavior. Practices like prayer, meditation, and fasting are believed to
connect individuals with a higher power and help them stay focused on their values and
beliefs. These rituals and practices help individuals stay mindful of their actions and
make ethical decisions.
Symbols are also important in personal theory. Individuals often create their own
symbols to represent their beliefs and values. These symbols may be personal objects,
such as a piece of jewelry or a tattoo, or they may be more abstract, like a particular color
or image. These symbols serve as a reminder of what is important to the individual and
can help guide their moral and ethical behavior.
Spirituality is another important element of religion and personal theory in moral
and ethical behavior. Spirituality refers to an individual's inner sense of connection to
something larger than themselves. It can involve a sense of awe or wonder at the natural
world, a feeling of connectedness to others, or a belief in a higher power or divine force.
Spirituality can provide individuals with a sense of purpose and meaning, and can guide
their moral and ethical behavior.

SIGNIFICANT OF THE STUDY

The Researchers believe that is students, youth,teachers, and future researchers. Through
this study, it will enable them to have a concrete idea on the effects of religion to students
behavior.
Students. Through this study, it helps to have a concrete information on Behavior of the
students present inside or outside the school campus. Also, it stimulates the students to
explore and learn more about the religion and how they affected of other religions.
Youth. This study will inform them on the different religions as well as it helps them to
defened an attention on the issues revolve in the present times.
Teachers. This study will give them insight's where they belong. Moreover, it provides
them arguments that they could use for improving techniques for teaching most
specifically they understanding when their students are not the same religion.
Schools. As one of the institutios in the schools, this will enable them to ne knowledge
on various issues that arise and create possible solutions on it.
Future Researchers. This study can guide them and serve as their basis in conducting
similar studies. It also helps them to fully understand the concept of effects of students
behavior as a serves of literatures.

SCOPE AND LIMITATION

This study covers the effects of religion in students behavior on Contemporary

issues. Senior High School Students are the respondents of this study.
This study is limited to assess the performance behavior of the students in terms of
effects, religion,students, behavior.
Since the study will be conducted during the school year 2022-2023 only the senior high
school students with the term of the year 2022 until 2023 for is they are bearing a qwide
understanding and Knowledge regarding on the existing behavior of the students.
One of the limitations of this study would be that there is not another student’s data to
compare. Since the teacher only collected data on the one student with behavior needs in
her classroom, we have no other students to compare to. Another limitation could be the
time. This teacher didn’t start the check in/ check out process until late into the school
year and we only have a few months of data to analyze. The student reacted positively to
this process, but what would happen if a student didn’t react the same way? The teacher
understand that this process may not work for every child, but this is just one more
resource for a teacher to have in their tool belt.

STATEMENT OF THE PROBLEM

The research statement of the problem on the effects of religion to students

behavior can be stated as follows.
The study aims to investigate the relationship between religion and students Behavior.
Specifically, the study seeks To answer the following question
1. What is the profile of the respondents in terms of:
1.1 Religion
1.2 age
1.3 Sex
2. How does religion influence the behavior of the students in terms of:
2.1 Moral Behavior
2.2 Ethical Behavior
3.To find out there is no significance between the profile of the respondents and the
students behavior..

DEFINITION OF TERMS

The following terms were utilized throughout the study- for qualification and better
understanding, they were defined conceptually and operationally.
Religion.In this study the system of faith and worship. And it helps with their own
personal development & supports an understanding of the spiritual,moral, social &
cultural questions that surface again & again in their lives.
Behavior.In this study Behavior in religion refers to the actions and conduct of
individuals within the context of their religious beliefs and practices. Religious behavior
can include a wide range of activities, such as prayer, meditation, attending religious
services, following religious laws and rituals, acts of charity and service, and personal
and moral conduct.
Catholic. In this study students may attend Mass and participate in the sacraments, while
Protestant students may attend worship services and Bible studies.
Christian. In this study the living out the counter with Jesus Christ.It refers to the way in
which the Christian life is understood and the explicitly devotional practices which have
been developed to foster and sustain the relationship with Christ.
Spiritually. In this study, an ethic of caring which directs the students commitments for
helping others . It can also be means of equanimity which measures the magnitude a
students is able to find meaning during hard time, sees each day as a gift and feels at
peace.
Students' behaviour.In this study students' behavior refers to their actions and reactions
in different settings, including academic, social, and psychological. Students' behavior
can be influenced by various factors, including their family background, peers, cultural
values, and religious beliefs. In this conceptual framework, students' behavior is viewed
as the dependent variable.